Latest news with #businesseducation
Yahoo
2 days ago
- Business
- Yahoo
Johns Hopkins Carey Expands MBA, Launches EMBA In New D.C. Campus
John Hopkins University Center in Washington, D.C., houses nine academic schools, including Carey Business School. Will Kirk / Johns Hopkins University Leveraging both its expertise in the business of health and a new headquarters in the heart of Washington, D.C., Johns Hopkins University's Carey Business School is rolling out a wave of new programs and expansions for fall 2026. Among them, Carey will move its full-time MBA from its Baltimore campus to D.C., while expanding the program. It will also launch its first-ever Executive MBA geared toward working professionals. Both programs will build on Carey's strengths in artificial intelligence and experiential learning and are among a list of new offerings the school announced last week that will reshape the school's graduate portfolio. 'Our job is to set our students up for success, and one important way we can do that is to offer them learning environments that spark their passion and curiosity and offer opportunity for success after graduation,' says Alex Triantis, dean of . Since a comprehensive five years ago, Carey has leaned into Johns Hopkins' global expertise in medicine, public health, and biomedical research, becoming a global leader itself at the intersection of business and health. One-third of Carey's 2024 Full-time MBA graduates are pursuing careers in health care, and more than 25% of its faculty are engaged in health-related research. The school offers a dozen MBA dual degrees, six of which are in the business-of-health. Meanwhile, Washington D.C. needs leading health talent. The sector accounts for the second-largest group of private employers in the district while more new private-sector jobs were added this April in education/health care than in any other industry. It's why Carey is starting new or expanding current programs into the Johns Hopkins Bloomberg Center, located between the White House and the U.S. Capitol at 555 Pennsylvania Avenue. Opened in 2023, the center houses nine Hopkins academic schools including Carey, the new School of Government and Policy, its schools of medicine and nursing, and the Bloomberg School of Public Health. New or expanded programs in D.C. will include: Carey's will expand and move to the Bloomberg Center for the fall 2026 cohort. The Hopkins MBA mixes health care know-how, a sharp focus on tech, and real-world learning. The move will give students prime access to government and policy leaders, DC's business community, and a network of Carey alumni. It also offers a specialization in Health, Technology, and Innovation. Carey's , beginning in fall 2026, is a 19-month program designed for professionals with around 10 years of experience. It offers specializations in Health Care and Leadership & Strategy, and will have several in-person residencies in D.C. AI is integrated throughout the curriculum to prepare leaders for how it is already shaping their industries and services. Finally, Carey will launch a new suite of exec courses called from both its Baltimore and D.C. campuses. The academy, opening in January 2026, is a partnership with the Johns Hopkins School of Medicine. Johns Hopkins University Carey Business School Dean Alex Triantis. Courtesy photo Carey is also launching several new programs at its Baltimore campus. These include an Accelerated MBA for current or recent Hopkins grad students, a 9-month , and with the Bloomberg School of Public Health. Carey's dual MBA degree portfolio includes a total of 12 full- and part-time options. All Carey programs are built with AI and experiential learning at the core. It was one of the first business schools to introduce artificial intelligence into its MBA all the way back in 2019 – three years before ChatGPT. Today, students use AI tools in real-world partnerships with companies like Siemens and Salesforce, gaining hands-on experience in tech-focused roles. Carey is also home to an award-winning portfolio of experiential learning programs that connect students directly with industry challenges. In the Innovation Field Project, for example, student teams serve as consultants in eight-week engagements, delivering actionable solutions to organizations like AstraZeneca, Medstar Health, the International Monetary Fund, and the Office of Veterans Affairs. It's a lot going on at a business school that has yet to turn 20, a milestone the school will celebrate in 2027. Poets&Quants recently sat down with Dean Triantis to talk about Carey's expansion into Washington, D.C., and how the school is preparing students for the future of business. We teach our students that they should always look out for market opportunities and be strategic about their product portfolio. So I'd say we're doing what we preach. We've been working now for two or three years on identifying where the opportunities for us could lie. We already have a presence in DC, and it's a fantastic building in terms of location and amenities. DC is a great city for young professionals and students, so we saw this as an opportunity to expand our full-time MBA there. At the same time, we haven't previously had an executive MBA. As you probably know, we're a young school. Despite the fact that the market doesn't appear to be growing significantly, we've been successful in entering and gaining market share in other areas, and we hope to do the same with this program. I think we're offering a program that will be unique, and we believe we can differentiate ourselves as we've done with our full-time MBA. We're doing a lot at once and also taking advantage of the fact that we've become a leader in dual-degree programs. I think we have over a dozen graduate programs that couple together with the MBA. We've focused on making this opportunity available in an accelerated format, allowing students to step out from other graduate programs or complete their graduate programs and then do an accelerated MBA in one year. This way, they can get the depth of their functional area combined with the breadth of the MBA. We're also introducing the Master in Management (MIM), which is huge in Europe and has developed nicely in the US as well. Many students want to get business education earlier in their careers, some even at the undergraduate level. For us, as a graduate school, this means the Master's in Management, we're offering it both in-person and online. At a general level, the reputation of Carey Business School has grown significantly over the past few years. We have strong word-of-mouth. One distinct offering is our specialization in the business of health. That specialization, with our faculty, courses, and the events we host, will truly differentiate us from other schools in the area. Johns Hopkins Carey is moving its full-time MBA to the university's Washington DC campus while launching a brand new EMBA. The move will give students prime access to government and policy leaders, DC's business community, and a network of Carey alumni. Will Kirk / Johns Hopkins University We've also leaned into AI. Every school is trying to incorporate AI now, but we were relatively early, introducing a course about six years ago in our full-time MBA. We've continued to build on that, leveraging the broader university's strengths, and all of our faculty have enthusiastically embraced it. On the tech side, the AI component (which everyone now needs) is a real strength for us. Additionally, our building's location provides several advantages. First, we're not the only tenant; it's a 'One Hopkins' building. The School of Advanced International Studies is there, along with a new School of Government and Policy. When you consider today's critical business issues and how closely they connect to policy and the international sphere, we think we can leverage those institutional strengths effectively. Our location is also strategically close to the Capitol and government agencies. Consequently, many companies maintain offices nearby. There are about 18 Fortune 500 company headquarters in the DC area, and nearly every major company has at least a small office. This proximity often allows us to engage CEOs who visit DC for hearings or meetings. When we learn of these visits, we can arrange events and bring these leaders directly to our students, which has proven beneficial in the past. We'll see how the demand shapes up. We've definitely seen an increase in applications over the past few years, and we hope this expansion will further drive that growth. We've intentionally been highly selective to maintain a relatively small program, allowing us to provide personalized attention to each student. I don't have exact numbers yet, but we can certainly update you once we have a clearer sense of interest. Primarily, it's the location and the ability to build on what we're already doing. We've leaned heavily into experiential learning, and this expansion will further enhance that. One new aspect is that we'll offer, I believe, six certificates students can pursue, including one in AI and business. Additionally, we have many electives from our Master of Science programs offered in DC, which will enrich the range of opportunities available to students. Similar to our full-time MBA, we know we can attract students interested in the health ecosystem and offer opportunities other schools might not be positioned to provide, thanks not only to our faculty but also the close-knit network we have with the School of Medicine, Public Health, Nursing, Biomedical Engineering, and others. That will certainly be one of our specializations. While we're not the only school offering health as a specialization in an EMBA, we've demonstrated success with it in our full-time MBA, so we're confident we can replicate that success. Additionally, as I mentioned earlier, our EMBA will have monthly residencies primarily in DC. We'll also include global courses and probably some activities in Baltimore, but most residencies will be in DC. That location allows us to easily engage professionals from industry and government, as well as leverage expertise from other parts of Hopkins. For example, when considering global business strategy, having someone from the School of Advanced International Studies who might have served in a prior administration adds unique depth and richness to our program. We believe we have a very strong offering. As to why we didn't introduce it sooner, this just feels like the right moment to launch. Yeah, that's a great question. First, I think it reflects the changing demands of students. With these dual degree programs, everyone is looking for something extra to differentiate themselves in their careers. It's not just students in public health, nursing, or engineering saying, 'I also want to get an MBA.' Even those pursuing careers in consulting are seeing firms value candidates who, for example, have a PhD in biochemistry alongside an MBA. Hopkins has a long-standing tradition of smart people doing challenging research, and that attracts not just dual-degree students, but also those in our regular full-time or Flex MBA programs. In fact, close to a third of our MBA students already hold a graduate degree. That speaks to the appeal of combining breadth and depth, which dual degrees provide. The second piece is about flexibility. Students want options in terms of program length, format, and affordability. If we can offer something shorter and more cost-effective than a traditional two-year MBA – especially for students who've already made a significant investment in another graduate degree – that's incredibly appealing. Online and flexible options are increasingly important as well. We've seen strong demand for our Flex MBA and also for our MS programs. We currently have six MS programs, and with the MIM launching next year, that'll make seven. Many students want to spread out the cost and time commitment, especially working professionals. So yes, I do think schools need to offer more personalization, more choice, and more flexibility to stay competitive. The biggest trend we're watching is digital health, especially the role of AI in healthcare. On the research side, there's a lot happening. We have the , which is primarily focused on research and policy. It brings together Carey faculty and faculty from the schools of nursing, public health, medicine, and biomedical engineering. There are over 150 core faculty collaborating on research and events around various issues. For example, we've hosted events on AI and aging, AI policy, and FDA policy changes related to AI-enabled medical devices. Many of our students take advantage of those events. We also have a focused specifically on this space, which continues to grow rapidly. We're seeing increasing student interest in entrepreneurial opportunities in this area. Another major area we're watching is policy change: how it impacts the market and how different sectors are responding. There's a lot of attention on areas like mental health, Alzheimer's care, home care, and telehealth. These all involve different approaches to improving affordability, access, and overall value in the system. It's an exciting time. There's a broad recognition that business plays a critical role in driving innovation and impact in healthcare. Johns Hopkins University Carey Business School's Baltimore campus. School photo This initiative responds to the ongoing transformation in healthcare whether through policy, digital innovation, or structural shifts. What we're hearing from many health professionals is that they feel a need to deepen their business knowledge to complement their clinical expertise. What's exciting is that we're partnering with the School of Medicine to deliver this program. Faculty and clinicians from both Carey and the School of Medicine will be involved. It's a multi-week academy with components delivered in person in DC and Baltimore, as well as in a hybrid format. The goal is to bring together leaders from across the healthcare ecosystem. We expect strong participation from healthcare systems, but we also anticipate interest from pharma, medtech, and biomedical device companies. These professionals may have brilliant innovations—a new device or a breakthrough in life sciences—but unless they understand the healthcare system they're selling into, how doctors and practitioners adopt new tools, and how to effectively launch their products, that innovation may not reach its full impact. So ideally, we'll bring together participants from across all these sectors to create a rich, collaborative learning environment. For now, it will be fairly general. We already have a one-year MS in Healthcare Management, offered both full-time and part-time, which tends to attract students who are specifically focused on the healthcare ecosystem. The MIM will be broader, more in line with most other MIM programs in the U.S. It's designed for students who likely don't have a business background or experience but recognize the advantage of gaining that foundation to launch their careers. They'll come in, and we'll educate them quickly on the core business skills they need. We're also launching the MIM in an online or flexible format, which is less common for these types of programs. That flexibility is important for people who can't take a full year off and need to continue working while pursuing the degree. It also opens up possibilities for students who start the program and later get a great job opportunity. They could take it and finish the degree afterward. We're still ironing out the details, but we see real opportunities in that flexibility. First, our facility in DC is really a game changer. We didn't have that two years ago. Rather than launching new programs as soon as the building opened, we decided to wait, let the dust settle, and see how it was being used. We've actually been planning this expansion for two or three years, and now the timing makes sense. The MIM reflects growing interest from students who don't have five to ten years of work experience but want to supplement their education with business training. We don't offer an undergraduate business major, so the MIM complements our offerings well. In fact, we've had interest from our own undergrads and others in the area who want to pair their undergraduate degree with a graduate business credential. We've been expanding our number of 4+1 agreements both domestically and globally over the last few years, and we're seeing a lot of interest in combining an undergrad degree with either a specialty master's, like in finance, or a more general degree like the MIM. If you look at PhDs in the U.S., a lot of them don't end up in academia. They go into industry or consulting. So while I'm not going to claim we're the first to do this, coupling a PhD with an MBA is still relatively novel. We've had many PhDs come to us after finishing their doctorate, looking to get an MBA. Now that we've thought more deeply about the structure of our full-time MBA, we've realized there's a real opportunity to formalize this interest into a dedicated, accelerated dual-degree product. So it's not like some magic pixie dust came down and made all this happen at once. It's really been the result of thoughtful planning that has just happened to converge at the same time. Six years ago, the focus was really on helping MBA students understand AI. What was this thing that was about to hit? At the time, the course was taught by who had students do some basic coding to demystify AI. He asked them to come up with an idea for a product or process that would be AI-enabled. We saw a lot of excitement right away. But today, the students coming in don't necessarily need to be introduced to what AI is, and they don't really need basic programming skills in the same way students did six years ago. Back then, introducing coding was a big innovation for business schools. That's changed. Now, it's more about understanding the trajectory of AI, how it's disrupting industries, and the ethical and regulatory questions that come with it. Instead of one course, we now offer several that integrate AI into functional areas. For example, students specializing in finance might take a course on large language models in finance, while others might explore predictive analytics in marketing. AI has cascaded down into many different subjects and is much more infused across the curriculum. At this point, it's hard to teach corporate strategy or business analytics without addressing AI whether in terms of how it's impacting decision-making or what tools are critical to use. Our faculty are genuinely excited about it, too. We don't have to push them to include AI. They're already doing it, because it's so relevant in their individual areas. In the MBA program, we realized a few years ago that while we had experiential learning like every other school, we needed to be more intentional about it. So we asked: What exactly do we want students to learn and apply when working with companies? And how can we weave that consistently throughout the curriculum? One outcome of that reflection was the creation of a big data analytics experiential program, where all the students work on the same problem. That's different from our Innovation Field Project, which is a more traditional consulting-style project. We've also integrated our communications training throughout these experiences. For example, students need to know how to present their work effectively, and we built that into the structure. Our Crisis Challenge is another piece, focusing on a specific communication or leadership skill in a high-pressure scenario. All of this has been mapped out with the goal of ensuring students build the right skills and tools to be effective in their first job and beyond. I'd say that intentional design is what really differentiates our approach from others. I'd say the evolution of Carey has centered on building a world-class faculty as the foundation. Every year, we've worked to strengthen our faculty, and one of our key differentiators is the ability to hire across different schools at Hopkins. Right now, we have five (and that number is growing) Bloomberg Distinguished Professors, who are required to hold appointments in at least two schools. That structure has helped us build strong ties with Public Health, Engineering, the School of Advanced International Studies, and the School of Government and Policy. That interdisciplinary integration has been a core part of our strategy. We don't view business in isolation, we view it as something that must be connected with other disciplines across the university. In terms of program evolution, we're maturing our portfolio by adding elements that other schools have long offered, like the EMBA and MIM, while expanding our delivery options through full-time, flexible, and online formats. We're also growing our global footprint in executive education and forming more international partnerships. So I'd say we've reached a strong point of maturation, but one that still allows us to approach things a bit differently from other business schools. Our differentiation in the business of health is a big part of that, as is our growing emphasis on AI. But more broadly, we're asking: What do business leaders need today? And how can we bring those elements together from across Hopkins and beyond? The DC presence, the location, and the additional resources it provides are going to be key to helping us continue growing in this direction. We've been fortunate so far, and I think many business schools haven't fully felt the implications of some of the new pressures. But in a time of uncertainty, flexibility becomes essential. That's part of why we've broadened our portfolio. Whether it's the full-time MBA, the EMBA, or other offerings, we've created multiple pathways for students, especially those who don't want to step away from their careers for two full years but still want the value of an MBA. Our Flex MBA has been very successful, and we expect that to continue growing. To withstand these challenges, you need to stay flexible, maintain a broad and responsive program portfolio, and be attuned to market trends. That's what we're focused on, listening closely and being able to pivot quickly when needed. DON'T MISS: LEARNING AI 'FROM ITS CORE': INSIDE PROFESSOR TINGLONG DAI'S COURSE AT JOHNS HOPKINS CAREY BUSINESS SCHOOL AND ROTMAN ENTERS ACCELERATION RACE WITH TWO NEW ONE-YEAR BUSINESS DEGREES The post Johns Hopkins Carey Expands MBA, Launches EMBA In New D.C. Campus appeared first on Poets&Quants.
Fast Company
2 days ago
- Business
- Fast Company
Why business schools need to teach character development
Programs to help students discern their vocation or calling are gaining prominence in higher education. According to a 2019 Bates/Gallup poll, 80% of college graduates want a sense of purpose from their work. In addition, a 2023 survey found that 50% of Generation Z and millennial employees in the U.K. and U.S. have resigned from a job because the values of the company did not align with their own. These sentiments are also found in today's business school students, as Gen Z is demanding that course content reflect the changes in society, from diversity and inclusion to sustainability and poverty. According to the Financial Times, 'there may never have been a more demanding cohort.' And yet, business schools have been slower than other schools to respond, leading to calls ranging from transforming business education to demolishing it. What are business schools creating? Historically, studies have shown that business school applicants have scored higher than their peers on the ' dark triad' traits of narcissism, psychopathy and Machiavellianism. These traits can manifest themselves in a tendency toward cunning, scheming and, at times, unscrupulous behavior. Over the course of their degree program, other studies have found that business school environments can amplify those preexisting tendencies while enhancing a concern for what others think of them. And these tendencies stick after graduation. One study examined 9,900 U.S. publicly listed firms and separated the sample by those run by managers who went to business school and those whose managers did not. While they found no discernible difference in sales or profits between the two samples, they found that labor wages were cut 6% over five years at companies run by managers who went to business school, while managers with no business degree shared profits with their workers. The study concludes that this is the result ' of practices and values acquired in business education.' But there are signs that this may be changing. Questioning value Today, many are questioning the value of the MBA. Those who have decided it is worth the high cost either complain of its lack of rigor, relevance and critical thinking or use it merely for access to networks for salary enhancement, treating classroom learning as less important than attending recruiting events and social activities. Layered onto this uncertain state of affairs, generative artificial intelligence is fundamentally altering the education landscape, threatening future career prospects and short-circuiting the student's education by doing their research and writing for them. This is concerning because of the outsized role that business leaders play in today's society: allocating capital, developing and deploying new technologies and influencing political and social debates. At times, this role is a positive one, but not always. Distrust follows that uncertainty. Only 16% of Americans had a 'great deal' or 'quite a lot' of confidence in corporations, while 51% of Americans between 18 and 29 hold a dim view of capitalism. Facing this reality, business educators are beginning to reexamine how to nurture business leaders who view business not only as a means to making money but also as a vehicle in service to society. Proponents such as Harry Lewis, former dean of Harvard College; Derek Bok, former president of Harvard University; Harold Shapiro, former president of Princeton University; and Anthony Kronman, former dean of the Yale Law School, describe this effort as a return to the original focus of a college education. Not ethics, but character formation Business schools have often included ethics courses in their curriculum, often with limited success. What some schools are experimenting with is character formation. As part of this experimentation is the development of a coherent moral culture that lies within the course curriculum but also within the cocurricular programming, cultural events, seminars and independent studies that shape students' worldviews; the selection, socialization, training and reward systems for students, staff and faculty; and other aspects that shape students' formation. Stanford's Bill Damon, one of the leading scholars on helping students develop a sense of purpose in life, describes a revised role for faculty in this effort, one of creating the fertile conditions for students to find meaning and purpose on their own. I use this approach in my course on vocation discernment in business, shifting from a more traditional academic style to one that is more developmental. This is relational teaching that artificial intelligence cannot do. It involves bringing the whole person into the education process, inspiring hearts as much as engaging heads to form competent leaders who possess character, judgment and wisdom. It allows an examination of both the how and the why of business, challenging students to consider what kind of business leader they aspire to be and what kind of legacy they wish to establish. It would mark a return to the original focus of early business schools, which, as Rakesh Khurana, a professor of sociology at Harvard, calls out in his book ' From Higher Aims to Hired Hands: The Social Transformation of American Business Schools and the Unfulfilled Promise of Management as a Profession,' was to train managers in the same vocational way we train doctors 'to seek the higher aims of commerce in service to society.' Reshaping business education Institute for Social Concerns and Bates College's Center for Purposeful Work and courses such as Stanford University's Designing Your Life and the University of Michigan's Management as a Calling. These are but a few examples of a growing movement. So, the building blocks are there to draw from. The student demand is waiting to be met. All that is needed is for more business schools to respond.
Forbes
07-07-2025
- Business
- Forbes
The Three-Question Leadership Test
Business persons talking in the office Do you think you know your organization? Do you know who's who and who does what? Just what do you know about the personal aspects of the lives of the people who surround you? If these things don't matter to you – or at least to any extent – please just stop reading here. This will neither interest nor amuse you. If, on the other hand, I've aroused your interest, here comes a lesson from the 'What-They-Didn't-Teach-You-In-Business-School' Primer. The Leadership Test Backstory From 2003 to 2018, I taught a graduate leadership course at Fairleigh Dickinson University's Metro Campus in Teaneck/Hackensack, New Jersey. For the most part, students were well into their careers: seeking advancement through advanced degrees while working full time and raising families. There were the younger, twenty-somethings, too, and an occasional sixty-something grandpa who just couldn't imagine not being a student. Once the course was under way for a couple of weeks, I would start a class by announcing a three-question 'test', which made everyone nervous because I was known for not giving tests, in favor of performance-based evidence of growth. In any event, on my instructions, everyone took out a blank sheet of paper and braced for the test. And here it was, three simple questions. Leadership Question #1 What is the name of the president of this university? Answer: J. Michael Adama (Michael, universally beloved, died in 2012.) Range of correct answers: 50% to 88%. Leadership Question #2 What is the name of the person sitting next to you? Answer: Varied, of course. Range of correct answers: 72% to 93%. Leadership Question #3 What is the name of the guy at the front security desk in this building? Answer: Carmine. Range of correct answers: 0% to 9%. That's right: Damn near nobody. So I offered a bonus extra credit question: Tell me something else about any of the three of them. Range of correct answers: 32% to 62%. (Mostly, networking questions about employers.) Predictable, no? So here's my question to you: What do you know – that you should but probably don't – about your organization. There are so many obvious questions that can and should follow, but I'm going to let you deal with them. They're that obvious. In the meantime, Carmine's son had earned his business degree about 10 years ago, which I had helped him select (on my own time). He took a moment to send me an 'I'm thinking about you' email, and to let me know about his further plans. And there have been three presidents since (one interim and two permanent). I suggest that's all I need to say for now.
Associated Press
07-07-2025
- Business
- Associated Press
Cambridge Judge Business School Executive Education launches the AI Leadership Programme in collaboration with Emeritus
The programme explores future-focused AI strategies and frameworks to foster innovation, accelerate organisational growth and build resilience. CAMBRIDGE, England, July 7, 2025 /PRNewswire/ -- Cambridge Judge Business School Executive Education announces the launch of its four-month Cambridge AI Leadership Programme. This programme equips leaders with both strategic insights and practical knowledge to harness AI for business transformation. Launched in collaboration with Emeritus, a global leader in making high-quality education accessible and affordable, enrolment is now open for a September 2025 start. Artificial intelligence (AI) is transforming industries, and organisations are eager to understand and leverage its full potential to enhance efficiency, drive innovation and stay competitive. According to Forbes, 68% of employers consider AI to be crucial for future success. However, many AI projects fail due to a lack of strategic leadership and integration. The Cambridge AI Leadership Programme helps participants navigate the complexities of AI adoption, identify scalable opportunities and build a strategic roadmap for successful implementation. Through a blend of in-person and online learning modules, participants will develop an understanding of AI concepts, applications and best practices to enhance decision-making skills as well as examine digital transformation and ethical AI governance. They will engage directly with world-renowned Cambridge faculty, industry experts and global peers while immersing themselves in the rich Cambridge ecosystem. By the end of the programme, participants will be prepared to implement AI strategies that deliver operational excellence and long-term organisational success. 'AI is a transformative force reshaping business strategy, decision-making and leadership. Senior executives must not only understand AI but also use it to drive business goals, efficiency and new revenue opportunities,' says Professor David Stillwell, Co-Academic Programme Director. 'The Cambridge AI Leadership Programme offers a strategic road map, equipping leaders with the skills and mindset to integrate AI into their organisations and lead in an AI-driven world.' 'The Cambridge AI Leadership Programme empowers decision-makers to harness AI in ways that align with their organisation's goals and prepare for the future,' says Vesselin Popov, Co-Academic Programme Director. 'Through a comprehensive learning experience, participants gain strategic insights and practical knowledge to drive transformation, strengthen decision-making and navigate technological shifts with confidence.' The programme is designed for senior leaders looking to lead transformation, unlock new revenue opportunities and integrate AI technologies into business operations effectively. It bridges the critical gap between technology and business strategy, preparing leaders to achieve AI-driven business goals. 'We are delighted to collaborate with Cambridge Judge Business School Executive Education to help senior leaders deepen their understanding of AI's strategic applications and build foresight to balance innovation while managing risk,' says Mike Malefakis, President of University Partnerships at Emeritus. 'Through blended learning, the Cambridge AI Leadership Programme enables participants to leverage AI tools and strategies for business optimisation and growth.' The Cambridge AI Leadership Programme starts on 22 September 2025. For more information and to apply, please visit the programme website. About Cambridge Judge Business School Cambridge Judge Business School leverages the power of academia for real-world impact to transform individuals, organisations and society. Since 1990, Cambridge Judge has forged a reputation as a centre of rigorous thinking and high-impact transformative education, situated within one of the world's most prestigious research universities and in the heart of the Cambridge Cluster, the most successful technology entrepreneurship cluster in Europe. In the Research Excellence Framework (REF) 2021, Cambridge Judge placed first in the Times Higher Education rankings for Business and Management Studies in the United Kingdom. Ninety-four per cent of Cambridge's overall REF submissions were rated as 'world leading' or 'internationally excellent', demonstrating the major global impact that Cambridge Judge researchers are making on society. Cambridge Judge pursues innovation through interdisciplinary insight, entrepreneurial spirit and collaboration. Cutting-edge research is rooted in real-world challenges, and students and clients are encouraged to ask excellent questions to create real-world change. Undergraduate, graduate and executive programmes attract innovators, creative thinkers, thoughtful and collaborative problem-solvers as well as current and future leaders, drawn from a huge diversity of backgrounds and countries. About Cambridge Judge Business School Executive Education Cambridge Judge Business School Executive Education offers a wide range of open-enrolment and customised programmes that will test, challenge, encourage and inspire you. We will help you embrace the knowledge and skills you need – to grow in confidence and to evolve and adapt. Get ready to lead purposefully, manage effectively and innovate in an increasingly complex future. About Emeritus Emeritus is committed to teaching the skills of the future by making high-quality education accessible and affordable to individuals, organisations and governments worldwide. It does so by collaborating with more than 80 top-tier universities across the United States, Europe, Latin America, Southeast Asia, India and China. Emeritus's short courses, degree programmes, professional certificates and senior executive programmes help individuals learn new skills and transform their lives, companies and organisations. Its unique model of state-of-the-art technology, curriculum innovation and hands-on instruction from senior faculty, mentors and coaches has educated more than 350,000 individuals across more than 80 countries. For more information, please visit View original content to download multimedia: SOURCE Emeritus
Associated Press
07-07-2025
- Business
- Associated Press
Geneva Business School Celebrates 30 Years of International Excellence at Its Graduation Ceremony in Barcelona
BARCELONA, Spain--(BUSINESS WIRE)--Jul 7, 2025-- Geneva Business School held its traditional graduation ceremony this week in Barcelona, marked this year by a very special occasion: the institution's 30th anniversary. With more than three decades of experience shaping business leaders in a globalized environment, Geneva Business School has consolidated its practical and international teaching model, inspired by Swiss academic standards, as a key reference in the Spanish educational ecosystem. This press release features multimedia. View the full release here: 'Our students are entering a world marked by complex geopolitical challenges, a world in urgent need of a new style of leadership. Their education at Geneva Business School has instilled in them a deep understanding of what it means to lead with integrity on a global stage,' said Mrs. Nicola Jackman, Global Head of Academics at Geneva Business School, during her speech at the ceremony. With campuses in Barcelona and Madrid, Geneva Business School brings Swiss excellence into a multicultural environment. Its learning model is based on project-based learning, where students apply real-world skills and tools to business projects from the very beginning of their studies. Furthermore, its faculty is made up of active professionals with experience in key sectors such as finance, marketing, consulting, and entrepreneurship, ensuring a curriculum closely aligned with real market challenges. This year's graduation ceremony featured the special participation of two prominent figures in the business world, who shared with graduates their insights and advice on how to face their professional futures successfully. To guide students in this new chapter, Agustín Gómez, co-founder of Wallapop, and Francisco Campo, president of Planet Future Foundation, offered valuable advice aligned with the school's philosophy. 'These are the two simple things I want to share with my children—and with you—: first, knowing your greatest weakness will save you a lot of suffering. Second, discovering your natural talent will make it easier to find the places, projects, and people where you can shine,' said Agustín Gómez during his keynote speech. Francisco Campo, for his part, emphasized the importance of driving a positive and sustainable impact in the business and social environment, calling on graduates to apply their knowledge with a forward-thinking, committed, and transformative vision. 'I'm honored to take part in this year's ceremony, inspiring the graduating students and helping them face their fears as they embark on this new stage of their lives,' Campo stated. The more than 168 graduates of this year's class come from over 40 different nationalities, reflecting the global character of the institution. Geneva Business School has become a bridge between international talent and the European business landscape. In this sense, the impact of the Swiss model is particularly relevant: the school's importance within the Spanish context becomes clearer when analyzing the country's capacity to attract and retain talent. According to the latest World Talent Ranking from the Institute for Management Development (IMD), which evaluates 64 countries, Spain ranks 32nd, far behind Switzerland, which once again tops the list. This ranking clearly shows that while Spain continues to struggle in becoming a talent hub, the Swiss model stands out as a differentiator. In this context, Geneva Business School offers a clear solution: international-quality education from Spain, with a Swiss methodology and direct connection to the market. A strategic combination to prepare leaders capable of operating in global environments without having to leave the country to access top-tier education. In addition to classroom instruction, the school promotes close collaboration with companies and organizations, encouraging internships, expert-led workshops, and activities that connect the academic world with the realities of the labor market. This dynamic allows students to integrate from day one into demanding and constantly evolving environments. Another key pillar of Geneva Business School is its commitment to developing talent through motivation, creativity, and entrepreneurship. Students are encouraged to explore their potential, discover their purpose, and apply their skills in real-life contexts. In line with this mission, the event featured contributions from leaders in social impact and tech entrepreneurship. The school's mission goes beyond training graduates with technical competencies: it aims to have a positive impact on future business leaders by combining a rigorous methodology with personalized attention, high-quality resources, and a clear focus on professional success. View source version on CONTACT: Laia González:[email protected] +34 671745781 KEYWORD: EUROPE SWITZERLAND SPAIN INDUSTRY KEYWORD: OTHER COMMUNICATIONS FINANCE OTHER EDUCATION COMMUNICATIONS PROFESSIONAL SERVICES UNIVERSITY EDUCATION BUSINESS SOURCE: Geneva Business School Copyright Business Wire 2025. PUB: 07/07/2025 04:29 AM/DISC: 07/07/2025 04:29 AM
