In this series, we bring you views and commentary from professors in the EMBA at the University of Geneva. Their knowledge and research inform both current trends and future developments, offering valuable guidance for businesses and professionals alike.
Bernd Vogel joins the programme as a Professor in Leadership and Director Henley Centre for Leadership UK and Africa from Henley Business School. He teaches the first-year module, “Team Engagement”. Here, he shares his views on how the EMBA curriculum strikes a balance between teaching the tried and trusted foundations of business knowledge while continuously evaluating emerging trends to determine which are worth integrating into the courses.
Business education is in a constant state of evolution, and EMBA programmes must strike a balance between teaching stable, foundational knowledge and reflecting the rapidly changing realities of the business world. The challenge lies in distinguishing between flavour of the month trends and business principles that stand the test of time, ensuring the curriculum evolves without being swayed by every passing idea.
Not every trend in the business environment is truly new or worth integrating—many challenges have existed for decades, even centuries, and remain just as relevant today. Rather than chasing novelty, business education must recognise where established concepts still provide value, even if they are now being reframed in a modern context. For example, the notion of followership has been as integral to leadership as leading itself, yet it has often been overlooked in business education. Similarly, many change management theories assume linear progress, while real-world change is far more complex and fluid.
At the same time, educators must remain adaptable, ensuring that curricula evolve to address shifting business realities. This means thoughtfully incorporating new ideas where they add real value, rather than simply responding to trends. It also requires the courage to challenge students with more nuanced and demanding concepts, equipping them with the tools to navigate uncertainty rather than reducing complexity for the sake of accessibility.
And on that note, beyond delivering business theories, EMBA programmes must think about what students will take away. In addition to transferable skills, we want students to develop the ability to think critically, be ethical leaders and be capable of personal reflection. As an organisation, we must fulfil our social license—ensuring that graduates leave with not just knowledge but the ability to critically assess their own assumptions, engage with evolving ethical questions, and apply insights in diverse, global contexts.
