Rethinking The MBA: From One-Time Credential To Lifelong Capability

A couple of years ago, the Master of Business Administration was being offered as a one-and-done credential that prepared people with skills to lead organizations and influence markets. But today, in an era defined by ongoing technological disruption, changing geopolitical dynamics, and new types of organizations, this conventional understanding of the MBA is outmoded. Aligning with the evolution of technology and the emergence of Artificial Intelligence, business schools, too, are now revising and updating their curricula because today it is not just what they teach, but also how, when, and for how long they connect with learners.

At the core of this transformation is a simple yet significant notion: management education should transition from episodic to ongoing, as industries are evolving, and learners should upskill continuously. As we live in a BANI world – Brittle, Anxious, Non-linear and Incomprehensible – it is increasingly insupportable that a two-year learning experience, or even a one-year executive format, could equip leaders and managers for the upcoming decades of uncertainty. Furthermore, knowledge has depreciated faster than ever before, especially in fields driven by digital technologies such as artificial intelligence, data analytics, and platform economies. In this framework, the MBA needs to transition from being just a degree to being the start of an education for life. The good news is that this transition is not hypothetical; it is happening now at leading institutions globally, both in online and offline learning modes.

Equally important is integrating emerging technologies into pedagogy. Artificial intelligence, once a subject of study, is now a tool for exploration. Students are encouraged to use AI to generate new ideas, test hypotheses, and challenge conventional frameworks. This represents a fundamental shift from learning about management to actively co-creating knowledge with intelligent systems. This is crucial, as understanding technology is an imperative skill for future leaders, who must not only understand but also collaborate with it. While there are assumptions about AI taking our jobs, the fact remains the same – AI will not replace humans, but the humans who know and befriend AI will replace the jobs of those who don’t.

It is now time to rethink, reevaluate, and revise; however, this is not just about what happens within the classroom. It also requires reimagining the structure of engagement between institutions and learners.

Professor Himanshu Rai, director of the Indian Institute of Management Indore: “Business schools must be adaptive systems, constantly sensing changes in the external environment and recalibrating their offerings accordingly”

For instance, at the Indian Institute of Management Indore, the MBA curriculum is revised every year to align with industry requirements, with regular feedback from industry experts, alumni, and recruits. This has also taken the form of an expansive portfolio of executive education offerings, with over 200 courses delivered in both online and offline formats, in India and beyond. These programmes cater to professionals at different stages of their careers, enabling them to reskill and upskill in response to evolving industry demands. In addition, the introduction of flexible, modular pathways at the institute further reinforces this philosophy. The launch of an online Master of Management Studies, alongside specialized programmes such as the Master of Data Science and Management, reflects an understanding that management and technology are no longer separate domains. Their convergence is reshaping industries, and educational offerings must mirror this reality. By allowing learners to enter, exit, and re-enter educational pathways, such models acknowledge that careers are no longer linear, and neither should education be. In this scenario, global orientation is critical, as management challenges increasingly transcend borders. Exposure to varied contexts enriches learning and prepares leaders to operate in interconnected markets, which demand adaptability for both institutions and learners.

Business schools must be adaptive systems, constantly sensing changes in the external environment and recalibrating their offerings accordingly. The days of static syllabi and infrequent revisions are over, and agility must become a defining characteristic of educational institutions themselves.

Underlying all these changes is a deeper philosophical shift. The traditional MBA has often been viewed as a badge of achievement, a signal of competence and potential. While this signaling function remains important, it must be complemented by an emphasis on continuous development. Leadership today is less about possessing definitive answers and more about navigating ambiguity, learning quickly, and adapting to new realities. In this sense, the true value of management education lies not in what it certifies at a point in time, but in how it cultivates the capacity to evolve.

To rethink the MBA, therefore, is to rethink the very purpose of business schools. They must move beyond being gatekeepers of elite credentials to becoming lifelong partners in professional growth. This entails designing learning ecosystems that are flexible, inclusive, and responsive, which allow individuals to return repeatedly to update their skills, broaden their perspectives, and reimagine their roles.

The future of management education will not be defined by the prestige of a degree alone, but by the continuity of learning it enables. In embracing this future, institutions must not merely adapt to change; they should also take steps to shape it, for education, like leadership itself, is not a destination but an ongoing journey.

Himanshu Rai is the Director of the Indian Institute of Management Indore. A former dean of SDA Bocconi’s India campus, he also consults for the Government of India and the World Bank.