As the global economy undergoes seismic shifts—driven by AI, climate disruption, and the rise of emerging markets—business schools find themselves at a critical juncture. A recent GMAC (Graduate Management Admission Council) report highlights that India has overtaken the US as the largest market for MBA aspirants, while Africa is projected to contribute nearly 40% of the world’s youth population by 2030. In this context, ETEducation sat down with Prof Melissa Thomas-Hunt, Senior Associate Dean at the Darden School of Business, University of Virginia, The United States, to understand how business schools can stay relevant, inclusive, and impactful.With Asia and Africa powering the next phase of the global knowledge economy, Prof Thomas-Hunt believes higher education leadership will inevitably shift. “There is enormous talent across these regions. That’s why we are deliberate about representation in our classrooms. The leaders of tomorrow will come from across the globe, and we want them to learn from one another in a connected, collaborative community.”

Her visit to India underscores this commitment. Darden already partners with the IIMs and ISB, and conducts global residencies for its students in India. “We also engage with executives through thought-leadership collaborations, such as our work with XCP on supply chain and performance excellence. And yes, UVA plans to establish an office in India soon,” she reveals. Here is an edited excerpt:

Business schools across the globe are under pressure to remain relevant in a rapidly changing world. From your vantage point, how should institutions redefine their purpose in today’s global education ecosystem?

At Darden, we have long been focused on transforming society by preparing responsible leaders and managers who are good stewards of resources and who build high-performing organisations. To truly create global leaders, representation is essential—bringing together individuals from across the world so they can learn from one another.

We use the case method, a student-centred learning approach, rather than traditional lectures. Students grapple with ambiguous, uncertain situations—just as they will in the workplace. They learn to think critically, collaborate, and distil complex problems into actionable insights. That is what prepares them for an increasingly complex and challenging global landscape.

Beyond lectures, what alternative forms of knowledge-sharing do you employ?
Our hallmark is the case method. Faculty members write narratives based on real-world business challenges, and students analyse these cases, asking: What is the challenge here? What’s the best way forward?

Rather than consuming information passively, students engage in dialogue, challenge one another’s views, and learn to reflect deeply. This Socratic-style approach ensures learning is active, collaborative, and mirrors the complexity of decision-making in real organisations.

With the growing influence of Asia and Africa in shaping the knowledge economy, how do you see the balance of higher education leadership shifting in the next decade?
There is enormous talent in Asia and Africa, and we are deliberate about ensuring their representation in our classrooms. That’s one of the reasons I am in India—to demonstrate how much we value students from this region.

Higher education, including business education, exists to improve society, create knowledge and provide opportunity. The leaders in these areas in the next decade will be those that pursue those fundamental missions while embracing the growing promise of Asia and Africa.

How do you see India–US collaboration evolving in higher education, and what opportunities are you exploring during your visit?
The partnership between India and the United States in higher education continues to grow – and strengthen. Global politics are complicated, but there is always an urgent need to connect talent with opportunities to learn that feature multiple perspectives.

We already collaborate with leading Indian institutions like IIMs and ISB. Our students participate in global residencies in India, engaging with businesses, fostering relationships, and understanding the Indian business landscape.

Beyond student exchanges, we are also forging executive education partnerships—for instance, with XCP—where we co-create solutions for industry challenges. These engagements not only help executives but also inform our research and case writing. UVA has an office in South Africa and a dedicated representative in India, and we hope to establish a formal office in India soon.

You’ve worked extensively on inclusive leadership. How can higher education institutions embed inclusivity and empathy into curricula, not just as values but as practical, transformative skills?

Technology and AI are powerful enablers, but what differentiates leaders is human connection—the relationships between students and between faculty and students. At Darden, this is central to our culture. Faculty host students in their homes; students share traditions like Diwali and Holi with the community. These experiences build understanding, empathy, and cultural appreciation.

AI must be integrated, but it should complement—not replace—humanistic values. Leaders of the future need both technological fluency and deep empathy.

In an age of disruption—AI, climate change, geopolitics—how should business schools train leaders who can thrive in uncertainty and complexity?

Successful business schools recognise that disruption provides an opportunity to learn and grow as students, individuals and organisations. Disruption seems more prevalent today, but historically, it is the story of business, economy and technology alike. AI promises wide disruption, but so too did the emergence of the Internet.

Exposing leaders to these disruptions and immersing them in situations that teach them how to work through them effectively is a unique opportunity and responsibility for business schools.

For example, we embed AI into both dedicated and existing courses. For example, one colleague teaches “Flourishing in the Age of AI”, which looks at the psychology of AI. We also weave ethical considerations of AI into our core business ethics course, ensuring students reflect on its responsible use.

We want students to see AI as a tool, but also to understand accountability, ownership, and attribution of information. They must leave not just as skilled professionals but as responsible users of technology—prepared to apply it in real business contexts with integrity.

Many organisations publish DEI policies, but they often fail to drive real change. Why is that the case?

Too often, DEI is pursued because leaders feel they “should,” not because they truly believe in its transformative power. Real change happens when leaders are deeply committed to building environments where diverse talent thrives, where people feel they belong and can bring their authentic selves to work.

At Darden, we’ve been intentional in ensuring our student base represents the world. When inclusivity is genuinely valued as a source of high performance and innovation—not just compliance—it drives meaningful and lasting impact.

Having mentored future leaders across diverse geographies, what qualities truly set apart the most impactful changemakers?
First, humility—great leaders listen, create space for others, and recognise that the best ideas may come from unexpected voices.
Second, boldness—they are willing to innovate, pursue new ideas, and make strategic decisions even when others hesitate.
Third, clarity of values—they communicate clearly, act consistently with their values, and create opportunities for others to thrive within their organisations.

If you were to reimagine the future of global higher education from scratch, free from legacy systems and constraints, what three pillars would be non-negotiable?
Exceptional teaching and learning – Education must be engaging, rigorous, and transformational.
Access and inclusivity – The best education cannot be reserved for a select few; it must be accessible to many.
Developing responsible leaders – Leaders who prioritise sustainability, human values, and equitable growth for individuals, organisations, and society.