Generative AI now automates synthesis, financial modelling, structured writing, and strategic framing the core outputs that management education has spent decades training students to produce. The marginal value of formatted analytical outputs has declined sharply. What remains irreplaceable and increasingly scarce is judgment, prioritisation, ethical reasoning, and execution under ambiguity.

Traditional assessment models were designed for a world where producing a well-structured output required genuine understanding. That world no longer exists.

Faculty across institutions report reduced pre-reading, shorter attention spans, and superficial participation. Classroom discussion is increasingly performative rather than analytically grounded. Case-method pedagogy depends on preparation, ownership of argument, and accountability for reasoning. When these foundations weaken, the quality of dialogue — and therefore the quality of learning — declines.

Despite significant transformation in how management is practised, curricular structures remain largely unchanged. Classroom formats remain discussion-centric. Evaluation systems remain output-oriented. Learning processes are episodic rather than iterative. This misalignment risks preparing graduates for organisational environments that no longer reflect contemporary managerial realities.