As a young man living in Iran, Nima Salami began speaking out against the regime’s repressive policies. “But those actions put me and my family in danger, and forced us to flee Iran in search of a better life,” she says.
Like many refugees, they traveled through several countries, and because Salami’s mother suffers from chronic illnesses, she had to undergo a complete re-diagnosis each time she entered a new country before she could receive treatment.
When they finally settled in the Netherlands, Salami set a goal: to develop a patient-centered health information system that could help people in her mother’s situation, giving all refugees a secure and portable way to check their medical conditions.
“I had a degree in computer science, but I realized that technical knowledge alone would not be enough to take the company to its full potential,” says Salami, who enrolled in the Master of Management (MiM) in Rotterdam School of Management (RSM) “The program offered me the perfect combination of academic rigor, practical experience and a focus on social impact – it was transformative,” she says.
In a year when many university campuses have been hotbeds of protest against conflict and the climate crisis, many students have felt powerless and anxious. But others, like Salami, are looking for ways to make an impact, and several business schools are offering courses that prepare MiM students to navigate a world where peace, human rights and sustainability are increasingly at the forefront.
NeomaFor example, the University of Notre Dame in northern France has just introduced a course on geopolitics in the first year of its MiM, taught jointly by professors from the school and the Institute of International and Strategic Relations. The module aims to help future managers anticipate threats and crises. One session, for example, is devoted to doing business in times of war, and another to mitigating geopolitical risk.
“Geopolitics used to be the preserve of strategists and diplomats, but it has now become an essential skill in a world where the boundaries between politics and business are increasingly blurred,” says MiM director Imen Mejri. “A serious understanding of geopolitics is indispensable for anyone who is even remotely connected to the international arena.”
As part of their core curriculum, Vlerick Business Schoolin Belgium, offers two courses that prepare students for geopolitical and macroeconomic challenges. “Fickle geopolitics impact corporate strategy, its implementation, and long-term decision-making,” says David Veredas, professor of sustainable finance. “Any MiM student who aspires to become a corporate leader needs to understand the megatrends that drive geopolitics.
“The key skills are reflective thinking and a love of reading,” Veredas adds. “Future corporate leaders need to stay ahead of the curve and keep the bigger picture in mind, and that requires time to reflect and read.”
Nova School of Business and EconomicsIn Portugal, the University of Notre Dame has introduced modules on international migration and what it calls “wicked global leadership.” “It’s about the ability of leaders to tackle wicked problems – problems so complex that they resist understanding, let alone resolution,” explains Professor Milton de Sousa.
“To address evil, leaders must immerse themselves directly in the context while simultaneously engaging with stakeholders at multiple levels in pursuit of shared understanding and practical solutions,” he adds. “I want MiM students to acquire the skills of paradoxical thinking, complex leadership, and humble inquiry.”
International migration “International migration is another growing phenomenon that shapes the world in which companies operate,” says Cátia Batista, professor of economics at Nova. “It’s important to understand how people make decisions about international migration when you’re a manager recruiting global talent. It’s equally important to know how migration affects the economies of destination and origin countries, as well as public opinion.”
In HEC ParisCharles Autheman teaches an elective course on human rights to MiM students. “In addition to the moral argument, there are legal and economic arguments for defending human rights, as well as corporate responsibility, because corporate decisions in one place can be linked to human rights violations in another place,” he says.
MiM participants also learn from their peers who have come to Paris thanks to HEC’s Imagine programme for students from conflict zones. Lima Safi left Afghanistan when the Taliban regained control in 2021. “The new regime made me lose my job and continuing my education or career seemed impossible,” she says.
“Leaving my home country meant I might never see my family again, but I took that risk because I believe education is paramount. I was able to share my story with my fellow HEC students to help them understand how lucky they are to have access to education… because life can be extremely difficult for many people around the world.”
Other schools are using project work to expose MiM students to geopolitical challenges.
EdhecIn France, the organization has launched its first batch of “global impact projects” to give master’s students experience in tackling food shortages, educational inequalities, health disparities, climate action, and access to water. Over the course of this summer and fall, 20 students have traveled to Cameroon, Tanzania, Jordan, Hawaii, the Philippines, and India to work alongside nonprofit organizations.
Student Arthur Thouvenin has been working with parents, teachers and school principals in the Himachal Pradesh region of India to improve learning conditions for primary, secondary and high school students.
“I was looking for an experience that would take me away from my daily routine and open my eyes to how other people live and work,” she says. “Some days, it’s hard to measure our impact or whether we’re getting closer to our ultimate goal, but I’m learning that patience is key to communicating and understanding each other.”