IESE’s Mireia Las Heras: “As AI takes on more analytical and operational tasks, leaders must double down on what makes them distinctly human. That includes understanding history, anthropology, and the dynamics of human relationships.”
AS ARTIFICIAL INTELLIGENCE RESHAPES INDUSTRIES at extraordinary speed, business schools face a pivotal question: what should leaders of the future learn that machines cannot do for them? For me, the answer is clear. The coming years will reward leaders who can think critically, collaborate across cultures, draw on a deep understanding of the human condition and create relational spaces where people can create mutually enriching connections. These competencies will be more essential than ever in 2026.
Critical thinking as the core of leadership development
AI already conducts analysis at a depth and scale unimaginable a decade ago. It evaluates, classifies, and infers with remarkable accuracy. But the true challenges facing leaders are not computational. They lie in interpretation, judgement, and navigating ambiguity.
Leaders must be aware of their own biases and capable of monitoring their thought processes. In an environment marked by uncertainty, they need the ability to generate a range of alternatives, evaluate them rigorously, and decide how much weight to give each one. This process is inherently human because it involves not only logic but also a clear integration of values. Leaders must consider the impact of decisions on people, the environment, partners, and society.
For this reason, I see critical thinking as the single most important competency business schools must cultivate. Only leaders who can thoughtfully balance competing criteria in a complex environment will be prepared to lead well. An emphasis on case discussions, reflection, and ethical decision-making continues to be foundational to developing this competency.
Cultural intelligence becoming a non-negotiable skill
Cultural intelligence will be a defining attribute of successful leaders in 2026.
As global tensions, regional disparities and polarization grow, understanding how cultural assumptions shape decisions has become essential. Leaders increasingly operate in environments where teams, customers, and partners come from different cultural contexts, and have unique sets of values and frameworks, each with distinct expectations and constraints.
Here, IESE has a significant advantage. Our student body, as well as our academic body, typically represents a balanced mix of the Americas, Europe, and Asia. This creates classrooms where discussions are enriched by authentic global perspectives. The international diversity of our faculty, combined with global modules and a robust exchange program, further deepens this exposure.
Students learn not only what people from different regions think but why they think that way. Such immersion prepares graduates to navigate a world where different parts of the globe face distinct economic, political, and social challenges.
The growth of humanities
As AI takes on more analytical and operational tasks, leaders must double down on what makes them distinctly human. That includes understanding history, anthropology, and the dynamics of human relationships.
Humanities provide the context needed to understand human behavior, societal patterns, and ethical dilemmas. They offer insight into why organizations function as they do and how people respond to change. This is why I think that for business schools to offer what leaders truly need, they should increasingly integrate disciplines such as philosophy, ethics, and history into their curricula. These fields help leaders interpret the world more wisely and respond with empathy and integrity, qualities that no algorithm can replicate.”
– Professor Mireia Las Heras, MBA Academic Director, IESE Business School
USF’s Frank Fletcher: “The next generation of leaders will stand out not because they can use powerful tools, but because they can pair those tools with clarity, originality, humility, and a grounded sense of self.”
THIS PAST SUMMER, WHILE WAITING in line at St. Frank – a small coffee shop near my office that captures the magic of being part of an MBA program in a city like San Francisco – I overheard a conversation that has stayed with me. St. Frank is one of those places where the hum of innovation blends with the aroma of well-made coffee: ideas taking shape, markets being mapped, engineers unraveling the latest in AI. It’s a space where the boundary between campus and industry blurs, where you experience that which makes San Francisco an inspiring place to study, teach, and work.
On that day, though, the discussion behind me wasn’t about fintech or venture funding. It was a young man insisting he had “lost his voice.” His partner – confused – responded, “What are you talking about? I can hear you just fine.”
He explained that he had always taken pride in his writing. It was quirky – yes, he used that word – sharp, and undeniably his. But somewhere between professional expectations, corporate templates, and the rise of generative AI, he felt that distinction had faded. He still communicated, still delivered, but no longer recognized his own words.
He’s not alone. As AI-generated prose becomes ubiquitous – clean, competent, and often indistinguishable from human writing – many are beginning to wonder whether convenience has cost us creativity and authentic expression. The question is no longer whether AI can write; it’s whether we still can in a way that feels personal, alive, and unmistakably ours.
I began my career in admissions, reading thousands of essays filled with the greatest hits of grammatical errors – run-ons, dangling participles, tortured metaphors. Yet through the imperfections, a real human voice always shone. I used to read in frustration; now I miss it.
Because voice – true voice – isn’t just a writing skill. It’s identity, perspective, curiosity, vulnerability. It’s what turns information into connection.
My prediction for 2026 is a powerful return to authenticity – a hunger for communication, leadership, and learning that sounds unmistakably human: textured, reflective, imperfect, and real.
At the University of San Francisco, we’ve been building toward this shift. Our redesigned MBA program balances technical fluency with intentional communication and self-awareness. Being a leader isn’t just about frameworks – it’s about articulating why decisions matter and for whom.
One of the most celebrated additions to our MBA Core Curriculum, Storytelling With Data, came directly from corporate partners who have indicated, “Your students can analyze data beautifully, but when asked to tell a compelling story around that data – they struggle.” Not from lack of insight, but because translating analysis into meaning requires voice – confidence, empathy, clarity. And AI shortcuts can make storytelling faster, but not deeper.
At the same time, USF is fully embracing generative AI – adding AI-focused coursework and leveraging our position at the epicenter of the AI ecosystem. Our students meet the researchers, investors, and founders shaping the field. They learn from them, work with them, sometimes become them.
But equally important, we ensure our students don’t lose themselves in the process. AI should elevate thinking, not mute individuality; support creativity, not override it; spark imagination, not standardize it. Technology may accelerate output, but voice still determines impact.
The next generation of leaders will stand out not because they can use powerful tools, but because they can pair those tools with clarity, originality, humility, and a grounded sense of self.
That morning at St. Frank has lingered with me – not because it was profound, but because it was simple and honest. A small moment revealing a larger truth: even in a world transformed by AI, the most compelling thing we bring to our work is our own voice.
If the young man at St. Frank is any indication, the desire for real human expression is already resurfacing. The pendulum is swinging back. The world is ready to hear from us – not our AI stand-ins.
We’re ready for it. And we’re preparing our students for it. Authenticity isn’t just returning – it’s becoming a competitive advantage.
– Frank Fletcher, Senior Director, MBA Programs, University of San Francisco Masagung School of Management
Iowa Tippie’s Charles Keene: “Through experiential learning, employer-connected coursework, and faculty who translate research into practice, the goal is the same – helping students develop the ability to think critically and act decisively in complex business environments.”
AS WE LOOK AHEAD TO the new year, we’re doubling down on our commitment to unite theory and practice in undergraduate business education.
The pace of change in business – from advances in analytics and AI to shifting workforce expectations – underscores the fact that students can no longer view foundational knowledge and real-world application as separate experiences. They need both, and they need them working in tandem.
That’s why we believe the strongest undergraduate programs will be those that intentionally bridge that gap: grounding students in rigorous theory while consistently asking them to apply it to real problems, real organizations, and real decisions. Through experiential learning, employer-connected coursework, and faculty who translate research into practice, the goal is the same – helping students develop the ability to think critically and act decisively in complex business environments.
Committing to this integration ensures that graduates leave not only with strong academic foundations, but with the confidence, capability, and agility to contribute meaningfully from day one. I believe this approach will define undergraduate business education in 2026 and beyond.
– Charles Keene, Associate Dean of Undergraduate Programs at the University of Iowa’s Tippie College of Business
Next Page: Predictions from Cambridge Judge.
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