In conversation with…

Professor Qiang Ye

Newly appointed AMBA board member Professor Qiang Ye shares his perspectiveson management education in the AI era with Ambition editor Colette Doyle

Please tell us a little bit about your backgroundand how you came to be in your current role.

“I have long been engaged in research on the digital economyand financial technology with an academic focus onecommerce and Management Information Systems (MIS).My career in this field spans nearly two decades: from 2014to 2022, I served as dean of the School of Economics andManagement at Harbin Institute of Technology, where I gainedprofound insights into the transformation of managementeducation amid technological disruption.

“In January 2023, I joined the University of Science andTechnology of China (USTC) and took on deanships at theFaculty of Business for Science and Technology, the School ofManagement and the International Institute of Finance. Thistransition was driven by USTC’s positioning as a world-classresearch university renowned for scientific and technologicalbreakthroughs, as well as its commitment to building apioneering Faculty of Business for Science and Technology.Such an initiative aligns perfectly with my long-term focus onbridging technology, management and industrial innovation.”

How has management education evolved sinceyou started working in the sector?

“When I began my business school teaching career around2003, MIS was still a niche area in management educationand barely integrated with core MBA curricula. Since then,management education in China and globally has undergonea profound, structural transformation. This evolution can besummarised in four key dimensions.

• Deepened integration with technology: As enterprisesworldwide undergo digital transformation, managementeducation has shifted from a pure focus on traditional businesstheories to a technology-centric model. MBA and EMBAprogrammes now prioritise cutting-edge content on digitalupgrading, AI application and tech-driven innovation.

• Enhanced internationalisation: Chinese managementeducation has gradually integrated into the global academicsystem, with more universities pursuing internationalaccreditations such as AACSB, AMBA and EQUIS. This notonly promotes the standardisation of education quality, but alsofacilitates frequent academic exchanges, Sino-foreign jointeducation and collaborative research.

• Stronger industry engagement: We have moved beyondclassroom teaching to become more practice-oriented. Wenow invite business leaders to promote industry-universitycollaboration, ensuring that teaching and research are closelyaligned with real corporate scenarios and industrial trends.

• Refined academic orientation: With the influence of globalrankings such as UTD (University of Texas at Dallas) and QS,business schools have placed greater emphasis on high qualityresearch output and international academic publications.This focus not only enhances the credibility of managementeducation, but also drives the innovation of theories andpractices that respond to global challenges.”

Hefei has garnered international attention as aglobal hub for next-gen technology, quantumcomputing and new energy. How does beinglocated in such a dynamic, tech-heavy ecosysteminfluence the curriculum and the practicalopportunities you provide for MBA cohorts?

“Hefei’s status provides an unparalleled ecosystem for our MBAprogramme, shaping both our curriculum design and practicallearning opportunities in three distinctive ways.

• Geographical and technological advantages: Leveragingour strengths in science, technology and innovation, we haveintegrated frontier technological business content into ourcurriculum. We invite experts from high-tech enterprisesand research institutions to deliver courses on technologyapplications, industry trends and AI-driven business innovation.Additionally, we have launched programmes such as theTech-Entrepreneurship EMBA and Tech Investor ExecutiveEducation to meet the needs of the local tech ecosystem.

• Deep integration with frontier industries: MBA studentshave access to hands-on learning experiences in Hefei’s coretech sectors. We host the STIM2 Forum, where professorsand industry leaders share insights into technological frontiersand business opportunities; organise field visits to leadingenterprises; and support students in conducting entrepreneurialpractice in different technology related fields.

• A unique ecosystem for industry co-creation: Our MBAcohort includes many entrepreneurs and managers ofhigh-tech industries from China and overseas, fostering acollaborative community of scientists, entrepreneurs andmanagers. As a convergence platform for innovation resources,our Faculty of Business for Science and Technology playsa key role in promoting the commercialisation of scientificand technological achievements, allowing MBA students toparticipate in cross-disciplinary projects and build valuableconnections with industry leaders.”

In an era where AI is rapidly changing howdecisions are made, what human-centric skillsremain indispensable for the next generation ofChinese business leaders?

AI is not merely a new tool added to existing workflows; it is reshaping the internal architecture of organisations, compressing co-ordination layers, accelerating decision cycles and redefining the meaning of expertise within firms. While AI can automate repetitive tasks, analyse massive datasets and even assist in decision-making, it cannot replace the human-centric skills that are essential for effective leadership in the AI era. For the next generation of Chinese business leaders, three core human-centric skills remain indispensable.

• Critical thinking and ethical judgment: AI can provide data-driven insights, but it cannot make value judgments or assess the ethical implications of decisions. Leaders must possess the ability to critically evaluate AI-generated output, identify biases and make decisions that align with ethical standards, social responsibility and long-term organisational goals.

• Cross-boundary integration and innovation capability: AI excels at specialised tasks, but it lacks the ability to integrate knowledge across disciplines, industries and cultures. Future business leaders must be able to connect technological innovation with business strategy, integrate resources from different sectors and drive disruptive innovation. At USTC, we emphasise this skill through our ‘five-pillar’ [Wu Dong] talent cultivation model, equipping students with the ability to speak both the language of technology and the language of business.

• Emotional intelligence and team leadership: AI cannot replicate human empathy, communication, or the ability to inspire and motivate teams. As workflows are increasingly organised around human-AI collaboration, leaders must possess strong emotional intelligence to build trust, resolve conflicts, and foster a collaborative organisational culture.”

USTC is renowned for its scientific and technological breakthroughs. How do you see the relationship between management and hard science evolving and what unique traits can scientific-minded leaders bring to the business world compared to traditional MBA candidates?

“The relationship between management and hard science has evolved from mutual independence to deep integration, driven by the global trend of technology-led industrial development. Universities are moving towards a new stage as core nodes of social innovation, where scientific discovery, technological invention and market creation interact closely, with business education playing a central role in connecting these elements.’

“Hard science provides the foundation for technological innovation, while management turns that innovation into sustained economic and social value. Technological capability alone does not guarantee success; scaling innovation depends on how organisations are designed, how ecosystems are governed, how uncertainty is hedged and how responsibility is maintained. In this

sense, AI and advanced technology are increasing the demand for sophisticated management knowledge.

“Scientific-minded leaders bring unique traits: they have strong analytical and problem-solving abilities; a deep understanding of technological boundaries and opportunities; and longterm vision and resilience. Our Faculty of Business for Science and Technology is designed to nurture such leaders, integrating STEM disciplines with management education to bridge the gap between hard science and business practice.”

You recently joined the AMBA board; what unique characteristics from the Chinese academic tradition do you hope to share with the wider international community?

“I see this role as an opportunity to promote mutual learning between Chinese management education and the global community, while contributing to the continuous improvement of the quality of global management education. My contribution to the dialogue on quality will focus on three areas: first, I will promote AMBA’s accreditation standards and BGA philosophy in the broader Asian region, helping business schools align with global quality benchmarks and enhance their competitiveness.

“Second, I will share China’s valuable experiences in management education, including the integration of technology and management, industry-university collaboration and the cultivation of interdisciplinary talents with the international community, contributing to the optimisation of global accreditation systems. Third, I will advocate for a more inclusive global dialogue that respects diverse educational traditions and adapts to the changing needs of the AI era.

“From the Chinese academic tradition, there are two unique characteristics that I hope to share. First up is the integration of “knowledge, ability and value” in talent cultivation. In our educational philosophy, it emphasises not only the acquisition of knowledge and the development of abilities, but also the shaping of values, including personal dreams and social responsibility. This ‘trinity’ model is particularly relevant in the AI era, as it ensures that leaders are not only technically proficient but also ethically responsible and socially conscious.

“Then there is the emphasis on foundational skills and interdisciplinary integration. USTC attaches great importance to the cultivation of mathematical foundations and data analytical capabilities, along with cross-disciplinary thinking. This enables students to adapt to rapid technological changes and drive innovation at the intersection of different fields. For example, our emphasis on integrating STEM with management education has proven effective in nurturing ‘five-pillar’ talents who can bridge the gap between science, technology and business.”

What skills are necessary nowadays for MBA graduates to become efficient and productive leaders?

“In today’s marketplace, MBA graduates need a comprehensive set of skills that combine technological literacy, business acumen and human-centric capabilities to become efficient and productive leaders. Based on USTC’s practice and global trends, I believe the following four key skills are indispensable.

• Tech-business integration capability: In an era where technology is the core driver of business growth, leaders must understand both technological frontiers and business logic. They need to be able to identify how emerging technologies can create business value and translate technological opportunities into actionable strategies.

• Data-driven decision-making ability: With the explosion of data, leaders must be proficient in analysing complex datasets, extracting insights and making evidence-based decisions. This requires not only analytical skills, but also the ability to interpret data in the context of business goals and ethical standards.

• Cross-cultural communication and global vision: In a globally interconnected world, leaders must be able to communicate effectively with diverse teams, understand different cultural contexts and navigate geopolitical and economic uncertainties.

• Adaptability and continuous learning ability: Leaders must be able to adapt quickly to new challenges and opportunities. They need to cultivate a growth mindset, embrace lifelong learning and continuously update their knowledge and skills.

“At USTC’s Faculty of Business for Science and Technology, we are building our curriculum around these skills, integrating STEM disciplines with management education, deepening industry engagement and fostering a culture of innovation and continuous learning.”

With all the economic and geopolitical upheaval that the world is currently facing, do you believe there is still room for optimism when it comes to the future of the global business school sector?

“Absolutely, I remain fully optimistic about the future of the global business school sector. The essence of human social development is the continuous expansion of collaboration boundaries – and business education plays a crucial role in fostering that. While economic and geopolitical upheaval brings short-term challenges, it also creates long-term opportunities for business schools to rethink their mission and adapt to the changing needs of society.

“Geopolitical conflicts are temporary, but extensive global co-operation remains the core driving force of civilisational progress. Business schools have a unique responsibility to convey inclusive, sustainable and collaborative values to students, providing them with the ability to navigate complex global environments, build cross-border partnerships and drive win-win outcomes.

“The AI revolution and technology-driven industrial transformation are creating unprecedented demand for interdisciplinary, tech-savvy business leaders. Business schools that can adapt to this trend, by integrating technology with management education, deepening industry engagement and nurturing human-centric skills, will thrive. Those institutions that succeed will not compete with STEM disciplines but converge with them, helping societies turn technological potential into durable organisational capability and long-term value creation.

“Finally, global business schools have a long history of adapting to crises and driving innovation. From the industrial revolution to the digital age, business schools have continuously evolved their curricula and practices to meet the needs of the times. Today, as we face new challenges, this adaptability will enable the sector to emerge stronger, more inclusive and more relevant, playing a central role in shaping a more collaborative, innovative and sustainable global future.”