Together Generation Z, business schools, and forward-thinking employers are reshaping the future of work. A new report from CEMS – the Global Alliance in Management Education – highlights what young professionals seek from careers – they have a preference for digital competence, hybrid work, and non-linear career paths that prioritise purpose, balance, and social impact. Rather than focusing on traditional hierarchies, Gen Z values meaningful connections, flexibility, and roles that align with their values. In turn, business schools must respond by updating curricula to emphasise ethics, sustainability, and critical soft skills like creativity and collaboration. Employers, too, must adapt, prioritising purpose-led leadership and supportive workplace cultures to attract and retain top talent.
Since the world emerged from the COVID-19 pandemic, a new generation of professionals has begun to reshape the career landscape, defying traditional expectations of what it means to succeed.
For most graduates of the CEMS Master’s in International Management, the future of work is not defined by the conventional office or a linear career path. These young professionals have experienced much of their education digitally, navigating the uncertainty of a global pandemic, and are now setting new standards for work, career progression, and personal fulfilment.
Our recent report The Future Forward Workforce examines what these recent graduates are looking for in the new world of work. Based on a survey of 200 recent CEMS alumni and insights from senior corporate and academic leaders, the report sheds light on their expectations, aspirations, and the skills they deem critical for success in this new era. It also discusses how organisations and business schools are adapting and responding, offering a comprehensive view of how all parties are navigating the evolving workforce.
Here are just a few of the talking points:
Digital Competence as a Career Cornerstone
The report emphasises the importance of digital skills in securing job opportunities for this generation. Having completed much of their education online and entering a workforce increasingly shaped by hybrid work models, these graduates are deeply comfortable with technology. They view their ability to navigate digital tools and environments as a key strength in today’s marketplace. Moreover, this generation appreciates the flexibility that digital work enables.
The survey found that 61% of CEMS graduates believe hybrid work will positively impact their careers, offering them the ability to blend professional responsibilities with personal pursuits. Flexible hours, remote work, and opportunities for global travel have become integral to their career expectations, as they seek to create balance in their lives.
Rethinking Career Advancement
For young professionals, career success is not measured by traditional milestones such as climbing the corporate ladder. Instead, they prioritise personal growth, creativity, and happiness alongside professional achievements. Their approach to career progression is non-linear, defined by shorter-term goals and the ability to pivot when necessary. As one graduate noted, “It is hard to think in the long term – the thinking is more around what do I want to do now or in the next ten years, rather than the next 40.”
Workplace Culture and the Value of Community
While remote work has its appeal, our graduates also recognise the value of the office as a place for building relationships and fostering collaboration. They view workplace culture as a crucial factor in their job satisfaction, with many seeking environments that promote teamwork. One graduate commented, “I love the idea of going into an office at least a couple of days a week because it gives a chance to build a strong chemistry among your coworkers from an individual perspective, but also collectively create a strong workforce – no matter which company you work for.”
Pursuing Purpose and Fulfillment
Financial compensation, while important, is not the primary motivator for this generation. Instead, CEMS graduates are looking for roles that align with their values and offer meaningful impact. As one graduate put it, “money wasn’t really a deciding factor because for me it’s also very important that the team and the work I will be doing bring me joy. I think this goes over the money that I get.” This mindset reflects a broader shift among young professionals toward careers that offer continuous learning and the chance to make a difference.
Flexibility and Work-Life Balance: Non-Negotiable
The traditional 9-to-5 workday is seen as outdated, with graduates opting for schedules that allow them to balance work with personal interests. Many are drawn to the concept of ‘workations’, blending work with travel and exploration, while others seek opportunities for personal development alongside their careers. As one interviewee remarked, “I don’t want a job that is the main part of my life. So, I want my job to be something complementary…to have time with my friends, family and to travel.”
This desire for work-life balance highlights the importance of autonomy in career choices, with young professionals seeking employers who respect their need for flexibility.
Global Insights: Business Schools Respond to the New Generation
CEMS member schools worldwide are witnessing firsthand how the career aspirations and values of today’s students are reshaping not only the workplace but also the educational programmes designed to prepare them for it. From Europe to Africa and Latin America, institutions are adapting their curricula and career services to meet these evolving needs.
Within the report, Maria Obiols, Career Services Director, at Esade Business School in Barcelona, discusses that she has not only observed a significant shift in how young professionals approach their career paths but in what employers are looking for in their future employees. Pre-pandemic, flexibility and adaptability were important, but now they are indispensable qualities for employers in a rapidly changing world.
According to Karinna Rubio, Head of Student Engagement at Esade, young professionals seek diverse experiences, often moving between companies or even industries to explore different roles before settling on a long-term path. “Long gone are the days when students expected to join one company and then be rotated around that company to learn different skills. Now they’re likely to move brands then come back to the original organisation to apply what they’ve learnt.”
Students are increasingly fearless about taking risks, whether it means starting their own business, switching careers, or taking sabbaticals to pursue personal passions. This mentality of adaptability and openness has only accelerated post-pandemic, as young people have come to terms with the inherent uncertainties of life in a volatile global landscape.
“Young people are more open to pursuing tangential opportunities that make them happy or enrich their lives without seeing this as affecting career progression,” says Obiols.
Values-Driven Leadership for a Sustainable Future in Colombia
At Universidad de Los Andes in Colombia, Professor Vinciane Servantie highlights another fundamental shift: the desire for values-driven leadership and purpose-led careers.
Within the report she discusses how students today expect more from their employers than a paycheck—they want to work for organisations that align with their personal values and make a positive impact on society.
“In Colombia, we now have more than 100 firms (there are more than 4,000 worldwide) that are B Corporation certified,” she discusses. “This means they are working to a triple bottom line of people, planet and profit. When I see young people say that they would like to feel part of a family at work, that they want to work for an organisation where they can contribute and work for a bigger purpose, then I think these kinds of firms are the future.”
In response to this shift, universities like Los Andes are incorporating sustainability, ethics, and social responsibility into their curricula in even more depth. According to Professor Servantie, the development of the ‘4Cs’ – critical thinking, communication, collaboration, and creativity – is also essential for navigating the complex challenges of today’s interconnected world. These competencies foster a mindset that is not only innovative but also socially conscious, preparing students to lead organisations in a way that balances profit with purpose.
Social Impact in South Africa
Babar Dharani, a senior lecturer at the Allan Gray Centre for Values-Based Leadership at the University of Cape Town, notes that the desire for flexibility is not limited to how or where young professionals work—it also extends to what they work on. Increasingly, students are drawn to careers that offer them the autonomy to choose their projects and to make a social impact.
Dharani explains that many young professionals in South Africa are not only focused on their personal career success but are also deeply committed to contributing to the betterment of their communities. “This generation definitely understands that business can change the lives of people around them,” he explains. “In South Africa, where youth unemployment is touching 40%, many students have first-hand experience of the impact of business.
“If someone starts a successful business and starts hiring local people, this makes a difference not only to the person that is hired but to their family, their neighbours, and to the neighbourhood. The connection this generation makes between enterprise and community is profound.”
Adapting to a New Generation of Business Leaders
What ties these diverse insights together is the recognition that Generation Z is seeking a different kind of professional experience—one that offers flexibility, purpose, and the opportunity to make a meaningful impact.
Importantly employers are also taking note of these shifts. Many companies – including CEMS corporate partners featured in the report – recognise that offering attractive compensation packages is no longer enough to retain top talent. To secure the loyalty of this new generation of workers, organisations must also offer flexibility, foster a supportive workplace culture, and demonstrate a commitment to values like sustainability and social responsibility.
Business schools, in response, are increasingly focusing on developing the skills that align with these values. Whether it’s through offering more experiential learning opportunities, emphasising ethics and sustainability in their programmes, or fostering an entrepreneurial mindset, institutions around the world are preparing students to thrive in a future that will be defined by constant change.
By understanding and embracing the priorities of this new generation both educational institutions and organisations can work together to prepare for a future in which business success is measured not only by profit but by the positive difference it makes in the world.
Recommendations for Educators
These recommendations were suggested by academic and corporate contributors to the report:
- Design programmes around connectivity, not competitiveness: Foster collaboration and teamwork within your curriculum, emphasising the value of collective success over individual achievement.
- Share breadth of knowledge: Utilise the wealth of expertise within your business school community to provide students with diverse perspectives and insights across various disciplines.
- Teach self-reflection: Equip students with the skill of self-reflection, encouraging them to contemplate and evaluate their actions and decisions—a lifelong asset for personal and professional growth.
- Embed lifelong learning methods: Move beyond traditional lecture-based teaching and instill in students a mindset of continual learning, adaptable to evolving challenges and opportunities.
- Promote stakeholder awareness: Educate students about the diverse stakeholders involved in organisational success, fostering a mindset of collaboration and understanding to create mutually beneficial outcomes.
- Stay attuned to market needs: Regularly assess and update curricula to align with the evolving demands of the job market, ensuring graduates are equipped with relevant skills and competencies.
- Engage alumni: Involve alumni in decision-making processes, leveraging their insights and experiences to enhance the educational experience and strengthen connections with the broader professional community.
- Learn from students: Embrace a reciprocal learning environment where educators listen to and learn from their students, valuing their perspectives and contributions to enrich the educational experience.
- Embrace new communication technologies: Embrace innovative communication technologies to enhance engagement and cater to the preferences of digital native students, fostering interactive and dynamic learning experiences.
- Embrace the ideas and insights of the next generation: Acknowledge the innovative and fresh perspectives they offer.
Nicole de Fontaines is Executive Director of CEMS. CEMS is a Global Alliance of leading business schools, multinational companies and non-profits that together offer the CEMS Master in International Management (CEMS MIM).
