Why B-schools are increasingly engaging with industry executives

India’s business schools are reshaping classrooms. This time, the change is not being driven by new syllabi, case studies, or international tie-ups, but by something more fundamental: the presence of industry leaders themselves. For years, India’s management schools have received accolades for their academic rigour but also faced criticism for being too theoretical. That theoretical-practical divide is now rapidly closing. “Management education needs to be relevant to real-world practices,” says Mukta Kulkarni, Director of Programs at IIM Bangalore. “We proactively invite industry leaders (across renewable energy, biotech, fintech, AI and machine learning, aerospace, EV, cybersecurity, space technology) in our classrooms.” Kulkarni says this creates a more engaging learning environment and a more direct connection between academia and the workplace. Students can learn directly from industry leaders who drive market dynamics. “For students, it’s an amazing chance to hear real stories that connect what they learn in the class to how things work in the real world,” says Kulkarni. “They get to listen to firsthand experiences about leadership, strategy, and overcoming challenges from people across fields, which not only helps them understand better but also inspires them.” These sessions are not simply inspirational, however. Often, they serve as the foundation for mentorship opportunities, internships, and job prospects for students. For CXOs, they provide an opportunity to reflect and distil lessons learnt over decades of experience and understand how the next generation views business, purpose, and leadership. At T A Pai Management Institute (TAPMI), the shift is clear. Prof. Gururaj H Kidiyoor, Dean Academics, says students look forward to being taught by executives. “Corporate leaders bring real-world perspectives into the classroom, providing students insights into the strategic and tactical aspects of decision-making in business,” says Kidiyoor. The benefits do not end there. The presence of industry executives helps students test the relevance of theoretical frameworks learnt in class. “Students also appreciate the fact that most of the theories in management come from the world of practice,” he says. At TAPMI, as much as 20-30% teaching is conducted by corporate leaders. The Communication IIM Bangalore has gone a step forward. Industry leaders who teach short modules or elective courses collaborate with the school’s faculty members to design the course. In doing so, faculty members can ensure that each session maintains its academic rigour while remaining grounded in best practices. “Teaching provides senior executives a glimpse of their future workforce and fresh ideas,” says Kulkarni. “It also gives them a moment to reflect on their own career journeys while connecting with bright, eager students about to enter their industries.” Additionally, it connects them to new ideas and expectations. “The students also benefit from learning through live case materials, simulations, and crisis scenarios that reflect actual boardroom decision-making processes. Such interactions also lead to mentorships, projects, internships, and job opportunities in a wide range of industries.” This is quickly becoming the new standard among management educational institutions throughout India. The Great Lakes Institute of Management (GLIM) has made industry collaboration a key component of its academic strategy. “Inviting corporate leaders into the classroom creates multidimensional value for students, industry partners, and the institution,” says Kiran Neti, Director &amp; HoD-Corporate and Career Services, Great Lakes Institute of Management, Chennai. “For students, these interactions enhance academic learning with contemporary domain perspectives. Exposure to leaders who have navigated real business challenges enables students to contextualise theories, strengthen conceptual clarity, and understand business models in action. Such engagements sharpen critical thinking and provide the experiential mindset that modern management roles demand,” says Neti. “Industry-led courses, case discussions, and live projects create opportunities for talent co-creation. Organisations gain early access to potential talent, while students receive first-hand feedback that aligns skills with industry expectations,” says Neti. Executives continue to stay intellectually engaged with emerging trends and technologies as a result of these interactions. -KIRAN NETI,Director &amp; HoD, Corporate and Career Services, Great Lakes Institute of Management The Practitioner Influence The participation of industry leaders in classroom settings reflects a broader trend in management education worldwide. The traditional separation between “theorists who produce knowledge” and “practitioners who apply knowledge” is rapidly disappearing. “At Great Lakes Institute of Management, we involve business leaders in curriculum design, deliver practice-oriented courses, and ensure students engage in live projects with companies. This sustains relevance and strengthens our role in developing professionals who are prepared to lead in a rapidly changing business ecosystem.” The benefits are quantifiable. Graduates of programmes developed with practitioner-led instruction show increased ability to solve applied problems and demonstrate leadership in the placement process. “Being taught by CXOs is obviously a bonus because you get to know real-life case studies sitting in your classrooms,” says Hema Senthil (name changed), who studied management in a B-school based out of Mumbai. Senthil, who works with one of the leading IT services companies in Bengaluru, says it was easier for their batch to get placed as prospective employers felt they were job-ready. The trend also reflects the evolving business environment. Businesses in India face a transformation of magnitude—digital disruption, climate, supply chain and shift in workforce expectations. At TAPMI, too, the trend is structural. Kidiyoor says curriculum design now often includes joint teaching by faculty and industry executives. Advisory boards—primarily staffed by corporate leaders —update course content more frequently, ensuring alignment with rapidly evolving business realities. A notable shift is the rise of the “Professor of Practice” (POP) model. This permits industry professionals to take on full-time teaching roles without a PhD. “A 15-year work experience is good enough to teach in management institutions,” says Kidiyoor. Many institutions are also establishing centres of excellence in collaboration with industry, driving research on specialised domains. Companies, meanwhile, are increasingly offering skill-building certification courses, taught directly by industry professionals. For students, it’s an amazing chance to hear real stories that connect what they learn in the class to how things work in the real world. -PROF MUKTA KULKARNI,Director of Programs, IIM Bangalore Mentor Motivation Why would India’s most active executives take time out to teach? Part of the answer lies is the desire to give back, says Neti of Great Lakes. “Executives view teaching as a means of contributing to the development of the next generation of leaders. They share with students their first-hand experiences, the challenges of ongoing businesses, and practical solutions that complement academic learning.” There is another motivation: learning. “Executives continue to stay intellectually engaged with emerging trends and technologies as a result of these interactions,” says Neti of Great Lakes. For many CXOs, teaching provides a connection with the new thinking and talent pool that forces them to challenge their assumptions. Business &amp; Academia The growing participation of corporate leaders in classroom settings is creating a subtle shift in the relationship between business and academic communities. For B-schools, this keeps curricula up to date. For corporations, it serves as a recruitment and innovation pipeline. The feedback loop is strong: insights gained in the classroom travel to the boardroom and inform the development of leadership training, diversity initiatives, and even new business concepts. As India’s economy continues to diversify, Kulkarni says a multi-disciplinary approach is essential. Hence, it is not just about having business acumen, but also understanding technology, sustainability and the people aspect of leadership. If students benefit from relevance and exposure, what drives these busy executives to teach? Motivations vary. Many, says Kidiyoor, view teaching as a form of service—a way to transfer practical knowledge to future managers. For some, it is part of formal campus engagement initiatives. For others, teaching offers rejuvenation, intellectual stimulation and even a short reprieve from industry pressures. Neti of Great Lakes goes further: executives use these interactions to stay intellectually updated. Engaging young minds forces them to challenge assumptions and stay up to date on emerging technologies and trends. Senthil says several executives who taught her admitted they gained as much as they gave: “They told us the most penetrating questions often come from students who see things differently.” “For students, exposure to real-world leaders will help them develop the adaptability, flexibility and business orientation required to succeed,” says Neti. “Executives view this role as an investment in developing talent.” Business schools report that students who are exposed to industry mentors at regular intervals demonstrate greater confidence in interviews and a more defined sense of professional direction. For some, exposure leads to a redefinition of their career aspirations—from seeking traditional corporate roles to starting their own companies or pursuing social entrepreneurship. As Kulkarni summarises, “We ensure that our curriculum remains grounded in real-world practice, while strengthening partnerships that benefit both academia and industry.”

Why B-schools are increasingly engaging with industry executives

B-schools are increasingly engaging with industry executives to give their students a taste of the world beyond classrooms.