Executive Education in the Field of Digital Transformation – Key Challenges and Trends

Dominika Bosek-Rak, Nadzieja Krupowicz, Jan Naruszewicz

Abstract

Keywords: executive education, digital transformation, leadership, postgraduate studies, technology

Introduction

Background

Executive education has undergone significant transformation over the last century, reflecting changes in societal expectations, managerial challenges, and technological advancements. Chandler (1977) was among the first to recognise the growing demand for structured managerial training as a response to the increasing complexity of business environments. Originally grounded in a vocational approach, mid-20th-century business education prioritised practical training, although it came under scrutiny for lacking academic rigor and scientific foundation (Schoemaker, 2008). This critique catalysed a shift towards more analytical, discipline-based curricula, aligning business education with the research-driven ethos of academia. However, this evolution introduced a longstanding "rigor versus relevance" debate, with scholars and practitioners questioning whether business schools had become too removed from real-world managerial challenges (Schoemaker, 2008; Starkey & Tempest, 2005).

Critics such as Bennis and O'Toole (2005) argued that MBA programmes failed to provide essential leadership skills, practical knowledge, or ethical grounding, emphasising the need for a more practice-oriented and morally conscious educational model. This call for reform also extended to executive education, a domain within business schools focused on non-degree, professional development programmes for mid- and senior-level managers. As executive education became central to the mission of leading institutions, questions about its purpose, impact and delivery intensified. Scholars such as Clinebell and Clinebell (2017) and Giacalone (2017) emphasised the importance of integrating real-world expertise, ethical considerations, and learner-centred design to enhance both relevance and societal value.

Today, executive education is expected to deliver on multiple fronts: equipping professionals with cutting-edge business knowledge, enhancing leadership capabilities, and supporting ethical and strategic decision-making in increasingly complex environments. As the demands on leaders continue to grow in complexity, emotional intelligence has likewise become increasingly important in executive education. Goleman (2020) emphasises that qualities such as self-awareness, empathy and emotional regulation are essential for effective leadership—especially in navigating change and uncertainty, as seen during digital transformation.

Participants, often in mid- or late-career stages, pursue these programmes with diverse motivations, ranging from skill acquisition and career advancement to personal growth and network building (Baruch & Leeming, 2001; Cocchiara et al., 2010). For many, executive education offers a transformative experience that reinvigorates professional purpose and leadership identity, especially for underrepresented groups such as women in leadership roles (Simpson et al., 2005). This focus on personal and organisational change reflects Burns’ (1978) theory of transformational leadership, which emphasises the importance of having a clear vision, encouraging new ways of thinking, supporting individual growth, and leading by example.

Given their pragmatic orientation and time constraints, executive learners favour experiential, interactive teaching methods that prioritise immediate applicability. Case studies, simulations, role-play and action learning projects dominate contemporary executive education pedagogy, providing participants with realistic challenges and opportunities to test theories in a low-risk environment. These learner-centred approaches not only enhance engagement and retention but also promote critical soft skills such as strategic thinking, communication and emotional intelligence. The credibility of instructors plays a critical role, with participants favouring facilitators who combine academic depth with industry experience (Bignoux & Sund, 2018).

The traditional gold standard for executive education has been university-led, in-person programmes characterised by rigorous instruction, elite networking opportunities, and institutional prestige. However, over the past decade, new delivery models have challenged this paradigm. The rise of corporate academies, technology firms offering internal training (e.g. McKinsey Academy, Google, IBM), and ed-tech platforms have diversified the executive education landscape, with these offerings often emphasising practical relevance, customisation and scalability, appealing to both corporate sponsors and individual learners. Moreover, new digital tools also make it possible to tailor the learning experience to each participant’s needs. Platforms such as Knewton¹ use artificial intelligence to adjust content delivery based on a learner’s pace, strengths and gaps—offering more personalised and flexible learning paths that can support busy executives more effectively.

The COVID-19 pandemic marked a critical inflection point, accelerating the adoption of digital delivery methods across the globe, with institutions that had traditionally relied on face-to-face instruction pivoting to online platforms within months. A 2020 UNICON survey found that 98% of business schools employed synchronous online learning for executive programmes during the height of the pandemic (Hammergren, 2021). This shift catalysed innovation in digital pedagogy, including the use of breakout rooms, collaborative whiteboards and interactive polling, while forcing educators and learners to adapt rapidly.

Scholarly interest in the impact of the pandemic on management education surged. Ng et al. (2020), Aguinis et al. (2020), and Brammer et al. (2020) documented how educators reimagined their teaching strategies, while Ng et al. (2023) conducted a bibliometric analysis of over 900 publications that revealed a strong focus on technology adoption, online pedagogy, assessments and student engagement. Despite initial resistance to virtual learning, many participants reported improved flexibility and accessibility, although challenges such as digital fatigue and reduced informal networking persisted.

In response, blended learning models—combining in-person and digital components—became a dominant format in the post-pandemic landscape. These hybrid approaches aim to balance the convenience of online delivery with the interpersonal richness of face-to-face interaction. Hammergren (2021) noted that the pandemic acted as a catalyst for lasting innovation in executive education, encouraging institutions to rethink delivery strategies, enhance digital infrastructure, and future-proof their offerings.

The composition and dynamics of executive education cohorts significantly influence learning outcomes. Optimal group sizes, typically between 20 and 60 participants, foster interaction without diluting engagement, while smaller breakout teams are frequently used to facilitate collaboration and personalised feedback. Diversity within cohorts—across industries, functions, geographies, gender and age—enhances peer learning and encourages the exchange of diverse perspectives. However, managing such diversity requires skilled facilitation to ensure inclusivity and meaningful dialogue (Bignoux & Sund, 2018).

Technology acceptance among executive learners varies by age, culture and prior exposure. In Poland, for instance, a comparative study of Executive MBA participants during the pandemic revealed that Polish respondents were less enthusiastic about online learning than their Canadian counterparts (Aniszewska-Banaś et al., n.d), suggesting cultural preferences for face-to-face interaction and lower pre-pandemic exposure to digital learning tools. Generational differences also play a role, with younger managers more comfortable with e-learning environments (Güllü et al., 2022).

Despite initial skepticism, the pandemic experience has increased digital literacy and openness among executives, with providers responding by enhancing the quality of virtual engagement, incorporating tools such as virtual whiteboards, small-group discussions, and real-time feedback mechanisms. As a result, online components are now a standard feature of executive programmes, complementing traditional delivery modes.

In Poland, the evolution of executive education has mirrored global trends, albeit with specific local characteristics. Since Poland’s transition to a market economy in the early 1990s, demand for advanced management training has grown steadily. Institutions such as the SGH Warsaw School of Economics and Kozminski University have developed robust executive offerings, including EMBA programmes and short-term courses, often involving international collaboration and attracting both corporate sponsorship and self-funded participants.

The COVID-19 pandemic prompted Polish institutions to adopt digital and hybrid models rapidly. Although Polish executives initially exhibited resistance to online learning (Aniszewska-Banaś et al., n.d), by 2021, blended formats had become widely accepted, with the shift not only ensuring continuity during lockdowns but also revealing the potential for greater flexibility and reach in executive education.

The thematic focus of Polish executive programmes is also evolving. In addition to core management subjects, curricula increasingly address digital transformation, innovation, sustainability and leadership in uncertain environments. As organisations face complex, global challenges, there is growing recognition of the need for agile, ethically grounded and digitally fluent leaders.

Given these transformations, executive education providers in Poland and beyond face ongoing pressure to innovate and align with learner expectations. The goal is not merely to impart knowledge, but to foster critical thinking, adaptability and responsible leadership.

The Objective of the Paper and Research Questions

This article aims to explore the key trends and challenges shaping executive education in Poland in the aftermath of the COVID-19 pandemic. By examining participant motivations, pedagogical innovations, technology adoption and cultural dynamics, the study seeks to contribute to a deeper understanding of how executive education is evolving to meet the demands of a rapidly changing world.

This research paper therefore aims to answer the following questions:

1. What are the key motivations to enrol in the postgraduate executive studies programme?
2. How has the programme impacted the career and personal development of its graduates?
3. Which topics have been the most useful for graduates?
4. What are the preferred teaching methods?
5. Does group size matter for learning effectiveness?

This paper aims to provide substantial theoretical and practical contributions to the field of business education, with the conclusions facilitating the theorisation of students' motivations, expectations and achievements within executive programmes focused on digital transformation. Furthermore, it will offer practical guidance for executive education programme coordinators on identifying students' needs and profiles, as well as designing and delivering curricula tailored to the digital transformation field.

Materials & Methods

The Context

At the Warsaw School of Economics, there are over 150 executive (postgraduate) education programmes, which transitioned from predominantly in-class delivery before the pandemic to fully online formats during the pandemic. Since 2022, a variety of delivery systems have been adopted. Typically, students who enrol in these programmes aim to acquire updated knowledge, advance their careers, change their career paths, and expand their professional networks.

This research paper is focused on the postgraduate executive education program in Digital Transformation at the Warsaw School of Economics. Work on the curriculum was initiated in autumn 2019 and designed as a traditional in-class programme. Accenture, a technology consulting company with over 11,000 employees in Poland, joined this initiative as a strategic knowledge partner, assuring that most of the classes would be delivered by business practitioners and the curriculum would be up to date, which is important since digital transformation is a very dynamic field of studies. However, due to pandemic restrictions, the first cohort launched in autumn 2020 was fully online. The first two cohorts were taught online, whereas the third and fourth were taught in class.

This programme is a comprehensive postgraduate initiative designed to develop strategic leaders capable of driving digital transformation in organisations, with a carefully structured curriculum aimed to integrate both managerial and technological components, reflecting the multifaceted nature of digital change. Managerial competencies are developed through modules on strategic management, digital business models, customer experience and innovation leadership, while at the same time, participants gain a strong foundation in key technological areas, including artificial intelligence, machine learning, cloud computing, data science and digital architecture. The programme also emphasises applied learning through workshops, case studies and design thinking exercises, fostering a hands-on understanding of Industry 4.0 tools and challenges. With this interdisciplinary approach, the programme aims to shape forward-looking executives who can effectively bridge the gap between business strategy and emerging technologies in the context of digital transformation.

Methodology

To understand the challenges and trends, a survey among the graduates of all four cohorts (2021-2024) of the Postgraduate Executive Education Program in Digital Transformation at the Warsaw School of Economics was conducted in January and February 2025.

The survey was grouped into several core categories that shed light on the motivations, learning preferences and outcomes of executive students in digital transformation programmes.

The analysis explores:

• Motivations for Choosing Digital Transformation Studies – Examining the primary drivers behind enrolment, including career advancement, skill acquisition, and industry adaptation.
• Attitudes Toward Digital Technologies and Learning Approaches – Identifying distinct learner profiles based on technological proficiency and professional background, and how these factors shape engagement with digital tools.
• The Impact of Studies on Professional and Personal Growth – Assessing the influence of the programme on career progression, networking opportunities, and the ability to navigate technological change.
• Teaching Methodology and Course Format – Evaluating the effectiveness of different instructional approaches, including hybrid learning, interactive teaching methods, and the role of industry guest lecturers.
• Group Size and Learning Effectiveness – Analysing how class size influences engagement, peer collaboration and overall learning outcomes.
• Usefulness of Educational Topics – Assessing which curriculum components were most valuable to students and how topic relevance varied across different professional backgrounds.
• Conclusions and Recommendations – Summarising the key takeaways and offering suggestions for enhancing executive education in digital transformation.

Data and Sample

The survey gathered responses from 29 participants, representing a diverse range of industries, professional backgrounds and experience levels in digital transformation.

The study sample included 29 participants, accounting for roughly 36% of the total population of 81 graduates, and while modest in size, the sample is statistically appropriate for the scope of this research. At a 90% confidence level and assuming maximum variability (p = 0.5), the calculated margin of error is approximately 12.3%, which is acceptable for exploratory or preliminary research. Given the finite population and the proportional representation, this sample size allows for meaningful inference while balancing practical constraints and statistical rigor.

Table 1
Demographics of Respondents

Source: authors' own work.

The participant profile of the Digital Transformation Executive Programme demonstrates a diverse yet leadership-oriented cohort. Women constituted a slight majority (55%) compared to men (45%), indicating balanced gender representation, while in terms of age distribution, the largest group was aged 35–44 (38%), followed by those aged 45–54 (34%) and 25–34 (21%), with only 7% being over 54, suggesting that the programme primarily attracts mid-career professionals. Analysis by cohort shows that participation increased over time, with the third (2022) and fourth (2023) editions accounting for 45% and 31% of the sample, respectively, a trend that may reflect growing interest in digital transformation education in recent years. Notably, the substantial majority of participants (79%) held leadership positions, with only 21% identifying as holding non-leadership roles, emphasising the programme’s strategic orientation toward executives responsible for driving digital change within their organisations.

Results

The survey results allow for answering the research questions and drawing meaningful theoretical and practical conclusions.

Motivations

The motivations (see figure 1) for enrolling in digital transformation studies reveal a strong emphasis on professional development and strategic adaptation to technological change, with the majority of respondents (86%) indicating a desire to develop skills related to digitisation and digital transformation, highlighting the central role of competency building in driving participation, and a significant portion (69%) also seeking to gain knowledge about emerging technologies and their practical applications in business contexts. Career advancement was another key motivator, with 52% of participants aiming to enhance their qualifications to improve promotion prospects. Additionally, 48% of respondents expressed the need for tools to manage digital projects more effectively, reflecting a pragmatic orientation toward operational improvement. Networking aspirations were noted by 24% of the participants, while 10% cited recommendations from peers or mentors as influential. These findings underscore that both intrinsic motivations (skill and knowledge acquisition) and instrumental goals (career mobility and project execution) shape engagement in executive education for digital transformation.

Figure 1
Motivation for Choosing Studies in Digital Transformation

Source: authors' own work.

Teaching Format

The results highlight a clear preference for hybrid (48%) and in-person (45%) learning formats, with online-only delivery favoured by only 7% of participants, which aligns with the perceived effectiveness of different teaching modes: in-person learning was rated significantly higher (4.3 out of 5) for acquiring knowledge about digital transformation compared to online learning (3.3). Regarding teaching methodology, practical classes such as group exercises received a slightly higher usefulness score (4.0) than theoretical lectures (3.8) in relation to participants’ professional workm, suggesting that a blended approach—combining the structured depth of theoretical content with the engagement and real-world applicability of practical sessions, preferably in face-to-face or hybrid formats—best supports learners in the context of digital transformation education.

Table 2
Preferred Teaching Format

Source: authors' own work.

Table 3
Teaching Methods - Satisfaction

Source: authors' own work.

Group Size

The survey results suggest that group size plays a meaningful role in shaping the learning experience within digital transformation programs. The majority of respondents (55%) indicated that average-sized groups (15–30 participants) were sufficient to ensure adequate interaction and learning, while 45% preferred smaller groups, citing enhanced interaction and more effective learning. When asked specifically about interaction with lecturers and peers, 59% of participants agreed that smaller groups fostered better exchange of experiences, while in contrast, only 17% favoured larger groups for this purpose, and 24% believed group size had no significant impact on interaction. These findings indicate that while moderate group sizes are generally acceptable for maintaining learning quality, smaller cohorts may be particularly beneficial for promoting engagement, dialogue and experiential learning—key components in mastering complex topics such as digital transformation.

Table 4
Group Size - Satisfaction

Source: authors' own work.

Table 5
Group Size - Efficiency

Source: authors' own work.

Educational Outcomes

The survey results indicate that the digital transformation executive programme significantly contributed to participants' professional development by enhancing both strategic understanding and practical competencies. The most valuable skills acquired during the programme, as identified by respondents, included general management knowledge (55%), the ability to apply specific technologies in concrete business situations (48%), and general knowledge about digital transformation (41%), followed closely by insights into business strategy (41%) and practical abilities in using digital tools (28%). In terms of specific topics, respondents found technologies (69%) to be the most useful area, reflecting the programme’s relevance to contemporary digital challenges. Strategy (48%) and service design (38%) were also recognised as particularly beneficial, indicating the importance of aligning technological understanding with customer-centric and organisational approaches. Leadership (34%) and project and operational management (24%) were also noted, though to a lesser extent. These findings underscore the programme’s balanced approach, combining strategic insight with hands-on application, and highlight its role in equipping professionals with the tools necessary to lead and implement digital transformation initiatives.

Table 6
Top Skills Acquired

Source: authors' own work.

Table 7
Most Useful Topics

Source: authors' own work.

The impact of the digital transformation programme extended beyond knowledge acquisition, significantly influencing both the professional and personal growth of participants.

Table 8
Impact of Studies on Professional Growth

Source: authors' own work.

Table 9
Graduate Attitudes Towards Digital Transformation

Source: authors' own work.

The survey results indicate that the programme has had a notable impact on both the professional and personal growth of its participants. On the professional level, respondents rated the usefulness of the skills acquired during the studies at 3.8 out of 5, while the perceived influence of the programme on their overall career development received a slightly lower average of 3.3. However, the highest score of 4.0 was given to the networking potential and group atmosphere, highlighting the importance of peer interactions and collaborative learning environments. From a personal development perspective, 79% of participants reported greater curiosity and understanding of new technologies, while 62% indicated reduced fear related to these technologies. Furthermore, 69% stated that the programme had helped them adopt a more proactive attitude toward change, and 72% felt they now acted as leaders and evangelists for technological change within their organisations. These findings suggest that the programme not only contributed to tangible skill development but also fostered attitudinal shifts that support adaptability and leadership in dynamic professional contexts.

Discussion & Conclusion

The survey findings reveal that the Digital Transformation Executive Program at the Warsaw School of Economics has successfully addressed the evolving needs of mid- and senior-level professionals navigating complex digital landscapes. The high relevance of topics such as technology (69%), business strategy (48%) and service design (38%) align with the broader literature on the importance of actionable, cross-disciplinary knowledge in executive education (Bignoux & Sund, 2018; Schoemaker, 2008). Participants prioritised skills applicable to real-world contexts, notably general management knowledge (55%) and the application of specific technologies (48%), which indicates a shift toward hybrid expertise that bridges managerial and technical domains. Interestingly, while strategic acumen and digital fluency were top priorities, interpersonal and project management skills received lower ratings (28% and 10%, respectively), which may reflect either the participants’ existing proficiency in these areas or a potential undervaluation of their long-term impact in transformation contexts, which is not fully in line with the theory of transformative leadership (Burns, 1978) and Goleman’s (2020) concept of importance of emotional intelligence. The data suggest that effective executive programmes must carefully balance theoretical depth with pragmatic learning, ensuring content remains not only up to date but directly transferable to participants' professional environments.

Furthermore, preferences for learning formats and instructional methodologies reinforce the enduring value of in-person interaction, even in a post-pandemic, digitally enabled educational landscape. Despite the normalisation of remote work and online learning, only 7% of respondents favoured online-only delivery. In contrast, hybrid (48%) and in-person (45%) formats were almost equally preferred, with in-person learning rated significantly more effective (4.3 out of 5) than online learning (3.3), which supports the growing body of research advocating for blended learning models that combine digital flexibility with face-to-face engagement (Hammergren, 2021; Ng et al., 2023). Practical, group-based activities scored slightly higher (4.0) than theoretical lectures (3.8), underlining participants' preference for experiential learning. These findings suggest that the integration of case studies, collaborative projects, and interactive sessions with practitioners remains essential for meaningful engagement and knowledge retention, particularly in fast-evolving fields such as digital transformation. Cohort size also emerged as a key pedagogical factor - while 55% of respondents considered mid-sized groups optimal, 59% favoured smaller cohorts for enhanced peer interaction, indicating that learning effectiveness may be compromised in excessively large or impersonal settings.

Taken together, these findings support the view that executive education in digital transformation must move beyond content delivery toward designing holistic learning ecosystems. The programme appears to have generated not only cognitive benefits—such as increased understanding of digital tools and strategies—but also attitudinal shifts that are vital in the age of continuous change, with participants reporting stronger curiosity about technology (79%), reduced fear of digital tools (62%), and an enhanced sense of leadership and initiative in change processes (72%). These outcomes highlight the transformative potential of well-designed executive programmes in cultivating digital mindsets alongside technical expertise, with the emphasis on networking (average score of 4.0) further reinforcing the social dimension of executive learning, echoing Baruch and Leeming's (2001) findings that peer interaction and affiliation contribute significantly to programme satisfaction and perceived career growth. Notably, while skill acquisition was rated highly (3.8), the overall impact on career development scored lower (3.3), suggesting that although such programmes equip participants with new capabilities, institutional or market-related factors may moderate their ability to translate these into immediate career advancement.

Despite these promising insights, the study is not without limitations. The sample size of 29 participants, while statistically valid for exploratory research, limits the generalisability of findings, and the overrepresentation of leaders (79%) may also skew the data toward strategic rather than technical or operational concerns. Moreover, self-reported perceptions, while valuable for capturing subjective impact, are inherently limited in assessing long-term career effects. Future studies should incorporate longitudinal tracking to measure concrete career outcomes, organisational impact and the sustainability of attitudinal change over time. For programme designers and directors, several recommendations emerge: first, maintain a hybrid format with a strong in-person component to support peer learning and active engagement. Second, prioritise practical, project-based content that allows for the immediate application of knowledge in participants' professional settings. Third, consider optimising group sizes to enhance discussion and personalised feedback, ideally keeping cohorts small to medium in size. Finally, while technological and strategic topics remain central, greater emphasis could be placed on soft skills and project management to foster holistic leadership development. These adjustments can help ensure that executive education remains not only relevant but also responsive to the evolving demands of digital-era leadership.

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