The case for human-centred learning in business education
Business education has long been criticised for becoming increasingly transactional – focused on content delivery, assessment outcomes, and employability metrics, often at the expense of the human capabilities graduates need to thrive in complex, real-world environments. As global workplaces become more diverse, interconnected and ethically demanding, this critique is becoming harder to ignore.
At Greystone Institute, we have found that the question facing business educators is no longer simply what we teach, but who students become through the learning experience. Human-centred learning is emerging as a necessary foundation for contemporary business education.
This shift begins with how graduate attributes are interpreted and embedded. Rather than treating communication, teamwork or ethical reasoning as abstract outcomes, Greystone’s curriculum is designed to cultivate self-awareness as a core capability. Students are encouraged to reflect not only on what they know, but on how they engage with others, how they respond to challenges, and how their assumptions shape decision-making.
A key element of this approach is the explicit teaching of cultural positioning, alongside a longitudinal focus on developing students’ sense of self. Simply placing students in multicultural classrooms does not, on its own, guarantee meaningful cross-cultural learning. Students may study side by side yet remain largely unaware of their cultural defaults, or how these shape communication, expectations and group dynamics.
Simply placing students in multicultural classrooms does not, on its own, guarantee meaningful cross-cultural learning
By inviting students to examine their cultural perspectives – and by building this reflection into assessment – cultural fluency becomes something that is actively learned, rather than quietly assumed. Over time, students become more confident navigating difference with awareness, adaptability and respect.
This work is reinforced through ongoing self-reflective activities across the program. Students are encouraged to understand their strengths, the ways they contribute to teams, and how their behaviour is experienced by others. This self-knowledge supports not only effective collaboration in the classroom, but a smoother transition into workplaces where teamwork, leadership and relational judgement matter as much as technical skill.
Small class sizes play an important role in enabling this depth of engagement. Human-centred learning requires space for dialogue, feedback and observation. In smaller cohorts, educators can respond in real time to group dynamics, guide reflective conversations, and support students as individuals rather than as anonymous participants in a system. This is critical when learning outcomes extend beyond technical knowledge into areas such as leadership presence, collaboration and ethical judgment.
This approach also challenges traditional notions of the academic role. Faculty are not positioned primarily as content deliverers, but as facilitators of learning identity. While disciplinary expertise remains essential, equal value is placed on guiding reflection, modelling professional behaviour, and creating learning environments where students can safely test ideas, make mistakes, and grow. For many educators, this represents a shift in teaching identity – from expert lecturer to reflective practitioner.
Human-centred learning does not reject rigour or accountability. On the contrary, it demands intentional curriculum design, thoughtful assessment, and clear alignment with learning outcomes. It also requires educators and institutions to resist the pressure to prioritise efficiency over engagement. Yet the benefits are increasingly evident: graduates who are not only work-ready, but self-aware; not only knowledgeable, but able to navigate complexity with confidence and care.
As business education continues to evolve, re-centring the human dimension is not a return to idealism, but a practical response to the realities graduates will face. For educators worldwide, the challenge – and opportunity – lies in designing learning experiences that develop not just competent professionals, but thoughtful, culturally fluent and resilient leaders.
At Greystone Institute, we see human-centred learning not as an add-on, but as the foundation upon which meaningful business education is built.
About the author: Babette Furstner is president of Greystone Institute and a long-standing leader within ILSC Education Group, where she has spent more than three decades contributing to the development of international education across higher education, English language and vocational pathways. Throughout her career, Babette has held senior leadership roles focused on strategy, governance and curriculum design, shaping learning environments for globally mobile student cohorts. Her work is grounded in a strong belief in humanistic education – one that builds self-awareness, cultural fluency and confidence – as a vehicle for both personal growth and global transformation.
The post The case for human-centred learning in business education appeared first on The PIE News.