Born into a world where the internet is as fundamental as water, Gen Z is the first generation of digital natives, a cohort navigating the landscape of profound economic uncertainty. Today, Gen Z — sometimes referred to as “zoomers” and loosely defined as being born between 1997 and 2012 — are starting to knock on the doors of South Africa’s business schools, which have to adapt — or risk becoming irrelevant.
Unlike millennials or Gen X, this generation’s sociopolitical consciousness is less about the liberation struggle and more about immediate economic empowerment. This is a generation staring down a national youth unemployment rate of about 46%. Adding to this unique profile is their effortless digital fluency. They don’t fear technology but see it as a tool to boost their careers, enhance creativity and streamline their lives.
“Today’s students in their 30s are very different from those of the same age a decade ago,” says Peet Venter, academic director of Unisa’s Graduate School of Business Leadership. “Our demographics haven’t shifted dramatically, but the new generational changes are catching up to us.”
When this cohort considers postgraduate education, its motivations diverge sharply from the past. But what exactly does this pragmatic generation seek when eyeing higher education? For Gen Z, the pursuit of executive education is fundamentally shaped by a “trifecta” of career goals: money, meaning and wellbeing. They are not merely seeking a rung on the corporate ladder, they consistently prioritise a strong work-life balance and purpose-driven work.
Learning and development consistently rank among the top reasons for Gen Z choosing an employer, just behind work-life balance and career progression. According to Deloitte’s 2025 Gen Z and Millennial Survey, this cohort is characterised by an almost relentless drive for continuous development, with seven in 10 Gen Zs stating that once a week or more they are developing skills to advance their careers. A significant two-thirds develop skills outside working hours, before or after work, or even on days off.
This inherent pragmatism translates into a great scepticism towards traditional higher education. Gen Z values tertiary education based on affordability, flexibility, clear outcomes and immediate, tangible value. If direct benefits aren’t crystal clear, their engagement dwindles. This has spurred a discernible shift away from conventional four-year degrees towards more agile alternatives such as associate degrees, micro-credentials, and certificate programmes that promise a rapid return on investment.
Deloitte’s survey shows that nearly a third (31%) of Gen Z have decided not to pursue higher education. The high cost of tuition is a primary concern for 40% of them. Furthermore, many question whether traditional university education provides enough practical experience to prepare them for the job market, with 28% concerned about limited practical experience and 24% questioning the relevance of the curriculum.
“These aren’t major revolutionary changes, but rather a natural evolution in business schools,” says Morris Mthombeni, dean of the University of Pretoria’s Gordon Institute of Business Science. He argues that while evolving technology and younger professionals are changing the executive and short-course market, it should not be seen as a negative disruptive force. “Some of us in the [business school] world thought it would be an existential crisis. But we’re not seeing that.”
There has been a rapid shift to online learning in the past five years. Venter calls the pandemic “the great equaliser” for business schools in terms of adapting to online delivery methods. The savviest institutions are recognising the need for fundamental change and are beginning to innovate.
The traditional lecture hall is being deconstructed. To truly resonate with this digitally fluent generation, engagement strategies must evolve beyond passive consumption. Gen Z is highly proficient in digital technology, and more than half (57%) are already using generative AI in their day-to-day work. They believe it improves and frees up time for other tasks.
AI is a particularly sensitive challenge for business schools. While it has numerous advantages, dangers include students using it for exam cheating and plagiarism. Nevertheless, most institutions embrace it. Venter says schools are figuring out the best way to regulate and implement AI, “because it is clear at this point that AI isn’t going away”.
Schools are also exploring dynamic approaches like gamification, where learning objectives are reframed as challenges, with badges and leaderboards, to foster healthy competition and sustained interest. There’s a strong emphasis on bite-sized, micro-learning modules that cater to Gen Z’s preference for immediate, digestible content.
The integration of cutting-edge technology is becoming essential. This creates an immersive, interactive and relevant educational experience that mirrors the digital world in which Gen Z thrives, moving away from abstract theory to practical, hands-on application.
Venter says Unisa has adopted the terms “flexibility, accessibility and relevance” as key words in its offering. “That is what we see happening in the workforce. [Young professionals] want to work when it suits them, where it suits them,” he says.
Milpark Business School director Segran Nair says: “We are constantly changing our offerings simply because it is being demanded of us, and it’s being demanded of us so quickly and so often. We are one of the very few [business schools] in Africa to offer a fully online programme. Therein lies, I think, many opportunities. For us, it’s about democratising education and making education accessible to individuals.”
However, each institution highlights that students also find value in face-to-face learning. University of the Free State Business School director Nicolene Barkhuizen says: “We think of [young professionals] as ‘the technologics’, but they still want to see their manager face to face. That’s where the idea of social enterprise comes in: they want to feel more networked.” Networking should be a key priority for business schools, she says.
Beyond personal career advancement, Gen Z’s choices are deeply informed by a commitment to diversity, equity and inclusion (DEI), social responsibility and sustainable practices. For 89% of Gen Z, a sense of purpose is important for job satisfaction and wellbeing.
More than half (54%) consider meaningful work very important when evaluating a potential employer. A quarter say their current job does not align with their values and beliefs. Furthermore, 23% have researched a company’s environmental impact or policies before accepting a job offer, and 41% have rejected a potential employer based on personal ethics or beliefs.
For business schools, this translates into an imperative: embed these principles into the core curriculum and institutional culture, or risk appearing outdated and irrelevant.
Wits Business School (WBS) management academic Jones Odei-Mensah says younger professionals are purpose-driven and pragmatic in how they perceive the value of education.
WBS academic director Logan Rangasamy adds: “Students are looking for an impactful curriculum. The issues of sustainability, governance and social investment matter to them.”
Gen Z are also redefining what leadership means. While ambitious, only 6% indicate that reaching a leadership position is their primary career goal. Rather than a lack of ambition, this seems to be a critique of what they perceive as overwhelming, high-stress and low-reward management roles. Instead, they lean towards leadership that embodies emotional intelligence, collaboration, innovation and social responsibility.
They also prioritise work-life balance and expect managers to provide guidance and support to help them set boundaries for this balance. Only 52% of Gen Zs rate their mental wellbeing as good or very good, and 40% report feeling stressed or anxious most of the time, often citing their job as a major source of stress.
Henley Business School Africa dean Jon Foster‑Pedley points to the forces reshaping business — from the rise of China and India to the disruptive power of AI — and argues that education must prepare students to navigate both the tools and the profound social and economic impacts they bring.
“Business schools must regain contextual awareness, lest they become schools of abstract theory disconnected from reality,” he says. Younger professionals crave meaning but also hunger for career security and social recognition. “It’s our job to give them both.”
Barkhuizen, however, cautions against the tendency to put people into rigid “generation boxes”. With globalisation and the widespread rise of digital literacy, she believes the distinction between generations is blurring, giving way to more shared behaviours and commonalities across age groups.
“For us as business schools, the priority is to equip students with proactive, future-orientated traits,” she says. “The key is cultivating a growth mindset because no matter which generation you belong to, it is a critical skill to be ready for the future.”
Ultimately, the role of the business school is evolving from that of a prestigious academic gatekeeper to a dynamic ecosystem enabler. Future success will depend on schools’ ability to foster collaboration between industry, government and finance; to provide mentorship and real-world learning; and to build a purpose-driven brand that resonates with the values of this pragmatic, digital-first and ethically minded generation.
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