As the world of business rapidly transforms, education systems must evolve to keep pace. In an interview with the Daily Sun, Stamford University Bangladesh Vice Chancellor Prof Dr Moniruzzaman offers a candid look at the state of business education in the country. Drawing on years of academic and industry insight, he discusses the pressing need for curricula reform, stronger ties between universities and the private sector, and a shift towards skill-based, entrepreneurial learning. His reflections highlight both the challenges and opportunities that lie ahead for preparing Bangladesh’s future business leaders. Daily Sun Staff Reporter Hedayet Ullah Khan conducted the interview.

Daily Sun : To what extent are business schools in Bangladesh meeting the demands of today’s job market?
Prof Dr Moniruzzaman: Business education in Bangladesh has progressed in recent years, especially with top institutions updating curricula and collaborating with industry. Many universities now incorporate areas like digital marketing, e-commerce, and data analytics. The rise in EMBA programmes also indicates an effort to serve working professionals.
However, a gap remains between academic theory and practical application. Employers often note that graduates lack key soft skills such as leadership, problem-solving, and communication. Closer collaboration with industries – through internships, guest lectures, and joint projects – is still limited.
To stay relevant, business schools must adopt experiential learning, emphasise real-world problem-solving, and continuously adapt to the fast-changing business landscape. A more agile, hands-on approach is essential to produce work-ready graduates.

 Daily Sun : In an evolving job market, do employers value practical skills more than an MBA degree?
Moniruzzaman: The MBA remains a prestigious qualification, especially from reputable institutions. It signals a foundation in management, finance, marketing, and strategy. Yet, the emphasis is shifting towards practical competencies.
In today’s tech-driven economy, employers seek graduates who are digitally literate, emotionally intelligent, and adaptable. Skills such as critical thinking, leadership, and problem-solving often outweigh academic titles.
There’s growing demand for work experience alongside education. Internships, consultancy projects, and entrepreneurial exposure help students apply what they’ve learned.
Moreover, online learning platforms offer targeted courses in areas like data analytics or digital marketing, often preferred over a broad MBA. We’re seeing a hybrid future – where both the degree and demonstrable skills matter. Business schools must therefore combine academic rigour with real-world training.
Daily Sun : Why is industry-academia collaboration still weak in Bangladesh, and how can it be improved?
Moniruzzaman: Effective industry-academia collaboration is still underdeveloped in Bangladesh. While its importance is widely acknowledged, systemic challenges persist.
On the one hand, collaboration offers immense benefits – real-world exposure for students, more relevant curricula, joint research, and greater innovation. On the other, misaligned priorities, weak communication, outdated curricula, and limited resources hinder progress.
Often, academic institutions operate in silos, disconnected from fast-evolving industry needs. Bureaucratic red tape, funding constraints, and cultural differences between academia and industry exacerbate the problem.
We need stronger dialogue and proactive engagement. Creating advisory boards with industry leaders, co-designing curricula, offering structured internships, and setting up university liaison offices can help. Government incentives and corporate-backed scholarships would also encourage deeper ties.
Without bridging this gap, we risk producing graduates who are academically qualified but ill-equipped for the realities of modern business.
Daily Sun : Are Bangladeshi universities nurturing entrepreneurs – or just preparing graduates to seek jobs?
Moniruzzaman: Most universities in Bangladesh still lean towards producing job seekers rather than job creators. The curriculum is traditionally theoretical, and entrepreneurship education remains underdeveloped.
While some universities have introduced incubators and startup competitions, these efforts are sporadic and not yet mainstream. Students often lack mentorship, funding, and institutional support to take entrepreneurial risks.
Culturally, there’s a strong bias towards stable employment, and many students fear the uncertainty of launching their own ventures. This risk-averse mindset holds back innovation.
To truly foster entrepreneurship, universities must embed practical business training across all disciplines. They should support startups with incubators, mentorship, and partnerships with investors. Exposure to real-world problems, hands-on projects, and entrepreneurial internships would make a real difference. Only then can we shift the culture – from job-seeking to job-creating – and unlock the entrepreneurial potential of our graduates.
Daily Sun : How is artificial intelligence transforming business education?
Moniruzzaman: AI is revolutionising business education, reshaping both the content and delivery of learning.
Adaptive learning platforms now personalise education, tailoring material to each student’s pace and needs. AI-powered tools like chatbots, recommendation systems, and virtual tutors enhance engagement and accessibility.
Students are gaining hands-on experience with AI-driven simulations, data analytics, and decision-making tools. For instance, predictive models are used to analyse market trends or simulate financial strategies.
At the administrative level, AI automates grading, plagiarism detection, and student support – allowing educators to focus more on mentoring.
In research, AI enables real-time analysis of large datasets, enhancing case studies and business forecasting. AI-powered sentiment analysis and consumer behaviour tools are also widely used in classrooms.
However, the transition comes with challenges: ethical concerns, a need to upskill educators, and high implementation costs. Despite these hurdles, embracing AI is crucial. Business schools must prepare students to not only work with AI – but lead in a world shaped by it.
Daily Sun : What do employers and educators say about the future of business education in Bangladesh?
Moniruzzaman: Employers and educators largely agree: business education in Bangladesh needs a major overhaul to meet modern demands.
Employers frequently voice concerns about graduates lacking soft skills, critical thinking, and practical experience. They’re looking for candidates who can work with emerging technologies, adapt quickly, and think entrepreneurially.
They expect education to move beyond textbooks, incorporating industry exposure through internships and real-world projects. Skills in areas like digital marketing, data analytics, and AI are now essential.
Educators, meanwhile, acknowledge that curricula must evolve – but face structural constraints, such as outdated accreditation systems and limited resources. They stress the need for continuous updates, more industry collaboration, and a stronger focus on research and innovation.
Hybrid learning, online platforms, and AI-driven teaching methods are also becoming central to the conversation.
To bridge the gap, academic institutions must shift from being degree-granting bodies to becoming ecosystems that develop skills, foster innovation, and prepare students for a rapidly changing world.