Introduction

Lifelong learning has grown in importance nowadays, together with the evolving knowledge economy that demands new technical skills. Consumers of lifelong learning services have different behaviours, especially linked to gender disparities. Understanding participation disparities, particularly those based on gender,  provides essential insights for policymakers and education providers. 

  1. Gender disparities in management positions

In the business environment, men occupy higher positions than women. Only one-third (approx. 35% ) of managers are women, while 2/3 are men, as data shows for the analysed period of time, 2021- 2024. (Chart no 1) This imbalance highlights persistent structural disparities in career advancement and workplace leadership. 

Chart no 1. Women and men in management, E.U.-27 (2021- 2024), %

Source: EUROSTAT, 2025

In the E.U.-27, women earned 12% less than men based on their average gross hourly earnings. The wage disparity has narrowed over the time, from a gap of 14,4% in 2018, but still remains important. (Chart no 2) Business schools can prepare future leaders to tackle inequalities by targeted messages on the importance of lifelong learning programs, especially to women.

Chart no 2. Gender pay gap, E.U-27 (2018- 2023), %

Source: EUROSTAT, 2025

  1. Customer behaviour in lifelong learning programs (e.g. MBA programs) 

According to data from Statista, professionals pursue an MBA for several primary reasons (Chart no. 3):

  • Enrich life and develop potential (79%). A significant percentage of MBA applicants aim to accelerate their career trajectory, with ambitions towards leadership roles. A well- crafted MBA program positions graduates as effective leaders and strategic thinkers, ready to take higher responsibilities.
  • Increase income (64%). Financial incentives are a powerful driver: many candidates expect a meaningful salary increase post MBA. From a marketing perspective, showcasing reliable ROI through salary growth and career progression speaks directly to financially driven applicants.
  • Gain business knowledge (61%). Professionals often seek an MBA to fill gaps in their business knowledge- especially in areas such as Finance, Marketing and Strategy. Case-driven pedagogy, experiential knowledge appeal to those expecting tangible enhancement of their business toolkit. 
  • Enhance network (60%). Access to extensive networks is a constant motivator. An MBA cohort often becomes a long-term professional community- bringing opportunities in mentorship, business partnerships and global connections. 
  • Industry job/ function change (56%). For many, an MBA serves as a pivot point to new industries or sectors. The ability to reorient one’s career through exposure to different industries, cross- functional skills and robust alumni connections has become a compelling value proposition of MBA programs.

Chart no 3. Share of prospective students who have various main reasons for pursuing an MBA or other graduate business program worldwide (2022) 

Source: www.statista.com, accessed June 2025

On the other hand, recruiters also have priorities when selecting business school graduates, besides hard skills (Web3, Blockchain, VR; Cloud- based technology; data visualisation; AI and machine learning; statistical analysis; digital communication; database tools; programming skills etc.) (Chart no 4):

  • Cross- cultural competences (81%). Recruiters expect MBA graduates to collaborate effectively across diverse cultural contexts, adapting to different value systems and communication styles. MBA programs should prioritize international modules, students exchange programs and multi-cultural team projects that expose students to real global dynamics.
  • Multilingualism (77%). The ability to communicate in multiple languages enhances graduate’s employability. Multilingual professionals are perceived as being more adaptable. MBA programs should enhance international projects not only in English speaking countries. 
  • Active listening (75%). Active listening involves responsiveness. MBA programs should enhance feedback loops and coaching sessions.
  • Verbal communication (74%). Clear and confident verbal communication is considered to be a fundamental skill in the business administration field. MBA programs should offer role play case studies and problem resolution discussions as part of MBA development.  
  • Conflict resolution (74%). Employers value those who can resolve conflicts constructively, calmly and diplomatically, maintaining team cohesion. Simulations and negotiation role plays can help students deal with conflict management.
  • Negotiating (73%). Strategic thinking, emotional intelligence and ethical persuasion are demanded in negotiation contexts. MBA programs have included dedicated negotiation labs and inter-cultural negotiation case studies. 
    1. Presentation (69%). Presentation skills bring clarity and confidence in delivery. MBA programs train students on how to deliver a presentation.
  • Non-verbal communication (66%). Non-verbal communication affects trust, perception and leadership presence. 
  • Writing (62%). Writing remains a powerful business tool. 

` Chart no 4. Recruiter opinion on key skills for business school graduates- worldwide survey (2023)

Source: www.statista.com, accessed June 2025

  1. Implications for MBA Education Marketing 

The field of MBA education has witnessed significant evolution over the past decade, influenced by technological advancements, shifts in global market demands and changes in educational paradigms. 

New trends emphasize:

  1. Curriculum design and effectiveness. Recent studies highlight the importance of aligning MBA curricula with industry demands and learning outcomes to enhance program effectiveness. Innovative approaches such as experiential learning and competency- based assessments are increasingly adopted (Mendoza et al., 2022).
  2. Online vs. Traditional MBA Programs. The rise of online MBA programs has disrupted traditional education models, offering increased accessibility and flexibility. High-quality hybrid programs are gaining recognition for providing comparable value to traditional in- person experiences (Geoghegan & Wanger, 2024).
  3. Impact on career development. MBA programs significantly influence career trajectories by enhancing career capital, fostering skills and enabling career transitions. The integration of strategic career development frameworks within MBA programs has shown positive outcomes (Houldsworth et al., 2025.
  4. Global perspectives. The globalization of MBA education imposes curricular innovations to address diverse cultural and educational contexts. Programs that incorporate international consulting experiences and cross-cultural competencies are particularly effective. (Schuapp & Vitullo, 2020)
  5. Technological integration. Technology plays a critical role in modernising MBA education, from digital learning platforms to AI- driven analytics for curriculum design. Successful integration enhances both learning outcomes and operational efficiency (Girona et al., 2022). 

Conclusions

MBA education is at a pivotal point where innovation in curriculum design, delivery models and technology integration cand drive significant improvements in educational outcomes and career impacts. Only the Business Schools that understand these evolutions will gain a solid place into the lifelong learning education market.  

This approach results in:

  • More effective, segment- specific messaging;
  • Higher conversion rates in recruitment campaigns;
  • A richer alignment between educational outcomes and leader aspirations.

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https://bbs.ase.ro/programs/mba-and-executive-mba-programs/inde-mba/ 

INDE MBA program offers a balanced mix between onsite classes on the Bucharest Business School campus and online classes.

The curriculum focuses on subjects such as Economics, Accounting, Marketing, Statistics, Finance, Management, Business Communication, Human Resources, Entrepreneurship, Career Development etc., which provide both the knowledge and then skills needed in a competitive business environment.

The program is organised by ASE through Bucharest Business School, in partnership with CNAM Paris (Conservatoire National des Arts et des Metiers).

INDE MBA is an international program, entirely taught in English, validated by AMBA (Association of MBAs) at an international level and ARACIS (National Council for Evaluation and Accreditation) at a national level.

The graduates of the INDE MBA program obtain a double certification:

  • Diploma of MBA: Master in Business Administration, awarded by CNAM Paris
  • Diploma of Master: INDE MBA, awarded by ASE Bucharest

The teaching staff is composed of professors from CNAM Paris and professors from ASE Bucharest, together with specialists from the business environment.

The Professors are specialists with solid teaching experience and business expertise at national and international level.

Classes are based on a challenging interaction with a view on building a sustainable partnership for a successful future professional development.

References

  1. Girona, C., Pastor, L., & MartinezAceituno, J.A. (2022). GRAF: A System for the Assessment, Accreditation and Representation of Competency Learning in Online Higher Education. Innovatios in Learning and Technology for the Workplace and Higher Education. [Girona et al., 2022]
  2. Houldsworth, E., Tresidder, A., & Rowson, T. (2025). With or without you: Career capital development as experienced by MBA alumni. Management Learning. [Houldsworth et al., 2025]
  3. Geoghegan, W., & Wanger, S. (2024). Beyond convenience: The disruptive high-quality, high-impact online MBA. Business Horizons. [Geoghegan & Wanger, 2024]
  4. Mendoza, W., Ramirez, G.M., & Moreira, F. (2022). Assessment of Curriculum Design by Learning Outcomes. Education Sciences. [Mendoza et al., 2022]
  5. Schaupp, L.C., & Vitullo, E.A. (2020). Implementing experiential action learning in the MBA: use of an international consulting experience. International Journal of Educational Management. [Schaupp & Vitullo, 2020]
  6. *** EUROSTAT, 2025
  7. *** STATISTA, 2025

ABOUT

  • GENDER DISPARITIES AND CONSUMER BEHAVIOUR: STRATEGIC MARKETING INSIGHTS FOR LIFELONG LEARNING PROGRAMS – Georgeta-Mădălina MEGHIȘAN-TOMA, Vice-Dean, Professor PhD, Director of INDE MBA Program