Sebastian Kortmann became the Dean of the WU Executive Academy in January this year – we find out more about his new role, his background, his thoughts on executive education, and much more.

Kortmann brings his background in strategy and innovation, shaped by his time at the University of Amsterdam, where he directed the Amsterdam MBA. His international experience spans institutions including the University of St. Gallen and ESADE Barcelona, alongside broader work in higher education leadership and entrepreneurship. Here are his words:

1.You assume the role of Dean at a time of disruption across business and higher education, so why was this the right moment for you to take on this position?

If business schools sit at the intersection of higher education and business, then disruption on both sides creates a rare moment of opportunity. It allows us to reconnect the dots and develop innovative offerings that respond to pressing societal and business challenges, including the widening AI gap. For me, that makes this exactly the right moment to take on the role: not despite the disruption, but because of the opportunity it creates to shape something relevant and forward-looking.

2. How has your experience at the University of Amsterdam shaped the way you intend to lead WU Executive Academy?

My experience at the University of Amsterdam reinforced my view that universities and business schools are most effective when they act as orchestrators within broader ecosystems rather than as isolated institutions. Their value proposition depends not only on academic quality, but also on the strength of their environment, their network partners, and the extent to which their educational offering supports the broader career journeys of executive learners. That perspective will strongly shape how I lead WU Executive Academy.

3. What will be your top strategic priorities in your first year as Dean?

My priorities in the first year would be to identify growth opportunities, strengthen synergies with the broader university, and align resources with the areas of greatest impact. I would place particular emphasis on faculty support, student success, and cross-university collaboration, with the aim of building momentum quickly and positioning the Academy for sustainable growth.

4. How do you define the role of a Dean in today’s executive education environment?

I see the Dean’s role as both an academic leader and a strategic builder. In executive education, that means safeguarding quality and reputation while also identifying opportunities for growth, innovation, and external partnership. A Dean should create the conditions for strong collaboration across the university so that executive education can draw on a wider set of strengths and deliver greater value to learners, employers, and the institution.

5. Where do you see the greatest opportunity for WU Executive Academy to differentiate itself in Europe?

WU Executive Academy’s greatest opportunity to differentiate itself in Europe lies in offering something that few institutions can combine as credibly: the academic excellence of WU Wien, a format that respects the work-life-study reality of experienced professionals, and a location in Vienna that adds real value – as one of the world’s most livable cities, a gateway to Europe, and a hub that connects companies, institutions, and international perspectives. This combination enables WU Executive Academy to offer not just education, but a transformative platform for life, leadership, and impact.

6. How should executive education evolve to remain relevant to senior leaders facing constant uncertainty?

Executive education must move from episodic, one-off learning to a model of lifelong, integrated development. In a world of constant uncertainty, senior leaders need continuous opportunities to build and renew competences rather than rely on linear educational pathways. Relevance will come from flexibility, modularity, and a much closer connection between education and business practice. The future of executive education lies in supporting individuals across their entire career journey, where learning is not separate from leadership practice, but embedded within it. In that sense, executive education becomes a long-term partner in helping leaders adapt, grow, and create impact over time.

7. How can business schools ensure that discussions about innovation translate into real organisational change?

Business schools can make discussions about innovation translate into real organisational change by becoming long-term educational partners rather than one-off providers of programmes. This means working closely and continuously with organisations to identify current and future knowledge gaps, and helping them develop the skills, knowledge, and competences needed to address them. In this way, change becomes more fluent, evolutionary, and embedded in business practice rather than radical and reactive. The real opportunity for business schools is to support continuous capability development so that innovation is not only discussed, but actually implemented.

8. What distinguishes European executive education today, and where does it risk falling behind globally?

European executive education is distinguished by academic rigour, international perspective, and a more human-centred view of leadership, often with stronger attention to sustainability, governance, and long-term impact. That is a real strength. Where it risks falling behind globally is in the wider European context: more limited and fragmented venture capital, lower risk appetite, and sometimes a slower, more cautious embrace of technology and scale. The challenge is therefore not academic quality, but speed of adaptation. European executive education will remain globally relevant if it builds on its distinctive strengths while becoming more flexible, more action-oriented, and more proactive in helping organisations close emerging knowledge and competence gaps.

9. How do you personally balance academic rigour with the practical demands of experienced executives?

I try to balance academic rigour and practical relevance by addressing both the short term and the long term. Executive education should provide insights that are useful immediately, but it should also create space to reflect on how the world may evolve over the next five to ten years and how today’s decisions will shape future leadership.

I see this as a co-creative process: academic knowledge contributes evidence, structure, and conceptual depth, while executives bring real-world challenges and urgency. Many participants initially value clear, practical answers for the next business day. But over time, they often come to appreciate the deeper value of an “it depends” perspective, because it signals cognitive flexibility, contextual judgment, and the ability to lead effectively in complexity.

10. Looking ahead five to 10 years, what would success look like for you as Dean of WU Executive Academy?

Success for me would certainly include growth, reputation, academic quality, and impact. But beyond that, it would mean having helped WU Executive Academy strengthen its long-term relevance and capacity for continuous renewal. I see that as an ongoing journey rather than a fixed endpoint. Some of the most important goals can be defined today, while others will only emerge over time. What excites me most is the opportunity to help build something enduring – an institution that continues to evolve, stays relevant, and creates lasting value well into the future.

For additional insights, announcements and perspectives, visit the conversation on Executive Education.