Professor Grzegorz Mazurek, Rector of Kozminski University in Poland, brings academic expertise in management, marketing, digital transformation, and strategic leadership in education.

In this conversation, we explore Mazurek’s perspective on the progressive role of higher education in society, the inclusive nature of institutional impact measurement, and the unique responsibility business schools hold in driving meaningful change. As he notes, his background in digital strategy has shaped the way he understands impact — not merely as a desirable outcome, but as a guiding principle embedded in institutional design.

Can you please introduce yourself and share your background in business education?

My name is Grzegorz Mazurek, and I have the honour of serving as Rector of Kozminski University—a triple-accredited business school based in Warsaw, Poland, a country increasingly recognised for its academic ambition, digital innovation, and growing contribution to European higher education.

My academic focus has long revolved around digital transformation, strategic management, and the intersection of technology and education. Beyond my administrative responsibilities, as a full professor of management, I have remained actively engaged in research and teaching, as well as in numerous international quality assurance initiatives. I believe that business education must not only be rigorous but also relevant – responding to complex global challenges while remaining rooted in local contexts.

Can you share the journey that led you to your current role, and how your background in education has shaped your approach to creating societal impact?

My academic journey began in the field of management and marketing, but it quickly evolved toward exploring how digital transformation reshapes education, leadership, and society. Over time, I became increasingly engaged in understanding the role higher education plays in building resilient, future-ready communities.

Becoming the Rector of Kozminski University was not just a professional milestone – it was a conscious decision to lead an institution with societal relevance at its core. My background in digital strategy has shaped the way I understand impact – not merely as a desirable outcome but as a guiding principle embedded in institutional design.

This perspective has informed several key initiatives, including a nationwide programme to upskill educators in digital literacy and AI readiness and the launch of social entrepreneurship labs where students co-create solutions for challenges such as climate adaptation and economic inclusion. These experiences reaffirm my belief that education can – and must – extend its impact far beyond the classroom.

How has your involvement with BSIS influenced your perspective on business education and institutional development?

BSIS has significantly deepened my understanding of how multifaceted and context-specific “impact” truly is. It moves the needle from abstract metrics to tangible outcomes that matter – to students, businesses, communities, and policymakers.

As both an assessment team member and a university leader, I see this framework not just as an evaluation tool but as a mirror – one that enables institutions to reflect on their purpose and sharpen their strategic focus. This mirror helped us confront both our strengths and our blind spots, and that reflective process has informed our strategic planning ever since. It is also an excellent platform for cross-institutional learning, encouraging dialogue and shared responsibility in shaping the future of higher education.

Could you tell us about your school’s decision to undertake the BSIS assessment?

At Kozminski University, we view quality assurance as a strategic tool – not merely for compliance but for meaningful development. Our decision to undergo the BSIS assessment was driven by a desire to better understand and articulate the multidimensional impact our institution has on its ecosystem.

BSIS offered us a rare opportunity to explore outcomes – particularly in areas such as societal engagement. In June 2020, Kozminski University was certified by the Business School Impact System (BSIS), confirming our real and measurable influence on the socio-economic environment.

What were the key objectives behind your school’s participation in the BSIS process?

We aimed to challenge ourselves by asking a simple yet profound question: “What difference are we really making?” Our objectives included mapping and measuring the scope of our activities beyond traditional academic parameters, identifying gaps in our outreach and partnerships, and building internal awareness around the concept of institutional impact.

We also hoped the BSIS process would serve as a platform to engage stakeholders – students, alumni, employers, and policymakers – in a shared reflection on our purpose and responsibilities.

How has your school benefited from engaging with the BSIS framework and assessment?

The process has been both affirming and enlightening. It helped us uncover the invisible threads connecting various initiatives and their cumulative effect on society and the economy.

Internally, it fostered a sense of pride and ownership among staff and faculty, as they recognised how their work contributes to something larger. Externally, BSIS strengthened our narrative in discussions with partners and public institutions – providing a coherent and evidence-based framework to articulate our role in the ecosystem.

Perhaps most importantly, it catalysed a cultural shift – from thinking in terms of isolated performance indicators to embracing a holistic perspective on institutional impact. BSIS encouraged us to move beyond outputs and start measuring outcomes that truly matter – to our students, our region, and the broader society.

From your perspective, how does BSIS contribute to the continuous improvement and international recognition of business schools?

BSIS brings a unique lens to institutional evaluation – one that goes beyond rankings, research output, or accreditations. It compels schools to reflect on the why behind their activities and to reassess their value to society. This kind of introspection is transformative.

On the international stage, BSIS signals that a school is not only academically credible, but also socially engaged and contextually aware. That distinction matters – not only to partners and accreditors, but increasingly to prospective students, particularly in an era defined by purpose-driven education.

Looking back on your journey as a BSIS expert, what are the key lessons or takeaways that you would like to highlight for other institutions considering participating in the BSIS process?

First: impact is not reserved for the largest, wealthiest, or oldest institutions. It is about relevance. Every school has a unique story to tell – it simply needs the right framework to bring that story to life. Second: the BSIS process is not a test; it is a conversation – one that often leads to a renewed sense of institutional purpose and energy. It sparks reflection, realignment, and new ambitions. And finally: never underestimate the power of internal mobilisation. BSIS has a unique ability to bring people together across silos – reminding them that what they do matters, not just within the campus walls, but far beyond them.

In what ways do you see your work contributing to sustainable business practices, and how do you integrate these principles into your daily activities?

For me, sustainability is not a standalone initiative – it is a mindset that informs every layer of academic and strategic activity. At Kozminski University, we embed sustainability across the board: from curriculum design and research priorities to the way we build partnerships and make operational decisions.

On a personal level, I continuously ask myself: Is this scalable, responsible, and inclusive? These three criteria guide my daily work – whether I am evaluating new collaborations or mentoring emerging leaders.

To ensure our approach is meaningful, we rely on both quantitative and qualitative indicators of change. We track the number of students from disadvantaged backgrounds who graduate and thrive, the tangible outcomes of our implementation projects, and the rise in digital competencies among educators and administrators.

These initiatives – along with active engagement in international advisory boards and cross-border projects – have helped amplify our impact well beyond the national context. Just as important, however, are the stories behind the data: alumni whose work drives real change, research that shapes public debate, and partnerships that evolve from transactional to transformative. This dual lens – numbers and narratives – keeps us focused on long-term value rather than short-term wins, aligning our work with both ESG principles and the core values of impactful education.

Finally, how do you envision the future of societal development, and what role can professionals in your field play in shaping it, aligned with the values and objectives of the Business School Impact System?

We are entering a phase where transformational relevance will matter more than institutional prestige. Societal development will increasingly be driven by agility, inclusivity, and moral clarity – qualities that business schools must now embody, not just teach.

Professionals in our field need to act as system integrators: bridging academia with communities, industry with ethics, and growth with responsibility. In this context, BSIS serves as a compass – guiding institutions toward meaningful, context-aware impact.

It reminds us that the true measure of excellence is not how much we achieve but the legacy we leave behind – in the minds we shape, the institutions we influence, and the systems we help transform.

For additional insights, announcements and perspectives about Societal Impact and BSIS in Business Education, visit the conversation here.