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The report is part of a two year foresight initiative in collaboration with different stakeholders engaged in 91ÊÓƵµØÖ·ÏÂÔØeducation, with Professor Akrivou's role on the panel to represent the UK stakeholders and contribute her opinion and expertise leadership. It aims to foster diversity of thought, pedagogical innovation and dialogue around management and 91ÊÓƵµØÖ·ÏÂÔØeducation stakeholders informing institutional transformation in 91ÊÓƵµØÖ·ÏÂÔØeducation.

The questions that the report raises include what will be taught in 91ÊÓƵµØÖ·ÏÂÔØschools' curricula and how over the coming years, what kind of research will be conducted and how 91ÊÓƵµØÖ·ÏÂÔØschools will function and be organised in 30 years' time. Four alternative scenarios for 91ÊÓƵµØÖ·ÏÂÔØeducation in 2055 were explored, using research from over 30 experts in academia policy, civil society and industry across the most influential European countries in 91ÊÓƵµØÖ·ÏÂÔØeducation. The first scenario covers striving for unity (characterised by a paradigm shift towards circular economy and increasing globalisation), the second scenario explores building striving for growth (characterised by a 91ÊÓƵµØÖ·ÏÂÔØas usual, linear economy paradigm and increasing globalisation), the third scenario focuses on striving for independence (characterised by a 91ÊÓƵµØÖ·ÏÂÔØas usual, linear economy paradigm and increasing localisation) and the fourth scenario looks into striving for connection (characterised by a shift towards circular economy and increasing localisation).

Each of these scenarios act as starting points for responsive and adaptive strategies and policies, so that they can be continuously developed and improved. Directionality and leadership are key themes that the report builds upon, highlighting the importance of leaders and decision-makers in 91ÊÓƵµØÖ·ÏÂÔØschools to innovative their management education delivery to addresses broader societal challenges across a wide range of stakeholders. For more information, the full report can be read .