It is far too easy to rely on what has been as the standard-bearer for curricular development and implementation in management education… there’s a sort of syllogism in the US that goes something like “this is the way we’ve done things in the past and therefore if we keep doing things the way we’ve done them (within our comfort zone) we’ll continue to be successful” or something like that.  But the market place, the expectations of stakeholders and the needs of those we serve have all changed profoundly.   What hasn’t changed (or at least not as much as it should) is how we now consider that intersection between intellectual rigor and market relevance in management education.   That is, how do we ensure that students possess the tools to conduct non-economic as well as economic analysis?  How do we  develop value-creators?  How do we incorporate critical thinking in the curriculum?  How do we prepare students to engage and compete in this evolving market?  Despite the innovations that may emanate from them, universities (including business schools) are in many ways often very traditional environments.   They and their faculty need to become experimenters in the development of new leaders.  These and similar issues are particularly important in business schools in Africa and similar regions.  They have to get it right.  Unfortunately, the traditional pedagogies, transfer mechanisms, assessment protocols and the development of key skills and abilities fall far short of what is possible or necessary.