Like their MBA counterparts, MM students are grouped into learning teams and assigned a permanent faculty mentor throughout the year. This learning team is first and foremost a study group, but it also serves as a counseling vehicle for mentoring and coaching by faculty members.

On top of classroom activities, students also do team projects, group retreats, and other problem-based learning modes. The leadership-focused MM has a required exercise called the walkabout. MM students are literally left to their devices to venture into the real world to complete a journey that will reveal their leadership ability. Students create their own learning agenda and venture outbound. Many students do social development work, e.g., build a town well in a remote barrio, construct a children library for a community, or teach math skills to elementary teachers. At all times students are expected to commit acts of leadership. Rather than do a project single-handedly, students are rated on their ability to involve others in accomplishing tasks. This is one definition of leadership, where one develops skills to influence others. Building a community well is not good enough; getting a community to contribute to building a well is leadership. The students report their experiences to the class. By tradition they do not consult with faculty about their project. The professors empower the students by allowing them to make their own critical choices. The walkabout is done in the MBA as well, though at a smaller scale.

Similar to other degree programs, skills are integrated and applied in the Management Research Report (MRR). They are typically a corporate strategy or feasibility with a real company located in Asia. Consultancy skills are broadened throughout the MM program.

The walkabout is based on a coming-of-age practice of aboriginal Australians who must venture into the wild on a journey of self-discovery and to build toughness.