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Showing posts with label global MBA. Show all posts
Showing posts with label global MBA. Show all posts

Saturday, January 4, 2014

The revolution shaking up business education 01-05

The revolution shaking up business education

Big data will rapidly revolutionise the business school curriculum; students and schools will need to adapt quickly to stay ahead, says Julia Tyler



There is increasing demand for MBA and Masters graduates with analytical skills 

It is estimated there are more than 2.5 quintillion data bytes of “big data” moving among us every day. Every time we use Facebook, Twitter, Google, the Web, YouTube, a tablet device, a mobile phone, GPS, email, or any digital social media platform to communicate, make purchases, or conduct business, we are maneuvering the virtual tsunami of data bytes washing across the globe.

MBA applications: can you pass the GMAT quiz?

Big data, or the massive amount of large data sets created by the technology that surrounds us, reveal relationships between people, decisions and behaviours, and can enable analysts to make predictions that shape smart products and processes.
It is now driving discussion about the future of business, and impacting corporate strategies at both SMEs and the world’s biggest brands and organisations.

With so much information flowing around us and influencing the future of business, it comes as little surprise that there is increasing demand in both private industry and public policy arenas for MBA and Masters graduates with the analytical and decision-making skills needed to process and act on these multiple 

This has real implications for not only the type of courses that business schools are offering – but also for the skills that students (and future job candidates) will need to possess in order to compete in an increasingly tough employment market.
Big data will rapidly revolutionise the business school curriculum; students and schools will need to adapt quickly to stay ahead. Indeed, there is a real sense amongst business school leaders that the answer to the question of precisely how to integrate big data into curricula remains far from clear.

Postgraduate education: the rise of the DBA

In the years to come, increasing numbers of businesses will need to work with and manage big data – to understand their customers, optimise their organisational design, and improve sales.

The view from the business community and corporate recruiters is clear: a focus on big data will enable tomorrow's leaders to make smart decisions, not only to drive corporate growth, but also solve problems in areas as diverse as public policy, medicine, agriculture and engineering.

Accordingly, the hiring market has sent a clear message to business schools: programmes need to integrate a curriculum that develops students’ ability and skills to use data to solve complex problems in order to provide employers with the talent required to compete in a data-driven world.

The 2012 GMAC Corporate Recruiters survey showed that the skill set required of candidates has changed significantly in recent years. According to our poll, 79 per cent of recruiters need candidates to be able to integrate data from multiple sources to make sound judgments; and 71 per cent need candidates to be equipped with the skills to organise data to solve interrelated problems. Students, take note.

 MBA students ask 'what does the future hold?'

Business schools have responded to the rapidly changing business environment by including more academic course offerings focused on data analytics and business intelligence, to ensure their graduating students can help meet the looming talent gap.

Meanwhile, we have also developed a focused section of the GMAT exam – Integrated Reasoning – to test students’ analytical skills. This new addition to the GMAT emerged in response to a survey of management faculty worldwide who identified these skills as important for incoming management students.
The big data revolution is an opportunity for the education world. 

Business schools able to adapt and evolve their offering to the requirements of corporate recruiters and students, and provide new services, products and courses, will be well placed to boost their graduate employment rates. This will of course have implications for business schools own in-house expertise. Meanwhile, students will need to adapt their mind set and outlook to compete in an evolving job market, where analytics and technical insight are prized.

Either way, the possibilities for educators and students are palpable – and those that invest time and energy into the big data revolution will be best placed to reap the rewards.

Monday, January 7, 2013

For Newly Minted M.B.A.s, a Smaller Paycheck Awaits 01-08


For Newly Minted M.B.A.s, a Smaller Paycheck Awaits

[image]

Like many students, Steve Vonderweidt hoped that a master's degree in business administration would open doors to a new job with a higher paycheck.
Soaring tuition costs, a weak labor market and a glut of recent graduates are upending the notion that M.B.A.s and other professional degrees are a sure ticket to financial success. WSJ's Ruth Simon reports on the News Hub. Photo: AP Images.

But now, about eight months after receiving his M.B.A. from the University of Louisville, Mr. Vonderweidt, 36 years old, hasn't been able to find a job in the private sector, and continues to work as an administrator at a social-service agency that helps Louisville residents obtain food stamps, health care and other assistance. He is saddled with about $75,000 in student-loan debt—much of it from graduate school.

"It was a really great program," says Mr. Vonderweidt. "But the job part has been atrocious."

Soaring tuition costs, a weak labor market and a glut of recent graduates such as Mr. Vonderweidt are upending the notion that professional degrees like M.B.A.s are a sure ticket to financial success.

The M.B.A.'s lot is partly reflected in starting pay. While available figures vary by schools and employers, recruiters' expected median salary for newly hired M.B.A.s was essentially flat between 2008 and 2011, not adjusting for inflation, according to a survey by the Graduate Management Admission Council.

For graduates with minimal experience—three years or less—median pay was $53,900 in 2012, down 4.6% from 2007-08, according to an analysis conducted for The Wall Street Journal by PayScale.com. Pay fell at 62% of the 186 schools examined.

Even for more seasoned grads the trend is similar, says Katie Bardaro, lead economist for PayScale.com. "In general, it seems that M.B.A. pay is either stagnant or falling," she says.

The pressures are greatest for those attending less prestigious schools, says Stanford Business School professor Paul Oyer, who studies personnel trends. But even at top programs, some graduates are likely to struggle in today's environment, he says.

Another burdensome issue: a high debt load. Nearly 60% of graduating M.B.A.s said they expected to repay some loans after graduation, according to a 2012 GMAC survey. Among households headed by people with student debt who attended graduate school and are under 35, average student loan debt climbed to $81,758 in 2010 according a Wall Street Journal analysis of Federal Reserve data. That figure is up from $55,594 in 2007.

It is all a far cry from the late 1980s and early 1990s heyday for M.B.A.s, when some companies would hire 100 or more M.B.A.s. It wasn't uncommon to recruit first, and fill actual jobs later.
With total student-loan debt approaching the trillion-dollar mark, WSJ's Jason Bellini deconstructs how we got here and what it all means. Image: Getty

"Some of those companies would hire today barely in the single-digits," says Mark Peterson, president of the M.B.A. Career Services Council.

A weak economic climate is only partly to blame for the M.B.A.'s plight. The changing nature of B-school programs, evolving corporate needs—as well as the perceived value of the degree—have all helped dilute the M.B.A.'s allure.

Formerly, the traditional M.B.A. was mainly the product of a full-time, two-year program. But beginning in the early 1990s, many schools created part-time and executive M.B.A. programs, with lower-ranked schools often following in the footsteps of academic leaders. Online degrees also gained in popularity.

As a result, the number of M.B.A. degrees granted has grown faster than the population, says Brooks Holtom, a management professor at Georgetown University's McDonough School of Business.

"An M.B.A. is a club that is now not exclusive," he says. "You should not assume that this less exclusive club is going to confer the same benefits."

Today's global corporate culture amplifies the competition. "We are trying to internationalize our business like everyone else," says Lee Ashton, director of international human resources at spirits maker Brown-Forman Corp. BFB -1.63%With 58% of its business outside the U.S., the Louisville company has stepped up recruiting of M.B.A.s from abroad.

U.S. schools granted a record 126,214 masters degrees in business and administration in the 2010-2011 academic year, a 74% jump from 2000-2001, according to the Department of Education. The M.B.A. march is part of an overall boom in advanced degrees that took on added steam as some recent college graduates and others sought refuge from the recession by pursuing advanced degrees. Tuition and fees for full-time M.B.A. programs has risen 24% over the past three years, according to the main body that accredits U.S. business schools.

It is unclear how many M.B.A.s the market really needs. Recently, more companies have indicated that "they are moving away from an emphasis on M.B.A.s" and are instead hiring more undergraduates at lower salaries that they can then train in-house, says Camille Kelly, vice president of employer branding at Universum, a firm that advises companies on how to attract and retain the best employees. Companies, she says, "still will do M.B.A. hiring, but it won't be to the same extent they have in the past."
Austin Koester for The Wall Street Journal
R. Charles Moyer, dean of the University of Louisville College of Business, says an MBA remains a 'terrific investment.

United Parcel Service Inc., UPS -0.29%which has a hub in Louisville, puts more emphasis on M.B.A.s and other grad-school types than it did five years ago. Still, know-how trumps all. "We're always going to look at the work experience first and how has that been enhanced through any advanced degree," says spokeswoman Susan Rosenberg.

The University of Louisville illustrates how some M.B.A. programs have struggled to remain attractive, and relevant, in this rocky environment.

R. Charles Moyer, dean of the College of Business, was recruited away from Wake Forest University in 2005 with a mandate to ramp up the Louisville M.B.A. program. Ten local business leaders had pledged to kick in roughly $10,000 each for five years toward his $350,000 paycheck.

Louisville "was growing at that time," recalls C. Edward Glasscock, a local attorney who helped spearhead the fundraising effort. "We had to make sure we had graduates to fill the workforce need."

Mr. Moyer tightened admission standards. Also, in 2007, he revamped the school's existing part-time M.B.A. program, made up of students who were pursuing degrees while working. Under the new program, groups of students moved together through classes over a two-year period, which was later shortened to 20 months.

He also added faculty, increased course options and introduced Saturday "enrichment programs" on negotiation skills, ethics and business etiquette. Three years ago, he introduced a full-time M.B.A. aimed at recent college graduates that includes a paid internship with a local employer. Next year, the school will begin another program for students with 12 to 15 years of work experience.

Mr. Moyer acknowledges that the growth in offerings was driven in part by a desire to boost revenues. "When I get a budget cut, I think about starting a new program," he says. "If we can do it really well and generate a lot of money, we can pour it back into our core business, which is undergraduate education."

Louisville now offers full- and part-time M.B.A.s as well as a highly regarded entrepreneurship program that in total enroll roughly 250 students—roughly a 10% increase since Mr. Moyer's arrival. With total tuition of $32,000, a Louisville M.B.A. is still a relative bargain. But the price tag has more than doubled under Mr. Moyer's tenure. Revenues from the M.B.A. programs have increased by more than 250%.

The dean says an M.B.A. degree remains a "terrific investment," though the returns might not be evident for "a year or two."

Indeed, some of the same companies that supported the Louisville M.B.A. program stress that experience, not the degree alone, opens the door to jobs.

Texas Roadhouse Inc., TXRH -1.94% a Louisville-based restaurant chain, donated a $200,000 student lounge to the B-school and has hired several M.B.A. students as interns and employees. But spokesman Travis Doster says restaurant experience carries more weight than an M.B.A. when the chain fills positions at its corporate office.

Nor does an M.B.A. guarantee a pay hike. "I haven't seen an automatic boost for any degree," says Kevin Stakelum, director of talent acquisition for Humana Inc.,HUM -0.28% one of Louisville's largest employers. While an M.B.A. can be valuable, particularly in certain positions, "it's a piece of the entire puzzle."

Casting a wider net remains a challenge. "It's always difficult to get those upper-tier companies to come and recruit," says T. Vernon Foster, who oversees career services. "Once they do, they are always impressed."

Joshua Sickles, a 2010 graduate of the part-time program, figures his Louisville M.B.A. helped him land a promotion at UPS that added about $15,000 to his paycheck. "It was an investment in myself," says Mr. Sickles, who borrowed roughly $30,000 for his degree.

Other graduates have found returns to be more elusive. "It definitely did not open up a lot of opportunities right away," says Matthew Wilson, 29, a 2010 graduate who says having an M.B.A. wasn't a prerequisite for his current position in financial services. "I definitely would do it again," he says. "But I don't think it carries the same weight as it used to."
—Rob Barry contributed to this article.
View at the original source

Tuesday, November 27, 2012

Top industries for the graduating class of 2013 MBA2s



Top industries for the graduating class of 2013 MBA2s

OCT18
Written by: Ryan 
10/18/2012 1:33 PM  RssIcon

We've already broken down the job functions for this year's graduating class of MBA2s. But what about the job industry experiences and preferences?
Similar to the functional areas, most MBAs are interested and experienced in jobs in Finance. Roughly 2 out of 5 graduating MBA students have experience in the Finance industry. And almost half of them are interested in working in Finance post-graduation. This is no different from previous years. But there are some changes to the next nine industries on the list.
The top 10 industry experiences for this year's graduating class of 2013 MBA2s are:
  • 1. Finance: 38.1% of candidates selected a Finance-related industry experience
  • 2. Consulting: 30.8%
  • 3. High Tech: 24.9%
  • 4. Not-for-Profit: 15.3%
  • 5. Services: 14.5%
  • 6. Consumer Packaged Goods: 13.7%
  • 7. Transportation: 12.5%
  • 8. Energy: 11.7%
  • 9. Healthcare: 10.2%
  • 10 Manufacturing: 8.3%
Which is very similar to last year's class of 2012 MBA2 experiences, where the only difference isNot-for-Profits jump to the 4th most popular industry from 6th last year:
  • 1. Finance: 37.8%
  • 2. Consulting: 30.6%
  • 3. High Tech: 24.0%
  • 4. Services: 15.6%
  • 5. Consumer Packaged Goods: 14.6%
  • 6. Not-for-Profit: 13.7%
  • 7. Transportation: 12.8%
  • 8. Energy: 10.7%
  • 9. Healthcare: 10.5%
  • 10. Manufacturing: 8.2%
What is interesting is when you compare these industry experiences to the industry preferences of these class of 2013 graduating MBA students:
  • 1. Finance: 48.6% of candidates selected a Finance-related industry preference
  • 2. Consulting: 48.6%
  • 3. High Tech: 31.1%
  • 4. Consumer Packaged Goods: 28.6%
  • 5. Energy: 22.9%
  • 6. Services: 21.7%
  • 7. Not-for-Profit: 18.9%
  • 8. Healthcare: 16.9%
  • 9. Transportation: 16.6%
  • 10. Manufacturing: 11.1%
Energy makes a huge leap into the top 5, where -- despite the fact that only 11% of the students have experience in the Energy industry -- 23% of them are seeking full-time employment in the Energyindustry. These students are also much more interested in Consulting and CPG than they are experienced those two industries.
And compared to last year, you'll notice that many more current students (6% more) are interested inHigh Tech than the graduating class of 2012 MBA2s were:
  • 1. Finance: 47.5%
  • 2. Consulting: 46.2%
  • 3. Consumer Packaged Goods: 27.4%
  • 4. High Tech: 25.4%
  • 5. Services: 21.4%
  • 6. Energy: 20.3%
  • 7. Not-for-Profit: 17.7%
  • 8. Healthcare: 15.3%
  • 9. Transportation: 14.5%
  • 10. Manufacturing: 8.9%
But the more things change the more they stay the same. Finance and Consulting remain the top two industries for students seeking full-time employment after graduating from the world's top MBA programs -- and the other industries continue to grow.

Wordle: Top 10 MBA Job Industries (2013)

For a complete breakdown of the profile demographics and five-year trends of the MBAs at the world's top business schools, please contact us to request the official Candidate Analytics Report.
Statistics above based on the candidate profiles of over 12,000 current graduating students at MBA Focus partner schools who have completed a profile already this year and 18,000 students from last year who graduated in the Spring/Summer of 2012. Candidates may choose more than one answer

Tuesday, November 13, 2012

EHDC Global MBA 11-14



EHDC Global MBA

Last Chance for Scholarships - Deadline for January Applications 10th December.

Candidates interested in the January 2013 intake of the EDHEC Global MBA are invited to complete their application before 10th December*.
The EDHEC Global MBA's guaranteed scholarship policy is still in place for the January intake, providing a reduction in tuition fees of up to 60% and bringing fees to 14 400 euros for the complete 10 month programme.

Candidates are reminded that it is not necessary to make a special scholarship request as they are awarded automatically according to the criteria valued by the selection committee in a transparent
list of scholarships.

It is possible to apply without the GMAT in a first place, secure a 1st Nationality scholarship (if accepted and enrolled), and then 
upgrade your scholarship automaticallyonce the GMAT score is reported. Note that it is also possible to retake the GMAT any number of times before term starts, in order to reach the next scholarship value.

One of the French participants commented, "One of the reasons I chose EDHEC for my MBA program was the large variety of scholarships offered. Compared to other schools, I found the EDHEC scholarship policy to be more transparent and more generous. Moreover, each scholarship is obviously aimed at increasing the quality of the program: the "1st Nationality" scholarship and the Diversity" scholarship increase the student diversity; the "Excellence" scholarship attracts high-GMAT scorers; the "Global 500" scholarship and "Entrepreneurship" scholarship attract both employees of large companies and entrepreneur profiles. I found the awarding conditions listed on EDHEC website so clear that it allowed me to better plan my budget as I moved forward in my MBA application."

One American student who missed out on the 1st Nationality Scholarship but was awarded an Experience Scholarship decided to retake the GMAT since he knew that he could do better on the test. "I was motivated to do this because the difference in tuition payments was sizeable" he states. "I also knew for sure that if I hit the score I was aiming for, I'd get the corresponding scholarship. There was nothing ambiguous or misleading in the policy. In the end the financial rewards of retaking the GMAT offset the couple weeks of prep time it took to ensure a better score and a higher scholarship." 

If you are in the process of finalizing your application or wish to 
apply now, please contact the MBA Admissions Office for assistance throughout the process.

Fees for the September 2013 intake will increase to 38 000 euros. Applications are now in process.
* Candidates requiring a visa should ensure with local authorities that this date allows sufficient processing time to make the January 3rd start date.

Monday, June 18, 2012

Universities should sell their business schools 06-19


Universities should sell their business schools
By Len Shackleton

The UK has 100-plus university-based business schools. When the first were set up in the 1960s – to improve the quality of British management – there was a debate about whether they should be freestanding, or perhaps linked to local business organisations as in France, rather than lodged in universities. This debate should be revisited.

Business schools teach about 15 per cent of all higher education students – and a larger proportion of overseas and post-graduate students. At one level they are a success, bringing in big money from UK-based students, and from overseas partnerships and franchises. But they could be very much better.


Critics charge that schools are too detached from business, overly concerned with theory rather than practice. Staff have inadequate experience in the private sector: they are excessively interested in esoteric research for the Research Excellence Framework, rather than working with businesses. They teach too little and students do not rate their teaching particularly highly. Pedagogical innovation is limited and there are few sanctions for persistently poor teachers.

Employers continue to report dissatisfaction with many students they interview. This may be related to low admission requirements, as vice-chancellors insist that business schools expand recruitment to cross-subsidise other subjects. Indeed, the overcharging of business students to keep history or arts departments open is a hidden national scandal.

Critics charge that schools are too detached from business, overly concerned with theory rather than practice. Staff have inadequate experience in the private sector: they are excessively interested in esoteric research for the Research Excellence Framework, rather than working with businesses. They teach too little and students do not rate their teaching particularly highly. Pedagogical innovation is limited and there are few sanctions for persistently poor teachers.

Employers continue to report dissatisfaction with many students they interview. This may be related to low admission requirements, as vice-chancellors insist that business schools expand recruitment to cross-subsidise other subjects. Indeed, the overcharging of business students to keep history or arts departments open is a hidden national scandal.

Business lectures are overcrowded and students receive too little personal attention and support.

Are these criticisms unfair? Some institutions perform better than others and several leading schools compare favourably with international rivals.

But isn’t there fundamentally something wrong in many of our schools having little direct input from business and often only sporadic links with employers? Locating business schools within a university culture of excessive regulation, heavy and backward-looking unionisation, anachronistic contracts and a quasi-medieval calendar does nothing to promote excellence.

It is time for change. As the Higher Education Funding Council for England’s public funding for business under-graduates disappears – such funding for postgraduates has never featured significantly – and the cost of their education falls increasingly on students themselves, there is less and less reason to stay in the sector. Let universities sell their business schools – to for-profit or not-for-profit corporations, management buyouts, charities or local chambers of commerce.

Over time, business schools will reshape to meet the imperatives of a proper marketplace. Ownership will change and organisational innovation will occur. Liberated schools will be free to compete properly to serve young people, older people wanting to improve their qualifications through part-time study, managers in search of updates, and businesses seeking new ideas.

There will be a one-off gain to universities and the public purse at a difficult time. The rest of the higher-education sector will profit from the example.

And let’s shed some of the regulatory baggage. We need more reliance on quality assessments (such as AACSB, Equis and the various professional bodies) that exist independently of state regulation, rather than the dead hand of the Quality Assurance Agency.

Business schools should create a private student-loan system in conjunction with the financial sector. The MBA/career-development loan model could be extended. Moreover, direct links between business schools and banks would reduce the moral hazard inherent in the present undergraduate loan system – where universities are not penalised significantly for recruiting weak students and producing unemployable graduates.

Let’s take business schools out of universities. Teaching students about business is a business itself and our institutions should reflect this.

Len Shackleton is a professor of economics at the University of Buckingham, UK.