カテゴリー別アーカイブ: MBAランキング

2016 Global MBA Rankings

先日Financial TimesのMBAランキングが発表されました。
ランキングに関する分析レポートが下記のurlよりご覧いただけます。
http://www.ft.com/intl/cms/s/2/646f7384-b623-11e5-b147-e5e5bba42e51.html#axzz3yZ6WmfH9

  1. INSEAD
  2. Harvard Business School
  3. London Business School
  4. University of Pennsylvania’s Wharton School
  5. Stanford Graduate School of Business
  6. Columbia Business School
  7. UC Berkeley Haas School of Business
  8. Chicago Booth School of Business
  9. MIT Sloan School of Management
  10. Cambridge-Judge Business School
  11. Northwestern University, Kellogg
  12. IE Business School
  13. IMD
  14. HKUST Business School
  15. HEC Paris
  16. IESE Business School
  17. China Europe International Business School
  18. Yale School of Management
  19. New York University, Stern
  20. University of Michigan, Ross

同ランキングは主に以下に項目をベースにしています:Salary increase, Weighted salary,Value for money,Career progress,Aims achieved,Placement success,Employed at three months,Alumni recommend,Female faculty, Female students, Women board, International faculty,International students, International board,International mobility,International course experience,  Languages (number of extra languages required on completion of the MBA),Faculty with doctorates,  FT doctoral rank,FT research rank

2015 The Economist MBA Rankings

Businessweekに続き、Economist MBA Rankingも発表されました

http://www.economist.com/news/business/21674822-which-mba-2015

1. Chicago (Booth)
2. Virginia (Darden)
3. Dartmouth (Tuck)
4. Harvard
5. HEC Paris
6. UC Berkeley (Haas)
7. Northwestern (Kellogg)
8. INSEAD
9. UCLA (Anderson)
10. U of Pennsylvania (Wharton)
11. New York (Stern)
12. Columbia
13. Stanford
14. IESE
15. MIT (Sloan)
16,. Queensland
17. IE
18. Warwick
19. Yale
20.Duke (Fuqua)

■4つの評価項目
1) Opening new career opportunities (35%)
2) Personal development and educational experience (35%)
3) increasing salary (20%)
4) the potential to network (10%)

→教授と学生の比率(Student-Faculty Ratio)から教授に対する評価、学生の多様性(バックグランド)、カリキュラムに対する学生の評価など、多角的にプログラムそのものを評価する点が特徴的です。

  • lChicago Booth School of Business
  • UV Darden School of Business
  • Dartmouth’s Tuck School of Business
  • Harvard Business School
  • HEC Paris
  • UC Berkeley Haas School of Business
  • Northwestern’s Kellogg School of Management
  • INSEAD
  • UCLA Anderson School of Management
  • The Wharton School

- See more at: http://www.stacyblackman.com/2015/10/16/chicago-booth-tops-the-economist-mba-rankings-again/#sthash.LF1TzKpS.dpuf

2015 Global Rankings of Best Business Schools (Full-time International)

先程のFULL-TIme USA版に続き、こちらはInternational版です。
http://www.bloomberg.com/features/2015-best-business-schools/

1. University of Western Ontario (Ivey)
2. London Business School
3. INSEAD
4. IE
5. IMD
6. Oxford (Saïd)
7. IESE
8. Cambridge (Judge)
9. Queen’s College
10. HEC Paris
11. ESADE
12. SDA Bocconi
13. Cranfield
14. St. Gallen
15. European School of Management and Technology (ESMT)
16. McGill (Desautels)
17. Mannheim
18. Toronto (Rotman)
19. Manchester
20. Imperial College London

2015 Global Rankings of Best Business Schools (Full-time USA)

2015年 Businessweekランキングが発表されました。
昨年1位のDuke (Fuqua)は8位に後退しました。
http://www.bloomberg.com/features/2015-best-business-schools/

1. Harvard
2. Chicago
3. Northwestern (Kellogg)
4. MIT (Sloan)
5. Pennsylvania
6. Columbia
7. Stanford
8. Duke (Fuqua)
9. Berkeley (Haas)
10. Michigan (Ross)
11. Yale
12. Virginia (Darden)
13. UCLA (Anderson)
14. Dartmouth (Tuck)
15. Emory (Goizuetta)
16. Cornell (Johnson)
17. North Carolina (Kenan-Flagler)
18. Carnegie Mellon (Tepper)
19. Rice (Jones)
20. Washington (Foster)

ご 存知かと思いますが、同ランキングの算出法を以下に共有します。卒業生と在校生の声が全体の45%を占めるなど、定性的な評価を採り入れている点が特徴で す。「学生・卒業生満足度」を重視した出願校の選定を行う際には、同ランキングを参考にする機会も増えてくると思います。

  • Employer Survey (35 percent of total score):  recruiter feedback on the skills they look for in MBAs, and which programs best equip their students with those skills
  • Alumni Survey (30 percent):  feedback from the classes of 2007, 2008, and 2009 on how their MBAs have affected their careers, their compensation change over time, and their midcareer job satisfaction
  • Student Survey (15 percent):  the class of 2015’s take on academics, career services, campus climate, and more
  • Job Placement Rate (10 percent):  the most recent data on how many MBAs seeking full-time jobs get them within three months of graduation
  • Starting Salary (10 percent):  most recent data on how much MBAs make in their first jobs after graduation, adjusted for industry and regional variation

 

 

【2016年秋入学用 Essay課題】 Cambridge (Judge)

Cambridge (Judge) Schoolのエッセイ課題が発表されました。

https://www.jbs.cam.ac.uk/programmes/mba/apply/the-admissions-process/the-application/

The following are the main essay questions on the Cambridge MBA application:

1.What did you learn from your most spectacular failure? (200 words)

2.What are your short and long term career objectives? What skills/characteristics do you already have that will help you to achieve them? What do you hope to gain from the degree and how do you feel it will help you achieve the career objectives you have? (please do not exceed 500 words)

【学校説明会:Stanford Graduate School of Business】 Information Session in Tokyo

Stanford Graduate School of Businessの説明会に関するご案内です。
同校のニュースレターより抜粋致します。

Want to learn about the Stanford MBA Program? No better way than by attending an information session. Get a program overview by an admissions officer, and then hear the inside perspective from Stanford MBA alumni. We will be ready and eager to answer your questions, so make sure to bring some with you!

Please register for only one of the following events.

・Stanford MBA Program Information Session In Tokyo
27 July, 2015, 7:00 PM – 9:00 PM

Register
https://www.cvent.com/events/stanford-mba-program-information-session-in-tokyo/registration-57f32aa907ea498f828acbbb17ac2e01.aspx

Stanford MBA Program Information Session (Women’s Perspectives) In Tokyo
28 July, 2015, 7:00 PM – 9:00 PM

Register
https://www.cvent.com/events/stanford-mba-program-information-session-women-s-perspectives-in-tokyo/registration-274b131d8d0f47f6ac87a24ad05e7f44.aspx

Tech Movement@UCLA

エンターテイメント、金融、起業といった各分野の教育等が高く評価されているAnderson Schoolですが、ここ数年において、Tech関連教育も盛んになってきている様子が記されています。
http://fortune.com/2015/01/08/ucla-business-school-tech-boom/

UCLA’s Anderson School has gone through a transformation in recent years, becoming more closely tied to movements within the tech industries in L.A., Silicon Valley, and Seattle.
<中略>

Fagnani, 28, agrees. “The more I looked at programs, the more I realized that the infrastructure, the classes and the opportunities are roughly the same at the top schools,” he says. “The biggest variable is the culture. I felt this was the place I would fit in and thrive.”

He’s not alone. Student opinion surveys show increased satisfaction at UCLA’s Anderson School, which has gone through a transformation in recent years, becoming more closely tied to the tech boom, in L.A., Silicon Valley, and Seattle. The upshot: Applications last year soared by 32%, while the average GMAT for the overall applicant pool was up five points to 688, swayed in part by the greater tech focus. Those extra apps drove the school’s acceptance rate down to 18% from 22% a year earlier, while the average GMAT for the new class hit a record 715, up from 706.

“This class is phenomenal,” boasts Rob Weiller, associate dean of admissions for the MBA program. “The second years are in awe of the new class. More importantly, though, they are still the same kinds of people. We haven’t sacrificed our supportive culture. There is just a world of opportunity out there and our career center is plugged into those opportunities. It is way more difficult to do that from the East Coast. I don’t care if you have the H word on your diploma.”

At 26.5% of the Class of 2014, technology is the top hiring industry of Anderson graduates and has been for the past three years. The percentage going into tech from UCLA has more than doubled in the past four years, eclipsing the 20.4% who took finance jobs and the 14.2% of Anderson MBAs who went into consulting.

This year, in fact, at least 15 students went to work at Google, while Amazon and Microsoft each hired 10 or more MBAs, and Adobe Systems, Amgen, Apple, Ebay, Symantec, and VMware each employed between five and nine Anderson graduates. School officials, moreover, believe that tech has morphed with L.A.’s traditional strengths as an entertainment and media mecca to give birth to a host of new startups and tech firms in Silicon Beach, a three-mile stretch of sand between Venice and Santa Monica. The area is home to more than 500 startups and tech giants, ranging from Snapchat to online video service Hulu, along with an expansive L.A. office for Google.

“The school has pivoted fairly quickly to become much more of a technology school than when I first came here,” says Mark Garmaise, a finance professor who joined UCLA in 2001 after a stint at Chicago Booth. “Our major new push is going towards analytics and technology. We have great data analytics courses and classes where students are working with Google and doing real-time problem-solving.”

Dubbed “The Google Class” by students, the course represents how Anderson, once a finance and quant haven, is transforming itself into a pathway into tech. Anderson worked with Google to develop the course, which is officially called “Digital Marketing Strategy” and was first offered on a trial basis this past fall. Co-taught by marketing professor Sanjay Sood and a Google executive, the course provides students with a broad overview of Google’s approach to marketing. It focuses on four key areas: insights, measurement, storytelling, and brand.

“We reinvented the class to be more industry relevant,” says Karen Williams, executive director for the school’s Center for Management of Enterprise in Media, Entertainment & Sports. “There are Google cases and projects with Google executives. All the top schools are being challenged to bridge the thinking with the doing. It is a model we are talking with another company about and have two more firms on our target list.”

Beyond the Google example, Anderson doesn’t shy away from bringing in leading executives to teach in its classrooms. Brian Frons, the president of daytime Disney/ABC, now teaches a course called “Making Creativity Profitable in Entertainment & Technology.” Dean Judy Olian and Hollywood producer Peter Guber, CEO of the multimedia Mandalay Entertainment Group, teach a class together. Not surprisingly, perhaps, one of the school’s six specializations, along with such traditional MBA areas as accounting and corporate finance, is technology leadership, with such courses as “New Product Development” and “Technology Management.”

“This California location has us keyed into the tech boom,” adds Garmaise, who is also senior associate dean of the MBA program. “We didn’t stop being a finance school, but we have pivoted in terms of industry because it is a better fit for us. You have California opportunities that would open up to you that are very difficult to access from other parts of the country.”

<To be continued>

学部長のインタビュー(Duke Univ., Fuqua School)

以下、Duke, Fuqua School学部長のインタビュー記事が掲載されています。
クラス編成とダイバーシティー、リーダーシップ教育、チームワークといったトピックについてコメントされています。スクールの全体像や教育方針を把握する上で、組織の長でもある学部長の発言やコメントにも注目していきましょう。
http://economictimes.indiatimes.com/opinion/interviews/b-schools-need-to-build-trusted-leaders-bill-boulding/articleshow/46994910.cms

<以下、注目点をインタビュー記事より抜粋しました>
About 40-45% of our students are not from the US. We think it’s really important to be a global business school because we’re completely interdependent and it will be better if we recognise that we need to work with people who are different from us.

Leaders should be able to bring about collective diversity which starts with the assumption that we’re stronger because we’re together and we’re different. When people believe you care about them something amazing happens. Then they do have a sense of shared identity. They feel valued and welcome. Supportive ambition is really important.

Our emphasis is on making sure that in our curriculum we not only give people a sense of economic institutions and the way people conduct business but also behaviors that exist in different parts of the world. It’s important to create, practical global first hand experiences for our students, and you need to be someone who can embrace differences.

One of our great advantage is that we’re so fundamentally interdisciplinary. The emphasis is on fostering team spirit, and we have this thing called team Fuqua, which is an important part of our MBA experience.

Leaders should be able to bring about collective diversity which starts with the assumption that we’re stronger because we’re together and we’re different. When people believe you care about them something amazing happens. Then they do have a sense of shared identity. They feel valued and welcome. Supportive ambition is really important.

Has there been an increasing focus on markets like India for US business schools with the growing popularity of GMAC here? We have about 30 students in every class from India. We have students groups and regional teams trying to build relationships with industry and government leaders who will help us better understand what are the pressing issues in India. We have more than 425 students in every class each ..

Has there been an increasing focus on markets like India for US business schools with the growing popularity of GMAC here? We have about 30 students in every class from India. We have students groups and regional teams trying to build relationships with industry and government leaders who will help us better understand what are the pressing issues in India. We have more than 425 students in every class each year. We’ve been ahead of some of the b schools for some time  ..

MBAランキングとキャリアとの関係性

Columbia Business Schoolの学部長が、MBAランキングに対する自らの考えをシェアしています。
皆さんには、”ランキング”はどのようなものに映りますか?
http://fortune.com/2015/04/06/do-b-school-rankings-really-matter/

<中略>
自分の眼に止まった箇所はイタリック体へ変換しました。
It’s just as important, however, to know what happens to students when they leave school—the outputs. If the job market deems the students to have received a valuable education, they will receive good job offers. That should hardly come as a surprise—employers want the best employees they can get. Schools that routinely graduate classes at full or near-full employment, with good job satisfaction, have reason to believe they’re receiving a vote of confidence from the market. Rankings that provide data on job offers, salary levels, and other “value added” criteria are providing another critical piece of the puzzle.

Put these pieces together, then, and the picture that emerges might be shocking to some. There are, in fact, top business schools—consistently so—and there is a quantitative way to differentiate them from the rest. The handful of business schools that dominate the upper tiers of today’s rankings no doubt see the input and output numbers you would expect. And because they do, they enjoy the cascading effects of being a top business school, like the programmatic adaptability that comes with financial health, and the ability to build or maintain an extraordinary faculty.

So all rankings of business schools, at least in part, reflect an on-the-ground reality—if they are taking into consideration the inputs and outputs that are key data points. Admittedly, the aggregate difference between schools in the top five or 10 can be slight. However, being ranked #1 versus #10 can significantly impact the perspective of the marketplace. It’s up to each school and each prospective applicant to discern the signal from the noise and act accordingly.

That means that, while rankings matter, if you are thinking about applying to business school, the question is whether the rankings matter for you.

Plenty of people apply to a school because it has reached the summit of a “best-of” ranking, just as many people will see a movie or buy a book after it wins an award. That’s human nature. We want to experience the best. But if you are looking for a particular type of career—as an entrepreneur or a leader in social enterprise, for example—or you know that location will be important for your future job prospects, some schools will meet your needs better than others. In which case, your needs should trump the seal of approval of any publication. You owe it to yourself to do your homework on a school’s academic curriculum, career management efforts, alumni network, and ability to put you in front of leaders who are shaping business today.

In the end, though, finding the top business school for you doesn’t have to be a guessing game. The information needed to identify the best schools is out there, and if you ask this dean, that’s the real business of business school rankings.

 

 

2016 US News Best Graduate Schools Rankings <3月10日発表予定>

はや2月も終わりを告げようとしておりますが、来月10日(火)には2016 US News Best Graduate Schools Rankingの発表が決まりました。あくまでも、ランキングは出願校調査や選択作業における指標の1つとは言え、出願を検討中、もしくは予定している大学の評価は気になるところですね。
http://www.usnews.com/education/blogs/college-rankings-blog/2015/02/17/2016-best-graduate-schools-rankings-coming-soon?int=963108

As part of the 2016 Best Graduate Schools rankings, U.S. News will also rank master’s programs in nursing based on both statistical and reputational data for the first time. In addition, schools will be ranked in 10 nursing specialties based on reputation only. Going forward, U.S. News plans to produce rankings of graduate nursing programs annually.

Detailed statistical data collected about each nursing school will be displayed on searchable directory pages on usnews.com, as well as in the “Best Graduate Schools 2016″ print guidebook, on sale at newsstands on April 7.

The 2016 rankings will also include various specialties in business, law, education, engineering and medicine, as well as part-time MBA and part-time law programs.

U.S. News will publish new rankings based on peer assessment only for five selected graduate areas in health, which were last updated in 2011. The disciplines that were surveyed and will be ranked are health care management, physician assistant, public health, rehabilitation counseling and veterinary medicine.

Rankings of doctoral programs in the sciences and the social sciences and humanities, master’s degree programs in public affairs, fine arts and library and information studies, and other graduate programs in health will continue to be available on the site. These rankings are based on earlier published surveys and are labeled with the year that they were originally published.

Explanations of the full Best Graduate Schools ranking methodologies and data used to create all the rankings will also be available March 10.

Extended specialty rankings and complete school data will only be available through the subscription-based U.S. News Graduate School Compass, which will offer the most comprehensive information.

U.S. News encourages students to use the Best Graduate Schools rankings as a tool to help choose the right program, not as the sole factor driving their final choice.

Prospective graduate students can use the statistical data that schools report to U.S. News to compare factors such as acceptance rates; scores on the GRE, LSAT, MCAT and GMAT; student-faculty ratios; and job placement success upon graduation.

Along with these concrete measures, other factors to consider include a school’s course offerings and department culture, a student’s total cost to obtain the degree, the advising or mentoring a student can expect to receive and the school’s location and campus life.

The rankings should be a supplement for careful decision-making, not a substitute.