b-school international education report...the b-school international education report, alumni...

Alumni Perspectives Survey 2018

Market Intelligence

B-School International Education Report



The B-School International Education Report, Alumni Perspectives Survey 2018 Report is a product of the Graduate Management Admission Council GMAC), a nonprofit organization of 223 leading graduate business schools from around the world actively committed to advancing the art and science of admissions. The Council provides the solutions necessary for business schools and candidates to discover and evaluate one another to ensure that talent never goes undiscovered. GMAC ownsand administers the Graduate Management Admission Test® (GMAT®) exam, used by more than 7,000 graduate programs worldwide, as well as the NMAT by GMAC™ exam, used for entrance into graduate management programs in India. The Council is based in Reston, VA. with offices in London, New Delhi, and Hong Kong.


Contents

• Introduction

• Executive Summary

• International Students

• International Activities

• International Curriculum

• Classroom Composition

• International Curriculum and Career Outcomes

• Educational Value and Satisfaction


Introduction

10,882 Alumni from 274 Institutions Responded To The

GMAC Alumni Perspectives Survey

During the fourth quarter of 2017, the Graduate Management Admission Council (GMAC) partnered with 51 institutions to facilitate the Alumni Perspectives Survey. In addition, GMAC surveyed past alumni participants, which increased institutional representation to 274. In total, nearly 11,000 alumni responded and provided detailed information about their graduate management education and employment experiences.

Alumni who responded represent various MBA and business master’s program categories, including full-time MBA, professional MBA, executive MBA, quantitative business master’s, and non-quantitative business master’s programs. Full-time MBA programs include two- and one-year programs. Professional MBA programs include part-time, flexible, and online MBA programs. Quantitative business master’s programs include master in accounting, data analytics, and finance programs. Non-quantitative business master’s programs include master’s in management, international management, marketing, and entrepreneurship.

This report—the third in a series of topical reports based on this year’s Alumni Perspectives Survey—presents the findings associated with business school international education.

Explore with Interactive and Benchmark Reports

An Interactive Data Report and Benchmark Report tool accompany the 2018 Alumni Perspectives Survey, available exclusively to institutions that participated in the survey. The Interactive Data Report is an online tool that lets users customize data searches by multiple survey response variables such as overall value, career preparation, employment characteristics, and more. The Benchmark Report tool allows schools to benchmark their program’s responses against aggregated response from their peers.

Business School Participation in GMAC Research

The Graduate Management Admission Council offers graduate business schools opportunities to gather data and generate insights about the business school pipeline.

Schools can sign-up to participate in the GMAC Application Trends Survey, Corporate Recruiters Survey, and Alumni Perspectives Survey at http://www.gmac.com/surveysignup.

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http://www.gmac.com/surveysignup


Introduction

Demographic Profile of B-School Alumni

Program Type RespondentsGender Median

Age At Graduation

Median Years Since Graduation

School Location

Male Female U.S. Non-U.S.

Overall 10,882 74% 26% 30 6 74% 26%

Pro

gra

m C

ate

go

ries Full-time MBA 5,897 77% 23% 29 8 71% 29%

Professional MBA 2,318 71% 29% 32 6 88% 12%

Executive MBA 1,102 82% 18% 37 6 75% 25%

Quantitative Master’s 429 62% 38% 25 4 79% 21%

Non-Quantitative Master’s 911 54% 46% 26 3 49% 51%

Sp

ecif

ic P

rog

ram

Ty

pes

Full-time two-year program (FT2MBA)

4,195 78% 22% 29 9 91% 9%

Full-time one-year MBA (FT1MBA)

1,664 75% 25% 30 5 22% 78%

Part-time lockstep MBA (PT Cohort)

1,016 74% 26% 32 5 80% 20%

Part-time self-paced MBA (PT Self-Paced)

967 70% 30% 32 7 95% 5%

Master of Accounting (MAcc)

223 53% 47% 24 6 100% 0%

Master in Finance (MFin) 153 71% 29% 26 3 44% 56%

Master in Management/ Global Management (MiM)

521 56% 44% 25 3 40% 60%

5


Executive Summary

The Graduate Business School Experience is More

International Than Ever, Yielding Stronger Career Outcomes

The graduate business school experience is more international than ever. For example, recent alumni are more likely than earlier alumni to report studying abroad and traveling internationally as a part of their business school experience. But an international education is more than just studying abroad—it also includes elements like a globally-oriented curriculum, classmates and faculty from diverse world regions, and co-curricular activities with an international focus. Recent alumni are more likely to report these elements were a part of their programs, too.

For instance, alumni who graduated in 2016 or 2017 report an average of 48 percent of their coursework had an international focus, compared with just 14 percent for alumni who graduated in 1990 or earlier.

In addition, 59 percent of alumni who graduated in 2016 or 2017 report their business school class was very diverse internationally, compared with 9 percent of alumni who graduated in 1990 or earlier. Among responding alumni who graduated in 2016 or 2017, 43 percent were international students, compared with just 6 percent of alumni whograduated in 1990 or earlier. Recent alumni report more frequent and higher quality interactions with international students as a part of their business school experience.

Business school alumni who had a more internationally-oriented curriculum tend to report stronger career outcomes. For example, alumni who strongly agree that they have received more promotions than peers without their degree report an average of 40 percent of their curriculum had an international focus. Alumni who strongly disagree report an average of 34 percent of their curriculum had an international focus.

International and domestic alumni alike rate the value of their graduate management education highly and express satisfaction with their educational experience. The Net Promoter Score® of international and domestic students is excellent—an indicator of word-of-mouth recommendation. Knowing what they know now, more than 9 in 10 international and domestic alumni would still pursue their degree.

6


International Students

International Study More Prevalent Among Recent B-School

Alumni; Full-Time 1-Year MBA and Finance Programs

29%

71%

Overall

International students Domestic students

6%11%

18%21%

27%

36%

43%

1990 orearlier

1991 to1995

1996 to2000

2001 to2005

2006 to2010

2011 to2015

2016 to2017

% inte

rnational st

udents

By Graduation Year

60%54%

33%28%

24%

13% 12%9%

FT1MBA MFin MiM EMBA FT2MBA PT Cohort MAcc PT Self-paced

% inte

rnational st

udents

By Program Type

7


International Activities

Alumni Increasingly Report Participating in Study Abroad and

International Travel as a Part of Their B-School Experience

16%

31%

Study abroad program International travelwith program

% o

f alu

mni

Overall

2% 4%

11

%

10

% 15

% 20

% 24

%

2%

11

%

23

%

23

%

35

%

38

% 42

%

1990 orearlier

1991 to1995

1996 to2000

2001 to2005

2006 to2010

2011 to2015

2016 to2017

% o

f alu

mni

By Graduation Year

Study abroad Travel internationally

16%

29%

11% 13%20% 18%

9%3%

67%

40%33%

27% 25%21%

16%

2%

EMBA FT1MBA PT Cohort FT2MBA MFin MiM PT Self-paced MAcc

% o

f alu

mni

By Program Type

8


International Curriculum

International Education Is More Than Studying Abroad, It’s

About the Curriculum and Learnings

43%

28%23%

18% 19%15%

11%

37%

31%32%

30% 27%

25%

20%

15%

25%27%

30%28%

30%

32%

4%

12% 13%16%

18%20%

25%

1%

5% 5% 6% 8% 10% 11%

How to analyzeproblems from

differentperspectives

Skills to work in aglobal or cross-

culturalenvironment

Building familiaritywith internationaland global issues

Understanding ofbusiness practicesand norms across

world regions

Knowledge of worldregions and

cultures

How to grow abusiness in

internationalmarkets

Knowledge ofinternational

businessregulations and

legal frameworks

% o

f alu

mni

How Well Did Your Graduate Management Education Prepare You for the Following

A great deal A good amount Some Not much Not at all

9


International Curriculum

Business School Course Content Has Become More

Internationally Oriented

63

%

16

%

15

%

13

%

11

%

10

%

8%

67

%

29

%

27

%

22

%

18

%

16

%

12

%

77

%

46

%

44

%

35

%

34

%

25

%

22

%

79

%

52

%

49

%

41

%

39

%

31

%

24

%

82

%

62

%

58

%

51

%

49

%

41

%

33

%

85

%

70

%

65

%

58

%

57

%

49

%

39

%

86

%

72

%

69

%

61

%

60

%

55

%

43

%

How to analyzeproblems from

different perspectives

Skills to work in aglobal or cross-

cultural environment

Building familiaritywith internationaland global issues

Understanding ofbusiness practicesand norms across

world regions

Knowledge of worldregions and cultures

How to grow abusiness in

international markets

Knowledge ofinternational

business regulationsand legal frameworks

% a

gre

at

deal/a g

ood a

mount

How Well Did Your Graduate Business Education Prepare You for the Following

1990 or earlier 1991 to 1995 1996 to 2000 2001 to 2005 2006 to 2010 2011 to 2015 2016 to 2017

Percentage of Coursework with an International Focus, by Graduation Year


14% 21% 27% 31% 36% 44% 48%

10


5%

14%22%

29%36%

40%31%

32%

44%

43%

39%38%

39%

42%

25%

21% 18% 15%24%

12% 10% 7% 7% 8%

1990

or

earlie

r

1991 t

o2000

2001 t

o2005

2006 t

o2010

2011 t

o2015

2016 t

o2017

% o

f alu

mni

International Faculty Diversity, by Graduation Year

Classroom Composition

Business School Faculty and Students Have Become More

Internationally Diverse

9%

27%

44%51%

58% 59%36%

45%

36%31%

27% 27%

38%

20%

14% 12%10% 10%17%

7% 5% 6% 5% 4%

1990

or

earlie

r

1991 t

o2000

2001 t

o2005

2006 t

o2010

2011 t

o2015

2016 t

o2017

International Student Diversity, by Graduation Year

Very diverse Somewhat diverse Not very diverse Not at all diverse

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1.7

6

1.5

7

1.7

2

1.5

9

2.2

1

1.8

8

2.1

4

1.8

5

2.6

1

2.1

0 2.4

1

2.0

9

2.7

7

2.3

0

2.5

6

2.2

5

2.8

5

2.4

4

2.6

4

2.3

2

3.0

3

2.6

6

2.8

2

2.5

4

3.1

4

2.7

8

2.8

5

2.5

9

1

2

3

4

Fre

quency

*

Frequency


Classroom Composition

Recent B-School Alumni Interact More Often with

International Students; Quality of Interactions Improved2

.90

2.7

2

2.8

6

2.8

8

3.2

2

3.1

5

3.2

6

3.3

5

3.4

0

3.3

1

3.3

9

3.4

8

3.5

2

3.4

4

3.4

9

3.6

7

3.6

5

3.6

1

3.6

4

3.8

1

3.6

8

3.6

7

3.6

9

3.8

8

3.6

7

3.6

6

3.6

9

3.8

8

1

2

3

4

5

Worked as a part of assignedteams with international

students

Sought out assignments withinternational students

Participated in study groupswith international students

Spent my leisure time withinternational students

Qualit

y**

Quality

* How often do you interact with international classmate? Frequency scale: 1 = Never; 2 = Sometimes; 3 = Usually; 4 = Always** Rate the quality of interactions with international classmates. Quality Scale: 1 = Poor; 2 = Fair; 3 = Good; 4 = Excellent; 5 = Outstanding

12


34

%

35

%

35

%

34

%

34

%

34

%

30

%

36

%38

%

37

%

36

%

38

%

38

%

37

%

36

%

37

%40

%

40

%

41

%

40

%

I could not have obtained thisjob without my graduate

business education

The achievement of completingthe degree moved me further

along in my career

The skills I developed inbusiness school moved mefurther along in my career

After graduation, I receivedmore promotions and/or title

changes

Avera

ge p

erc

enta

ge o

f cu

rric

ulu

m

with inte

rnational fo

cus

Strongly disagree Disagree Neither Agree Strongly agree

International Curriculum & Career Outcomes

B-School Alumni with a More Internationally-Oriented

Curriculum Tend to Report Stronger Career Outcomes

30%28%

32% 32%

39%

Less than 21% 21-40% 41-60% 61-80% 81-100%

Perc

enta

ge o

f alu

mni em

plo

yed a

t

senio

r, e

xecu

tive,

or

c-su

ite level

Average percent of curriculum with international focus

Job Level (% in Senior/Executive/C-Suite), Alumni Classes of 2016 and 2017

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Educational Value and Satisfaction

International and Domestic Alumni Alike Report a High Level

of Value and Satisfaction with Their Education

33%36%

43% 45%

19%16%

4% 3%2% 1%

International Students Domestic Students

% o

f alu

mni

Value of Education

Outstanding Excellent Good Fair Poor

53% 56%

38% 37%

6% 5%2% 2%1% 1%


% o

f alu

mni

Satisfaction with Experience

Very satisfied Satisfied Neither Dissatisfied Very dissatisfied

42NPS®

12%

15%

25%

29%

63%

57%

Domestic Students

International Students

Net Promoter Score®

Detractor Passive Promoter

51NPS®

92% 94%


% a

gre

e

Retrospective Decision

Knowing What You Know Now, Would You Still Pursue Graduate Business Degree

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Contact Information

Contributors

The following individuals from the GMAC Research

Department made significant contributions to the

publication of this report: Gregg Schoenfeld, Director,

Management Education Research, questionnaire

development and interpretation of data, and drafting of the

manuscript for intellectual content; Matt Hazenbush,

Research Communications Senior Manager, manuscript

review; Rebecca Estrada-Worthington, Survey Research

Manager, questionnaire design, sample development, survey

management; Maryam Bastani, Research Assistant,

sample development, administrative work and report

development; Tacoma Williams, Research Senior

Coordinator, quality assurance.

For questions or comments regarding the study findings,

methodology or data, please contact the GMAC Research

Department at [email protected].

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mailto:[email protected]


©2018 Graduate Management Admission Council® (GMAC®). All rights reserved.

No part of this publication may be reproduced, stored in a retrieval system, distributed or transmitted in any form by any means, electronic, mechanical, photocopying, recording or otherwise, without the prior written permission of GMAC. For permission contact the GMAC legal department at [email protected].

NMAT by GMAC™ is a trademark and GMAT®, Graduate Management Admission Council®, and Graduate Management Admission Test® are registered trademarks of the Graduate Management Admission Council in the United States and other countries. Net Promoter® is a registered trademark of Satmetrix Systems, Inc. NPS® is a registered trademark of Bain & Company, Satmetrix Systems, Inc., and Fred Reichheld.

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