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All you need to know
about Business Schools
and MBA Programmes.
By Kai Peters
GLOBAL STUDY MAGAZINE 4.2 37 w w w . g l o b a l s t u d y m a g a z i n e . c o m usiness became more complex at the beginning of the 20th Century. Corporations grew in size and complexity as technological innovation, globalisation and increasingly complex financial systems meant that smaller companies, on their own, could not cope with the challenges created through industrialisation. At this time, many of the large corporations that we still know today in primarily technical areas: General Electric, Philips, Ford and Shell began.
The size of these enterprises created a need for individuals who were capable of successfully managing these companies. Where in previous decades specialised management training had not existed, and managers came from a variety of backgrounds including economics and the legal professions, some universities in the United States saw an opportunity. Dartmouth College and the University of Pennsylvania introduced something new and innovative – a Master of Business Administration programme. The concept was to provide potential managers with a program of studies which would familiarise them with the tasks and challenges they would face in the new corporations. A two year programme was introduced as a follow on to their undergraduate degrees. This admissions criterion was adapted slightly to give preference to students who additionally had had some work experience.
By World War Two, many managers in US enterprises had gone to Business School and many American companies were considered to be very successful both within the large US market, and around the world.
Even so, there was criticism about the Business Schools in general and about MBA programs specifically. Many of the comments which arose in the immediate post war period concerned the rigour of the programs and their relevance to business. These criticisms led to a reorientation of Business Schools in the US. An emphasis was placed on close interaction with business, and on academic rigour. This led to business schools acquiring the prestigious reputation they have today.
The same trends that drove the development of business schools in the Americas came to Europe after WW2.
Schools in France and in the United Kingdom began in the 1950’s. Significant differences quickly arose between schools in the US and in Europe. Due to the very diverse and international nature of business in Europe, schools developed a variety of models which were either suited to the particular nature of business in that country, or they developed an internationally oriented philosophy which sought to address the needs of international business, rather than of a particular market.
The curriculum and program styles
Business Schools provide a simulation of the issues faced by managers in an academically rigourous setting. This dual need means that successful schools combine a structured, analytical approach to business with the parallel focus on getting things done. This creates a very exciting curriculum in which managers develop the skills needed to really think through a situation, and then to roll up their sleeves to actually ensure that plans are implemented.
The Business School philosophy is that managers in profit, not-for-profit and
government sectors are faced with a common set of challenges. These challenges include financial questions, issues concerning the management of people, questions about the delivery of products and services, and about the affects of technology.
Thus, candidates for business school come from a large range of backgrounds. At my business school for example, we have had students who were mathematicians, nuclear engineers, medical doctors, historians and creative writers. What candidates have in common is that they have a previous academic degree and a number of years of work experience. Because of this diversity of backgrounds, most MBA programs begin with a core program which seeks to provide a common set of abilities including accounting, finance, marketing and human resource
management. In the second part of MBA programs, students can tailor the program to their own needs and interests. The second part of the MBA includes a project, and a series of elective. In addition to the academic subjects, the MBA also has a strong
emphasis on personal skills and effectiveness so that the overall program is integrated to provide an environment which creates an experience as similar to active management as possible.
Within this set of common goals, a wide degree of diversity exists between the different business schools. There are different philosophies on how the curriculum should be crafted; on how long the overall program should be; on what types of industries and what geographic areas the program focuses on.
There are also other differences which are of critical importance. Business Schools are as good as the professors teaching in the program and on the students studying on the program. This also becomes a virtuous
circle. As the reputation of a Business School increases, the quality of the students increases. As the quality of the students increases, the likelihood of their success with recruiting companies increases and the overall reputation of the school increases again. It is thus tremendously important for a potential MBA student to research the 1000 or so Business Schools in the world to find the proper match between their own goals and the school that is best for them.
Full time programs and
part time programs
Within the variety of existent MBA Programs there are two fundamental types of programs – full-time and part-time MBAs. Full-time programs are between 12 and 21 months long. On average, students will be in the classroom for 15-20 hours per week, and will have a study load of 30-40 hours of additional
“...
Business Schools provide a simulation of the
issues faced by managers in an academically
rigourous setting
...”
B
GLOBAL STUDY MAGAZINE 4.2 37
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GLOBAL STUDY MAGAZINE 4.2 39 work outside of the classroom – either in
reading, in preparing cases and presentations, or in negotiations, simulations and a variety of on-line learning tasks. Almost all of the participants on full-time programs seek to change careers and thus take a break from active employment.
Part-time students, in contrast, remain in the workplace during their studies. The courses tend to be longer, as the overall contact time of the curriculum is very similar between full-time and part-time programs.
The range of age and experience of part-time MBA students is quite large. There are a variety of program styles to suit this diversity of students. Traditionally, there are evening programs, week-end programs, and modular programs. Increasingly, there are also company part-time program hybrids where companies are very involved in the continuing education of their employees.
Whether a full-time or a part-time program is more suitable for the individual participant depends very much on their personal
circumstances. Do they want to change their career orientation or to develop it? Do they want to change companies or progress within an organization? Do they seek to remain in their own country or change countries to gain an additional perspective on management.
What will an MBA do for you?
An MBA has a powerful reputation, but a program, however strong its reputation is, can only build on the skills an individual has, it cannot change the individual completely. The MBA is a broadening process which develops
management ability in individuals who have the potential for management. If you like the challenges of business, if you can cope with the uncertainty of decision making, and of managing people, an MBA can help you develop your skills. It is in the context of your overall curriculum vita that an MBA makes sense. What did you study previously? Where have you worked previously? Were you successful? How will the MBA fit into your overall career?
Kai Peters is Chief Executive of Ashridge Business School, Hertfordshire, England
“...
An MBA has a powerful reputation, but a
program, however strong its reputation is, can
only build on the skills an individual has, it
cannot change the individual completely
...”
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