Clear Admit School Guide: Cambridge Judge Business School

Cambridge Judge Business School

About This Guide

The Clear Admit team has prepared this reference guide to the Cambridge Judge Business School (“Cambridge Judge”) to as- sist you in your research of this program. Our comments are designed to be of use to individuals in all stages of the admissions process, providing information relevant to those who are determining whether to apply to this program, looking for in-depth information for a planned application to Cambridge Judge, preparing for an interview or deciding whether to attend.

The guide is unique in that it not only addresses many aspects of life as an Cambridge Judge MBA student and alumnus, covering school-specific programs in depth, but also compares Cambridge Judge to other leading business schools across a range of criteria based on data from the schools, the scholarly and popular presses, and Clear Admit’s conversations with current MBA students, alumni, faculty and school administra- tors. We have normalized the data offered by each business school to allow for easy side-by-side comparisons of multiple programs.

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...and come find us on social media Table of Contents | v Applying to business school? Learn more from Clear Admit! Contents

1 Introduction to Cambridge Judge 1 Program Highlights ...... 1 Brief History of the MBA . 1 Cambridge Judge Business School History . . . 3 Student Demographics . 4

2 Academics 6 Academic Calendar ...... 6 Pre-Term . 7 Student Body ...... 7 Core Curriculum ...... 8 Visit our website: www.clearadmit.com Electives . 8 Concentrations . 9 Stay up-to-date with the latest news on the world’s best business schools Curriculum Comparison . 9 and sharpen your approach to your applications with insider advice on MBA admissions Faculty . 10 Want this information--and more exclusive content--delivered straight to your inbox? 3 Special Programs 12 Sign up for our Newsletter Experiential Projects . 12 Cambridge Venture Project . 12 Global Consulting Project ...... 12 Capstone Project ...... 13 Summer Activities . 13 Leadership Seminars . 14

4 Life at Judge 15 Campus Spaces ...... 15 Life in Cambridge . 15 Housing ...... 17 Clubs ...... 18 Special Interest Groups (SIGs). 19 Cambridge Societies . 19 Conferences . 21

5 Life After Cambridge Judge 22

MBA Careers Service . 22 Recruiting/Interview Procedures . 22 Career Statistics ...... 22 Industry ...... 23 Geography ...... 23 Changes to the UK Work Visa . 24 Alumni Network ...... 24

6 Admissions 27 Visiting Cambridge Judge Business School . . 27 Outreach Events ...... 27 Application Requirements ...... 27 Interviewing with Judge Business School . 28 Deadlines . 28 Other Degree Programs . 28

7 Financing the Judge MBA 30 Tuition & Expenses ...... 30 Financial Aid . 30

8 Appendix 32 Admissions Director Q&A ...... 32 Career Services Director Q&A . 34

9 Further Resources 38 Publications . 38 Judge Research Centers & Institutes . . . . 38 Contact Information . 39

Introduction to Cambridge Judge 1 Program Highlights Cambridge University Connection – As the business school of Cambridge University, one of the oldest universities in the world, Cambridge Judge Business School is part of a venerable institution that has shaped Western political, scientific, artistic and intellectual development for more than 800 years. Cam- bridge University alumni include luminaries such as Sir Isaac Newton, Christopher Marlowe, Oliver Cromwell, Charles Dar- win, Sylvia Plath and Charles, Prince of Wales. Upon matriculation at Judge, students are inducted into this rich history and can take advantage of the manifold academic and networking resources that the university offers.

One-Year Program – Cambridge Judge’s full-time MBA program runs from September to September, allowing students to earn an MBA in just one year. This accelerated program saves students both money and time, allowing them to return to the workforce faster than a two-year program and quickly make use of their newly gained skills in their post-MBA positions.

Unique Curriculum – In addition to core courses and electives, students at Cambridge Judge participate in a variety of additional academic programs that are fully integrated into the one-year curriculum. These enrichment programs include a seminar series, workshops, two consulting projects, a final project, and summer activities.

Brief History of the MBA Originally conceived as an extra year of undergraduate training in finance, economics and accounting, business schools shifted around the start of the 20th century to begin offering managerial training for the U.S.’s new industrialized companies (see Figure 1.1). Their prestige grew throughout the Great Depression of the 1930s, when the research and training generated by business schools was seen as a key to the country’s economic recovery. The unprecedented managerial needs of World War II further increased the demand for formal business education, and after the war, U.S. veterans used their G.I. Bill funding to finance their business studies and move into management jobs.

By the 1950s, the MBA was a two-year, post-graduate program that turned business into a professional discipline on par with medicine and law, and the degree was seen as a ticket to a better, more secure career. The MBA continued increas-

Figure 1.1 Notable Developments in MBA History

MBA Degree Cambridge Judge Business School

• Business schools are established in the U.S. to 1880s train managers for service in the new industrialized economy, especially the railroad industry. • Academic focus is on accounting and bookkeep- ing, and most professors are professionals in these fields. 1900s

• Association of Collegiate Schools of Business is 1910s founded in 1916 to provide resources for the growing number of U.S. business schools, which by 1919 enroll over 36,000 students.

• On-campus recruiting by industry rises. 1920s • Curricula begin to include policy issues.

• The research and training conducted by business 1930s schools during the Great Depression is seen as key to the U.S.’s economic revival, significantly raising public opinion of business schools.

• World War II sharply increases demand for trained 1940s managers, and WWII veterans return to U.S. business schools in droves.

• Most professors now hold Ph.D.s in business, and 1950s • Cambridge University’s Engineering Department academic research begins to form the basis of first begins to support management teaching and business school curricula. research. • Strategic decision-making and quantitative and statistical analyses enter many curricula.

1960s

• MBA starting salaries rise 5-10% per year at some 1970s schools, even during stagflation. • Entrepreneurship enters most curricula.

1980s

• Business schools focus on leadership, ethics and 1990s • The New Institute of Management Studies opens in interpersonal skills, altering course content and in- 1990, with Professor Dame Sandra Dawson named creasing classroom emphasis on working in teams. its director five years later. • Queen Elizabeth II oversees the opening of the new Judge Institute of Management Studies in 1996.

• High-profile corporate scandals prompt calls for 2000s • The school is renamed in 2005 after influential greater ethics education in business schools. donor Sir Paul Judge. • By 2004, 447,000 students are enrolled in U.S. • Director Arnoud de Meyer spearheads an expan- business programs. sion of the school, introducing a Master of Finance degree and an Executive MBA programme.

2010s • Professor Christoph Loch becomes the newest Director of the Cambridge Judge MBA programme in 2011.

www.clearadmit.com © 2006-2014 Clear Admit, LLC. All rights reserved. Introduction | 3 ing in popularity, from 21,000 business management master’s degrees awarded in the 1969-1970 academic year to 139,000 in 2003-2004. This rise came in conjunction with a growing demand for MBA graduates in the workplace and with rising starting salaries for those graduating from top schools.

Since the early days of the MBA, there have been conflicts over the purpose of a business education. Initially, tension between a classical education in economics and more “practical” training in business dominated the debate, and in some ways this remains the central conflict. Today, the tension between theory and practice has increasingly taken center stage, as business school professors have become more academic and employers demand broader skill sets from MBA graduates. Most business schools, however, have designed programs that offer students exposure to both theory and practice–internships, fieldwork and school-based consulting programs are widespread. The increase in average full-time work experience among entering MBA students, as well as the growth in Executive MBA programs, ensures that classroom theories are continually tested against real world experiences. Regardless of these tensions, the MBA remains one of the most popular graduate degrees in the United States and around the world.

Cambridge Judge Business School History Cambridge University’s first foray into business education began in 1954, when the university’s Engineering Department began to incorporate management teaching and research into its curriculum. Over the next several decades, interest in expanding Cambridge’s business education offerings grew, finally resulting in the creation of the Cambridge Institute of Management Studies in 1990, with MBA and M.Phil. programs opening to students the following year.

In its first few years of existence, Judge held courses in existing Cambridge University buildings, and the new business school did not yet have space to call its own. However, in 1991 the Monument Trust partnered with the British business- man Sir Paul Judge–a member of the board at Barclays, the former Managing Director of Cadbury Typhoo and the Director General of the Conservative Party in the United Kingdom–to fund the creation of a dedicated building for the Institute of Management Studies. In 1995, Professor Dame Sandra Dawson was appointed director of the school, a role that she held until 2006, when she returned to teaching as the KPMG Professor of Management Studies. The following year, Queen Elizabeth II presided over the opening of the new building, during which the school was renamed the Judge Institute of Management Studies in honor of Sir Paul Judge’s generosity.

The Judge student body has continued to grow since the mid- 1990s, necessitating an expansion into other nearby buildings in 2002. Three years later, the administration voted to adopt the current name, Cambridge Judge Business School. Under www.clearadmit.com © 2006-2014 Clear Admit, LLC. All rights reserved. 4 | Clear Admit School Guide: Cambridge Judge Business School

Figure 1.2 Size of Incoming Class Director Arnoud De Meyer, who assumed leadership of the school in 2006, CJBS launched new Master of Finance and Ex- 1XPEHURI6WXGHQWV ecutive MBA degree programs in the latter half of the decade. In September 2011, Professor Christoph Loch assumed his position as the newest director of Cambridge Judge Business ,0' School. &DPEULGJH

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2[IRUG Student Demographics

,(6( Each year, Cambridge Judge admits a class of students who hail from all across the globe. Students report that the small /%6 class size and the school’s emphasis on teamwork make for ,16($' a tight-knit community throughout the program’s term. With 141 students matriculating in the Class of 2013 Cambridge Judge Business School boasts one of the smallest intakes among its peers, second only to IMD (see Figure 1.2).

Figure 1.3 Citizenship Cambridge values academics highly, and students at Cam- bridge Judge set a competitive standard. The average GMAT 0LGGOH score reported by the Class of 2013 was 680; the middle 80% (DVW of scores ranged from 630 to 730. With respect to its Euro- /DWLQ $IULFD $PHULFD pean peers, Cambridge Judge’s GMAT scores are roughly 20 points lower than those at LBS and about 10 points higher than those at IESE.

Schools outside the U.S. generally tend to admit classes with $VLD 8. more diverse backgrounds, and Cambridge Judge is no exception to this trend. The Class of 2013 includes students of 44 $XVWUDODVLD nationalities. North American students make up a full 18% of the class while students from Western Europe, excluding 2WKHU 1RUWK the UK, and South Asia make up the next largest groups at (XURSH $PHULFD 13% and 12%, respectively (see Figure 1.3). The other world regions each constitute from 4% to 7% of the class, showing that Cambridge students enjoy a diverse academic environment.

Although business schools once accepted a large portion of their students fresh from university, MBA programs now seek students with several years of work experience. Still, the typi- Figure 1.4 Undergraduate Majors cal student at Cambridge Judge is a more seasoned professional than those at many U.S. MBA programs. In the Class $UWV of 2013, students entering Cambridge Judge Business School had accrued an average of 7.2 years of work experience, 6FLHQFHV edging out the average at Oxford by about a year and that at %XVLQHVV London Business School by nearly two years. Accordingly, the 0DQDJHPHQW student population at Cambridge Judge is also slightly older (FRQRPLFV than is typical for an MBA class, with the average student be- +XPDQLWLHV ing just under 30 years of age. As for undergraduate studies, 6RFLDO 35% of the class studied business and related fields during 6FLHQFHV their college years while 26% majored in law or the politi- /DZ cal sciences (see Figure 1.4). Engineering and the sciences 6FLHQFH followed at 22% and 10%, respectively, while 7% of students (QJLQHHULQJ completed undergraduate degrees in the arts. 0HGLFLQH Unlike in other fields of postgraduate study such as law or medicine, women continue to be underrepresented in business schools, and MBA programs that field a broad array of inter- www.clearadmit.com © 2006-2014 Clear Admit, LLC. All rights reserved. Introduction | 5

Figure 1.5 Gender Distribution national applications often report lower numbers of female students than U.S. schools. The gender balance at Cambridge follows this trend: 27% of the Class of 2013 was female (see Figure 1.5), representing a decrease of three percentage points from the previous year. The gender imbalance is consistent with Cambridge’s peer institutions: Oxford, where 28% of entering students are women, LBS with 27% and IE with 29%.

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Academics

Cambridge Judge’s MBA program is designed to be completed 2 over one year of full-time study. The year is divided into three standard terms and one summer term, during which students enroll in core courses, electives, special academic projects and workshops. As an integral part of their studies, they are also required to attend a yearlong speaker series featuring business leaders from a variety of sectors.

Academic Calendar The full-time MBA program at Cambridge Judge is a one-year Figure 2.1 Academic Calendar 2013- course of study divided into four terms that last between 8 2014 and 11 weeks, each of which is followed by a vacation period Michaelmas Term of several weeks (see Figure 2.1). While Cambridge Judge Term begins Sept. 23, 2013 notes that the timing of various components in the program Last day of classes Dec. 6, 2013 vary from year to year, the program generally begins in mid Cambridge Venture September with a two-week orientation, during which stu- Project presentations Dec. 9–13, 2013 dents complete two pre-term courses and receive an overview Exams Jan. 8–10, 2014 of their MBA program. Michaelmas Term, the first academic Lent Term term of the year, begins immediately after orientation and Term begins Jan. 13, 2014 lasts until early to mid-December. Michaelmas exams start Last day of classes March 14, 2014 a week before Lent Term begins. Upon their return to school Global Consulting in mid-January, students embark on Lent Term, which ends in Project March 17–April 17, 2014 mid-March and is followed by four weeks for the Global Con- Easter Term sulting Project. The third term, called Easter Term, begins Term begins April 22, 2014 in late April and runs through mid-June. Summer Term, the Last day of classes June 13, 2014 final term of the MBA program, begins in late June or early Capstone Projects June 16–23, 2014 July and officially ends in mid-September, though students do not necessarily need to stay on the Cambridge campus for the duration. The Cambridge Judge academic calendar differs slightly from those used by other Cambridge University graduate programs, due in part to the business school’s extended pre-term program and the extra time it has built into its calendar for students to complete two compulsory projects during Easter Term (see Chapter 3, “Experiential Projects”).

While it may seem that Cambridge gives its MBA candidates an unusual amount of vacation time, students report that these vacations generally do not permit much relaxation. Exams at Cambridge Judge take place not at the close of the term, as at most other schools, but over a one- to two-day period immediately preceding the start of the next term. Stu- dents are therefore expected to devote a substantial portion of their vacations to studying and completing other coursework due at the end of the holiday period. The vacation between Lent and Easter Terms, furthermore, is devoted to on-site client work for the Global Consulting Project assignment. De-

spite the demands of preparing for exams and writing papers, most students do manage to use at least part of their vacations to travel and relax.

Pre-Term Many schools offer pre-term and orientation programs for first-year students prior to the start of the academic year. While orientations are usually required, three- or four-day programs focused on meeting classmates and becoming accli- mated to the campus, pre-term programs include an academic component, which may be anything from placement exams to leadership seminars. Orientations are always mandatory, though pre-term programs may be optional, depending on the nature of the activities taking place.

The pre-term at Cambridge Judge Business School consists of a mandatory two-week program of courses and orientation events. Students are required to complete a pre-term curriculum, which in 2012 was comprised of an MBA Overview, one core course and an Introduction to Business Databases course. Throughout the two weeks of pre-term, students divide their time between completing these courses and participating in more social orientation events, such as dinner and drinks mixers and meetings with career development staff.

MBA candidates, like all other students at Cambridge Universi- ty, are invited to join one of the university’s residential colleges upon their admission to the MBA program. These colleges typically hold their own orientation activities to acclimate new students to life at Cambridge University and introduce them to the myriad extracurricular and social opportunities available through each college. College orientations frequently con- Figure 2.2 Structure of the Student clude with a formal matriculation dinner, which many Judge Body students cite as a highlight of their year at Cambridge.

150 Student Body Students per class Cambridge Judge’s class of about 150 students is fairly small 2 compared to most MBA programs, allowing students to eas- ily get to know one another during their one-year course of Streams per class study. To facilitate even swifter bonding between students, the class is divided into two “streams” of about 75 students 75 each (see Figure 2.2). Students take all of their required courses with their section-mates, which is standard practice Students per stream for schools employing a section or cohort model. Within each stream, Cambridge Judge further divides students into study 15-19 groups of four or five students, which begin meeting during pre-term and continue to collaborate on work assigned in their Study groups per stream core courses. Like the larger streams, these study groups are constructed with an eye to diversity of experience, as well as 4-5 racial and cultural background.

In years when enrollment is especially high, such as for the Students per study group 167-member Class of 2010, the school may divide students

into three streams instead of two. However, when Cambridge Judge reverted to the two-stream system again in 2011, the school noted that the two-stream system seemed preferable in terms of helping students get to know all of their classmates through two larger groups.

Students are also reassigned to new teams at several points during their year of study to complete required projects. In late October, for instance, the class is divided into teams of five students to complete the Cambridge Venture Project. For the Global Consulting Project, which begins during Lent term and includes the vacation between Lent and Easter Terms, students are free to choose their own five- to six-person teams. Finally, beginning in Easter Term, all students are required to enroll in one of the school’s eight Concentration tracks, and the class is accordingly broken into discipline- based groups of 20 to 30 students. Figure 2.3 Cambridge Judge Core Curriculum

Foundation Module Core Curriculum • Microeconomics The one-year program at Judge is divided into three main • Appreciating Accounts modules: the Foundation Module, the Business Models Module • Corporate Finance and the Boardroom Module (see Figure 2.3). The Foundation • Management Practice Module, which opens the MBA program, consists of six core • Management Science courses as well as career development activities run by the • Market Analysis MBA Careers Service team. From the end of October through • Organisational Behaviour December, students complete the Cambridge Venture Project concurrently with their other coursework as part of the Foun- Business Models Module dation Module (see Chapter 3, “Consulting Projects”). • Financial Management • Managing Innovation Strategically The second module, Business Models, requires students to • Marketing enroll in six more core courses that follow naturally from • Negotiation Skills the subjects studied during Foundation as well as the career • Operations Management development undertaken during that time. Within this mod- • Strategy ule, too, students are given their first chance to tailor their MBA studies, as they are free to choose two electives. At the Boardroom Module end of this module, all students enroll in the four-week Global • Corporate Governance & Ethics Consulting Project. • Leadership in Action • Macroeconomics The final module, Boardroom, consists of three core requirements and three electives. Students are also required to Summer Activities complete a number of activities sponsored by their particular concentration track. The module ends with the completion of the Capstone Project, a two-week research project tailored to a student’s area of specialization.

Electives Students can select a total of six electives during their time in Judge’s one-year program. The first two to three are taken as part of the Business Models Module during Lent Term and then the next two to three are taken during the Boardroom module in Easter Term. Electives may change from year to year based on student demand, but students can generally choose from a list of approximately 40 electives (see Figure 2.4). These

Figure 2.4 Selected Cambridge elective courses cover topics such as data analysis, strategy, Judge Electives finance, leadership, entrepreneurship, international business and real estate. • Asian Capital Markets • Behavioural Finance • Changing the Game: Business Models, Innovation & Strategy Concentrations • Consumer Behaviour • Creativity & Innovation Management All students are required to enroll in one of Judge’s eight • Energy & Emissions Markets & Strategies concentrations, which allow students to customize their stud- • Entrepreneurship: Emerging Technologies ies based on areas of academic and career interest (see Figure (ETECH Projects) 2.5). The school has historically tried to enroll an equal num- • Entrepreneurship: How to Start a Technol- ber of students who are interested in each concentration, aim- ogy Company ing for 20 to 30 students in each track; this practice ensures • Growing Your Start-up that the professional interests of the Judge student body are • International Film Business more diverse and evenly distributed than usual. • New Venture Finance Students generally take most of their electives in areas relat- • Pharmaceuticals & Biotechnology ing to their concentrations and participate in career-oriented • Private Equity coaching sessions to help them choose courses and lay long- • Special Topics in Cultural, Arts & Media term professional plans. Held throughout the Easter Term, Management these sessions, known as Coach Nights, incorporate a variety • Supply Chain Strategy of academic enrichment and networking activities, including • Venture Capital and the Entrepreneurial company visits, on-campus guest speaker events, and debates World held over dinner. In addition, students in each concentration work together to complete the Capstone Project, the final assignment of the Cambridge Judge program. Capstone requirements differ by concentration but generally include both Figure 2.5 Concentrations at academic and practical components; for example, students in Cambridge Judge the Health concentration must present their final project to a practitioner in the field, while the Strategy and Marketing con- • Culture, Arts and Media Management centration necessitates the completion of a real-world consult- • Energy & Environment ing engagement. • Entrepreneurship • Finance • Health Strategies • International Business Curriculum Comparison • Social Innovation • Strategy & Marketing All business schools require students to complete a set of core courses, but the length and flexibility of these cores vary significantly from program to program. Applicants may find it helpful to compare the curriculum requirements of the leading programs to understand how much of the academic program is structured by the school, how much is at the discretion of the student, and how much flexibility students have to waive these requirements. As such, when reviewing the curricula of the leading programs, it can be helpful to compare the courses that each school deems mandatory, requires but allows for conditional waivers or substitutions, and offers on an elective basis, leaving the course choice to the student (see Figure 2.6).

Students at Cambridge Judge have considerably less flexibility than do students in many other MBA programs. The rigidness of the academic structure can partially be attributed to the short length of the program. Over 75 percent of the Cambridge Judge curriculum is required courses, and peer institutions Oxford and INSEAD, both one-year programs, also have fairly strict core curriculums that allow for little leeway in www.clearadmit.com © 2006-2014 Clear Admit, LLC. All rights reserved. 10 | Clear Admit School Guide: Cambridge Judge Business School

Figure 2.6 Course Type as Percent of Credits Required to Graduate

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Note: Mandatory classes are required for graduation and cannot be waived under any circumstances. Conditionally required courses are part of the core curriculum but may be waived by exam or credential or substituted with other coursework. core course selection. Cambridge Judge mandates that each student to take a full roster of core courses during the three modules; however, students have the opportunity to complete two to three electives during both the second and third modules.

Faculty The University of Cambridge Judge Business School employs approximately 55 faculty members, in addition to fellows and Ph.D. students, all of whom help teach classes and organize the MBA program’s curriculum. Cambridge Judge proudly notes that its faculty members hail from nearly every con- tinent and bring experience from a wide range of business industries to campus. Several of the more notable members of the faculty are profiled below.

Allègre Hadida One of Cambridge Judge’s most popular professors, Dr. Had- ida has received a number of awards for her commitment to teaching, including the Cambridge Judge Business School Teaching Award for 2011, the MBA Professor of the Year Award for 2010 and the MBA Course of the Year Award for her 2009- 2010 course on strategy. Dr. Hadida’s research focuses on strategic decision-making, creativity in business and the management of arts and cultural organizations. Prior to joining the faculty at Judge, she taught at École Polytechnique, HEC Paris and the MIT Sloan School of Management. The author of numerous journal articles and book chapters, she currently www.clearadmit.com © 2006-2014 Clear Admit, LLC. All rights reserved. Academic Programs | 11 holds a seat on the editorial board of the Journal of Strategic Management Education. Dr. Hadida received a European Mas- ters in Management from the Ecole Européenne des Affaires, a DEA from Université Paris Ouest Nanterre La Défense, an M.A. from the University of Cambridge and a Ph.D. from HEC Paris.

Helen Haugh Helen Haugh teaches courses on organizational behavior and community enterprise in addition to serving as the Deputy Director of the Judge MBA program. After gaining a B.Sc. from the University of Manchester and an M.A. from Brunel University, Haugh earned a Ph.D. from Aberdeen University and stayed on to teach strategic marketing, business policy and management. She is the founder and leader of the Tata International Social Entrepreneurship Scheme at Cambridge, through which undergraduate and graduate students at Cam- bridge work on social entrepreneurship and corporate social responsibility projects within the Tata Group of companies in India. Her current research focuses on social enterprises, organizational culture, and community enterprise in rural, coastal and urban communities.

Michael Pollit Michael Pollit received an M.A. from the University of Cam- bridge and M.Phil. and D.Phil. degrees from the University of Oxford. After a stint as a professor at MIT, he returned to his alma mater to begin teaching management courses at Cam- bridge Judge. Dr. Pollitt’s research interests include industrial economics, privatization and regulation of utilities, and the measurement of productive efficiency. He is currently on the editorial board of the Review of Industrial Organization as well as serving as the co-editor of the journal, Economics of En- ergy and Environmental Policy.

Special Programs

3 Experiential Projects Cambridge students participate in three compulsory projects over the course of their MBA studies. These projects are designed to give students experience working in teams with diverse colleagues and to provide them with exposure to a range of business issues and their practical applications.

Cambridge Venture Project The first of these experiential opportunities is the Cambridge Venture Project. In October/November, students work in four- or five-person teams to provide consulting services to a local small- to medium-sized company on a part-time basis. With more than 30 student teams to accommodate each year, the size and status of client organizations vary, ranging from just- launched startups to more established companies offering innovative products or services, and recent partner firms include Xeros Ltd. and MagicSolver.

No matter the setting, student teams partner with their client companies over four weeks to complete a project related to marketing analysis and strategy. After this engagement, students deliver their recommendations to the clients in De- cember during a formal presentation and Q&A session. For this project, students work with assigned study groups that are deliberately constructed to maximize the diversity of their members. Many students report that learning to operate as a unit with their classmates is just as educational as the consulting engagement itself.

Global Consulting Project The Global Consulting Project (GCP), which takes place during the second half of March and the beginning of April, affords students more freedom in selecting their teams and the nature of their projects. Students form their own groups of four or five people and can choose their own projects from a list of options provided by the school; some also choose to work with the program administration to develop their own project ideas and identify suitable client organizations. Unlike the Cambridge Venture Project, which is limited to market assessment, students’ work on the GCP can cover any area of business, from M&A strategy to operational overhauls. Once they have assembled their team and identified a consulting project, students select a faculty member to supervise their work over the course of the engagement.

The school does arrange a number of project options in the Cambridge area in order to accommodate students who cannot travel far due to visa issues, family obligations or other concerns. However, up to 60 percent of students choose to travel abroad for on-site work with an international client company, with recent destinations including Israel, India, Vietnam and the U.S. Students work full-time during the four weeks of their GCP engagements; while their consulting services are provided free of charge, the client company is responsible for covering project expenses, such as travel and accommodation.

At the end of the engagement, students deliver their findings to the client in a formal presentation and distill their work into a brief report that is graded by their faculty supervisor. Students are assessed based on the client’s feedback, which accounts for 30 percent of the final grade; a peer review, accounting for 20 percent; and the faculty supervisor’s evalua- tion of the report, which determines half of the final grade.

Figure 3.1 Capstone Projects Capstone Project Students’ work within their concentrations culminates with a • Cultural, Arts & Media Management: research-based Capstone Project, which is designed to in- Research and analyze an issue faced by a tegrate the material covered by their courses and provide leading arts or media company. students with an opportunity to develop a new solution or • Energy & Environment: Pitch a business explore a pressing issue central to their chosen areas of em- case for a substantial low-carbon invest- phasis (see Figure 3.1). For example, students in the Social ment to an expert panel. Innovation concentration work in teams to develop a business • Entrepreneurship: Devise a memorable case and five-year plan for a organization, including a mission business plan for a venture that addresses statement, governance model and marketing strategy, which a given problem. they then present to a panel of experts that includes potential • Finance: Report on the financial and policy donors and managers of existing organizations. Meanwhile, significance of five major business events students concentrating in Finance or Health work together to and regulatory changes. analyze a particular topic, case or issue, such as an unsuc- • Health: Analyze a topical issue in the cessful acquisition or a new expansion strategy, and present health management domain and develop their findings to one or more management professionals in the recommendations. relevant domain or industry. • Social Innovation: Design and create a social innovation organization from the Students work on their Capstone Projects over a one-week start. period during Easter Term. While the focus and nature of the • Strategy & Marketing: Complete a consult- project varies by concentration, each finds students working ing engagement in multidisciplinary teams in teams to synthesize the lessons they have learned in their to deliver against a challenging remit courses and culminates with a presentation to, and feedback involving strategy, business advisory, and from, experts in their chosen fields. technology components. • International Business: Use a real life case study to explore international business theory. Summer Activities The Cambridge Judge MBA program’s accelerated timeframe, coupled with the large number of courses it seeks to pack into one year, makes it necessary for the program to continue through the summer and, in rare cases, into the autumn as well. To that end, Cambridge Judge students are required to complete one summer activity after the last module of the core curriculum has drawn to a close. The school provides a wide variety of summer activity options, allowing students to

Figure 3.2 Cambridge Judge further tailor their course of study to reflect their academic Summer Activities and career interests (see Figure 3.2). Each summer activity program runs on its own calendar, meaning that some stu- • Art Markets dents may complete all requirements for the Judge MBA as • Entrepreneurship Boot Camp early as August, while others may not finish until late Septem- • Six Sigma Green Belt Certification Project ber. • Individual Project • Case Study Many students, especially those who intend to go into consult- • Internship ing after graduation, opt to complete an Individual Project, which requires them to develop a consulting project in consul- tation with a firm of their choosing and work both on-site and in Cambridge to complete their deliverables. This option tends to be popular among students who have already secured summer internships, as it allows them to efficiently combine their internship work with the completion of their MBA requirements. Other students choose to develop a business plan, assemble a case study or write a dissertation on a topic of particular academic or professional interest.

Another summer activity option is the Entrepreneurship Boot Camp, where students gain practical skills in developing and writing business cases for startup ventures. The course is open to all MBA students regardless of whether they are concentrating in Entrepreneurship. Students also have the option of enrolling in Art Markets, which examines major players in the art world as well as the value of authenticity and creativity in art. The course is recommended for those interested in media management as well as those looking to apply financial skills to a new industry. Language courses from Cambridge University are another popular option, with key offerings including Mandarin for Business and German for Business. Fi- nally, Cambridge Judge offers two study abroad options, Doing Business With Korea and Doing Business With Russia, where students travel to host business schools in order to learn about different business practices.

Leadership Seminars Launched in 2005 with a talk by Sir Richard Dearlove, former Chief of the British Secret Intelligence Service, the Cambridge Leadership Seminars bring a roster of distinguished professionals and public figures to the campus of the Cambridge Judge Business School. Each seminar event traditionally includes a lecture by the speaker and an off-the-record Q&A seminar followed by a dinner. Leadership Seminars are held in each term of the program, offering students great flexibility in selecting seminars that fit their professional interests and academic schedules.

Organized into seven broad professional categories, this speaker series offers an exclusive opportunity to gain insight from and interact with prominent leaders in a range of fields, including consulting, finance, education, marketing, technology and entrepreneurship. Recent Leadership Seminar speakers have included Rory Sutherland, Vice Chairman of Ogilvy & Mather UK, and former British ambassador Edward Chaplin CMG OBE. www.clearadmit.com © 2006-2014 Clear Admit, LLC. All rights reserved. Life at Judge | 15

Life at Judge

4 Campus Spaces Housed on the site of a hospital dated from the 18th century, the main Cambridge Judge Business School building was constructed in 1991 following a donation from the Monument Trust and school benefactors Sir Paul and Lady Anne-Marie Judge. To create the new spaces, the school hired the provoc- ative British architect John Outram, whose other well-known works include the Computational Engineering Facility and Main Library at Rice University in the U.S., as well as the Egyptian House in Oxfordshire. Outram built a bold new facility in the southwest corner of the venerable Cambridge campus that melds a preexisting Victorian façade with a panoply of eye- catching post-modern details. The campus was completed in 1995 and officially opened in 1996 during a ceremony chaired by Queen Elizabeth II.

The entrance of the building has a light-filled atrium with columns, staircases and an Art Deco–style ceiling. The building holds several lecture theaters in which classes, events, seminar series and networking sessions are held. The library, known as the Judge Business School Information Centre, maintains a large collection of business and management materials, including both print and electronic books and journals, as well as Internet databases that are available for student use. Among the building’s unique architectural elements are the “seminar balconies” on the fourth floor, or small hubs that jut out into the atrium to provide intimate spaces for students to study and complete group assignments. The fourth floor also contains more conventional meeting rooms.

Life in Cambridge The city of Cambridge is located in the southeast of England, about 50 miles northeast of London. Primarily known as the home of the University of Cambridge, one of the world’s most venerable educational institutions, it has also in recent years become the center of the “Silicon Fen,” an area of England rich in high-technology enterprises. Tracing its origins back 3,500 years, the area now known as Cambridge began to truly develop as a Roman military stronghold in the year 40 A.D. Following Saxon and Viking invasions, Cambridge came under the control of William the Conqueror in 1068 when he built a fortress on modern-day Castle Hill. The name Cambridge was derived from the Anglo-Saxon word for the river that flowed through the city, the Granta, which is now known as the river Cam. www.clearadmit.com © 2006-2014 Clear Admit, LLC. All rights reserved. 16 | Clear Admit School Guide: Cambridge Judge Business School

The beginnings of the University of Cambridge can be traced back to 1209, when students at the University of Oxford, which was located nearly 90 miles away and had been in existence since the 12th century, fled the town to avoid clashes with the locals. These refugees settled in Cambridge to continue their studies in peace and within 100 years had started to put down roots for a permanent university by establish- ing residential colleges designed to house and educate the student body. By the 17th century, Cambridge had become a hotspot for mathematic and scientific discovery due to the influence of Sir Isaac Newton, named the Lucasian Chair of Mathematics in honor of his substantial contribution to West- ern scientific thought.

The university and town modernized significantly during the 19th century, with a new railway and station offering con- venient connections to London and other cities in England. Around the same time, the university began to admit women into its courses, though they could not receive diplomas until 1921. From the 1950s onward, Cambridge has become increasingly urban and commercialized, with myriad shopping complexes set up in the city center and housing developments on its outskirts.

Many of the principal sights of Cambridge are found on campus, notably King’s College Chapel, built over the course of a century and completed under King Henry VIII in 1551. One of the preeminent Gothic buildings in Europe, this church has the longest single-span central aisle in Europe and has the largest fan-vaulted ceiling in the world. To the east is King’s Parade, a major campus thoroughfare with beautiful views of the chapel. In addition, the city and campus are both shaped by the river Cam, which loops through the center of campus. Boat- ing–both competitive rowing and relaxing “punting”–is one of the prime forms of entertainment and sporting competition at Cambridge. Cambridge’s many other destinations include Great St. Mary’s Church, the Gate of Honour, the Mathematical Bridge and the University Botanical Gardens.

The university is home to a variety of museums and educational exhibits, including the Fitzwilliam Museum’s collection of art and antiquities and the Museum of Anthropology and Ar- chaeology, as well as the art gallery Kettle’s Yard, which hosts music events and speaker series. Students and visitors may also take in theatrical productions put on by professional companies such as the Cambridge Arts Theatre and J2, as well as by the university’s legendary student-run companies, including the Marlowe Society and the Cambridge Footlights. The latter theatre group launched the careers of a number of stars of stage and screen, including Emma Thompson, Hugh Laurie, Stephen Fry and Eric Idle, and continues to produce exciting improvisational comedy today.

Numerous annual events take place each year in Cambridge, such as the annual Bridge the Gap charity walk, the Cam- bridge Beer Festival, the Cambridge Shakespeare Festival and the Cambridge Folk Festival, one of the U.K.’s largest folk music festivals. Midsummer Common, an expanse of publicly-

www.clearadmit.com © 2006-2014 Clear Admit, LLC. All rights reserved. Life at Judge | 17 owned land in the central city, also plays host to a variety of revered local traditions, such as the Midsummer Fair, which dates back to 1211, as well as the city’s May Day Celebration.

Students and visitors may also take advantage of the variety of independent shops, cafés and restaurants found in the city of Cambridge. One of the city’s most vibrant shopping spaces is the Market Square, which hosts a farmers market as well as an arts and crafts market throughout the year and sells a wide variety of fresh produce, meats, baked goods and handicrafts. Tea shops, cafés and ethnic food all abound in Cambridge, and the city boasts a vibrant pub and bar culture, featuring both traditional pubs, such as the 16th-century establishment The Eagle, and more contemporary bars such as The Fountain. Additionally, the University Centre on campus offers a bar, restaurant and café, all of which are open to visitors.

Located in southeast, central England, Cambridge has a generally temperate marine climate. Due to its inland location, the region gets less rain and tends to be somewhat warmer than other areas of the lower half of England. The summers, in particular, tend to be warmer than in other English cities, ranging from 25°C (77°F) to 30°C (86°F), although tempera- tures occasionally reach as high as 38°C (100°F) in the summer. In winter, the weather is quite mild, ranging from 1°C (34°F) to 7°C (45°F). The thermometer does occasionally drop below freezing, and infrequent snowstorms occur; none- theless, even though England is known for its rain, Cambridge has a relatively low rate of annual precipitation.

Cambridge is known as one of the UK’s preeminent cycling cities, as the bicycle is one of the most popular ways for residents to get around. For trips further afield, trains run frequently to London – a 45-minute ride – as well as to other cities throughout the mainland. In addition to the major mo- torways that pass through the outskirts of the city, a busway has been built to allow long-distance buses to stop in the center of the city, and the Cambridgeshire Guided Busway was open to the public in August 2011. The nearest airports are London Stansted Airport and London Luton Airport, both of which are approximately 30 miles (48 km) away from Cambridge and are accessible by bus and train. The larger Gatwick and London Heathrow airports are approximately 90 minutes away from Cambridge and can also be reached by bus and train, though students are advised to allot at mini- mum two and a half hours for the trip.

Housing A distinguishing feature of England’s oldest universities, including both Cambridge and Oxford, is the residential college system. Under this system, every undergraduate and graduate student at the university is a member of a smaller college within the university, which provides its students with housing, meals and an extensive roster of social activities. Many students report that participating in college life, including attending the college’s formal hall dinners and making use of the college grounds, is one of the main highlights of their year www.clearadmit.com © 2006-2014 Clear Admit, LLC. All rights reserved. 18 | Clear Admit School Guide: Cambridge Judge Business School

at Cambridge.

Cambridge Judge students gain admission to a college only after being accepted to the MBA program, and students receive some guidance from the Admissions Office in selecting a few colleges to which they direct their applications. While the colleges have the final say in which students they accept, all Cambridge Judge students are guaranteed placement in a college by the time they are required to be on campus in September. Upon placement, Cambridge Judge students au- tomatically become members of their college’s Middle Combi- nation Room (MCR), a term which describes both the graduate students’ governing body and the physical common space available to them on campus, where students can hold meetings, socialize and play games.

Figure 4.1 Popular Cambridge Cambridge currently has 31 colleges, most of which accept Colleges for MBA Students MBA students (see Figure 4.1). The most popular colleges • Darwin among business school students are Hughes Hall, Downing, • Downing Wolfson, St. Edmunds and Darwin, due to their proximity to • Emmanuel the Cambridge Judge campus and their large populations of • Hughes Hall graduate students. Each college has developed its own quirks • Jesus and traditions over the centuries; some, such as Hughes Hall, • Magdalene are known for being extremely competitive in athletic pur- • Pembroke suits, and others, such as Pembroke, have a reputation for • Queens’ prizing academic achievement above all. Of particular note is • St. Edmund’s Christ College, as the college’s Graduate Society operates its • Wolfson own bar and specializes in selling Belgian beers and Scotch whiskeys at low prices. Unsurprisingly, the college is a popular haunt for graduate students.

Most Cambridge Judge students obtain housing and meals through their college. Many colleges rent rooms or flats that are located on college grounds, which gives students easy access to the college dining hall. Other colleges house graduate students in buildings located off college grounds, which puts students within a few minutes’ bike ride of campus. While college housing typically consists of a fully furnished private room with a shared kitchen and bathroom, many colleges offer additional accommodations appropriate for students who have families. As members of a particular college, students get a discount on meals served at their college dining hall.

Despite the draws of living in-college, some students prefer to live in off-campus rental housing in the city of Cambridge. While a variety of housing options are available in the city and its outskirts, including apartments and houses, renting inde- pendently tends to be expensive on a student budget. The University Accommodations Service office serves as the central point of contact for students interested in living outside their colleges.

Clubs As a small school integrated into a larger university, Judge offers a limited number of its own student organizations, most of which are dedicated to issues of professional interest. www.clearadmit.com © 2006-2014 Clear Admit, LLC. All rights reserved. Life at Judge | 19

Students interested in joining social, athletic and common interest groups are encouraged to participate in the societies organized through Cambridge University.

Special Interest Groups (SIGs) All student organizations at Cambridge Judge are run through the Cambridge Business School Club (CBSC), which serves as the locus of student government and sponsors most of the extracurricular activities available to MBA and Master of Fi- nance students. In its supervisory role, CBSC oversees the 14 school-sponsored student organizations, known as Special Figure 4.2 Cambridge Special Interest Groups (SIGs), which are generally affiliated with Interest Groups popular job sectors or particular MBA concentrations (see Figure 4.2). The exception to this is the Women in Leadership • Cambridge African Business Network SIG, an identity-focused organization that is open to all Cam- • Cambridge China Business Network bridge Judge women regardless of their expertise or career • Consulting goals. As members of Cambridge Judge’s SIGs, students have • Energy & Resources the opportunity to learn about potential career paths, attend • Entrepreneurship lectures delivered by experts in their field and prepare for job • Finance and internship interviews. • Food & Hospitality • Games & Entertainment Early in the academic year, the Cambridge Judge student body • Healthcare elects a committee of students to manage CBSC. This com- • Industry mittee is in charge of organizing events and activities through- • Marketing out the year, including lecture series and sports competitions • Social Innovation & Beyond Profit against students from other business schools. • Technology • Women in Leadership Cambridge Societies Outside of Cambridge Judge, MBA students have access to the over 500 student-run organizations, known as societies, offered at Cambridge University (see Figure 4.3). These clubs offer a place for participants to pursue their interests, attend events with like-minded peers and get involved in the wider Cambridge community. Joining university clubs gives Cambridge Judge Business School students the opportunity to meet peers from other graduate and undergraduate programs who share their interests.

A number of Cambridge societies cater to cultural affinity groups, providing an opportunity for students of particular backgrounds to network, build a community and raise aware- ness of their culture on campus. The Cambridge University Australia and New Zealand Society (CUANZ), for example, organizes events for Aussies and Kiwis on campus and educates all interested students about these countries and cultures. Past events have included Aussie-rules football competitions, themed pub quizzes and an annual dinner honoring Austra- lians and New Zealanders who died during the World War I. Another identity-based society, the Cambridge University India Society, hosts annual gatherings such as the Annual Charity Ball. The ball’s 2013 theme was “Jiya – a Journey through In- dia” and the night’s entertainment included traditional Indian cuisine, henna artists, casino games and Bhangra and Bol- lywood music. Proceeds benefited the Lymphoma Association and the Sri Sathya Sai School in India

Figure 4.3 Selected Cambridge Judge Business School Student Societies

Athletic Societies German Society Performing Arts Societies Amateur Boxing Club Hindu Cultural Society American Stage Tour Association Football Club Hispanic Society Ballet Club Boat Club India Society Concert Band Cricket Club Ireland Society Gilbert & Sullivan Society Eton Fives Club Israel Society Graduate Orchestra Fencing Club Mexican Society Opera Society Golf Club Scandinavian Society Rugby League Social & Common-Interest Ski and Snowboarding Club Professional Societies Societies Business School Club Amnesty International Affinity & Identity Societies Chemical Engineering Society Anime and Manga Society Anglo-Saxon, Norse and Celtic Computing and Technology Society Arabic Society Society Consulting Society Argentine Tango Society Atheist and Agnostic Society CU Entrepreneurs Baroque Ensemble Australia and New Zealand Society Energy Network Bobbin Lace-Making Club Baha’i Society Engineering Society Cambridge Americas Archaeology Buddhist Society Environmental Consulting Society Group Central European Society International Development Society CU Radio Chabad Jewish Society Investment Banking Club Expeditions Society Chinese Cultural Society Real Estate Finance and Investment GreenBRIDGE Christian Graduate Society Society Hillwalking Club Conservative Association Technology and Enterprise Club Jugglers’ Association Cymdeithas Y Mabinogi (Welsh Women in Banking and Finance Real Ale Society Society) Society

Sports are particularly popular at Cambridge, with rowing on the river Cam being one of the most respected athletic activities on campus. Interested students, including novices, are welcome to begin rowing competitively through their college boat clubs. Rowing is also a beloved spectator sport at Cambridge; one of the most important university events of the year is the Varsity Boat Race between the Universities of Oxford and Cambridge, held on the river Thames at Henley, London.

Students can also participate in common-interest and social groups as an outlet for their non-professional passions. Those who are interested in the performing arts may become involved in organizations such as the CU Baroque Ensemble or the Gilbert & Sullivan Society, while students who want to become involved in social activism can join Cambridge’s chapter of Amnesty International. The Hillwalking Club, open to all students, organizes frequent trips into the beautiful country- side surrounding the university.

Finally, individual colleges also sponsor their own professional, common interest, identity and athletic societies that are open to all college members. These clubs are generally smaller than the corresponding university societies and only hold a few events each year but provide a good venue for Judge students to socialize with other members of their colleges.

Conferences A number of Cambridge’s professional and cultural clubs and research centers host public events to complement their other activities. Many of these organizations sponsor ongoing lecture series, and some host larger one- to two-day conferences on particular industries, regions or identity groups. These conferences are generally well attended, drawing an audience not only from the business school but also from other graduate programs and members of industry.

The Cambridge University Energy Network, a society focused on studying the generation and consumption of energy, hosts an Annual Energy Conference in June. Cambridge Judge students, as well as academics and researchers with backgrounds in science, technology, social science and policy, gather during this one-day conference to discuss the future of sustainable energy. The June 2013 conference, called “Smart Cities, Smart Energy,” focused on exploring sustainable urban planning. Speakers included Collette Maloney, Head of the Smart Cities and Sustainability Unit for the European Commission, and Ian Abbott-Donnelly of IBM European Smarter Cities Innovation. Each conference includes a number of speaker sessions and discussion panels and ample opportunities for networking during a buffet lunch, coffee breaks and a networking reception.

Also in June 2013, Cambridge Judge Business School faculty, students and alumni convened on campus for the 10th annual Technology Venture Conference, themed “A Faster Future: The Accelerating Pace of Innovation.” Sponsored by the Cam- bridge University Technology and Enterprise Club, the conference featured a panels on topics such as Big Data, Emerging Technology Markets and Rapid Prototyping. Among the more than a dozen speakers in attendance, some notable leaders included Alice Taylor, founder and CEO of MakieLab; Richard Resnick, CEO of GenomeQuest; and J.P. Rangaswami, Chief Scientist of SalesForce.com.

The Cambridge Africa Business Network, an initiative begun by the Cambridge MBA Africa Special Interest Group, hosted an on-campus June 2014 Conference titled “Breaking Myths about Success.” The daylong program explored many facets of Africa’s economic landscape and included six panel discussions as well as keynote remarks from Hakeem Belo-Osagie, Chairman of Etisalat Nigeria, and Colin Coleman, Head for Investment Banking, Sub-Saharan Africa, Goldman Sachs.

Life After Cambridge Judge 5 MBA Careers Service MBA Careers Service at Judge begins to engage students before their first term begins in Cambridge and continues to help them with their job searches throughout their year in the MBA program. On-campus Career Development Manag- ers help them to continue to refine their career plans as they search for suitable post-MBA positions. During Michaelmas Term, students complete self-assessments and can participate in workshops on topics such as drafting CVs and cover letters, researching industries and companies, developing job search strategies, and learning how to effectively network and interview. This term also marks students’ first schedule one-on- one sessions with Career Development Managers, in which they receive advice and feedback on their career plans and interviewing skills. Furthermore, as part of the core curriculum, Judge students also participate in intensive Career Devel- opment Programmes during both Michaelmas and Lent Terms, allowing students to obtain additional one-on-one help from the Careers Service Team ahead of the recruiting and interviewing process that occurs during the spring and summer.

Recruiting/Interview Procedures The accelerated timeframe of the Cambridge Judge MBA requires students to spend nearly the entire program engag- ing in recruiting and interviewing. To facilitate the process, the MBA Careers Service team makes the CVs of Cambridge Judge students and alumni available to employers year-round through the school’s online recruiting portal. This portal also keeps students informed about on-campus events, including recruitment presentations and fairs.

Employers come to campus between October and the end of June to give recruitment presentations and advocate for their companies and organizations. These presentations typically occur during lunchtime or the early evening, and conclude with an information reception during which students can network with the presenters. In addition to giving individual presentations, employers are able to join in on the larger on- campus recruitment fairs and events and conduct interviews at Cambridge Judge.

Career Statistics All MBA career offices work to build recruiting relationships

with companies in many industries and geographic locations. However, if a school boasts a high number of students with an interest in a particular industry or location, that often suggests that the school is more likely to attract recruiters from those fields or regions, and that those companies are more likely to have a successful recruiting season and be interested in building partnerships with the school. Likewise, when a large number of companies from a particular industry or region regularly visit a school, it tends to attract a larger network of students interested in that field or location.

Because of this cycle of interest in on-campus recruiting, MBA candidates should research the industry and regional employment statistics of their target schools to get a sense of the relative recruiting opportunities available. Of course, with up to half of students at some schools finding their full-time positions through independent searches, it is important to remember that there are many opportunities available beyond on-campus recruiting. Figure 5.1 Judge Industry Placement Real Estate Industry Non-Profit/ Public Sector Finance In the Cambridge MBA Class of 2012, or those students who began their studies in September 2011, 45% of students accepted jobs in industry; this category includes technology, consumer products, healthcare, heavy manufacturing and energy, among other things. The schools notes that among these industries, the two largest growth areas were energy, the field to which 17% of students moved upon graduation, and Internet and e-commerce roles, which attracted 16% of the Class of 2012 (see Figure 5.1). Peer schools such as Oxford, LBS and INSEAD historically place 60% to 70% of students in the two most common post- MBA industries–consulting and financial services–but just 41% Industry Consulting of the Cambridge Judge Class of 2012 entered these sectors, a drop of eight points from the previous year. The remain- ing 12% of students took jobs at nonprofit and government organizations. Figure 5.2 Cambridge Judge Regional Placement Geography /DWLQ $XVWUDODVLD 2WKHU $PHULFD Consistent with the placement trends of almost all leading MBA programs, Judge sends the greatest percentage of graduates to jobs within its own region. In 2012, 32% of graduates took positions in the U.K. (see Figure 5.2). Given the fact that 1RUWK the UK, and London in particular, is one of the world’s largest $PHULFD 8. centers of business, it is not surprising that so many Judge graduates remain in the region.

Of those students who left the area, however, 29% of the Class of 2012 chose to work in Asia–nearly double the region- $VLD 5HVWRI al placement figure of the Class of 2011 there–with 17% of (XURSH the class traveling to locations throughout the rest of Europe. North America attracted 14% of the class; only handfuls of Cambridge Judge graduates ended up in other regions, yet these placements span the globe. These statistics show that

Cambridge Judge is truly a global program that places its students in locations around the world upon graduation.

Compared to peer its institutions, Cambridge Judge sent significantly more graduates to Asia in 2012 and is on par with INSEAD in that respect (see Figure 5.3). This is somewhat surprising given that INSEAD has a campus located in Sin- gapore. Judge’s placement in North America and Europe is comparable to its peer schools.

Changes to the UK Work Visa In 2011, the United Kingdom adopted a new visa regime for graduate students who are not UK nationals or citizens of a European Union member nation, and changes to this regime have been implemented intermittently since. The new re- strictions include a permanent cap on skilled immigration, with a limit of 20,700 visas per year, and an English language requirement. The most significant changes are for students in one-year MBA programs, such as those at Cambridge and Oxford, who are required to find a job within four months of graduating. This means that these MBA students have a total of 16 months in the UK to complete their one-year programs and secure employment; those who exceed the 16-month cap will not be permitted to remain. Since graduates of MBA programs are not counted against this cap if they secure work, Cambridge Judge does not expect this decision to affect a significant number of their students given that most graduates find work within three months.

Alumni Network Though Cambridge Judge’s status as a relatively new MBA program limits the size of its alumni network, the nearly 6,000 members of its alumni community are spread across over 100 countries, a testament to the program’s international nature.

To compensate for its limited alumni base, Cambridge Judge conducts extensive outreach to other Cambridge graduates with degrees in business and management, as well as those who have completed Cambridge’s General Management Pro- gramme or Advanced Leadership Programme, giving Cam- bridge Judge graduates a broader, and therefore more useful, alumni network. In return, Cambridge Judge alumni are free to join the university’s Alumni Special Interest Groups and International Alumni Groups to network with other Cambridge alumni with similar career interests or geographic placement. Cambridge Judge alumni also get discounts on tuition at any of the school’s Executive Education programs.

Cambridge Judge Business School provides many opportunities for MBA graduates and Cambridge University alumni to stay connected with each other, including annual reunions held on campus and alumni events held around the world. An online alumni community called The Common Room is hosted

Figure 5.3 Job Placement by Region

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by the university, offering participants a venue for networking and keeping them aware of developments on campus.

Alumni are encouraged to give back to the Cambridge Judge community by offering current students opportunities to work with them during the Cambridge Venture Project and Global Consulting Project. These experiential projects give students a chance to collaborate closely with, and receive mentorship from, Cambridge Judge alumni working in their industry of interest.

Admissions

6 Visiting Cambridge Judge Business School For prospective students interested in visiting the Cambridge Judge campus, the Admissions Office hosts a full-day visit program called Open Days that runs sporadically throughout the year. On Open Days, the MBA Recruitment staff meets with prospective students, offering information and answer- ing questions about the Judge MBA program and admissions process.

Prospective students are also welcome to tour the Cambridge University campus at other times of the year. In addition to taking public or private tours of the school–of which there are many, given the university’s status as a tourist destina- tion–visitors can join tours that focus on specific themes, such as the university’s history, the town’s history or the purported ghosts of Cambridge. Many tours are offered in languages other than English. The university also offers bus tours, bik- ing tours and punting tours, during which visitors are rowed on the river Cam and view the university and town by boat. On its website, the University of Cambridge features down- loadable audio tours, coupled with extensive maps, which make it possible for visitors to take self-guided tours of the campus and the city.

Outreach Events The Admissions Office attends MBA fairs in cities around the globe, ranging from standalone events to year-round traveling expos such as the QS World MBA Tour. In addition, online Skype discussions are offered for applicants who are unable to travel to one of the school’s on-or off-campus events. These sessions are held fortnightly and referred to as Find Out Fri- days. During these webinars, prospective students chat with a member of the admissions team for about one hour; applicants do not need to register and can drop in and out of the conversation throughout the hour as necessary.

Application Requirements All applicants to Cambridge Judge must submit their materials through the school’s online application system. The Admis- sions Office does not accept applications via post.

Figure 6.1 Cambridge Judge cation form and provide a professional résumé, official scores Business School 2015-2016 Essay Topics on the GMAT, scores on the TOEFL or IELTS if applicable, and transcripts from all undergraduate and post-graduate institu- Essay 1 tions attended, as well as two letters of recommendation, one Please provide a personal statement. It from a supervisor and one from a peer. In addition, applicants should not exceed 500 words and must must complete three required essays (see Figure 6.1). include the following: • What are your short and long term career Applicants receive email confirmation once their materials objectives? have been processed and their files marked as complete, a • What skills/characteristics do you already process that typically takes five weeks. have that will help you to achieve them? • What do you hope to gain from the degree programme and how do you feel it Interviewing with Judge Business School will help you achieve the career objectives After reviewing applications, the admissions team extends you have? on-campus interview invitations to a subset of applicants. In addition to their admissions interviews, those who are invited to campus participate in a daylong program that includes a group Q&A session with staff members from the Admissions Office and MBA Careers Service, as well as presentations about financial aid options. Participants in this program have the opportunity to tour campus, sit in on an MBA class and have coffee and lunch with current MBA students. On-campus interviews are conducted on a different day for each round of the application season and are undertaken by a member of the faculty.

All applicants who are invited to the interview day on campus are strongly encouraged to attend, although those facing exceptional circumstances, including those who are unable to obtain a visa on short notice, may have telephone interviews with members of the academic staff. The deadline to complete these telephone interviews occurs earlier in each round than the on-campus interview days. Figure 6.2 Cambridge Judge Business School 2015-2016 Application Deadlines Application Interview Deadlines Deadline Days Cambridge Judge’s admissions season spans four rounds Round 1 Sept. 18, 2015 Nov. 9 and lasts for several weeks longer than those at most lead- Round 2 Oct. 23, 2015 Dec. 7 ing business schools (see Figure 6.2). Materials are due by 5 Round 3 Jan. 8, 2016 Feb. 22 p.m. UK time on each of these deadlines. The Admissions Of- Feb. 29 fice encourages applicants to apply as early as possible within Round 4 March 4, 2016 Apr. 18 each round, as this will both give them the greatest flexibility Round 5 May 6, 2016 June 13 in finding an interview date and maximize their chances of obtaining financial aid, scholarships and preferred college placements.

Outcomes of applications are usually known just under two months after the application deadline, and following an interview, decisions are usually delivered within three days.

Other Degree Programs In addition to the full-time MBA program, Cambridge Judge Business School offers a Postgraduate Diploma in Entrepre- neurship, a 12-month part-time program aimed at entrepre- www.clearadmit.com © 2006-2014 Clear Admit, LLC. All rights reserved. Admissions | 29 neurs looking to develop a business plan and strengthen their management skills. The program consists of four courses that are offered online and can be taken at any time during the year, coupled with two intensive residential sessions that take place in September and April. The residential sessions, scheduled at the beginning of the program and at its halfway point, allow students to meet and network with each other as well as engage with their Judge professors. After obtaining a solid foundation in basic entrepreneurial business disciplines, students devote much of their time to working on their own enterprise projects, in which they develop an entrepreneurial idea and assess its market value and financial feasibility. Cambridge Judge Business School also offers the Master’s in Finance and EMBA courses, full details of which can be found on the school’s website

Financing the Judge MBA

7 Tuition & Expenses Though the one-year Judge MBA program has in the past Figure 7.1 Estimated Costs 2013- been more expensive than a year at its peer schools in the 2014 United States, factors such as the low pound-to-dollar exchange rate of the last few years and rising cost of tuition at Expense U.S. programs have resulted in an estimated student budget Item Amount Amount U.S. roughly on par with those of top schools, such as Wharton and Tuition £40,500 $68,040 Harvard. In comparison with other UK programs, meanwhile, Average College tuition for the Cambridge Judge MBA costs slightly less than Memb. Fee £2,424 $4,072 Oxford’s one-year MBA program and over £20,000 less than Accommodation £3,500– $5,880– the 15- to 21-month MBA program at LBS (see Figure 7.1). £9,500 $15,960 Because Cambridge releases all of its budgetary estimates in Meals £3,500– $5,880– pounds sterling, Clear Admit has provided a conversion to U.S. £6,000 $10,080 dollars to enable direct comparisons between the cost of a Textbooks £500 $840 Judge education and those of leading MBA programs in other Total £50,424– $94,712– parts of the world. £58,924 $98,992 Cost estimates are based on accommodations and meals for single students, and thus vary depending on students’ family situations and lifestyle preferences. Unlike some other schools, Cambridge Judge does not include travel and person- Figure 7.2 Merit-Based Bursaries al expenses in its estimated annual costs; admitted students and Scholarships should therefore be sure to include those expenses when developing a budget for the year. • Africa Regional Bursary • BNY Mellon Scholarship • Boustany Foundation Scholarship • Cambridge Judge Business School Merit- Financial Aid based Bursaries • Christ’s College Whittaker MBA Cambridge Judge Business School offers several need-based Scholarships bursaries and scholarships for which all applicants are auto- • Director’s Scholarships matically considered. These bursaries can cover anywhere • Lucy Cavendish College Studentships from £2,500 to £15,000 based on individual levels of need. • Lyondell Bassell Cambridge MBA There is an additional bursary of up to £18,000 in value set Scholarship aside for high-performing students from Africa. The school • Maissa Karim Scholarships also offers £10,000 bursaries for students with professional • Media Bursary backgrounds in cultural and arts management, media, or the • Military Bursary military, and for women in finance. Those with backgrounds • Sainsbury Bursary Scheme in engineering can apply for a £33,000 scholarship while those • Sidney Sussex College Hanadi Jabado from the nonprofit sector can apply for awards ranging from Scholarships £14,000 to £28,000. A variety of smaller scholarships and • Sidney Sussex College Joyce Coutu bursaries are awarded based on qualifications such as aca- Scholarships demic achievement, projected career path and regional or • South Africa Investec Scholarships ethnic diversity (see Figure 7.2). • St Catharine’s College Benavitch The University of Cambridge also offers a large number of Scholarships scholarships funded by organizations such as the Gates Cam- • St. John’s College Browne Scholarships bridge Trust, the Cambridge Commonwealth, Euprean and

International Trust. Applicants interested in these scholarships are required to fill out an additional form alongside their application to Cambridge Judge in order to be considered. Finally, students are encouraged to seek out scholarships offered by external organizations, such as those in government and private industry, to help fund the cost of the program.

Many Cambridge Judge students opt to finance their time in the MBA program primarily through savings and loans. Since the majority of students are not residents of the UK, the school encourages applicants to research loan options in their own country. Those planning on working in the UK or the European Economic Area after their MBA may apply to the Career Development Loans scheme, which offers up to £8,000 for job-related training courses. In addition, students coming to Judge from specific countries, including the United States, Canada, Norway, Mexico and Peru, can take advantage of country-specific loan options. U.S. citizens, for example, are eligible to apply to the William D. Ford Federal Direct Loan Program by submitting the free application for aid to the U.S. government, just as they would for a U.S.-based MBA program. The most common type of government loan, called the Stafford loan, can award students up to $20,500.

Appendix

8 Admissions Director Q&A As part of our ongoing mission to inform MBA applicants about the admissions process, Clear Admit has interviewed various admissions directors at the leading business schools. Read on for our summer 2012 conversation with Conrad Chua, the head of MBA recruitment and admissions at Cambridge Judge Business School.

Chua met an alumnus of Cambridge Judge Business School while working in business development and was soon sold on the school’s values and ethos. Three years ago he became head of MBA recruitment and admissions. Chua, a native of Singapore, worked in the public sector there for 10 years, but he completed his undergraduate education at Stanford and a graduate program at London Business School. “The master’s I did at LBS really opened my perspective, and I decided I didn’t want to stay in Singapore,” he told us. He and his wife moved to the United Kingdom five years ago. As Chua heads up admissions at Judge and his wife works toward her PhD, they are also learning the ropes as new parents to a seven- month-old baby.

We are grateful to Chua for making time to speak with us and share some of his hopes for the school under the leadership of Christoph Loch, who joined as its new director last year. Among the things to watch, Chua says, is for Judge to become the center of entrepreneurship and startup energy in Cambridge. He also helps define what collaborative diversity means at Judge and why it’s such an important part of the experience there. If Judge is on your list of target schools, you won’t want to miss this interview.

Clear Admit: What’s the single most exciting development, change or event happening at Judge this coming year?

Conrad Chua: I think the most exciting thing to watch will be the changes that our new director Christoph Loch will make. By his own admission he is still the new kid on the block, but I think he is really being quite modest about the impact he has already begun to have. One direction he wants to push us in is helping to position the business school to be a cata- lyst for innovation and entrepreneurship in the area around Cambridge. There are lots of tech startups and spinouts from university, and the region attracts 25 percent of all venture capital investment in Europe. So there is already lots of startup entrepreneurial energy around Cambridge, and Loch wants to make Judge the center of that.

To that end, we will see lots of changes in terms of faculty gearing up toward entrepreneurship. It will also mean changes to the MBA, with more people who are interested in entrepreneurship wanting to get involved with the school.

CA: What is the one area of your program that you wish applicants knew more about?

CC: There’s not really any specific area of the program. Rather, I hope that people would understand better the collaborative diversity that we have in the MBA. Many schools talk about diversity and collaboration, but what we do in the MBA is different. I am not in the business of collecting pass- ports or country flags, though we do have a lot of diversity in that regard given that 94 percent of our students come from outside the United Kingdom. More important to me is the kind of background and experience they have. We have traditional finance, entrepreneurs, people from family businesses. And then we also have people from the arts – for example, we have a ballet dancer this year.

There is a reason we seek to have this wide range of backgrounds. When you look at it, most MBA programs – whether in Cambridge, U.K., or Cambridge, MA – will have the same classes. It is really that range of insight from the students in the classes that will make their learning experience different.

The other aspect I’d like to highlight is the collaboration at Judge. Again, many people talk about collaboration, but here we really look for people who can work with people from different cultures, different backgrounds. When we talk to our students after they finish their studies here, we find that many didn’t quite understand the importance of that collaborative diversity when they started. Often, only after they have gone back to the workforce do they realize how powerful that collaborative diversity is in this new globalized world.

CA: Walk us through the life of an application in your office from an operational standpoint. What happens between the time an applicant clicks “submit” and the time the committee offers a final decision (e.g., how many “reads” does it get, how long is each “read,” who reads it, does the committee convene to discuss it as a group, etc.)?

CC: We are different from a lot of other schools because we run five rounds during the admissions year, starting in Sep- tember and ending in June. Most schools do three or two. We do five because it breaks up the number of applications into smaller groups for us to read, which is important because currently we only have three people reading all of the applications. In this way, we can ensure quite a high level of consistency in terms of our reading – and we can turn around the applications much faster. Typically we can let people know whether they are invited to an interview just about two weeks after a deadline.

So our team reads the applications and make a recommendation on whether a given candidate should be interviewed or not. I then [review] all of the people recommended for an

interview and sign off on them. In about one-third to half of these instances I will arrange to have a 15-minute conversation with the applicants themselves to make sure both the applicants and we truly understood the application.

Once someone is invited for an interview, we will have spent 15 to 20 minutes reading the application and then will take another 15 minutes to speak to them personally over the phone. At the interview stage there are two options: They can come to one of our on-campus interview days or they can have the interview over the phone. We actually find that the phone is usually a bit more reliable than Skype, which is why we do it that way.

Whether or not an applicant is interviewed over the phone or face to face, the interviews are conducted by faculty. This is why we put in a lot of effort up front to determine who gets an interview. Our faculty have been teaching for several years, so calling on them to conduct the interviews integrates a high level of consistency and also means applicants get to understand who is going to be teaching them. Following the interview, faculty recommendations come to the admissions team and I will sign off on them. Candidates will generally be informed of a decision within three or four days of the interview.

If there is a disagreement at the interview stage – for example, if the faculty member is not sure about a candidate – I might ask the director of the MBA program to interview the applicant again. Although in most cases we will go by the faculty recommendation.

CA: How does your team approach the essay portion of the application specifically? What are you looking for as you read the essays? Are there common mistakes that applicants should try to avoid? One key thing they should keep in mind as they sit down to write them?

CC: I think that all of our applicants, when they write their essays, need to be quite sure that they are reasonably clear about what they are trying to do with the MBA. They don’t have to be 100 percent crystal clear, but they need to have a general direction mapped out. And it has to be closely aligned with what they have done already. Now, that’s not that you have to have a finance background to go into finance. But if you want to go into finance there needs to be a clear and cohesive story for what you have done to prepare. Or if you want to start a company, be clear about how an MBA in Cam- bridge will help you with your entrepreneurial idea.

Career Services Director Q&A To supplement our series of Admissions Director Q&A interviews, Clear Admit has launched a series of Q&A sessions with Career Services directors at many of the leading MBA programs. We hope these interviews will help you learn what to expect from the recruiting process when you get to campus,

www.clearadmit.com © 2006-2014 Clear Admit, LLC. All rights reserved. Appendix | 35 understand the relative strengths of each school’s career services centers, get to know a little about the directors themselves and think about what you can do before you even apply to ensure you have the most successful job search possible.

At Cambridge University’s Judge Business School, we caught up with Karen Siegfried in summer 2013. Siegfried is currently serving as interim head of career services, resuming a role she first held in 2010. Her permanent role, though, is as MBA executive director for Judge, with oversight for a team responsible for not only careers but also marketing, admissions, program and projects.

Below she describes the MBA Career Services team, including the addition this year of several sector-specific career consultants. She also explains how her team encourages students to remain flexible in the short term – with regard to their first post-MBA job, for example – as a means of reaching their long-term goals.

She also shares more about the several ways Judge alumni take an active role in the recruiting process, and she provides some valuable advice for prospective applicants in terms of what they can do now to be better prepared for a successful job search when they arrive at Judge. So read on…

Clear Admit: Tell us about the MBA Career Services team. How many career advisors do you have? Is this a relatively constant figure? If not, how has it changed in recent years? How might it change in the near future?

Karen Siegfried: We have seven staff on our Careers team, working in business development, employer relations and career development/student advisory roles. Our internal staff level, for our small cohort of about 150 students, has remained constant for the last few years. However, this year we added a team of six external sector/regional career consultants, who will be part of our team going forward. We are also working on sourcing additional consultants for certain sectors/regions. This allows us to offer a careers advisory provision that is targeted to the individual interests and needs of our students and to accommodate the changing needs/interests of our students year on year.

CA: Can you provide prospective applicants with an overview of the recruitment process at Judge? When does it start? How does it unfold?

KS: The recruitment process for the Cambridge MBA beings as soon after the course starts, after our two-week Orientation, with one to three on-campus recruitment events per week. We have equal representation from employers across finance, consulting and industry. We find that the application processes for the finance employers and industry leadership programs tend to occur during our first term, followed by the consultan- cy recruitment processes in the second term. Meanwhile the majority of industry experienced-hire roles occur during the third term and into the summer.

CA: How has the economy impacted recruitment at Judge? How have you and your staff remained flexible or adapted in order to help students navigate a more challenging job market? Have you encouraged flexibility on the part of students themselves?

KS: Our most recently surveyed class (MBA 2011, graduating in the summer of 2012) had strong employment outcomes, with 91 percent of those seeking employment holding offers within three months of graduation. However, we’re noticing that functional and regional mobility are outpacing sector mobility. As such, we are encouraging our students to be more flexible in their “Plan A” and “Plan B” and to look more widely for opportunities within their current sector. Our staff support them in the research, networking and advising required to do so.

We are also emphasizing the need to identify and secure the right opportunity, as opposed to being overly focused on one particular sector or location. We have many students who return to their home country or home region with their ini- tial post-MBA job, only to make a successful regional trans- fer within one to two years. This shows that flexibility in the short term can often secure a longer-term goal.

CA: How does your team counsel students regarding the interview? Is there a formal mock interview process? How are interview schedules administered? Is there an established policy regarding how closed and open interviews should be conducted? What facilities are available for interviews?

KS: We hold several workshops throughout the year that cover interview skills and the assessment center process, which include mock interviews. In addition, we provide one-on-one interview practice with our careers consultants. We have a mix of interview schedules, as some employers prefer to run their interview process through us, using on-campus interview rooms, whilst other employers prefer to administer their interview process themselves, using their facilities. Employers that do choose to interview on campus have a choice of small meeting rooms or individual offices.

CA: What kind of role do alumni play in Judge’s recruiting process? How integral are they to your office’s success? Is alumni participation a major part of students’ job searches?

KS: Alumni engage with us on the recruitment side in four main ways:

• Networking with current students, sharing their experience of their career path, offering careers advice and introducing students to further networks.

• Contacting us with a Cambridge MBA “exclusive” recruitment opportunity, requesting assistance in promoting the role to students and identifying relevant candidates.

• Ensuring that the Cambridge MBA is included in their employer’s recruitment schedule, and being involved in the

recruitment presentation and interview process, as appropriate.

• Acting as mentors/advisors for students with interviews, providing sector- and/or company-specific interview advice and tactics.

CA: Do you have any advice for prospective applicants in terms of what they might do in advance of the MBA program to be better prepared for the job search process? In your experience, do you find that students who have done x, y or z before arriving on campus have a more successful experience with career services and the job search as a whole?

KS: We advise candidates to start their networking as early as possible, ideally as soon after they accept their offer of admission. We also encourage them to start their sector and company research in the months before they arrive, so that they can make the most of their time once the course starts focus- ing their attention and energy on the application and interview process, i.e., being able to “hit the ground running.”

Those candidates who are hoping to switch sector should invest in building knowledge of and skills in their target sector prior to arrival, such as taking courses, attending conferences, joining professional organizations, volunteering, undertaking a pro-bono project, etc., to enhance their profile for prospective employers and to be able to show demonstrated interest in their desired sector switch. We find that those students who approach their job/career search in a strategic, structured and proactive way, with a consistent commitment to and ownership of it, are always able to create more opportunities and options for themselves then those students who arrive on campus expecting Careers to do it for them.

Further Resources

9 Publications While Judge Business School does not maintain any publications of its own, Cambridge University supports and produces a wide variety of publications for all of its students and alumni. For example, the Cambridge University Students’ Union (CUSU) puts out several student-run publications, including the Cambridge Student Newspaper and the CUSU Newslet- ter. The Newspaper is published weekly and contains articles covering university and world news, while the Newsletter is published at the beginning of every term and informs students about upcoming events.

In addition, the CUSU publishes a few guides to help students adjust to Cambridge life, such as The Cambridge (Survival) Guide, updated annually with information about student life and city sights, as well as The Freshers’ Guide, aimed at helping first-year students assimilate into their academic programs and social life at Cambridge. The CUSU also offers publications for international students, such as The International Freshers’ Guide, and a professional publication called The CUSU Oxbridge Careers Handbook.

Judge Research Centers & Institutes • Centre for Business Research (CBR): A multi-disciplinary research center that combines the study of management with fields such as economics, law, geography, engineering, social & political sciences and land economy.

• Centre for Endowment Asset Management: Brings together experts in asset management of endowments together to support research and exchange ideas in investing in these institutions.

• Centre for Financial Analysis & Policy (CFAP): Supports research to analyze the behavior of financial markets, the relationship between finance and economic performance and how financial policy is formed.

• Centre for Health Leadership & Enterprise (CCHLE): Founded in 2010 to unify the Cambridge University Health research center, Cambridge Health Network, and the In- ternational Health Leaders Program into one organization. Focuses on creating effective management systems for health-related organizations and industries. www.clearadmit.com © 2006-2014 Clear Admit, LLC. All rights reserved. Further Resources| 39

• Centre for India & Global Business (CIGB): Explores India’s role in the global knowledge economy by supporting research and collaboration among Indian and global leaders in various industries, academic areas and policy sectors.

• Centre for International Business & Management (CIBAM): Offers consulting and advisory services on international business theory, strategic decisions and investment choic- es, among other management issues.

• Centre for International Human Resource Management (CIHRM): Cultivates relationships between industry and academic leaders in order to fund and produce research on, and improvements to, human resource management.

• Centre for Process Excellence & Innovation (CPEI): Exam- ines the creation of sustainable and competitive developments in process and product innovation, specifically for technological products and operations.

• Centre for Risk Studies (CRS): Explores the management of risk in economies and societies, aiming to help political, business and societal leaders make more informed decisions.

• Centre for Entrepreneurial Learning (CfEL): Provides activities and resources to help educate, inspire and cultivate the Cambridge entrepreneur community.

Contact Information Admissions Office Head of MBA Admissions and Recruitment: Conrad Chua

General Enquiries +44 (0)1223 339700 [email protected]

Alumni Relations Office +44 (0) 1223 760959 [email protected]

Mailing Address Cambridge Judge Business School University of Cambridge Trumpington Street Cambridge CB2 1AG United Kingdom

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