DOCSLIB.ORG

Clear Admit School Guide: London Business School

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
Clear Admit School Guide: London Business School London Business School About This Guide The Clear Admit team has prepared this reference guide to London Business School (“London” or “LBS”) to assist you in your research of this program. Our comments are designed to be of use to individuals in all stages of the admissions pro- cess, providing information relevant to those who are deter- mining whether to apply to this program, looking for in-depth information for a planned application to LBS, preparing for an interview or deciding whether to attend. The guide is unique in that it not only addresses many aspects of life as a LBS MBA student and alumnus, covering school- specific programs in depth, but also compares LBS 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, alum- ni, faculty and school administrators. We have normalized the data offered by each business school to allow for easy side- by-side comparisons of multiple programs. www.clearadmit.com © 2006-2015 Clear Admit, LLC. All rights reserved. Applying to business school? Learn more from Clear Admit! The Leading Independent Resource for Top-tier MBA Candidates Visit our website: www.clearadmit.com Stay up-to-date with the latest news on the world’s best business schools and sharpen your approach to your applications with insider advice on MBA admissions Want this information--and more exclusive content--delivered straight to your inbox? Sign up for our Newsletter Check out our unique offerings to guide you through every step of the admissions process... Publications Live Wire Interview Archive From a school’s curriculum Track the ebb and flow of Receive an invitation for an to universal admissions decisions with interview? We have col- b-school Live Wire: application re- lected thousands of in- strategy, sults in real time, submitted terview reports from MBA each of our by site visitors. candidates. Sort reports by publica- school and know what to tions series expect in your admissions provide a interview. centralized source of informa- tion that is crucial to an effective application. ...and come find us on social media Table of Contents | v Applying to business school? Learn more from Clear Admit! Contents 1 Introduction to LBS 1 Program Highlights . 1 Brief History of the MBA . 1 LBS History . .3 Student Demographics . .4 2 Academics 6 Academic Calendar . 6 Pre-Term . .7 Student Body . 8 Core Curriculum . 8 Visit our website: www.clearadmit.com Electives . .9 Language Requirement . 10 Stay up-to-date with the latest news on the world’s best business schools Accelerated MBA Options . 10 and sharpen your approach to your applications with insider advice on MBA admissions Curriculum Comparison . 11 Want this information--and more exclusive content--delivered straight to your inbox? Grading System . 12 Grade Non-Disclosure . 13 Sign up for our Newsletter Faculty . 13 3 Special Programs 15 First-Year Projects . 15 Second-Year Projects . 15 Global Business Experiences . 15 Management Report . 16 International Programs . 16 4 Life at LBS 17 Campus Spaces . 17 Life in London . 18 Regent’s Park . 18 The City of London . 19 Clubs . 20 Conferences . 22 www.clearadmit.com © 2006-2015 Clear Admit, LLC. All rights reserved. vi | Table of Contents 5 Life After LBS 24 Career Services . 24 Recruiting/Interview Procedures . 24 Career Statistics . 25 Industry . 25 Geography . 25 The UK Work Visa . 27 Alumni Network . 29 6 Admissions 30 Visiting LBS . 30 Outreach Events . 30 Application Requirements . 30 Interviewing with LBS . 31 Deadlines . 31 7 Financing the LBS MBA 32 Tuition & Expenses . 32 Financial Aid . 32 8 Appendix 34 Essay Topic Analysis . 34 Admissions Director Q&A . 36 9 Further Resources 39 Publications . 39 LBS Research Centers & Institutes . 39 Contact Information . 40 Social Media . 40 www.clearadmit.com © 2006-2015 Clear Admit, LLC. All rights reserved. Table of Contents | vii www.clearadmit.com © 2006-2015 Clear Admit, LLC. All rights reserved. Introduction | 1 Introduction to LBS 1 Program Highlights London Location – London is a center of the global economy at large and the finance industry in particular. As the European Union’s most populous city, London serves as an international travel hub; 75 percent of Fortune 500 corporations have head- quarters or branches here. Diversity – With no more than approximately one-quarter of the Class of 2016 drawn from any one region of the world, London Business School offers extraordinary exposure to a diversity of cultures, values and perspectives. Flexible Scheduling – London Business School is the only lead- ing MBA program to allow students to complete their degrees in 15, 18 or 21 months. Second-year students may also arrange their schedules so as to pursue a second internship or take a lighter course load in order to work alongside their studies. Experiential Learning – The school’s Organizational Audit and Global Business Experience, both of which are required of all students, allow MBA candidates to apply their classroom knowledge to real-world business situations, strengthening and expanding their professional networks in the process. Finance Career Placement – Twenty-eight percent of 2014 LBS graduates accepted positions in the financial services industry, a significantly higher percentage than at most leading Euro- pean business schools. Brief History of the MBA Originally conceived as an extra year of undergraduate train- ing 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 compa- nies (see Figure 1.1). Their prestige grew throughout the Great Depression of the 1930s, when the research and train- ing 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 for- mal 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 pro- gram that turned business into a professional discipline on par www.clearadmit.com © 2006-2015 Clear Admit, LLC. All rights reserved. 2 | Clear Admit School Guide: London Business School Figure 1.1 Notable Developments in MBA History MBA Degree London Business School • Business schools are established in the U.S. to 1880s train managers for service in the new industrial- ized economy, especially the railroad industry. • Academic focus is on accounting and bookkeep- ing, and most professors are professionals in these fields. • Association of Collegiate Schools of Business is 1910s founded in 1916 to provide resources for the grow- ing 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. busi- ness schools in droves. • Most professors now hold Ph.D.s in business, and 1950s academic research begins to form the basis of business school curricula. • Strategic decision-making and quantitative and statistical analyses enter many curricula. 1960s • In 1963, Britain’s National Economic Development Council recommends establishing two high-level business schools in the United Kingdom. • London Business School is founded in 1964. • First classes take place in 1966. • MBA starting salaries rise 5-10% per year at some 1970s • Doctoral program is founded in 1970 with six full- schools, even during stagflation. time students. • Entrepreneurship enters most curricula. 1980s • Construction begins on the Plowden Building in 1981. • In 1987, London Business School begins offering the MBA. • Business schools focus on leadership, ethics and 1990s • In 1994, the school achieves its goal of drawing interpersonal skills, altering course content and in- more than 75 percent of the MBA class from out- creasing classroom emphasis on working in teams. side the United Kingdom. • High-profile corporate scandals prompt calls for 2000s • London Business School and Columbia Business greater ethics education in business schools. School form a partnership to offer the EMBA-Global • By 2004, 447,000 students are enrolled in U.S. degree in 2001. business programs. • Andrew Likierman becomes dean in 2008. 2010s • Lloyds Scholars MBA for Women Scholarship pro- gram offered in 2014. • LBS received the highest rating ever achieved by any department of business and management for the quality of its research output, according to the UK-wide Research Excellence Framework, in 2014. www.clearadmit.com © 2006-2015 Clear Admit, LLC. All rights reserved. Introduction | 3 with medicine and law, and the degree was seen as a ticket to a better, more secure career. The MBA continued increas- 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 “practi- cal” training in business dominated the debate, and in some ways this remains the central conflict. Today, the tension be- tween 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 – intern- ships, fieldwork and school-based consulting programs are widespread.
Load more

Recommended publications
  • Caroline Flammer
    Caroline Flammer Boston University Phone: 617-353-5397 Questrom School of Business Email: [email protected] 595 Commonwealth Avenue, Office 634A Web: http://sites.bu.edu/cflammer/ Boston, MA 02215 ACADEMIC EMPLOYMENT 2016 – present Questrom School of Business, Boston University Associate Professor of Strategy & Innovation (with tenure, 2018 – present) Dean’s Research Scholar (2018 – present) Fellow of the Susilo Institute (2020 – present) Academic Director, Social Impact MBA (2018 – present) Academic Director, Minor in Sustainable Energy (BU-wide program; 2020 – present) PhD Coordinator, Strategy & Innovation (2017 – present) Assistant Professor of Strategy & Innovation (2016 – 2018) 2013 – 2016 Ivey Business School, University of Western Ontario Assistant Professor of Strategy (2013 – 2016) MBA ’80 Faculty Fellow (2015 – 2016) EDITORIAL POSITIONS Associate Editor, Strategic Management Journal Associate Editor, Management Science (Special Issue: Business and Climate Change) EDUCATION MIT Sloan School of Management Post-doctoral researcher, Global Economics and Management, 2011 – 2013 University of St. Gallen Ph.D. in Economics, 2009 New York University Visiting Ph.D. Student, Economics Department, 2007 – 2009 University of St. Gallen Lic. oec. (M.Sc. equivalent) in Economics and Business Administration, 2002 RESEARCH INTERESTS Competitive strategy Impact investing Climate change Corporate governance Corporate social responsibility Innovation Updated: July 1, 2020 1 RESEARCH Publications: Flammer C. 2020. Corporate Green Bonds, Journal of Financial Economics, forthcoming. o Winner of the 2018 PGGM Sustainable Asset Pricing and Impact Paper Award, Global Research Alliance for Sustainable Finance and Investment (GRASFI). o Winner of the 2018 Sustainable Finance Geneva Innovation Award, Geneva Summit on Sustainable Finance. Flammer C, Kacperczyk AJ. 2019. Corporate Social Responsibility as a Defense against Knowledge Spillovers: Evidence from the Inevitable Disclosure Doctrine, Strategic Management Journal, 40(8): 1243–1267.
    [Show full text]
  • BOOK LAUNCH EVENT Social Change and Education in Greece Dr Spyros Themelis, Senior Lecturer in Education
    BOOK LAUNCH EVENT Social Change and Education in Greece Dr Spyros Themelis, Senior Lecturer in Education MONDAY, 22 April, 2013 5:00 pm to 7:30pm (Preceded by tea at 4.30pm and followed by a buffet) Middlesex University, Hendon Campus College Building, C219/C220 The Burroughs London NW4 4BT Event highlights: Opening chaired by Jan Williams Pro-Vice Chancellor and Dean of School of Health and Education Guest speakers This event is free to attend, but participants must confirm their attendance by email. RSVP by 18th April to Daniela Pantica on [email protected] About the book The postwar orthodoxy postulated that education is both a mechanism for upward social mobility and an engine for economic growth. This book challenges these mainstream conceptions. Using Greece and the Roma people in particular as a case study, the author examines qualitative and quantitative social mobility findings to explore the changes associated with education and to analyse their importance for individuals and society. Confirmed speakers • T. Green , Series Editor, Institute of Education, London • Prof. Joyce Canaan , Professor of Sociology, Birmingham City University • Dr Eva Gamarnikow , Dept of Policy Studies, The Institute of Education, University of London Who should attend Research active staff, readers and professors from all Schools and Institutes at Middlesex University and other universities, educationalists, research students, media and policy makers. Further information The event is preceded by tea at 4:30 pm and followed by a wine reception. Contact us Please direct all enquiries by email to Daniela Pantica, School Executive Administrator, School of Health and Education, The Burroughs, NW4 4BT, on [email protected] www.mdx.ac.uk .
    [Show full text]
  • Undergraduate Prospectus 2021 Entry
    Undergraduate 2021 Entry Prospectus Image captions p15 p30–31 p44 p56–57 – The Marmor Homericum, located in the – Bornean orangutan. Courtesy of USO – UCL alumnus, Christopher Nolan. Courtesy – Students collecting beetles to quantify – Students create a bespoke programme South Cloisters of the Wilkins Building, depicts Homer reciting the Iliad to the – Saltburn Mine water treatment scheme. of Kirsten Holst their dispersion on a beach at Atlanterra, incorporating both arts and science and credits accompaniment of a lyre. Courtesy Courtesy of Onya McCausland – Recent graduates celebrating at their Spain with a European mantis, Mantis subjects. Courtesy of Mat Wright religiosa, in the foreground. Courtesy of Mat Wright – Community mappers holding the drone that graduation ceremony. Courtesy of John – There are a number of study spaces of UCL Life Sciences Front cover captured the point clouds and aerial images Moloney Photography on campus, including the JBS Haldane p71 – Students in a UCL laboratory. Study Hub. Courtesy of Mat Wright – UCL Portico. Courtesy of Matt Clayton of their settlements on the peripheral slopes – Students in a Hungarian language class p32–33 Courtesy of Mat Wright of José Carlos Mariátegui in Lima, Peru. – The Arts and Sciences Common Room – one of ten languages taught by the UCL Inside front cover Courtesy of Rita Lambert – Our Student Ambassador team help out in Malet Place. The mural on the wall is p45 School of Slavonic and East European at events like Open Days and Graduation. a commissioned illustration for the UCL St Paul’s River – Aerial photograph showing UCL’s location – Prosthetic hand. Courtesy of UCL Studies.
    [Show full text]
  • Creating a Global Champion
    D IMPACTL STORIES CREATING A GLOBAL CHAMPION A CUSTOM CASE STUDY WITH IESE BUSINESS SCHOOL, HEC PARIS AND THE TRATON GROUP (FORMERLY VOLKSWAGEN TRUCK & BUS) DL+ | IESE Business School, HEC Paris and the TRATON GROUP The TRATON GROUP is benefiting from a successful collaboration between business schools HEC Paris and Barcelona-based IESE oming together is a beginning, staying together The TRATON GROUP designed the program By Tom Nash is progress, and working together is success.” with HEC Paris and Barcelona-based IESE. “ This observation, made a century ago by Nineteen executives with high board potential C Henry Ford, has been borne out more recently were chosen from the group and its strategic by another giant of vehicle manufacture, the TRATON partners, Volkswagen Commercial Vehicles GROUP. The German multinational group is benefiting from a and Navistar, to come together for four newfound ‘togetherness’ inspired by an innovative leadership program modules spread over 10 months. development initiative. The modules took the participants to Rennes and San Francisco with HEC, and Beijing and The TRATON GROUP’s first ‘Executive Elite Program’ was put Barcelona with IESE, familiarising them with together in collaboration with both a French and a Spanish different cultures, as well as teaching them new business school, took place in four countries (on three management theories, and inspiring in them continents), and involved participants from all over the world. innovative commercial thinking. 2 CEO Andreas Renschler is intent on further enhancing efficiency, professionalism and innovation – taking the group to the next level The hallmark of this complex industry is Innovation… future leaders need to anticipate And shape the future DL+ | IESE Business School, HEC Paris and the TRATON GROUP A growing business an ongoing development initiative, and its first iteration was Volkswagen Truck & Bus (officially renamed the TRATON launched in Spring 2017.
    [Show full text]
  • Thammasat University
    THAMMASAT UNIVERSITY Masterûs Degree Program in Marketing (International Program) MIM Faculty of Commerce and Accountancy TABLE OF CONTENT Welcome 2 MIM and Thammasat 6 The Program Highlights 8 The Curriculum 12 The Faculty 21 Student Exchange Program 32 The MIM Experience 36 Facilities 40 The Campus Vicinities 42 Alumni Network 44 Admissions 48 Class Profile 52 www.bus.tu.ac.th/mim MIM was founded in 1983 as Thailandûs first international graduate program in marketing. Its specialized curriculum is designed to provide students with advanced and in-depth learning in marketing areas through theories and case studies set in the realities of the global business world. The MIM community provides ample opportunities for students to share and learn from one another, as well as to work closely with world-class faculty. That is why MIM has been the breeding ground for marketing executives both locally and internationally. Thammasat University has a long history as a leading university fostering political and ideological change. We have created an open and dynamic environment to attract the best and brightest independent thinkers who challenge the status quo. This is fundamental to our country’s political and economic growth. WELCOME Thammasat is not just a catalyst for change and growth in the domain of politics, but it is also at the forefront of business education. 2 The Master of Science in Marketing Eight years ago, the MIM Program Program (MIM) was established in made a significant change to keep Welcome 1983 and is Thailand’s first graduate pace with the world’s growing trends program in Marketing conducted in entrepreneurship by incorporating entirely in English.
    [Show full text]
  • Newsletter #7
    NEWSLETTER 7 PhD PROGRAM The Scholarship Journey student, is one of the co-organizers of the positions, in spite of the uncertainties Academy of Management’s new series related to the health situation. Currently in the Pandemic ‘Thursdays with OMT (organization and there are two students on the Singapore management theory)’, which provides campus, working with our faculty. How are we to navigate the times of the information about the 2020 job market. covid-19? How are we to keep our focus on our At the traditional Poster session in December work when everything – life and death, no less Outside of the pandemic, the 2019-20 16 students presented their work, from the – pulls us away from the concentration and year has been a good one, as you’ll see in third year to those close to graduation. the doggedness necessary for scholarship? the other pages of this newsletter. A big The Dean of Faculty Michel Baroni and the When, even when we manage, we may feel accomplishment has been the financing Dean of Research Jose Miguel Gaspar were guilty about our seemingly egotistic pursuit? of 5th year students, a necessary measure present and handed the prizes. Bravo to Should we even follow this lengthy journey, given the average time to graduate, and the winners: Yingting (Marketing), Mohsen when the world grapples with urgent matters? which brings us in line with comparable (Finance), and Obinna (Management)! A programs. An important step toward the special thanks to the 3 students – Mouna, These are the questions that preoccupy creation of a Spring Methods Camp was the Arslan, and Caecilia – who volunteered their the PhD students, as reported in a survey creation of a Machine Learning course by time and energy to organize the event.
    [Show full text]
  • King's Business School
    ‘Ready for the future as it King’s Business School arrives’ Helping individuals and organisations use the crisis as a catalyst for positive change Programme objectives ‘Ready for the future as it arrives’ as a way of future-proofing organisations to use the recent crises as a catalyst for positive change. This one day programme will: ➢ Allow individuals to make sense of the coronavirus crisis for themselves; to give them the time and space to think about the impact the crisis had upon them both personally and professionally; articulate and share their stories with their colleagues in a professionally facilitated environment ➢ reflect on what personally they would have done differently with hindsight ➢ articulate what they believe their organisation could have done differently with hindsight ➢ create some clear personal & organisational recommendations around what to do differently ➢ develop some clear personal & organisational recommendations to prepare for future uncertainty ➢ recognise the physiological and psychological impact of stress; practise some personal resilience exercises to transform negative energy to positive energy At King’s we believe this is a powerful mechanism to help individuals and organisations recognise the impact of the crisis, prepare more effectively for future uncertainty and so be able to perform now. This is also an excellent opportunity for Leadership Teams to get first-hand, honest feedback on what is going on across their organisation and what they could do to prepare more effectively. 2 KING’S BUSINESS SCHOOL | kcl.ac.uk/business The Process The programme is an inter-disciplinary one day engagement delivered for Leaders, Managers & Professionals. The design of the one day commitment is as follows: ➢ Delivery of 2 x 3-hour facilitated workshops; workshops led by experienced senior facilitators with support from a member of the Organisation’s Executive.
    [Show full text]
  • Innova*Ve Healthcare for Pets
    Innovave Healthcare for Pets Confiden'al We Care About Pets & Families PROBLEM: It takes YEARS for medical innova&ons to reach the pet health market Interleukins ² Pets suffer from the same age related condions as their owners: Cancer, Diabetes, Arthri5s, Obesity, Heart Disease, etc. ² Pets share our living environment and provide a superior naturally occurring disease model for many human maladies ² Pets confer psychological wellness and longevity benefits to their owners ² Pharmaceu&cal companies focus on livestock medicines and vaccines 2 Our Soluon To deliver high-quality medicines & diagnos5c tests for dogs, cats and horses Interleukins ² De-Risking: We in-license late-stage products that require less development to reach the market ² Solid IP: Exclusive licenses for animal rights to a worldwide patent porJolio ² Veterinarian Led: Unique insights into market needs plus extensive personal networks ² Quality Partners: Top universi5es and innovave Interleukins biotechnology companies ² One Health: The data we generate facilitates clinical studies for humans 3 Founders Jessica A. Dugan, DVM, MBA Co-founder, CEO and President Equine veterinarian; 23 years of clinical and management experience; extensive veterinary and biotechnology network; Doctor of Veterinary Medicine, University of California, Davis; MBA, London Business School. Richard W. Kea&nge, PhD Co-founder, Chief Business Officer 25+ years of biotechnology industry experience in the US and Europe; Led a 3x oversubscribed biotech IPO on the NYSE Euronext; deep contacts with Top Ten big pharma companies, PhD, Harvard University. Board of Directors Laurent Fischer, MD CEO, Tobira Therapeu'cs MulRple successful exits leading biotech companies: Jennerex; Ocera TherapeuRcs; DuPont-Merck; DuPont PharmaceuRcals; Hoffmann-La Roche; MD, Geneva Medical School, Switzerland.
    [Show full text]
  • Top MBA Programmes Top EMBA Programmes Top Masters in Management Programmes Top Open Enrolment Programmes
    Top 10 business schools per programme and in selected categories in 2016 Top MBA programmes Top EMBA programmes Top masters in management programmes Top open enrolment programmes Rank Business School Rank Business School Rank Business School Rank Business School 1 Insead 1 Insead 1 University of St Gallen 1 IMD 2 London Business School 2 HEC Paris 2 HEC Paris 2 Iese Business School 3 University of Cambridge: Judge 3 London Business School 3 Essec Business School 3 Esade Business School 4 IE Business School 4 University of Oxford: Saïd 4 ESCP Europe 4 HEC Paris 5 IMD 5 IE Business School 5 RSM, Erasmus University 5 University of Oxford: Saïd 6 HEC Paris 6 Iese Business School 6 London Business School 6 Insead 7 Iese Business School 7 ESCP Europe 7 IE Business School 7 London Business School 8 Esade Business School 8 University of Cambridge: Judge 8 WU (Vienna University) 8 ESMT Berlin 9 SDA Bocconi 9 Kedge Business School 9 Esade Business School 9 Essec Business School 10 University of Oxford: Saïd 10 Warwick Business School 10 WHU Beisheim 10 Henley Business School Top MBA salaries Top EMBA salaries Top masters in management salaries Top customised programmes Rank Business School Rank Business School Rank Business School Rank Business School 1 Insead 1 HEC Paris 1 University of St Gallen 1 Iese Business School 2 IE Business School 2 Insead 2 WHU Beisheim 2 HEC Paris 3 IMD 3 IMD 3 HEC Paris 3 IMD 4 University of Cambridge: Judge 4 Iese Business School 4 HHL Leipzig GSM 4 London Business School 5 London Business School 5 University of Oxford:
    [Show full text]
  • Language Requirements
    Language Policy NB: This Language Policy applies to applicants of the 20J and 20D MBA Classes. For all other MBA Classes, please use this document as a reference only and be sure to contact the MBA Admissions Office for confirmation. Last revised in October 2018. Please note that this Language Policy document is subject to change regularly and without prior notice. 1 Contents Page 3 INSEAD Language Proficiency Measurement Scale Page 4 Summary of INSEAD Language Requirements Page 5 English Proficiency Certification Page 6 Entry Language Requirement Page 7 Exit Language Requirement Page 8 FL&C contact details Page 9 FL&C Language courses available Page 12 FL&C Language tests available Page 13 Language Tuition Prior to starting the MBA Programme Page 15 List of Official Language Tests recognised by INSEAD Page 22 Frequently Asked Questions 2 INSEAD Language Proficiency Measurement Scale INSEAD uses a four-level scale which measures language competency. This is in line with the Common European Framework of Reference for language levels (CEFR). Below is a table which indicates the proficiency needed to fulfil INSEAD language requirement. To be admitted to the MBA Programme, a candidate must be fluent level in English and have at least a practical level of knowledge of a second language. These two languages are referred to as your “Entry languages”. A candidate must also have at least a basic level of understanding of a third language. This will be referred to as “Exit language”. LEVEL DESCRIPTION INSEAD REQUIREMENTS Ability to communicate spontaneously, very fluently and precisely in more complex situations.
    [Show full text]
  • Executive MBA Ranking 2010
    Business Education OCTobeR 25 2010 Executive MBA ranking 2010 www.ft.com/businesseducation/emba RANKING Financial Times EMBA 2010 Career progress School diversity Idea generation The top 100 executive MBA programmes 2010 2009 2008 3 years School name Country Programme name S a l a r y t o d a y ( U S $ ) (%) increase Salary rank progress Career rank experience Work rank Aims achieved (%) faculty Women (%) students Women (%) board Women faculty International (%) International rank students board International (%) course International rank experience Languages with Faculty (%) doctorates rank doctoral FT rank research FT 2010 Rank 1 1 2 1 Kellogg/Hong Kong UST Business School China Kellogg-HKUST EMBA 392,076 69 16 2 2 22 15 15 94 2 99 33 1 97 5 12 1 2 3 1 2 Columbia/London Business School US/UK EMBA Global Americas & Europe 305,306 109 17 23 3 20 23 13 69 18 39 7 1 97 12 7 2 3 2 3 3 Trium: HEC Paris/LSE/New York University: Stern France/UK/US Trium EMBA 314,473 71 75 5 1 24 17 13 90 4 76 2 1 99 8 25 3 4 5 6 5 Insead France/Singapore/United Arab Emirates Insead Gemba 227,080 75 24 4 4 14 16 17 91 15 80 3 1 95 18 11 4 5 4 7 5 University of Chicago: Booth US/UK/Singapore EMBA 236,633 83 21 15 7 15 18 13 79 14 38 15 1 97 16 3 5 6 8 9 8 London Business School UK EMBA 184,488 90 5 29 5 24 26 20 85 6 75 17 1 98 36 6 6 7 7 5 6 IE Business School Spain EMBA 169,240 144 14 66 41 33 27 23 52 40 82 75 1 91 66 63 7 8 5 4 6 University of Pennsylvania: Wharton US Wharton MBA for Executives 213,468 68 19 67 26 19 17 9 37 30 56 67 1 100 1 1 8 9 10 17 12
    [Show full text]
  • New Renovated B-School Facilities
    Business School Facilities: Recent Construction and Renovation Institution Name B-school Name Building/Facility Name Activity Year Status University of Calgary Haskayne School of Business Scurfield Hall New Building 1986 Complete University of Cincinnati School of Business Carl H. Lindner Hall New Building 1987 Complete Brock University Faculty of Business Taro Hall New Building 1990 Complete The University of Arizona Eller College of Management McClelland Hall New Building 1992 Complete University of California, Berkeley Haas School of Business Haas School of Business complex New Building 1995 Complete University of California, Los Angeles Anderson School of Management Management Education Complex New Building 1995 Complete Boston University School of Management Rafik B. Hariri Building New Building 1996 Complete Creighton University College of Business College of Business Building Renovation/Expansion 1996 Complete Northern Kentucky University Haile/US Bank College of Business unknown unknown 1996 Complete University of Georgia The Terry College of Business Brooks Hall Renovation/Expansion 1996 Complete William and Rosemary Gallagher University of Montana School of Business Administration Business Building New Building 1996 Complete University of Virginia-Darden Darden Graduate School of Business Saunders Hall New Building 1996 Complete The Arnold and Mabel Beckman Chapman University Argyros School of Business and Economics Business and Technology Hall New Building 1997 Complete Peter F. Drucker & Masatoshi Ito Graduate Claremont Graduate
    [Show full text]