By GMAC (Graduate Management Admission Council)
An evidence-based method of bettering the perform of graduate administration education
Compiled by way of the Graduate administration Admission Council (GMAC) and with contributions by way of directors and professors from the pinnacle worldwide MBA courses, this publication offers company tuition decision-makers with an evidence-based method of bettering the perform of graduate administration schooling. The publication is designed to aid navigate the pressures and create progressive systems that leverage a school's distinct aggressive virtue in a layout rather adapted for brand new company realities.
- Offers a different instruction manual for making improvements to graduate administration education
- Contains contributions from a global crew of deans and professors that lead MBA programs
- Sponsored via GMAC, proprietor of the Graduate administration Admission try (GMAT) examination utilized by over 5,000 courses worldwide
This vital source provides teachers a confirmed method for making improvements to graduate-level administration programs.
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Extra info for Disrupt or Be Disrupted: A Blueprint for Change in Management Education
Journal of Management Development, 2011, 30(5), 474–482. Tanikawa, M. ” New York Times, May 17, 2012. html 1 ENSURING AND ENHANCING FUTURE VALUE Erich C. Dierdorff DePaul University Denis J. Nayden Oak Hill Capital Management Dipak C. Jain INSEAD Subhash C. Jain University of Connecticut Key Topics Covered in This Chapter • Value of graduate management education for individuals, organizations, and society • Challenges and pressure facing future success • Imperatives for future relevance, effectiveness, and value Consider for the moment that there is not a single occupation in the vast world of work for which the MBA is a mandatory entry requirement.
S. citizens taking the GMAT exam between 2006 and 2011 (GMAC, 2011). Yet there are reasons to believe that graduate management education faces new pressures and challenges that are unprecedented in its century-long history. As outlined by Holtom and Porter in this volume, these include pressures from new technology (for example, massive open online courses, or MOOCs), changing applicant demographics, and financial constraints. Moreover, the shifting global economic landscape offers both challenges and opportunities for graduate management education.
Even a blithe perusal of this literature is likely to cause one to ask, Does graduate management education do anything well? We believe the answer is resoundingly affirmative. Further, we maintain that too often, the critiques of the past decades have failed to generate ways to enhance graduate management education. In other words, we contend that it is critical to simultaneously recognize that what we do has value, but that it also needs meaningful improvement. Only a balanced perspective can bring a reinvigoration in the way graduate management education is delivered in contemporary business schools.