McCombs School of Business | Ms. Registered Nurse Entrepreneur
GMAT 630, GPA 3.59
Stanford GSB | Mr. Former SEC Athlete
GMAT 620, GPA 3.8
Tuck | Mr. Army To MBB
GMAT 740, GPA 2.97
Columbia | Mr. Forbes 30 Under 30
GMAT 730, GPA 3.4
Stanford GSB | Mr. MBB Advanced Analytics
GMAT 750, GPA 3.1
Stanford GSB | Mr. Impactful Consultant
GMAT 730, GPA 3.7
Chicago Booth | Mr. Banker To CPG Leader
GMAT 760, GPA 7.36/10
Kellogg | Mr. Hopeful Engineer
GMAT 720, GPA 7.95/10 (College follows relative grading; Avg. estimate around 7-7.3)
Ross | Mr. Leading-Edge Family Business
GMAT 740, GPA 2.89
Darden | Mr. Logistics Guy
GRE Not taken Yet, GPA 3.1
Chicago Booth | Mr. Desi Boy
GMAT 740, GPA 3.0
Kellogg | Mr. Stylist & Actor
GMAT 760 , GPA 9.5
Columbia | Mr. Ambitious Chemical Salesman
GMAT 720, GPA 3.3
Tepper | Ms. Coding Tech Leader
GMAT 680, GPA 2.9
Wharton | Mr. Rates Trader
GMAT 750, GPA 7.6/10
Harvard | Mr. Irish Biotech Entrepreneur
GMAT 730, GPA 3.2
Stanford GSB | Mr. Cricketer Turned Engineer
GMAT 770, GPA 7.15/10
Wharton | Mr. Planes And Laws
GRE 328, GPA 3.8
McCombs School of Business | Mr. Refrad
GMAT 700, GPA 3.94
Harvard | Mr. Supply Chain Photographer
GMAT 700, GPA 3.3
Chicago Booth | Mr. Space Launch
GMAT 710, GPA 3.0
Kellogg | Ms. Product Strategist
GMAT 700, GPA 7.3/10
Columbia | Mr. MBB Consultant
GRE 339, GPA 8.28
Berkeley Haas | Mr. Avocado Farmer
GMAT 750, GPA 3.08
Georgetown McDonough | Mr. International Development Consultant
GMAT N/A, GPA 2.9
Columbia | Mr. Wannabe Grad
GMAT 710, GPA 3.56
Kellogg | Ms. Indian Entrepreneur
GMAT 750, GPA 3.3

Slight Decline In MBA Program Interest

A slight weakening in interest for MBA programs is occurring among prospective business school students, reported the Graduate Management Admission Council today (March 13). Two-year, one-year full-time MBA and part-time MBA programs saw the largest declines, according to a the organization’s annual survey of prospective students. There were also slight declines in the percentage of respondents considering flexible MBA and executive MBA programs, while consideration of online/distance learning programs remained stable. Master-level programs in accounting and finance, on the other hand, experienced increased student interest.

The percentage of prospective students considering two-year, full-time MBA programs this past year fell to 42%, down five percentage points from 47% in 2009 and 46% in 2010, said GMAC. And the decline wasn’t made up by those interested in pursuing full-time one-year programs. Consideration of those shorter MBA fell to 38% this past year, down four percentage points from the 42% figure in both 2009 and 2010 (see table below). The waning interest in the MBA degree follows reports by many business schools last year of declines in application volume.

PROGRAM TYPES CONSIDERED BY PROSPECTIVE STUDENTS, BY SURVEY YEAR

Yet, when it comes to deciding whether to pursue a business school degree, the most important motivation almost always has to do with getting and keeping a better paying job. The study found that three of the top four reasons why most people apply to business school is for increased job opportunities, higher salary potential, and to accelerate their career paths. The chance to develop business knowledge, skills and abilities came in third (in the table below, GMAC uses the acronym KSAs to describe it). Men and women equally shared the top four motivations shown below. More men, however, cited the development of leadership skills as their fifth highest motivator; while women cited the desire to remain marketable and competitive as their fifth highest motivational factor, GMAC said.

TOP 12 MOTIVATIONS FOR PURSUING A GRADUATE BUSINESS EDUCATION

GMAC said that respondents of all ages shared the top three motivations shown above. Prospective students aged 30 and younger were more likely than older respondents to be motivated by a desire to accelerate their career path and develop leadership skills, whereas older respondents wished to remain marketable and competitive and obtain the credentials afforded by a graduate business education.

Prospective students varied more widely when citing motivating factors by undergraduate degree, however (see table on next page). Would-be students with science backgrounds were highly motivated by a desire to  develop their skill base and increase their forward momentum in their careers. Business majors saw graduate business education as a means to compete more effectively in the job market. Humanities  and social science majors were similar in that they desired to expand their potential career prospects.

Page 1 of 2