Stanford GSB | Mr. Hopeful B School Investment Analyst
GRE 334, GPA 4.0
Berkeley Haas | Mr. Stuck Consultant
GMAT 760, GPA 3.6
MIT Sloan | Mr. Mechanical Engineer W/ CFA Level 2
GMAT 760, GPA 3.83/4.0 WES Conversion
Harvard | Mr. Certain Government Guy
GMAT 720, GPA 3.3
Wharton | Mr. Asset Manager – Research Associate
GMAT 730, GPA 3.6
Kellogg | Mr. Community Involvement
GMAT 600, GPA 3.2
Stanford GSB | Ms. Eyebrows Say It All
GRE 299, GPA 8.2/10
Chicago Booth | Mr. International Banker
GMAT 700, GPA 3.4
MIT Sloan | Mr. South East Asian Product Manager
GMAT 720, GPA 3.6
Harvard | Ms. Hollywood To Healthcare
GMAT 730, GPA 2.5
Stanford GSB | Ms. Investor To Fintech
GMAT 750, GPA 3.8
Kellogg | Mr. Structural Engineer
GMAT 680, GPA 3.2
Darden | Mr. Anxious One
GRE 323, GPA 3.85
Ross | Mr. Saudi Engineer
GRE 312, GPA 3.48
Harvard | Ms. Consumer Sustainability
GMAT 740, GPA 3.95
Columbia | Ms. Retail Queen
GRE 322, GPA 3.6
Tuck | Ms. Confused One
GMAT 740, GPA 7.3/10
NYU Stern | Mr. Health Tech
GMAT 730, GPA 3.0
Stanford GSB | Mr. Low GPA To Stanford
GMAT 770, GPA 2.7
Cornell Johnson | Mr. Regulator To Private
GMAT 700, GPA 2.0
Harvard | Mr. Air Force Seeking Feedback
GRE 329, GPA 3.2
MIT Sloan | Mr. Spaniard
GMAT 710, GPA 7 out of 10 (top 15%)
Harvard | Ms. Marketing Family Business
GMAT 750- first try so might retake for a higher score (aiming for 780), GPA Lower Second Class Honors (around 3.0)
Stanford GSB | Mr. Deferred MBA Candidate
GMAT 760, GPA 4.0
Berkeley Haas | Mr. Colombian Sales Leader
GMAT 610, GPA 2.78
Emory Goizueta | Mr. Family Business Turned Consultant
GMAT 640, GPA 3.0
Tuck | Ms. BFA To MBA
GMAT 700, GPA 3.96

GMAT vs. GRE: Which Should You Choose?

MOOC_poster_mathplourde

B-School Stats You Can’t Miss

 

You’ve heard the prediction. MOOCs will cannibalize higher education. Professors will teach from a studio instead of a lectern. And students will pick-and-choose courses from various institutions as degrees carry less weight.

Well, you might want to revisit those assumptions, as the MOOC revolution may be more hype than harbinger. That’s the lesson from data from the Babson Survey Research Group’s annual survey on online education, which was published in The Chronicle of Higher Education this week. Surveying 2,800 academic leaders, the study found that MOOCs may be less of a menacing disruptive force than previously expected.

Let’s step back to 2012, where 28% of the same survey’s respondents felt MOOCs were sustainable. That number has dropped to 16% in three years…at a time when MOOCs are seemingly on the upswing. And there was an even bigger divide between respondents who felt MOOCs weren’t sustainable. That number jumped from 26% to 51% in just three years.

Source: Chronicle of Higher Education, Babson Survey Research Group

Source: Chronicle of Higher Education, Babson Survey Research Group

In economic terms, just 6% of the sample viewed MOOCs as a way to “generate income” or “explore cost reductions.” “What this means,” Steve Kolowich reports in The Chronicle, is that academic leaders seem to understand that “any returns on their investment in free online courses will be indirect and possibly hard to quantify. They seem to be at peace with the fact that MOOCs will curb college costs.”

Similarly, the study found that MOOCs (aka “self-directed learning”) ranked dead last at 9% when the sample was asked to list the two most important factors on the future of higher education. It trailed behind stalwarts like student debt, workforce debt, assessment, competency-based education, and student retention.

Source: Chronicle of Higher Education, Babson Survey Research Group

Source: Chronicle of Higher Education, Babson Survey Research Group

Finally, another gap emerged over the importance of MOOCs in understanding online pedagogy. Three years ago, 50% of respondents believed MOOCs would help schools in that area. Now, just 28% believe that to be true – and 37% disagree with that premise entirely.

Source: Chronicle of Higher Education, Babson Survey Research Group

Source: Chronicle of Higher Education, Babson Survey Research Group

So are academics living in denial – or do they have a better understanding of the scope and limitations of MOOCs? That’s up for debate. But don’t expect MOOCs to go the way of VCRs and eight track players. “The conventional wisdom now,” Kolowich writes, “is that free online courses offer a promising recruiting tool and an interesting (but not essential) research tool for colleges that can afford the upkeep, while also nudging more-conservative institutions to finally start integrating online coursework into the curriculum.”

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