Stanford GSB | Mr. Orthopaedic Surgeon
GMAT Waived for MCAT (36/45), GPA 3.92
Harvard | Mr. E-Sports Coach
GRE 323, GPA 5.72/10
Wharton | Ms. PMP To MBA
GMAT 710, GPA 3.72
Columbia | Mr. CPA
GMAT 720, GPA 3.5
Harvard | Mr. Health Clinic Founder
GRE 330, GPA 3
Tuck | Mr. Waterflooder
GMAT 700, GPA 3.7
Stanford GSB | Mr. Aspiring Tech Entrepreneur
GMAT 690, GPA 3.4
Tuck | Mr. Risk Manager
GMAT 750, GPA 7.1/10
Harvard | Mr. PE Strategist
GRE 326, GPA 3.6
Harvard | Mr. Student Product Manager
GMAT 760, GPA 3.4
London Business School | Ms. FANG Tech
GRE 321, GPA 3.7
Chicago Booth | Mr. Corporate Development
GMAT 740, GPA 3.2
Cornell Johnson | Mr. Sports Management
GMAT 690, GPA 3.23
Wharton | Mr. Private Equity Analyst
GRE 320, GPA 3.3
Wharton | Mr. Digital Health Start-Up
GMAT 710, GPA 3.3
Darden | Mr. International Trade
GRE 323, GPA 3.6
Said Business School | Mr. Strategy Consulting Future
GMAT 720, GPA 3.98
Stanford GSB | Mr. Robotics
GMAT 730, GPA 2.9
London Business School | Mr. Supply Chain Latino
GRE 320, GPA 3.4
Duke Fuqua | Mr. Operations Manager
GRE 328, GPA 3.1
Harvard | Ms. Media Entertainment
GMAT 740, GPA 3.3
GMAT 770, GPA 3.7
Wharton | Mr. Basketball To B-School
GRE 334, GPA 3.73
INSEAD | Ms. Insightful Panda
GMAT 700, GPA 87.5%
NYU Stern | Mr. Bioinformatics
GMAT 710, GPA 3.7
Harvard | Mr. Impact Investment
GMAT 760, GPA 3.2
Chicago Booth | Mr. Nonprofit-ish
GRE 333, GPA 3.81

MBAs Happiest With Business Programs

Ninety per cent of the sample scored curriculum as good or better. When students were asked to rate their level of improvement in 18 KSAs (“Knowledge, Skills, and Abilities”) on a 10-point scale, they rated the following KSAs most heavily:

• Knowledge of general business functions (7.8)

• Decision-making (7.5)

• Motivation and leadership (7.5)

• Strategy and innovation (7.4)

• Interpersonal skills (7.1)

• Generative thinking (7.0)

• Interpersonal orientation (6.9)

In other words, students said they didn’t just learn content from the curriculum, but also how to think and work successfully with others. What’s more, students gave high marks to their alma maters for developing their integrated reasoning skills. These skills, which include the ability to evaluate, synthesize, organize, and manipulate data, are among the most coveted skills by employers, according to GMAC. And 80-85% of respondents answered that their curriculum either integrated these skills all the time or often.

Program structure notched a similar satisfaction rate as curriculum, with class size, facilities, and technological resources receiving the most accolades among the Class of 2015.GMACFig6p19

Career Services

As expected, the ever-maligned career services, despite being ranked as the second most-effective means for students to land a job, was the most polarizing aspect of the B-school experience.  Fewer than 50% of respondents deemed their career services as outstanding or excellent, with more than a quarter regarding it as fair or poor.  While 76% lauded staff responsiveness, just 61% were satisfied with their centers’ ability to provide job opportunities.  The irony? Just half of the respondents had even bothered to use their career center. In other words, students may be punishing career centers for their reputation as much as their performance.


It’s no secret: some educational formats are more conducive to specific instructional methods. For example, lectures tend to be the preferred delivery format in accounting and finance master’s programs, which rely heavily on rules and precision. As a whole, however, graduate business programs use an even mix of instructional methods, according to GMAC. How even? Team projects, lecture and discussion, case studies, and pure lecture each account for either 22% or 23% of delivery respectively (with experiential learning comprising 10%).GMACFig7p21