Ross | Mr. Automotive Compliance Professional
GMAT 710, GPA 3.7
Wharton | Mr. Digi-Transformer
GMAT 680, GPA 4
Stanford GSB | Ms. 2+2 Tech Girl
GRE 333, GPA 3.95
Stanford GSB | Ms. Healthcare Operations To General Management
GRE 700, GPA 7.3
Chicago Booth | Ms. CS Engineer To Consultant
GMAT 720, GPA 3.31
Kenan-Flagler | Mr. Engineer In The Military
GRE 310, GPA 3.9
Chicago Booth | Mr. Oil & Gas Leader
GMAT 760, GPA 6.85/10
Stanford GSB | Mr. Seeking Fellow Program
GMAT 760, GPA 3
Wharton | Mr. Real Estate Investor
GMAT 720, GPA 3.3
Cornell Johnson | Ms. Chef Instructor
GMAT 760, GPA 3.3
Harvard | Mr. Climate
GMAT 720, GPA 3.4
Wharton | Mr. New England Hopeful
GMAT 730, GPA 3.65
Berkeley Haas | Mr. Bangladeshi Data Scientist
GMAT 760, GPA 3.33
Harvard | Mr. Military Banker
GMAT 740, GPA 3.9
Ross | Ms. Packaging Manager
GMAT 730, GPA 3.47
Chicago Booth | Mr. Private Equity To Ed-Tech
GRE 326, GPA 3.4
Harvard | Mr. Gay Singaporean Strategy Consultant
GMAT 730, GPA 3.3
Cornell Johnson | Mr. Electric Vehicles Product Strategist
GRE 331, GPA 3.8
Columbia | Mr. BB Trading M/O To Hedge Fund
GMAT 710, GPA 3.23
Columbia | Mr. Old Indian Engineer
GRE 333, GPA 67%
Harvard | Mr. Athlete Turned MBB Consultant
GMAT 720, GPA 3.4
Ross | Mr. Civil Rights Lawyer
GMAT 710, GPA 3.62
Stanford GSB | Mr. Co-Founder & Analytics Manager
GMAT 750, GPA 7.4 out of 10.0 - 4th in Class
Cornell Johnson | Ms. Environmental Sustainability
GMAT N/A, GPA 7.08
Cornell Johnson | Mr. Trucking
GMAT 640, GPA 3.82
Ross | Mr. Low GRE Not-For-Profit
GRE 316, GPA 74.04% First Division (No GPA)
Harvard | Mr. Marine Pilot
GMAT 750, GPA 3.98

A New Way To Rank Business Schools?

Most can agree there is no perfect way to rank business schools. At their best, they offer prospective students an academic barometer on the current B-school climate. At their worst, they lead to fraudulent data being submitted or schools admitting students based on admissions statistics or salary potential post-graduation. Last month, two Cambridge University academics released “Business School Rankings for the 21st Century,” published by the Graduate Management Admission Council, suggesting the need for a rankings and accreditation overhaul for business schools.

“The existing benchmarking systems, many of which are administered by well-respected media institutions, appear to have a strong motivational effect for administrators and prospective students alike,” the authors write. “Many of the rankings criteria currently in use were developed years or decades ago, and use simple measures such as salary and salary progression. Less emphasis has been placed on what is taught and learned at the schools.”

The authors penned the report with the backing of the United Nations Global Compact, a global pact focusing on sustainable and socially responsible policies and practices in which businesses may decide to join. “Currently,” they write, “ranking publications employ several criteria in assessing business schools. Most of these are important. None fully measures what is being taught and whether it is being taught well, however. This would seem to be an important addition, but it is also one that is difficult to measure.”

Taken from the report, Business School Rankings for the 21st Century

COMPARING CURRENT METHODOLOGIES TO THE REPORT’S SUGGESTIONS

Ranking methodologies at the most prominent media organizations currently range in complexity and data points. U.S. News includes peer and recruiter assessments, employment placement rates and salaries, acceptance rates, average standardized test scores, and average undergraduate GPAs. Forbes, meanwhile, ranks MBA programs solely by “five-year MBA gain,” based on alumni surveys. Similarly, Businessweek’s ranking is based solely on surveys completed by recruiters, alumni, and current MBA students and broken into four categories. Weighted heaviest is the compensation portion, followed by networking, learning, and entrepreneurship. The learning category is closest to what the Cambridge authors suggest schools should be evaluated.

The Economist, which also ranks MBA programs solely on an alumni survey, also hits closer to what the authors suggest in their report. Student diversity and educational experiences are both pieces — albeit small ones — to the overall rankings. Finally, The Financial Times ranks schools based on an alumni survey and school data. Again, salary and salary increase is one of the heaviest weighted categories. And while student and faculty diversity are included, it’s at a smaller overall weight compared to the compensation data.

The GMAC report lays out a dozen suggestions to consider when evolving future methodologies. First, the authors recommend reducing or eliminating entirely the weight of salary differential measures. Awarding schools for sending students into nonprofit, NGO, and public-sector positions is another suggestion. Other recommendations include measuring the diversity of sectors in which graduates go to work; measuring the diversity of student governance hierarchies, reducing the weight of standardized test scores, and instead of ordinal rankings, create bands or tiers.

“Business schools are tremendously important global institutions. Evidence suggests that they directly influence their students’ knowledge, competence, beliefs, and behaviors, and therefore affect society in a broad sense,” the report concludes. “Business schools, in turn, appear to be greatly influenced by business school rankings. However, evaluations of curricula are hardly to be found in the major rankings of business schools or of specific courses such as the Master of Business Administration (MBA). Instead, rankings tend to focus on criteria such as graduates’ salaries or alumni assessments. Evidence suggests that the rankings drive behavior, but perhaps not in the direction of training managers to contribute to a sustainable, inclusive 21st-century economy.”

DON’T MISS: POETS&QUANTS TOP MBA PROGRAMS OF 2018 or THE BEST ONLINE MBA PROGRAMS OF 2019