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The mbaMission Blog 07 Apr 2015, 15:01
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FROM mbaMission Blog: mbaMission and Manhattan Prep’s GMAT vs. GRE Infographic
Applying to business school is a process rife with decisions—which schools to target, which recommenders to choose, which essays to write—and a common one giving candidates some serious pause these days is which exam to take, the GMAT or the GRE? As the number of programs accepting the GRE continues to grow, aspiring MBAs are becoming more and more confused about this element of the application process.

In hopes of helping clarify the issue, mbaMission has teamed up with Manhattan Prep to create this new infographic comparing the classic GMAT and the increasingly popular GRE side by side. Quickly see how they differ, which test certain MBA programs accept, how the content and scores relate, and other useful details—and move a little closer to crossing another important decision off your to-do list!

And for help choosing which business schools to target, check out our MBA Class Profile Infographic!

Want to share our infographic on your site or blog? Copy and paste the code below.

Please include attribution to https://www.mbamission.com/ with this graphic.



*Data collected on March 27, 2015. Any subsequent variance in figures may be due to finalization or adjustment of data by the schools after our publication date.
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The mbaMission Blog 08 Apr 2015, 15:00
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FROM mbaMission Blog: Professor Profiles: Adam Brandenburger, NYU Stern School of Business
Many MBA applicants feel that they are purchasing a brand when they choose a business school at attend, but the educational experience you will have is what is crucial to your future, and no one will affect your education more than your professors. Each Wednesday, we highlight a standout professor as identified by students. Today, we profile Adam Brandenburger from New York University’s (NYU’s) Leonard N. Stern School of Business.


An expert on game theory and its practical application to business strategy, Adam Brandenburger (“Game Theory,” Business Strategy”) was voted the NYU Stern MBA Professor of the Year in 2006, and in 2008 received an NYU Excellence in Teaching award in recognition of his teaching and course development work. In 2011, he was appointed the vice dean for graduate education at NYU Stern. His latest book—called The Language of Game Theory: Putting Epistemics into the Mathematics of Games (World Scientific, 2014)—contains eight papers coauthored by Brandenburger and his colleagues over the past 25 years. Students with whom mbaMission spoke reported being consistently impressed by his capacity to make the complex simple in the classroom, stating that Brandenburger is able to take the “complicated, theoretical and intangible” world of game theory and make it “easy to understand and practical.”

For more information about NYU Stern and 15 other top-ranked business schools, check out the mbaMission Insider’s Guides.
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The mbaMission Blog 09 Apr 2015, 10:00
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FROM mbaMission Blog: MBA News: Wharton Boasts Higher Net Promoter Score than Harvard Business School
Few could argue that Harvard Business School (HBS) and the University of Pennsylvania’s Wharton School are quite popular among their students, but how do they compare to brands such as Discover Card and iPhone in terms of their Net Promoter Score (NPS)? An entity’s NPS is based on the probability that individuals will recommend the brand to others, thereby generally measuring the entity’s popularity via customer satisfaction. The Harbus, HBS’s news publication, originally reported in February that the long-venerated institution has a NPS of 41, based on the newspaper’s survey of more than 100 students to determine the likelihood that they would recommend the school.

In March, The Wharton Journal rose to the challenge and conducted a similar survey involving more than 240 students. The result was an NPS of 51, ten points higher than HBS had achieved. For comparison’s sake, both MBA programs referenced data issued by the Satmetrix Net Promoter US Consumer Benchmarks for 2014 indicating the NPS of certain well-known products and companies. HBS, with its score of 41, found itself in line with brands such as Tracfone (39) and Walgreens (42), whereas Wharton, with its 51, rated more in line with State Farm life insurance (45) and Discover Card (52). Still, neither school managed to rise to the level of iPhone (67) and Costco (82).

Interestingly, results varied between classes at Wharton, with first years’ input resulting in a score of 49 for the school, while second years produced a score of 53. Could this be the beginning of an NPS battle among the top-ranked MBA programs? We can only wait and see.
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The mbaMission Blog 09 Apr 2015, 14:00
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FROM mbaMission Blog: Beyond the MBA Classroom: Family Life at UVA Darden
When you select an MBA program, you are not just choosing your learning environment but are also committing to becoming part of a community. Each Thursday, we offer a window into life “beyond the MBA classroom” at a top business school.

The Darden Partners Association (DPA) at the University of Virginia’s Darden School of Business Administration sponsors social and outreach events for students’ significant others and children year-round, from walking groups and book clubs to movie nights and dinners, with the goal of helping these members of the Darden community get to know one another and more easily acclimate themselves to their new home and lifestyle. The DPA also organizes community service projects in Charlottesville, such as blood drives and fund raisers for the local SPCA. It maintains a job list for current and incoming partners, supports international students in their adjustment to Charlottesville, and, through its family committee, plans events for children, helps parents find babysitters, organizes family-friendly social events, and serves as a general resource for parents.

Students’ partners and families are integral parts of the Darden community because of the support they offer the students as well as the active role they have traditionally played in the Charlottesville community. Representatives from both the Office of Student Affairs and the Admissions Office told mbaMission that more than 50% of the students in Darden’s recent classes have been either married or in long-term committed relationships. Assistant Dean of MBA Admissions Sara Neher speculated that the number of these students is higher at Darden than at other business schools in part because the DPA is “incredibly active, committed, and fully involved in all aspects of the student experience” and also because “Charlottesville is so easy to live in, with a welcoming community and [low] unemployment.”

One alumnus told mbaMission that he chose Darden over other schools in large part because of the school’s strong support for students’ partners, declaring, “They are welcome everywhere.” He made particular note of Family Day, a kind of open house for students’ partners, parents and other visitors. The visitors attend and participate in class (a special case is used) and then enjoy a dean’s reception and barbecue. This allows partners to experience students’ daily life, meet their section mates, see their professors in action, and hear the dean’s views on the role of family and community at Darden.

For in-depth descriptions of social and community activities at Darden and 15 other top MBA programs, check out the mbaMission Insider’s Guides.
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The mbaMission Blog 09 Apr 2015, 17:00
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FROM mbaMission Blog: Diamonds in the Rough: The University of North Carolina’s Kenan-Flagler Business School
MBA applicants tend to overvalue rankings and can thereby overlook some strong business schools that might be a good fit. In this series, we profile amazing programs at schools that are typically ranked outside the top 15.

Placing 12th in Bloomberg Businessweek’s 2014 rankings of full-time MBA programs, the University of North Carolina’s Kenan-Flagler Business Schoolhas earned a reputation for graduating exemplary business leaders. Students complete a curriculum of required core classes in their first year, all of which put leadership and teamwork at the forefront while also allowing students the flexibility to choose from six optional career concentrations. The Leadership Immersion capstone course refines students’ leadership skills, pitting them in an Apprentice-style team competition and providing them with coaching from executives and faculty. But what really sets Kenan-Flagler apart is the robust sense of community among its students. Teamwork seems to pervade all aspects of the MBA program, from small class sizes that employ the case study method, team projects, and group learning, to the Student Teams Achieving Results program, or STAR, which offers hands-on consulting experience for teams matched with partnering corporations and not-for-profit organizations. While taking the required core curriculum “modules,” students also work closely with an assigned study group, allowing them to develop lasting collaborative relationships.
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The mbaMission Blog 10 Apr 2015, 14:00
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FROM mbaMission Blog: Friday Factoid: “Doing Business in…” at NYU Stern
For candidates seeking global immersion during their MBA experience, New York University’s Stern School of Business provides ample opportunity to study abroad, with trips as short as one to two weeks or as long as a full semester, through its “Doing Business in…” (DBi) program. DBi trips take place between the fall and winter semesters, during spring break, and in May (after classes conclude). Each course (trip) is tailored to its specific locale and includes a mix of lectures given by Stern faculty as well as by local business practitioners and/or government representatives. Complementing the classroom learning are hands-on field experiences at corporate headquarters, factories, ports, development sites, and other such locations. DBi destinations in 2014–2015 included Spain, Brazil, Singapore, Morocco, and Hong Kong, just to name a few. Students who participate in the DBi program gain a new perspective on conducting business in a different culture while making some great memories with fellow “Sternies” along with way.

For more information on other defining characteristics of the MBA program at NYU Stern or one of 15 other top business schools, please check out the mbaMission Insider’s Guides.
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The mbaMission Blog 11 Apr 2015, 13:00
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FROM mbaMission Blog: GMAT Impact: Testing Accommodations on the GMAT
With regard to the GMAT, raw intellectual horsepower helps, but it is not everything. In this blog series, Manhattan GMAT’s Stacey Koprince teaches you how to perform at your best on test day by using some common sense.

Do you qualify for testing accommodations on the GMAT? Or do you think you might?

Broadly speaking, the term “accommodations” refers to altering the testing conditions for a particular student to “level the playing field” for that student. Someone with serious vision problems, for example, may need some kind of altered test format to read the test questions. These accommodations do not make the test easier for the student; rather, they make the test possible at the same level as for a regular student.

What is the process for applying for testing accommodations, and how are the decisions made? Glad you asked. I have spent the past couple months reading everything I can find and talking to representatives from GMAC. In addition, I spoke with a psychologist who deals with various kinds of learning disabilities.

All this research culminated in our unofficial GMAT Testing Accommodations Encyclopedia! I will give you the highlights here and then link to the full article at the end.

GMAC lists five main categories of issues covered and also offers an “other” category (if you feel your particular issue does not fit into one of these five areas).

The general application process is the same for all categories, but the material required to document your condition can vary, and the full article (linked to at the end) covers these details.

What qualifies… and what does not?

No easy answer to this question exists. The overarching issue, according to both Dr. Teresa Elliott of GMAC and private psychologist Dr. Tova Elberg, is a condition that results in some kind of impaired functioning in daily life that meets the criteria of the ADA (Americans with Disabilities Act) and the DSM-IV or DSM-V.

A diagnosis by itself is not enough, though. The condition must be shown to affect current functioning, and this impact must be documented carefully.

Everyone was very clear that a diagnosis does not necessarily mean that someone qualifies for testing accommodations. The diagnosis must result in functional impairment that has an impact on daily work and living situations in general, not just testing situations. This is precisely why the application asks you to explain how a particular issue or disability affects your current functioning across work and academic settings.

Many additional nuances must be considered, so dive into our GMAT Testing Accommodations Encyclopedia and let us know if you have any questions or comments!
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The mbaMission Blog 12 Apr 2015, 12:01
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FROM mbaMission Blog: MBA Admissions Myths Destroyed: I Love You So Much (That I Cannot Stop Writing About It)!
Although admissions officers want to know that you are interested in their school, they do not want to read your repeated professions of love for their school at every turn. Some candidates mistakenly believe that they must include numerous aggressive and enthusiastic statements about how they will improve their skills at their target schools in each essay, regardless of whether the school asks for such information.

Consider, for example, this (entirely fictitious) example of an individual who writes about how he started a small business in response to the essay question “What achievement are you most proud of and why?” by submitting the following:

“In starting ABC Distributors, I learned a great deal about entrepreneurship, and I hope to formalize this knowledge at the XYZ School of Management. Only with XYZ’s vast entrepreneurial resources and profound alumni connections will I be able to take my next venture to a higher level. At XYZ, I will grow my business skills and potential.”

We can identify numerous problems with this submission—including that the statements are cloying and have no real substance—but the most egregious issue is that the school never asked the applicant to discuss how the program would affect his/her abilities going forward. Thus, the “Why our school?” component is just empty pandering.

As you write your essays, always focus on answering the essay questions as they are written—do not try to anticipate or respond to unasked questions. So, if your target school does not explicitly request that you discuss “Why our school?,” do not look for ways to sneakily answer that question in your essay(s).

Of course, if the school does ask for this information, then certainly do your homework and provide it. Again, the key is to always respond to the school’s question and give the admissions committee the information it wants.
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The mbaMission Blog 13 Apr 2015, 08:01
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FROM mbaMission Blog: Monday Morning Essay Tip: Be Mindful of Arrogance
Business school candidates often fret about striking the right balance between confidence and arrogance in their application essays. For example, you might have difficulty choosing the better choice from between the following statements:

Example 1: “At the Stanford GSB, I will take advantage of the newly designed curriculum to…”

Example 2: “At the Stanford GSB, I would take advantage of the newly designed curriculum to…”

Or between these statements:

Example 1: “After completing my MBA at Harvard Business School, I will pursue a career in…”

Example 2: “After completing my MBA at Harvard Business School, I would aspire to a career in…”

In each set of examples, the choice is essentially between certainty (“I will”) and diplomacy (“I would”). You might ask yourself whether the first option in each set of examples is too presumptuous or the second one too weak. In fact, neither is definitively “right”; each candidate must choose an approach that is consistent with his/her personality. However, maintaining consistency is vital. Choose one approach and carry it throughout your essay(s)—mixing the two styles is distracting to the reader and can seem sloppy.
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The mbaMission Blog 14 Apr 2015, 11:00
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FROM mbaMission Blog: Mission Admission: Concerns About Background Checks
Mission Admission is a series of MBA admission tips; a new one is posted each Tuesday.

ROMA: Were you the guy who broke in?

GEORGE: …no.

ROMA: Then don’t sweat it, George, you know why?

GEORGE: No.

ROMA: You have nothing to hide.

GEORGE: When I talk to the police, I get nervous.

ROMA: Yeah. You know who doesn’t?

GEORGE: No, who?

ROMA: Thieves.

-David Mamet, Glengarry Glen Ross (Screenplay 1992)

For many applicants, the worst of the admissions process is likely over now. But at this stage, a new anxiety looms: the background check. Should the majority of candidates be concerned about background checks? The simple answer is “No.” The admissions committees know that almost all applicants have represented themselves in an honest manner. The background checks are not designed to bring accusations against the innocent but to catch those who have willfully deceived.

What does that mean, exactly? If you indicated that you were at a job or company that never actually existed or you changed your title from analyst to vice president, you might have a reason to sweat. If you accidentally noted that you left your job in January instead of February, no one is going to rescind your offer of admission. You are certainly innocent until proven guilty, and the burden of guilt is not on the applicant who may have committed a minor error but on the one who attempted to misrepresent or defraud.

Rest easy…
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The mbaMission Blog 14 Apr 2015, 16:01
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FROM mbaMission Blog: B-School Chart of the Week: March 2015 Social Currency Rankings
Rankings come in all shapes and sizes, but can any ranking truly capture social cachet? For a different perspective on the value of an MBA, we turn to the New York Times society pages, where the editors select and profile promising couples. Each month, we dedicate one B-School Chart of the Week to tallying how alumni from top-ranked business schools are advancing their social currency ranking.

Our tally of matrimonial announcements springs forward this month as we enter prime wedding season. Nearly doubling our New York Times wedding count for 2015 by bringing the total tally from 95 to 184, March proved a popular month to get married—though less so among business school students and graduates. The number of weddings involving an MBA rose by just 12 mentions for the month, bringing the year-to-date total to 35.

Although Harvard Business School (HBS) made more appearances than Columbia Business School (CBS) over the past month—with five versus four mentions, respectively, in March—the latter retained its lead for the year thus far with a total of 14 weddings. One notable CBS wedding announcement in March was that of alumni Mimi Hoesley and Benjamin Slater IV. In addition, first-year CBS student Elizabeth Joyceand her groom, Ronald Magnusson, were featured among those who tied the knot last month, as was alumnus Demetrios Yatrakis, who married Lindsay Anmuth, and alumna Elisabeth Kruger, who wed Devin Thomas.

Other elite MBA March matrimonies included that of HBS alumni Alexandra Daum and Alexander Kleiner, that of UPenn Wharton alumna Haley Moss to Asher Schranz, and that of Yale SOM alumnus Jonathan Jacobson to James McKibben.
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FROM mbaMission Blog: MBA Career Advice: Turn a Disparaging Comment into Usable Feedback
In this weekly series, our friends at MBA Career Coaches will be dispensing invaluable advice to help you actively manage your career. Topics include building your network, learning from mistakes and setbacks, perfecting your written communication, and mastering even the toughest interviews. For more information or to sign up for a free career consultation, visit www.mbacareercoaches.com.

Recently on the MBA Career Coaches blog we talked about what to do if you get some “unuseful feedback” in the form of a disparaging remark from a colleague, client, or superior. The first step is to stop and temporarily let it go. Once the heat of the moment has passed and there is some distance between you and the incident, it’s time to follow up with the individual who delivered the comment and find out what you can do to improve. In an opportune moment, no more than a few days after the original incident, follow-up:

Remind your manager of the comment: “After our Tuesday meeting you remarked that my comments weren’t helpful and I just wanted to follow up with you about that.”

Probe for more information: Provide additional detail if needed, and then probe your manager’s comment for more detail. The idea here is to understand very specifically where the criticism is directed so that you know where to go to work. Your boss’s comments about your conclusion slide may have been about color and format not logic and reason. So you could waste a whole lot of time belaboring your next conclusion slide in terms of its content and still miss the mark on what your manager wanted to see change. Here are some potential questions to ask based on a few different comments:

I didn’t like your conclusion slide.

  • Here is the slide you were referring to, can you say more about what you mean? What about it doesn’t work for you
  • Is it the information or the way it is arranged?
  • How would you improve upon it?
Your comments in the meeting weren’t helpful.

  • Which aspect of my comments did you find unhelpful?
  • Was the issue that I didn’t communicate clearly or was the problem the content of my comments?
You need to work on your phone interview skills.

  • Can you say more about this? Which aspect of my skills do you think need development?
  • Is it my communication style or the content of the questions I am asking that you feel need work?
You just aren’t good at Excel.

  • Here is the model I have been working on, can you tell me which aspects of it don’t meet your expectations?
  • Are you questioning my analytical reasoning ability or the design and clarity of my model?
Engage with what your manager says, ask further follow up questions. Do not stop until you have understood precisely where your area for development is.

Seek their guidance: Ask your manager her advice on ways you can develop or improve.

  • How would you encourage me to better prepare for next time so that I can a make more meaningful contribution?
  • What steps would you suggest I take to get better at this skill?
  • I’d like to really work on this, what do you suggest I tackle first?
And you can even propose concrete development steps:

  • I am going to take the slide design seminar being led next week.
  • I think it would be very helpful for me to go prep for our next two big meetings with you and think through potential comments I could add beforehand.
  • Next time, let’s review my interview script before I make the phone calls, so you can help make sure the questions will yield useful results.
Create next steps: After you have understood your area of development and brainstormed key ways to improve, align on your next steps and let your boss know precisely what you will do. Be sure to ask for permission to follow up. “I am going to do these three things we discussed in the coming month. I’d like to check-in with you in three weeks to revisit this area and make sure I have made concrete progress. Perhaps we can sit down for 15 minutes after our scheduled team meeting?

Then be sure to create the time to follow up – get that time on the calendar now if your manager runs a very regimented schedule. Or at least be sure that she expects to hear from you in a specific timeframe so that she can make time for you then.
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The mbaMission Blog 15 Apr 2015, 12:01
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FROM mbaMission Blog: Professor Profiles: Julie Hennessy, Northwestern’s Kellogg School of Management
Many MBA applicants feel that they are purchasing a brand when they choose a business school to attend, but the educational experience you will have is what is crucial to your future, and no one will affect your education more than your professors. Each Wednesday, we profile a standout professor as identified by students. Today, we focus on Julie Hennessy from the Kellogg School of Management at Northwestern University.


Before students even began describing the quality of their educational experiences with Julie Hennessy (“Advanced Marketing Strategy,” “Introduction to Marketing,” “Marketing Laboratory Course: Generating Profitable Growth”) to mbaMission, they noted that she “cares a lot” and “makes herself available to chat and talk about recruiting.” In addition to teaching Kellogg MBA students, Hennessy teaches executive education at leading firms, and students we interviewed reported that she draws on these experiences in class, but does not just tell stories. Instead, Hennessy challenges students and teases out the responses that facilitate learning. Students with whom we spoke also referred to her as “funny and energetic.” Not surprisingly, then, Hennessy won the school’s 2007 L.G. Lavengood Outstanding Professor of the Year Award—which is voted on by Kellogg students. In addition, she has won four student impact awards and five Chair’s Core Course Teaching Awards—with the most recent having been conferred in 2013 and in 2010–2011, respectively. The school’s Web site notes that Hennessy focuses her writing efforts on producing new cases for class discussion; she has completed cases on such brands as TiVo, Apple iPod, Invisalign Orthodontics, and (as separate cases) the antibiotics Biaxin and Zithromax.

For more information about Kellogg and 15 other top-ranked business schools, check out the mbaMission Insider’s Guides.
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The mbaMission Blog 15 Apr 2015, 17:00
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FROM mbaMission Blog: MBA News: Harvard Business School Announces New Recruiting Program
Harvard Business School (HBS) is taking a step closer to ending the gender imbalance in its student body. Last week, Deirdre C. Leopold, the school’s managing director of MBA admissions and financial aid, announced the establishment of a targeted recruiting program, known as PEEK, via The Harvard Crimson. The new program aims to offer approximately 70 to 80 prospective female applicants a taste of the HBS experience through a weekend-long event on campus in June. This special PEEK weekend will allow attendees to take part in case studies and to meet with students, alumni, and professors. HBS staff members are currently visiting undergraduate women’s schools, such as Barnard College and Wellesley College, in hopes of meeting and attracting possible participants.

HBS has acknowledged the imbalance among its students in the past, and Dean Nitin Nohria even apologized for the issue on behalf of the school in a January 2014 speech recognizing 50 years of women’s inclusion in the HBS program. For now, 41% of the school’s students are female, and just 24% of tenured faculty—only time will tell what role the PEEK program will play in augmenting these numbers.
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The mbaMission Blog 16 Apr 2015, 10:01
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FROM mbaMission Blog: MBA News: New York Times Plays with Business School Stereotypes
Stereotypes can be difficult to shake off, and some business schools know this only too well. Last week, the New York Times offered its take on which MBA program is best suited for candidates desiring certain outcomes with respect to their career, such as working in private equity or starting one’s own business. For example, among the tips offered was to head to the Kellogg School of Management to snatch a job at McKinsey & Company, or to Duke University’s Fuqua School of Business to land a position with Apple. The NYT is admittedly perplexed as to the best way for candidates to choose an appropriate program and notes that the schools are of little help. “Their slick brochures try to be everything to everybody,” the article states, “and in the process they obscure rather than illuminate.”

Of course, all top-ranked business schools are diverse institutions with plenty of opportunities to offer. While falling back on stereotypes can seem to help simplify what is unquestionably an important decision, dismissing any institute based on preconceived ideas alone can be detrimental to finding the right program for one’s individual needs. Given that earning an MBA involves a sizable investment of both finances and time, staying true to one’s preferences and desires, rather than turning to stereotypes, will likely provide the most fruitful results.

Go beyond the stereotypes by downloading our Insider’s Guides on the top U.S. business schools.
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The mbaMission Blog 16 Apr 2015, 13:01
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FROM mbaMission Blog: Beyond the MBA Classroom: Beer Blast at NYU Stern
When you select an MBA program, you are not just choosing your learning environment but are also committing to becoming part of a community. Each Thursday, we offer a window into life “beyond the MBA classroom” at a top business school.

Beer Blast—a weekly party that takes place every Thursday at 6:00 p.m. at New York University’s (NYU’s) Stern School of Business—is held in the basement of the school’s Henry Kaufman Management Center (in a renovated lounge area) and the adjacent Sosnoff Lounge. The gathering provides an opportunity for students to relax, interact, and get to know one another. A second year told mbaMission that Beer Blast allows students “to mingle once a week,” noting that “business school is about networking more than anything else.” Asserting that Beer Blast “is one of the best things about Stern,” a first year with whom we spoke explained, “It’s an opportunity for students to unwind at the end of the week and hang out with their classmates in a social setting. Fun fact: Beirut and flip cup are played.” After Beer Blast ends at 10:00 p.m., Sternies typically head to a local bar to continue the party.

For in-depth descriptions of social and community activities at NYU Stern and 15 other top MBA programs, check out the mbaMission Insider’s Guides.

 
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The mbaMission Blog 16 Apr 2015, 19:01
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FROM mbaMission Blog: Diamonds in the Rough: Opportunities at the University of Texas McCombs School of Business
MBA applicants can get carried away with rankings. In this series, we profile amazing programs at business schools that are typically ranked outside the top 15.

In 2013, the University of Texas McCombs School of Business introduced several highlights to its MBA experience that would allow students to benefit from expanded opportunities for work experience (including with nonprofits), entrepreneurship, and leadership programming.

For example, a pilot program for brand management experience with Dr Pepper Snapple Group’s Yahoo! brand was expanded. In what is now called the Marketing Labs program, teams of students learn marketing skills working hands-on for major firms.

Another addition, the new Texas Venture Labs Scholarship awards MBA scholarships to winners of a start-up pitch competition, in which both admitted and prospective students can compete. In the area of nonprofit work, McCombs hosts a chapter of the Net Impact program, which affords students the chance to work on socially and environmentally responsible projects aimed at solving major societal problems. In 2014, the McCombs chapter was chosen as the Net Impact Graduate Chapter of the Year.
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The mbaMission Blog 17 Apr 2015, 12:01
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FROM mbaMission Blog: Friday Factoid: Campus Development at MIT Sloan
In 2006, MIT President Susan Hockfield announced a major campus development program that would invest approximately three-quarters of a billion dollars in new and renovated facilities on the school’s 154-acre Cambridge campus, and which included the Sloan School Expansion. This expansion added a new classroom building, E62 (address: 100 Main St.), with approximately 210,000 square feet of space that houses 205 offices, 6 classrooms, more than 30 group study rooms, a dining area, an Executive Education suite, lounge areas, and new, usable outdoor spaces. It was completed in time for the start of classes in fall 2010 and dedicated in May 2011, to coincide with MIT’s 150th anniversary.

The classroom building is described on the MIT Web site as “the ‘greenest’ building at MIT.” A student from the Class of 2012, the first class to enter Sloan after the new building opened, described E62 to us at mbaMIssion as “the social hub at Sloan. It’s where students meet to socialize, eat—the cafeteria provides some of the best food in the neighborhood—and work on class projects. It’s probably one of the more significant things Sloan has done recently, as it provides the ideal networking space not only for students but also for the many professionals who come to check out the new building and recruit MBAs. The new building really adds to the Sloan experience, and I can’t imagine life before it!”

For a thorough exploration of what MIT Sloan and other top business schools have to offer, please check out the mbaMission Insider’s Guides.
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The mbaMission Blog 17 Apr 2015, 17:00
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FROM mbaMission Blog: MBA News: Former General Electric CEO Reflects on the MBA Degree
Some names are prestigious enough to make aspiring business leaders stop and simply listen. For many people, former General Electric CEO Jack Welch is one of them, and lately, he has been making the rounds in the media to promote his new book, The Real-Life M.B.A.: Your No-BS Guide to Winning the Game, Building a Team, and Growing Your Career (HarperBusiness, 2015), which he coauthored with his wife, Suzy. In a recent Wall Street Journal interview, Welch touched on the state of business schools today. Welch, who does not have an MBA himself but has taught at MIT Sloan in the past and founded an online executive MBA program in 2009, has seen quite a lot of the business world in his 79 years.

Welch believes that online MBA programs will eventually gain momentum. “Students are taking on this enormous debt,” he told the WSJ in reference to typical MBA programs. “It’s brutal. It’s got to change. And the internet—online education, in my view, is what’s going to change it.” When asked whether the next “iconic leader” will have an MBA background, Welch was unsure. “But he or she will be skilled at engaging his or her employees, and listening to his or customers,” he said. “[He or she will] understand that there’s no business without customers—only satisfied customers can provide job security.”
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The mbaMission Blog 18 Apr 2015, 13:00
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FROM mbaMission Blog: GMAT Impact: Testing Accommodations on the GMAT, Part 1
With regard to the GMAT, raw intellectual horsepower helps, but it is not everything. In this blog series, Manhattan Prep‘s Stacey Koprince teaches you how to perform at your best on test day by using some common sense.

Do you qualify for testing accommodations on the GMAT? Or do you think you might?

Broadly speaking, the term accommodations refers to altering the testing conditions for a particular student to “level the playing field” for that student. Someone with serious vision problems, for example, may need some kind of altered test format to read the test questions. These accommodations do not make the test easier for the student; rather, they make the test possible at the same level as for a regular student.

What is the process for applying for testing accommodations, and how are the decisions made? Glad you asked. I have read everything I can find on the topic and have talked to representatives from GMAC. In addition, I spoke with a psychologist who deals with various kinds of learning disabilities.

All this research culminated in our unofficial GMAT Testing Accommodations Encyclopedia! I will give you the highlights here and then link to the full article at the end.

GMAC lists five main categories of issues covered (in alphabetical order) and also offers an “other” category (if you feel your particular issue does not fit into one of these five areas).

The general application process is the same for all categories, but the material required to document your condition can vary, and the full article covers these details.

What qualifies… and what does not?

No easy answer to this question exists. The overarching issue, according to both Dr. Teresa Elliott of GMAC and private psychologist Dr. Tova Elberg, is a condition that results in some kind of impaired functioning in daily life that meets the criteria of the ADA (Americans with Disabilities Act) and the DSM-IV or DSM-V.

A diagnosis by itself is not enough, though. The condition must be shown to affect current functioning, and this impact must be documented carefully.

Everyone was very clear that a diagnosis does not necessarily mean that someone qualifies for testing accommodations. The diagnosis must result in functional impairment that has an impact on daily work and living situations in general, not just testing situations. This is precisely why the application asks you to explain how a particular issue or disability affects your current functioning across work and academic settings.

Many additional nuances must be considered, so dive into our GMAT Testing Accommodations Encyclopedia, and let us know if you have any questions or comments!
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