Friday, July 20, 2018

インド商科大学院 Essay Questions 2018-2019

Indian School of Business Essay Questions

The 2018-2019 Indian School of Business Essay Questions are as follows:
Essay 1:  At ISB we value diversity as it enhances both the in-class and out of class learning experience. Tell us how would you contribute to the same? (400 words max)
Essay 2:  Enrolling in a Business School is an important career decision. Critically look at your career to date, the choices you have made, the key influences behind those choices, your goals for the future and how do you think ISB’s PGP can help you in achieving your goals? (300 words max)

フュークア・スクール・オブ・ビジネス Essay Questions 2018-2019

Duke / Fuqua MBA Essay Topics

The Duke MBA admissions committee has announced the 2018-2019 Fuqua essay questions for business school applicants targeting the class of 2021. Fuqua MBA applicants will complete three short answers and two required essays for this season’s admissions process. The first required essay is a reappearance of last year’s “25 Random Things About Yourself” prompt. The second essay prompt continues along the lines of demonstrating fit with “Team Fuqua.”

2018-2019 Duke / Fuqua MBA Essay Questions 

Required Short Answer Questions

Instructions: Answer all 3 of the following questions. For each question, respond in 500 characters only (the equivalent of about 100 words).
  1. What are your short-term goals, post-MBA?
  2. What are your long-term goals?
  3. Life is full of uncertainties, and plans and circumstances can change. As a result, navigating a career requires you to be adaptable. Should the short-term goals that you provided above not materialize what alternative directions have you considered? 

First Required Essay: 25 Random Things About Yourself

Instructions:Present your response in list form, numbered 1 to 25. Some points may be only a few words, while others may be longer. Your complete list should not exceed two pages.
Fuqua believes different types of people, points of view, and experiences bring out the best in everyone. And above all, we place a premium on succeeding while making a positive impact on businesses, organizations, and the world.  These ways of thinking set the Duke MBA experience apart, and this concept extends beyond the student body to include faculty, staff, and administration. When a new person joins the Admissions team, we ask that person to share with everyone in the office a list of “25 Random Things About Yourself.” As an Admissions team, we already know the new hire’s professional and academic background, so learning these “25 Random Things” helps us get to know someone’s personality, background, special talents, and more. 
In this spirit, the admissions committee also wants to get to know you–beyond the professional and academic achievements listed in your resume and transcript. You can share with us important life experiences, your likes/dislikes, hobbies, achievements, fun facts, or anything that helps us understand what makes you who you are. Share with us your list of “25 Random Things” about YOU.

Second Required Essay: The Fuqua community and you

Instructions: Your response should be no more than 2 pages in length.
Fuqua prides itself on cultivating a culture of engagement. Our students enjoy a wide range of student-led organizations that provide opportunities for leadership development and personal fulfillment, as well as an outlet for contributing to society. Our student-led government, clubs, centers, and events are an integral part of the student culture and are vital to providing you with a range of experiential learning and individual development experiences.
Based on your understanding of the Fuqua culture, how do you see yourself engaging in and contributing to our community outside of the classroom?

Optional Essay: Tell us more

If you feel there are circumstances of which the admissions committee should be aware (such as unexplained gaps in work, choice of recommenders, inconsistent or questionable academic performance), please explain them in an optional essay.

メンドーザ・カレッジ・オブ・ビジネス MBA Deadlines 2018-20

Notre Dame MBA Deadlines

Early Round
Application Deadline: September 18, 2018
Decision Notification: November 2, 2018
Deposit Due: December 2, 2018
Round One
Application Deadline: October 16, 2018
Decision Notification: December 14, 2018
1st Deposit Due: January 14, 2019
2nd Deposit Due: February 14, 2019
Round Two
Application Deadline: January 8, 2019
Decision Notification:March 15, 2019
1st Deposit Due: April 15, 2019
2nd Deposit Due: May 15, 2019
Round Three
Application Deadline: March 19, 2019
Decision Notification: May 3, 2019
1st Deposit Due: ASAP
2nd Deposit Due: ASAP

Tuesday, July 17, 2018

コロンビア・ビジネス・スクール セクシャルハラスメント 事件

The Columbia Business School professor currently on trial for allegations of sexual harassment and career sabotage by a former female junior faculty member, also had drawn a complaint from an MBA student who claimed she was repeatedly harassed by him. In turn, the professor threatened the student with retaliation after he heard of the complaint.
That was among a series of shocking disclosures after the first week of a trial that explores a once-promising mentorship between a junior faculty member, Enrichetta Ravina, and a senior tenured professor, Geert Bekaert, who she had relied upon for help in her academic career. That mentorship, however, devolved into a bitter breakup that would ultimately cause a major split among the senior faculty at Columbia Business School and a $30 million lawsuit.
The emails introduced as evidence in the case portray Bekaert, who has been a tenured professor at CBS for 18 years, as an often emotional, angry and defensive man, eager to discredit and defame his accuser and claim that he was actually the victim in the case. “The laws in this country are screwed up and totally biased against the privileged white males,” he wrote in an email to a colleague. “It’s amazing how powerless I am right now, despite having done absolutely nothing wrong.”
To a friend, Karl Aquino, who apparently had a similar experience, he claimed to have been played. “In a nutshell,” wrote Bekaert in an email dated July 12, 2014, “this is a schizophrenic woman whose bad side I failed to see for a long time…and who I thought was a friend and so probably trusted too much. I am dealing with this harassment case. It’s so insane. If this is harassment, the Americans really are total pussies.”
While the trial is expected to last up to three weeks, testimony by both Rivana and Bekaert dominated the first week. Scores of other witnesses are likely to be called in the case, including Columbia Business School Dean Glenn Hubbard and several of the school’s senior vice deans and professors. Ravina accuses Bekaert of abusing his power by sexually harassing her for more than a year, and then sabotaging her academic career when she continually fended off his alleged attempts to move what was a professional relationship to a personal one. She is also suing Columbia University, claiming that the school did little to protect her from Bekaert’s alleged retaliatory schemes and then unfairly rushed through a review that led to a decision to deny her tenure at the school.
Among the revelations in the trial so far:
  • When Columbia Business School brought Ravina up for tenure, a sizable number of her department’s senior faculty rose to her defense. In signed petitions submitted to the university provost and the dean of Columbia Business School, they believed the tenure and research process had gone awry and they were not in a position to provide an evaulation of Ravina’s tenure. They also urged that the university grant her request for more time on the tenure clock due to the impact that the sexual harassment and retaliation charges had on her work. Bekaert’s lawyer, Edward Hernstadt, acknowledged in court that Bekaert’s colleagues at CBS had turned against him.
  • Within days of being told by CBS Dean Glenn Hubbard that he was not to communicate directly with Ravina without cc’ing an appointed “relationship manager,” Bekeart sent a private email to her in violation of the dean’s directive. “The dean’s office has told me not to talk to you, hence the silence,” wrote Bekeart. “If you want to explain yourself, you can. I’m here. I’m intrigued to know who set you up to this.”
  • After she filed her harassment complaint against him, Bekeart conducted a concerted campaign to discredit Ravina and damage her academic career. He sent at least two dozen emails to professors all over the world, many of them in highly influential positions at top academic journals critical to her success. In those emails, he variously described his former mentee as “crazy,” “insane,” or “an evil bitch,” causing untold damage to her career and her ability to get published in the future.
  • When Ravina first came to Columbia in 2008, she brought with her from NYU Stern, where she had been an assistant professor for three years, a scant publication record. So from the very beginning, she had a lot riding on her collaborative work with Bekaert. When there was nearly a three-year delay in gaining access to a massive dataset that could ultimately result in four or five breakthrough papers, she still was unable to produce other publishable work to help her tenure case.
  • After Ravina’s complaint, Bekaert refused to create a set schedule of deadlines to insure a certain level of progress on their research. And for months, he refused her requests to gain computer codes to help her move forward on the research. At one point, he wrote both Dean Hubbard and Vice Dean Janet Horan: “This is driving me nuts. What do I do? I am not going to send it. Andrea (his research assistant) is not going to send it, period.”
  • Despite the detailed accusations of harassment against Bekeart, the university failed to send him for any kind of sexual harassment training. The one assigned training session, lasting little more than two hours, was to help him with his communication skills. Based on testimony in the trial, as much or more time during that session was spent agreeing with his story. According to an email he sent a friend, he was told that “it was very clear I had been played and that the legal environment had gone too far to the left and was getting abused left and right by evil people like this Enrichetta.”
  • In the midst of his deteriorating relationship with his mentee in the spring of 2014, an MBA student in one of his classes accused him of harassment and reported him to the university after which he threatened the student in an email exchange. “I am harassing you?,” Bekeart wrote her. “I am keeping this email in a safe place and you can just hope I am too busy to take this further.” After that email, the student who submitted the report to the universtiy’s Title IX office chose not to participate in the investigation.
  • The report alleged, among other things, that the unidentified student told a university investigator that Bekaert was harassing her repeatedly and using threats that made her feel unsafe. In Bekeart’s asset management class he began discussing his recent travels to Hong Kong. While rubbing his hands together with a smile, he said “Hong Kong, where the ladies are nice.” The student not only found the comment off-putting, other students in the class seemed shocked by the remark as well, according to the report. Another remark Bekaert made about “underage women” was not allowed to be revealed to the jury in the trial. Two months after the Title IX office closed its investigation, it received yet another sexual harassment complaint from Ravina.
Bekaert acknowledged that he was not necessarily the most beloved professor at Columbia Business School. In fact, he suggested it was one of several reasons he wanted to work with Ravina. “I am a little bit blunt and, you know, I have had my run-ins with some of my colleagues and the administration,” he told the court on Friday (July 13). “I’m not the most popular guy. I thought if I worked with somebody there, and I really helped a junior faculty’s career, I am really going to get brownie points in the dean’s office. They are going to appreciate me more because of this relationship.”
That strategy obviously backfired, to the point where Bekaert even suggested he wanted to strangle his one-time collaborator and mentee. “Can I just strangle her and get it over with?,” he asked Marie Hoerover, a principal economist in the financial research divison of the European Central Bank in an email.
No one could ever have imagined that the acrimony between the two could possibly get that vicious. When they first started working together in 2009 soon after Ravina’s arrival at Columbia, Bekaert says they had a very good relationship. “I thought she was a nice person,” he testified. “I thought we got along well. We’re both from Europe. So we sort of a little bit of a shared cultural heritage there.”

スタンフォード大学経営大学院 Admissions Tips

Stanford GSB Criterion #1: Intellectual Vitality

Intellectual vitality is not a matter of how smart you are. The majority of people rejected by Stanford GSB are very smart. Someone with an average IQ can have huge intellectual vitality, and a person with a MENSA-level IQ can have very low intellectual vitality. Most people use their natural intellect in concrete ways to accomplish their tasks. People with intellectual vitality stand out by revealing curiosity, demonstrating enthusiasm for learning new things, nurturing and improving their natural intellect, and using it to question and investigate, to look into new areas, and to question the status quo.
Here are the 5 aspects of intellectual vitality:
  1. Zest for ideas. You probe for deeper meaning and new information. What does that statement really mean? Where did that theory come from? Why and how was that hypothesis formed? You delight in learning and using new information.
  2. Dynamic, engaged mind. You evaluate new information alongside things you already know, looking for similarities and differences. For you, nothing happens in a vacuum. Everything has a past to understand and a future to explore.
  3. But why … ? Some say that curiosity killed the cat, but curiosity reflects and fosters intellectual vitality. It motivates you to continue learning about a subject, long past the point when most others would have been satisfied.
  4. Reasons behind what you believe and what you do. You listen to all sides of a discussion and come to your own conclusions. You don’t follow the pack. You look at issues from many angles and make your decisions. How you think about things influences all areas of your life.
  5. Open and unafraid. You have developed your own beliefs and ideas, and you stand behind them. You’re not afraid of being challenged and enjoy defending your views. You relish playing devil’s advocate and can argue many points of view – even when they differ from your own. You like finding out where different opinions and views come from.
If you have intellectual vitality, you know that it can inspire you and can also lead you to inspire others.

Stanford GSB Criterion #2: Demonstrated Leadership Potential

Here is a breakdown of Demonstrated Leadership Potential, beginning with the key part.
  • For Stanford, leadership starts with your character. What do you believe in? How you advise a client or lead a group project will show your character. To be able to lead appropriately and meaningfully, you must have fundamental values that influence your actions. GSB is looking for individuals whose leadership is value- and ideal-driven. They refer to this as “directed idealism.”
  • You are looking for ways to improve your leadership abilities. You take criticism and feedback well. You are inventive, modest, and anxious to learn. You know you can do better and want to do so.
  • You possess a history of leadership as well as a potential for future leadership. Use your application to illustrate instances of past leadership in your essays, resume, and letters of recommendation. Be prepared to speak honestly about where you are in your leadership journey, where you need improvement, and where you see yourself going.
Demonstrated Leadership Potential is a complicated criterion. Be sure to incorporate examples throughout your application.

Stanford GSB Criterion #3: Personal Qualities and Contributions

Personal qualities form your character. Stanford looks for applicants who have the following qualities:
  • Someone who is involved in the world around them and is not merely passing through.
  • A person who is perceptive and takes time to look at the world. You are alert and take notice of the things around you.
  • Someone who is kind and careful. A thoughtful person takes time to get to know other people, is compassionate, and concerned about issues that are important to them.
Use your essay to show these personal qualities. Tell your story in your own distinctive style and the adcom will certainly take notice.

Stanford GSB Criterion #4: Initiative

This is not on Stanford’s website, but we feel it is mandatory for Stanford applicants to have if they want to be among the 6% of applicants that pursues their MBA at the GSB.
Because you are engaged, observant, and thoughtful, because you have demonstrated leadership in the past, and because you have a questioning mind, you see opportunities to contribute. And you seize them. You take the initiative when you see need or opportunity in a way that makes change happen. Consequently, you improve lives, organizations, and the world.
Stanford wants to see how you have contributed to your family, friends, neighborhood, school, employer, community, or the world. Show how you interact with others and that you care. Your contributions don’t have to be dramatic or world-altering, but they should reveal that you made an impact. Share as appropriate your feelings, interests, and aspirations in your essays. Don’t explain that you will contribute. Show that you do contribute.

Admissions Tips: Campus Visi

Admissions Tip: Visiting the B-School Campus

As many applicants are finding out at this time of year, conducting thorough research on MBA programs is an essential step in formulating a list of target schools and crafting convincing essays. Surfing the web and speaking with friends and mentors are great starting points in identifying programs of interest. However, to really get a feel for a school and determine whether it’s a good fit for one’s goals and personality, applicants need to dig deeper and gain some firsthand experience with the program and the people. Visiting the campus is a great way to gather this kind of information, and it can also be advantageous in the application process. Although most formal campus visit programs will not start until the fall (when classes are in session), we’d like to offer a few “head start” pointers for getting as much mileage as possible out of a trip to your target program.

1. Make yourself known.

Putting forth the effort to travel to a school is a signal of interest in the program that the adcom loves to see, however, you need to let them know that you’ve made the trip. It is possible to communicate this in your essays and interview, but the simplest route is often to register for a visit through the admissions office. Not only will most schools arrange for you to sit in on a class and have lunch with current students, but many will also make a note of your visit and include it in your file. Be sure to take advantage of all that the admissions office offers in this regard; even if you have friends on campus, it’s wise to speak to as many people as possible.

2. Think it through.

Before arriving on campus, you should think carefully about the sort of information you hope to take away from your visit. Whether your inquiries cover something as broad as the night life or as narrow as the syllabus of a particular course, your trip will be much more informative if you come prepared with a sense of the details you hope to glean from information sessions and conversations. Further, it’s a great idea to reach out to members of the community before you arrive; if there’s a club about which you are particularly curious, for instance, you could contact one of its leaders and arrange a conversation over coffee on the day of your visit.

Put your best foot forward.

Even though your conduct and interactions won’t be on the record in the way that they would be when interviewing on campus, it’s important that you be aware of the impression you’re making. Because spending time on campus is a great way to forge ongoing contacts with students who could become allies for you in the admissions process, you’ll naturally want to put your best foot forward.

3. What to bring.

There is really nothing to bring that is required, but it would be smart to bring a note pad and your business cards. As you visit the campus, think hard about how you feel and how you would fit into the community. Write some of these thoughts down; they may be very helpful in crafting your essays and preparing for your interviews. During your campus visit, you should have the opportunity to interact with students, faculty and administrators. You want to make it easy to keep in touch, so make sure your contact information is handy.

4. When to visit.

The ideal to time to visit campus is when classes are in session, and the school’s campus visit program is up and running. Many schools do not start these visit programs until a few weeks into their Fall semester; they want their new students to settle in first. This makes it a challenge for those applying during the first round to visit prior to completing their applications, but if you can visit during the early Fall, when the visit program is underway, and still complete your application in the first round, that is ideal. If you cannot do this, but still plan on applying during the first round, you might want to make a shorter visit during the summer, in order to get a sense of the school, which will help shape your narrative in the application essays. It would still make sense to return for a more comprehensive visit when the campus visit program is up and running. Some candidates will plan to combine their campus visit with an admissions interview, if an interview is offered. If you are adopting this approach, make sure to schedule the visit before the interview, so you can add some additional perspective to your interview.
For more information please see the Clear Admit website 

Friday, July 13, 2018

マクドノー・スクール・オブ・ビジネス MBA Essay Questions 2018-2019

Georgetown MBA Essay Topic Analysis 2017-2018

2018-2019 Georgetown MBA Essay Questions

Essay 1: Describe a defining moment when you were challenged and exceeded expectations. (The moment can be a professional or personal one. If personal, then please also include how it had an impact on your professional development) (500 words or fewer)
Video Essay:  The required video essay is an opportunity for you to bring life to your application. Please introduce yourself to your future Georgetown MBA cohort in a one minute video. 
Optional Essay 1:  If you are not currently employed full-time, use this essay to provide information about your current activities. (250 words or fewer)
Optional Essay 2: Please provide any information you would like to add to your application that you have not otherwise included. (500 words or fewer)
Re-Applicant Essay: How have you strengthened your candidacy since your last application? We are particularly interested in hearing about how you have grown professionally and personally. (500 words or fewer)

Financial Times Ranking: Top MBA Programs for Entrepreneurship

Each year, the Financial Times releases its ranking of the best MBA programs for entrepreneurship, helping up-and-coming entrepreneurs make informed choices about the best program for their career and startup goals. 
The 2018 ranking compiled 50 schools from around the world. A number of factors went into determining which schools would make the grade, including the percentage of graduates who started a company after earning their degree, the percentage of female entrepreneurs, the extent to which funding from the school or from the school’s alumni network helped in the creation of new businesses, and more. These factors combined would help decide in what position a school would fall on the ranking.
This year, schools in the United States took the top three spots on the list: the Stanford Graduate School of Business, the F.W. Olin Graduate School of Business at Babson College, and the Tuck School of Business at Dartmouth College. Two U.K. business schools—the Lancaster University Management School and the Cass Business School—rounded out the top five.
Image result for stanford graduate school of business
Despite dipping numbers of students, the Stanford Graduate School of Business entrepreneurship program is still the top-ranked in the world, according to the Financial Times.
Stanford saw significant drop in the number of students starting a business within three years of graduation. This year, it was just 22 percent of students compared with last year’s 36 percent. Babson College’s Olin Graduate School of Business also witnessed a drop, from 52 percent last year to 37 percent in 2018.
One explanation for the drop, however, is not that interest in entrepreneurship is declining, but instead that it is being pursued more as a “side hustle” than a full-time career. Many students see a full-time role as just one step to eventually starting their own company. By putting their skills to work at a top company like Amazon or Google, students are able to more quickly pay off their student loans, which means eventually starting a business debt free. Companies like Amazon also may seek out those with entrepreneurial experience, because it demonstrates an attractive leadership quality
Nevertheless, student interest in studying entrepreneurship as part of their MBA has grown at schools like Cass. Part of this may be the result of Cass’s £10m investment fund, which has not only supported new MBA start-ups but has also trained students in the process of investing.

Financial Times MBA Entrepreneur Ranking (2018)

  1. Stanford Graduate School of Business
  2. F.W. Olin Graduate School of Business (Babson)
  3. Tuck Business School (Dartmouth)
  4. Lancaster University Management School
  5. Cass Business School (City University)
  6. Otto Beisheim School of Management (WHU)
  7. IMD Business School
  8. Saïd Business School (Oxford)
  9. Harvard Business School
  10. Judge Business School (Cambridge)
This post has been republished in its entirety from its original source,

インシアード Deadlines: September 2019 and January 2020 Intakes

INSEAD Deadlines: September 2019 Intake (Class of July 2020)

Round 1
Deadline: September 19, 2018
Interview Decision Notification: October 19, 2018
Final Decision Notification: November 23, 2018

Round 2
Deadline: November 14, 2018
Interview Decision Notification: December 14, 2018
Final Decision Notification: January 25, 2019

Round 3
Deadline: January 9, 2019
Interview Decision Notification: February 8, 2019
Final Decision Notification: March 15, 2019

Round 4
Deadline: March 6, 2019
Interview Decision Notification: April 5, 2019
Final Decision Notification: May 10, 2019

INSEAD Deadlines: January 2020 Intake (Class of December 2020)

Round 1
Deadline: February 20, 2019
Interview Decision Notification: March 22, 2019
Final Decision Notification: April 26, 2019

Round 2
Deadline: April 17, 2019
Interview Decision Notification: May 17, 2019
Final Decision Notification: June 21, 2019

Round 3
Deadline: June 5, 2019
Interview Decision Notification: July 5, 2019
Final Decision Notification: August 9, 2019

Round 4
Deadline: July 24, 2019
Interview Decision Notification: August 23, 2019
Final Decision Notification: September 27, 2019

Applicants should note that applications must be submitted by 11:59PM French Time on the day of the deadline. For more information, visit INSEAD’s admissions website.

インシアード Essay Topics: September 2019 Intake

INSEAD MBA student
The application for the September 2019 Intake is live, which means that this year’s INSEAD essay questions are now available. The usual job description short answer questions make an appearance.

INSEAD September 2019 Intake Essay Topics

Job Description Essays
Job Essay #1: Briefly summarise your current (or most recent) job, including the nature of work, major responsibilities, and where relevant, employees under your supervision, size of budget, clients/products and results achieved. (short answer)
Job Essay #2: What would be your next step in terms of position if you were to remain in the same company? (short answer)
Job Essay #3: Please give a full description of your career since graduating from university. Describe your career path with the rationale behind your choices. (short answer)
Job Essay #4: Discuss your short and long term career aspirations with or without an MBA from INSEAD. (short answer)
Optional Job Essay: If you are currently not working or if you plan to leave your current employer more than 2 months before the programme starts, please explain your activities and occupations between leaving your job and the start of the programme.

Motivation Essays
Motivation Essay #1: Give a candid description of yourself (who are you as a person), stressing the personal characteristics you feel to be your strengths and weaknesses and the main factors which have influenced your personal development, giving examples when necessary (approximately 500 words).
Motivation Essay #2: Describe the achievement of which you are most proud and explain why. In addition, describe a situation where you failed. How did these experiences impact your relationships with others? Comment on what you learned(approximately 400 words).
Motivation Essay #3: Describe all types of extra-professional activities in which you have been or are still involved for a significant amount of time (clubs, sports, music, arts, politics, etc). How are you enriched by these activities? (approximately 300 words)
Optional Motivation Essay: Is there anything else that was not covered in your application that you would like to share with the Admissions Committee? (approximately 300 words)