QS Global 200 Business Schools Report 2012 - International ...

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18. Conclusion
Region Average GMAT
>=700
Asia-Pacific
Europe
North America
Latin America
Africa & Middle East
Worldwide
2% (2%)
1% (1%)
6% (8%)
0% (0%)
0% (0%)
9%
>5 years work
experience
9% (10%)
18% (21%)
3% (4%)
2% (1%)
1% (1%)
33%
Source: QS Global 200 Business Schools Report 2012 (TopMBA.com)
MBA classroom and graduate statistics
Throughout the QS Global 200 Business Schools
Report 2012 regional ratings, for added readervalue,
supporting data for many of the full-time
MBA programs that are featured is included.
While this data does not directly affect a
business schools placing in any of the ratings, it
can be very useful in portraying the significance
of aspects such as gender diversity, and the
average work experience of a business school’s
MBA intake.
In terms of the average GMAT score that
a school’s intake possesses, there is a clear
correlation with the employer index scores, as
schools appearing in the top clusters generally
have higher average GMAT scores. Though
there are some anomalies, the same is true with
the average years work experience of admitted
students, as both signify the quality of enrolled
MBA students. The average salary on the other
hand is reflective of the value employers place
on graduates from a particular school, and so
is for the most part reflective of the index of
employer votes a school receives.
The percentage of female students enrolled on
MBA programs rarely reaches equality among
the 200 business schools featured in this report.
This is reflective of a long-standing trend in
>40%
international
students
10% (10%)
31% (32%)
8% (11%)
2% (2%)
0% (2%)
51%
>40% female
students
3% (3%)
8% (9%)
5% (9%)
1% (1%)
1% (1%)
18%
>200 class size
3% (3%)
3% (3%)
13% (13%)
0% (0%)
0% (0%)
19%
management education, as the sector struggles
to appeal to women. This is an issue that both
business schools and organizations such as QS
are striving to correct.
Internationalization of the MBA
In a world that is growing more integrated by
the year, the importance of future business
leaders having an international outlook cannot
be underestimated. In their quest to ensure MBA
students are given the international exposure
needed to operate in the heavily globalized
world that they work in, many business schools
place a high importance on international class
diversity.
As shown in the QS Global 200 Business Schools
Report 2012, European schools are particularly
good at attracting an internationally diverse
applicant pool, which translates into high
percentages of international diversity in their
MBA classes. Employers clearly value this, as is
represented by many European schools scoring
well in the index of employer votes shown in the
international management rating.
Meanwhile, many business schools in Asia
struggle to attract international students to their
programs, particularly in mainland China and
India. With such globally influential economies,