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2009年7月份,我给一个老朋友(Simon FT-MBA,2010春季班)为申请MBA而写的Essay提了几点比较关键的修改建议。后来,她成功拿到Simon的Offer。再后来,她建议我做留学DIY咨询方面的工作,并向我介绍了我的第一个客户。最终,我的第一个客户也成功拿到几个TOP16商学院的面试并顺利拿到Duke Fuqua商学院MBA的录取。 本人毕业于上海复旦大学管理学院国际企业管理系,属于商科科班出身并且做过管理工作、有领导经验的人士。


留学参考:Deans: How We Define MBA Transformation  

2017-04-29 02:50:40|  分类: DIY留学综合信息 |  标签: |举报 |字号 订阅

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留学参考:Deans: How We Define MBA Transformation




You see the word on every business school website and in every MBA marketing brochure. The explicit promise of very quality MBA experience is transformational. But what does that really mean?

Peter Todd, dean of HEC Paris, concedes that “transformation is a lofty notion.” He prefers, instead, the term “transition” as a way to think about how business school can shape an individual student. “Many students,” he says, “come in for career transitions, and those transitions are often around jobs, sectors and geographies. Two thirds of our students will make two of those transitions and the other third will make all three.”

That more pragmatic view may sell the MBA short. Many MBA graduates attest to the life-altering aspects of their business school experience, from the professional development that comes from the executive coaching most students get in programs today, the leadership roles students assume, and a menu of demanding courses that opens one’s mind to all kinds of possibilities.


To celebrate the fifth anniversary of the Global Network for Advanced Management, the deans of the 29 member business schools in the group were asked to share five transformations they envision students experiencing during their time in business school. The results of the exercise were revealed during an anniversary symposium at Yale University’s School of Management April 19-21.

Lofty or not, the statements effectively represent a promise to MBA consumers as much as they reflect how one business school may differ from another. Some deans turned in lengthy statements that consumed a pair of single-spaced pages, while others were as succinct as five lines and 26 words. Some statements could have been lifted word for word from a school’s marketing materials, while others were little more than a mishmash of business buzzwords. All were revealing in one way or another about each school’s mission, strategy and leadership.

For many applicants, students, alumni and faculty, there’s a word stew of familar business lingo in most of the deans’ perspectives. Just as interesting, though, is what didn’t make the lists. The most glaring omission? The complete absence of technical literacy. Given how deeply technology has changed business and how it will continue to disrupt business models and society, with new developments in artificial intelligence and virtual reality, it was something of a surprise that not a single dean included it among the transformative qualities they hope to provide their students.


Some deans defended the omission by stating that helping students understand the impact of technology on business was implicit, if not explicit. But the same could have easily been said of just about every other term tossed out by the deans in their descriptions of how they transform the mindsets of their MBA studnets. UC-Berkeley Haas Dean Rich Lyons, who chaired a deans’ panel discussion on transformation, conceded that the lack of tech may come from “age-old thinking” on the part of most deans. “Many of us still think of technology as an industry,” he says, “as opposed to how every company is now a tech company.”

Not surprisingly, there was a good deal of overlap among the schools. The deans of ten or more schools cited three key transformations: Creating global leaders, imparting critical thinking skills, and instilling ethical values in their students.

At a panel on transformations, several deans were asked to define “critical thinking,” the single most popular transformation brought up by the survey. “The questions are more important than the answers,” responded Todd of HEC Paris. “There are no answers,” added Luiz Brito, dean of FGV-EAESP in Brazil.

“I agree there may be no answers, but you learn to collect and analyze information,” believed Bernard Yeung, dean of the National University of Singapore Business School. Yeung made the point that a student learns to accept constructive criticism from others in the belief that it makes his or her own work better.


Between ten and five of the schools cited entrepreneurship, collaboration, humanism, diversity and purpose. Five or fewer deans put the following words or phrases on their transformational lists: self-knowledge, inclusive, data analysis, engagement, context, innovation, equilibrium, intrapreneuers, complexcity, agents of change, social impact, communications skills, sustainability.

And what was unique? A word stew of other familiar terms: competition, multi-disciplinary, adaptability, truth seekers, agility, passion, mobilize resources, management research methods, motivated individuals.

One school, ESMT in Berlin, Germany, was explicit in claiming that it taught students to move away from an exclusively shareholder-centered view of the corporation and instead “broadened their lens to a wider stakeholder apporach.” Another school, the University of Ghana Business School, put front and center personal transformation: To take students and develop them into “men and women with conviction, ethically sound, morally focused and disciplined.”

One novel apporach to the submissions, taken by the Dean Robert Helsley of the Sauder School of Business, imagined the perspective students brought into the MBA program and how their educational experience changed that perspective. Example: “State A: Our students are interested in global issues. State B: Our graduates inform their leadership practice with a deep appreciation for the diversity of perspectives on the world.”

Haas’ Lyons turned in a version of business haiku.

They do that = > I do that
Purpose consumers = > Purpose creators
Current stage = > World stage
That’s the way = > Better way
Individual contributor = > Working through and with other people

The deans’ differing perspectives on their schools’ five key transformations for students follows:


Yale School of Management

1. Develop a deep understanding of the unrelenting and broad-based nature of competition, the many dimensions on which firms compete and how markets work.

2. Develop a deep understanding of the nature of cooperation, how organizations function, the role of leaders in a broad range of enterprises, the critically important role of teams and networks in the modern economy.

3. Develop enhanced capabilities to deal with complexity, to perform in increasingly complex environments and across divergent environments, and to work across sectors.

4. Develop an individualized conception of one’s purpose in work and career.

5. Develop enhanced capabilities to gain insights from the on-going avalanche of data, how to collect data, how to organize and analyze data, and how to present relevant findings.

Sauder School of Business at the University of British Columbia

1. State A: Our students are keen to learn. State B: Our graduates are motivated by a passion for and commitment to the rigorous search for truth.

2. State A: Our students want to solve business problems. State B: Our graduates seek deep insights, rather than superficial conclusions.

3. State A: Our students are interested in global issues. State B: Our graduates inform their leadership practice with a deep appreciation for the diversity of perspectives on the world.

4. State A: Our students want to add value. State B: Our graduates take responsibility for improving and transforming the lives of those around them.

5. State A: Our students want to build a successful career. State B: Our graduates want to learn, grow and be challenged throughout their career.


ESMT Berlin

1. Developed an appreciation for the value of diversity and its role in creating a world where transaction replaces conflict

2. Developed an entrepreneurial mindset with the ability and willingness to take entrepreneurial risk.

3.. Strengthened their commitment to the social good through giving back via social impact projects and special fellowship programs.

4. Broadened their lens to a wider stakeholder approach, moving away from an excluisvely shareholder-centered view.

5. Developed a deeper understanding of the power of working in teams.

6. Developed a better understanding of ‘self,’ including an enhanced set of capabilities and self-confidence.

Oxford Said Business School

1. Community: You will become part of a truly global purpose-driven university community that you will gain from personally and professionally for life.

2. Role of Business: You will broaden your perspective beond the traditional business landscape and learn about opportunities and challenges at the nexus of business and society.

3. Toolkit: You will learn to analyze complex problems, devise pragmatic solutions and implement them working as part of a team.

4. Long-Term Thinking: You will be equipped to address short term challenges while maintaing a long-term mind-set.

5. Self-Awareness: You will better understand your personal purpose, capabilities and talents and how you can play a role in the important institutions of business and society.

Hong Kong University of Science & Technology Business School

1. Have a global vision and international perspective.

2. Be a responsible global citizen and show business ethics and professionalism at work

3. Demonstrate critical and analytical thinking for decision making.

4. Be open-minded and culturally sensitive to work effectively in cross-cultural settings.

5. Build up a well-versed academic foundation and essential skill sets ready for career.

6. Discovery of new personal and career aspirations.


Pontificia Universidad Catolica de Chile

1. The first and I think most important transformation students should experience is related to moral and ethical values. It is critical for us that when our students graduate, they have internalized that in any decision making process in which they participate, they have to consider the ethical implications that their decisions will have. Who is going to be affected? How are they going to be affected? Is it right or wrong to go ahead with this decision? Is there anything that can be done to avoid the negative impacts? To me, the critical message is that in the consideration of costs and benefits of decisions, the moral issues are also a cost or a benefit even if it can’t be monetized.

2. The second transformation is to learn to think in equilibriums: both general and partial equilibriums. Businesses, industries, markets and the economies are the result of people making decisions and interacting with one another. And most notably, the decisions that people are taking all the time, are made in a decentralized way. The equilibrium conditions is one oin which deciding agents are satisfied with their choices, so it responds to optimizing behavior and therefore equilibriums, once achieved, are hard to change for better or worse. It is also important to note that equilibriums are a result of optimizing decisions given certain conditions. If the conditions change, so will the equilibrium. In a dynamic world, equilibrium are constantly changing. To make this is crucial because we do not think of markets or firms as fixed algorithms.

3. We live in a global world. What happens in another part of the world will inevitably affect us sooner or later and what we do will also have an effect on the rest of the world. So we have to teach our students to think globally. That is why this network is so important. A student that has the chance to participate in an exchange program will never be the same. Exchanges can be transforming experiences for our students and faculty.

4. The fourth transformation that we would like to see from our students is for them to formulate and answer the question: how can I contribute to society? How can I use all that I have learned in business school to promote economic and social improvements in society and especially among those who are the least advantaged or most needy. I think that what we have to transmit our students is the enormous transformational power that the tools they have acquired in business school have. With their knowledge, work, effort and creativity, they can make a difference in their environment with the other people with whom they work or relate.

5. At the end it is all about people. The successful business person is the one that is able to lead and mobilize the resources under his or her control, but specially to motivate the other people to whom he is related towards a common goal that will benefit them all. 

HEC Paris

1. Become a leader: At HEC Paris MBA students experience an entirely different approach to leadership. We believe that you must know yourself and your strength to truly lead. After learning the theories of leadership, students face their fears, develop critical-thinking skills and challenge conventional wisdom to complex situations specifically designed to put those theories to the test.

2. Profit from diversity and develop a sense of community: Our MBA students from a close-knit community for life. A perfect equation between our class size—capped at 250 participants—and our individualized approach to learning means that our students’ ideas and input are valued. Our 90% international student body enriches the overall experience of the program, helping students to shape their viewpoints, and prepare them to work with people from many different backgrounds and cultures. Students discuss, debate and brainstorm in a personalized and stimulating environment, with 138 professors—64% international—who sharpen their analytical skills and give them rock-solid insights for making decisions.

3. A lifelong learning experience. HEC Paris MBA participants are not only taught skills—the program combines rigorous academic theory with learning by doing, driving students to stretch their limits. Just as in the real world of business, our students develop an approach to problem solving and decision making that they will use throughout their lives, preparing them to go further than they ever thought possible.

4. Balance depth & breadth. The 16-month duration of the program gives students enough time to graduate armed with the latest knowledge of today and well-prepared to solve the business problems of tomorow. Students develop the core management skills needed to excel in any industry, anywhere in the world. And go deeper during the second phase of the program, where they have the flexibility to pursue specialized students and hands-on learning in the sector of their choice.

5. Transform your career. At HEC Paris MBA, we pave the way for students to transform their careers. Many students succeed in changing their career goals, whether it is a sector, function or geography change. Almost 70% of 2016 graduates changed at least two of these three elements, while 37% changed all three aspects of their career.


Indian Institute of Management-Bangalore

1. Realizing that in the real world, there are usually no right or wrong answers and one need sto work with contingencies and tradeoffs.

2. Being inclusive and appreciative of others’ views even when they are opposite of one owns.

3. Be ready to function effectively in a global environment.

4. Becoming entrepreneurial in thinking by taking risks, being resilent and overcoming fear of failure.

5. Being responsible citizens engaged with larger societal issues, understanding ethical dilemmas and realizing the consequences of making choices.

IE Business School

1. Entrepeurial mindset: Develop an enhanced entrepreneurial mindset by embracing disruptive thinking, leveraging agility, and coping with ambiguity in order to either start up a new business or create impact on an existing business from within.

2. Global vision: Develop a global vision of management by understanding how to succeed in an extremely diverse, multi-cultural, and international environment.

3. Well-rounded individuals: Create open-minded and holistic leaders who see the world through many different lenses and are able to connect the dots across disciplines.

4. Responsible managers: Provide students with a strong ethical compass, a deeper sense of responsibility for the outcome of their decisions.

5. Critical thinking: Inculcate an attitude of questioning assumptions and reflectong in the claims or ideas rather than acceptance the same on face value.

University of Ghana Business School

1. Transformation from students to men and women with conviction, ethically sound, morally upright, focused and disciplined.

2. Transformation that changes the mindset of our students from expecting change to being change agents in their communities.

3. A new mindset that sees and reconstructs the challenges of their world as frontiers of possibilities rather than constraints and barriers, have self-belief and are confident that they can compete and succeed anywhere.

4. Individuals who are inspired to innovate and disrupt.

5. To see responsible environmental practices as an integral part of personal and organizational success and sustainability.







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