GMAC Advisor

In reflecting on the many conversations I’ve had on the important topic of diversity and business school, I’ve come to realize that although diversity is a priority for our industry as a whole, how that diversity is defined or prioritized differs in different regions of the world. I’ve also been asked time and time again- “are we in graduate management education (GME) making progress? How do we know?” Without a benchmark, this is difficult.

To begin exploring these questions, GMAC embarked on a research journey with the aim of creating a lens to better understand representation within the diverse pipeline for graduate management education worldwide.

The results of our research effort is a first-ever global study of diversity in graduate management education, The Global Diversity of Talent – Attainment and Representation. This report is designed to aid the industry in understanding diversity and representation in the GME pipeline today and to inform analysis, strategic planning, and decision-making for the classrooms of tomorrow.

It is a rich report providing a global overview, seven regional outlooks, and separate reports for the 175 countries that have 600 or more people in the student-aged population of 20 to 34 who have attained a master’s degree in the subject of business, administration, or law. It also examines the representation of women globally and underrepresented groups in the United States.

The roll-out of the vaccines in 2021, especially in the leading destinations of international students such as the United States and the United Kingdom, is renewing prospects of international student mobility. A snapshot poll conducted in March compares how Chinese prospective students are making decisions about pursuing graduate management education (GME) compared to August 2020.

Ask any business student (or anyone for that matter) what the purpose of the corporation is, and they will likely parrot back that it is to “make money for its shareholders.” The prevalence of this belief is coming under much needed scrutiny within business circles and among business students, but it is not gaining enough attention within business education and that needs to change.

The disruptions caused by the COVID-19 pandemic, along with the imperatives of the racial justice movement, have reignited the debate about the use of standardized testing as an admissions instrument for Graduate Management Education (GME) programs. 

I recently came across this term—2020ne. It’s the logo of the Tokyo Olympics but it also describes the year to come, a transition from 2020 to 2021, for never has there been a time when so much of our hopes and plans for the year depends upon the legacy of the year that’s passed. We are mixed up in our feelings. Hope mixed with concern. Hope in the almost daily news about progress in the development and approval of vaccines for Covid-19—light at the end of the proverbial tunnel. Concern at the ever-increasing numbers of new infections hospitalizations and fatalities. A recognition, that while there is light at the end, the tunnel still exists and may be with us for a while.

With the US presidential election over and decided, well kind of, President-elect Joe Biden is moving forward with the building of his new administration. Though many of the faces surrounding the soon-to-be president may not look new as they bring years of policy and political experience into the fold. This week, Biden tapped long-time Washington strategist and operator Ron Klain to serve as White House chief of staff and other cabinet-level nominees are expected to be floated as the United States approaches its Thanksgiving holiday.

Jackie Joyner-Kersee, former UCLA track star and winner of three gold, one silver, and two bronze Olympic medals said, “It's better to look ahead and prepare, than to look back and regret.” After a tumultuous four years, President-elect Biden’s victory in the US presidential election stands to greatly alter America’s future, not just at home, but abroad as well.

How important is the inclusion of social justice in graduate management education? According to a recent survey snapshot conducted by GMAC, nearly two-thirds of prospective business school students agree that the social justice curriculum is Very important or extremely important. The findings suggest that the role of business schools in shaping future leaders who are motivated and prepared to create a more just society is more critical than ever.

Changing minds about b-school requires understanding and addressing concerns. Apply these four career-related insights to turn potentials into students.

European business schools have been a beneficiary of higher education reforms and the increasing pace of globalization. GMAT test-taker data shows sustained growth in the proportion of candidates considering pursuing graduate management education (GME) in Europe. As the impact of COVID-19 intensifies, how are prospective students adapting their choices, and what could be the implications for the communication strategies of European business schools?