AccueilComment classer un MBA selon the Economist Intelligence Unit
le 10/09/2003 - par Jérémy Borot Il n'y a pas de commentaire, soyez le premier à réagir !Ce petit texte vous expliquera en detail pourquoi l'ESSEC MBA a malheureusement toutes les peines du monde a apparaitre dans les classement mondiaux de MBA et n'y apparaitra peut-etre jamais...
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:: Les criteres d'EIU
To qualify for inclusion in the Economist Intelligence Unit rankings, the 115 schools with full-time MBA programmes that responded to our survey of 121 schools had to meet various thresholds of data provision, as well as attaining a minimum of ten responses to a survey of student and graduate opinion. Only 100 qualified for inclusion. Data were collected during spring and summer 2002 using two web-based questionnaires, one for business schools and one for students and graduates. Schools distributed the web address of the latter questionnaire to their own students and graduates. A total of 18,255 students and graduates participated-this is one of the largest responses to a survey of this kind. All data received from schools were subject to verification checks, including, where possible, comparison with historical data and other published sources. Student and graduate questionnaires were audited for multiple or false entries. Whitehead Mann was invited to be an independent observer of the ranking process and methodology.
The table below summarises the measures used to calculate the rankings, together with their respective weightings. Student and alumni ratings make up 20% of the total ranking, and 80% is based on data provided by schools. The statistical methodology adopted for the ranking gives each business school a unique score (known to statisticians as a z-score). Unlike other rankings, the Economist Intelligence Unit does not include any "equal" schools-for example, four schools ranked equal sixth followed by one ranked tenth. However, it should be noted that differences between some schools might be very slight indeed.
:: Summary of ranking criteria and weightings (as % of category)
A Open new career opportunities (35%)
1 Diversity of recruiters Number of industry sectors 20.00
2 Job search success Percentage of graduates in jobs three months after graduation 20.00
3 Jobs found through the careers service Percentage of graduates finding jobs through careers service 20.00
4 Recruiter ratio Recruiters per graduating student 20.00
5 Student assessment Student rating of careers services 20.00
B Personal development and educational experience (35%)
1 Faculty quality Ratio of faculty to students 8.33
Percentage of faculty with PhD (full-time only) 8.33
Faculty rating by students 8.33
2 Student quality Average GMAT score 12.50
Average length of work experience 12.50
3 Student diversity Percentage of foreign students 8.33
Percentage of women students 8.33
Student rating of culture and classmates 8.33
4 Education experience Student rating of programme content and range of electives 6.25
Range of overseas exchange programmes 6.25
Number of languages on offer 6.25
Student assessment of facilities and other services 6.25
C Increase salary (20%)
1 How much did your salary increase after graduating? Salary change from pre-MBA to post-MBA (excluding bonuses) 50.00
2 Leaving salary Post-MBA salary (excluding bonuses) 50.00
D Potential to network (10%)
1 Breadth of alumni network Ratio of alumni to current students 33.33
2 Internationalism of alumni Ratio of students to overseas alumni branches 33.33
3 Alumni effectiveness Student assessment of alumni network 33.33
It is essential that all rankings are open and transparent about data collection and the problems encountered. This ensures that students and business schools can interpret the results correctly and take account of the caveats that inevitably surround such undertakings. Below are some of the important considerations that should be observed in using the data and ranking numbers in each of the four main categories surveyed.
:: Open new career opportunities
To gauge the effectiveness with which a school was able to open new career opportunities for graduating students, this category measured the diversity of recruiters (by number of industry sectors); the percentage of graduates in jobs three months after graduation; the percentage of graduates finding jobs through the careers service; the number of recruiters per student (a calculation made by the Economist Intelligence Unit based on figures returned by schools); and students' reports on whether a school's careers services department met their needs and expectations.
This was one of the most difficult categories to assess accurately, not least because many of the business schools surveyed are members of the US-based MBA Career Services Council (CSC), a body founded in 1994 with the purpose, among other things, of developing and promoting standard and ethical operating procedures, including the reporting of salary and employment data. Some business schools pointed out that the CSC does not regard the number of companies either recruiting on campus or contacting a business school as a good indicator of careers services and did not answer the question. One business school in the US said that, according to the CSC: It should not be perceived as negative if a student is able to obtain a job with a company that does not come on-campus.
To be a good measurement, there should be a way to count recruiters accurately and compare schools fairly. Differentiating between companies and their various divisions, businesses or locations can be complicated. For example, should GE businesses be counted as one or more than one? Some careers services offices support undergraduate as well as MBA students and therefore may automatically have access to more companies.
These are valid points. Nevertheless, we have used a variety of measures to give an overall picture, including recruiter numbers, as this is a useful indicator of how attractive a school is to recruiters and therefore to students. Where business schools were unable or unwilling to answer questions regarding numbers of recruiters, this category ranking was calculated based on the other measures.
:: Personal development and educational experience
This category measured factors such as the ratio of faculty to students, the percentage of faculty with a PhD, the percentage of foreign and women students, and students' perceptions of the quality of their programme and of their school's facilities and other services. Much of this information was simple to collect and analyse.
One factor included was average GMAT scores. Not every business school requires the GMAT (although most do), and where this was the case the GMAT score weighting was redistributed within the category.
:: Increase salary
The Economist Intelligence Unit ranking does not assign as great an importance to salary as some other rankings do, but it is obviously an important indicator. Our survey attempts to measure the increase in earning delivered by an MBA as well as the absolute salary level at graduation. Schools were asked to provide both the average salary of incoming students and the average salary they received after graduation. A number of schools were unable to provide all this information, and in these cases the Economist Intelligence Unit has included an estimate based on its own research and other published data.
:: Potential to network
This category measures the extent to which students benefit from a business school's network of alumni. It does this by measuring the ratio of alumni to current students, the number of overseas alumni branches to students, and students' and graduates' own assessment of how their school performed in this area.
Data from North American schools were widely available. Some schools outside that region, however, had few or little-developed alumni branches, although interestingly almost all said they were actively working to develop their alumni network. Where there were no overseas branches schools were rated at zero, which will have affected their ranking position.
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