Carnegie Mellon Announces Upcoming 2019-20 MBA Deadlines
Hopeful applicants to the next full-time MBA class at the Carnegie Mellon Tepper School of Business have some new deadlines to remember.
New Carnegie Mellon MBA Deadlines
Round One
Application Deadline: Oct. 6, 2019
Decision Notification: Dec. 11, 2019
Round Two
Application Deadline: Dec. 19, 2019
Decision Notification: March 4, 2020
Round Three
Application Deadline: March 2, 2020
Decision Notification: May 4, 2020
Round Four
Application Deadline: April 6, 2020
Decision Notification: May 21, 2020
Learn more about the Carnegie Mellon Tepper School of Business MBA program here.
The Online MBA: Which Programs Matter?
Have you ever wondered what it would be like to earn your MBA online? We wanted to take an in-depth look at the advantages of an Online MBA program and what it looks like to complete your graduate business education online—how long it will take, what activities will be available to you, and how it will enhance your career.
To that effect, we interviewed the admissions staff at some of the top brick and mortar business schools with leading Online MBA programs: CMU Tepper, Indiana Kelley, Michigan Ross, UNC Kenan-Flagler, and USC Marshall. Here’s what we learned:
CMU Tepper School of Business Online MBA
The CMU Tepper School of Business Online MBA program is a hybrid program, meaning students attend live, interactive online classes two evenings a week (for 70 minutes each) and then work the rest of the time offline, at their own pace. Students take the same rigorous curriculum as full-time students and are taught by the same faculty and staff.
- Duration: Flexible program duration
- Travel: Six times a year, students meet in-person for Access Weekends in Pittsburgh, Silicon Valley, Philadelphia, and Washington, D.C.
- Workload: You’ll attend two, 70-minute live class sessions every week with an additional 3-5 hours of offline assignments.
CA: How do your Online MBA students take advantage of extracurricular activities (e.g., can they join a finance club, organize a tech conference, what are the similarities for an online program with the full-time program)?
“The Tepper School part-time Online Hybrid MBA is structured to provide maximum flexibility without sacrificing the extra-curricular experience, which is an essential component of an MBA program. Our online students have access to various campus activities, including student clubs, speaker events, and career treks that enrich the academic experience and provide opportunities to connect with colleagues, alumni, and potential employers. We also have a TepperBot (picture attached), which is a great way for students to actively join campus activities remotely. They can control the TepperBot’s movements from their phones, adjust the height, roll through spaces. It’s an excellent way for online students to be part of the on-campus experience.
Throughout their Tepper experience, online MBA students actively participate in student club activities; leadership coaching and workshops; corporate presentations and recruiting; and all that business school has to offer. Our online students have an active student leadership organization, and even started a virtual Friday afternoon happy hour!
CA: How do your Online MBA students take advantage of career resources. Do you offer the full-time MBA equivalent of on-campus recruiting?
“Our part-time Online Hybrid MBAs have access to the same career resources as our full-time students, including on-campus recruiting, corporate presentations, career treks to visit employers around the country, and connections to jobs at premier companies. Our top-ranked Masters Career Center provides career coaching from seasoned professionals to help them successfully manage career opportunities.”
IU Kelley School of Business Online MBA
The IU Kelley Direct Online MBA is delivered completely online. Students must complete 54 units to graduate—27 credits of core courses and 27 credits of electives. Courses are taught by the same faculty that teach the full-time MBA, but students have the flexibility to fit the coursework into their busy schedule. You can either participate in live lectures with your classmates or watch recorded lectures on your own schedule.
- Duration: Two to four years
- Travel: Students attend two Kelley Connect Weeks, which are intensive seven-day, in-person experiences on IU’s Bloomington campus.
- Workload: Live weekly classes are around 75 minutes in length in addition to prep work and additional study.
CA: How do your Online MBA students take advantage of co-curricular activities (e.g., can they join a finance club, organize a tech conference, what are the similarities for an online program with the full-time program)?
“Effective November 1, we have re-branded student services to the Office of Student Services and Advising. That unit is now responsible for co-curricular and experiential activities. What is true about an online MBA student is that they want to build a set of experiences that complement what they do in the classroom, but there is a lot of variability in terms of what they want to build.
Our co-curricular experiences have been divided into various buckets.
- There are four-credit experiential learning opportunities. Specifically, there are global learning courses that offer two types of experiential learning. There is a consulting course where they work on a live project, and then there’s an exploratory course where students spend a few weeks in a different country working with and learning from high-performing corporations outside the U.S.
- We also offer a robust suite of affinity groups—both identity-oriented groups and functional groups. As an example, there are several events for online MBA students, including virtual happy hours and excursions to visit Warren Buffet in Nebraska.
- Third, twice a year, we have a Global Connect Night where students get together and have refreshments with each other all across the world. Students entirely coordinate these events.
- Finally, we have a high-impact suite of offerings from our Career Management Center and one-on-one career coaching.”
CA: How do your Online MBA students take advantage of career resources. Do you offer the full-time MBA equivalent of on-campus recruiting?
“We have a five-phase career development model for our online MBA students that begins before a student’s very first Kelley Connect Week. They are sent access to a website that allows them to begin pre-work on their career goals and what they’re hoping to get out of their online MBA.
We recognize that most students in our program are primarily seekers looking to change their function, industry, or location, or they are career navigators looking to move up in their organization. So, as a first-year student, we ask them to complete career work early and then come to campus for a two-hour content session led by the Career Center to gain more insight into their options.
Then, our online MBA students have touch-points with their career coaches throughout their time in the program. Not only do they have access to the Career Center online, but they can check-in with their coach in person as well; it’s up to the individual. Our career office also sends out regular communications with career tips, job offers, and more. Students can also participate in several 1.5-credit hour courses offered by our career office for job seekers, career navigators, consultants, and more.”
Michigan Ross School of Business Online MBA
The Michigan Ross Online MBA (OMBA) is a flexible format that includes live class sessions, self-guided study, and leadership development training on the Ross campus. To graduate, students must complete 57 credit hours including 27 credits of core curriculum, 18 credits of electives, nine credits of in-person residencies, and three credits for an action-based learning project (MAP). It’s a highly flexible, self-paced program.
- Duration: Two or more years
- Travel: Students must attend three in-person residencies on the Ross campus that take place Thursday through mid-Sunday.
- Workload: Each 2.25-credit course requires students to participate in four live classes via the online platform.
CA: How do your Online MBA students take advantage of extracurricular activities (e.g., can they join a finance club, organize a tech conference, what are the similarities for an online program with the full-time program)?
“We will work with club leadership to devise ways to accommodate these students, knowing that this will be an enriching experience for both the online students and the clubs. We are planning on using technology for students to participate remotely in events.”
CA: How do your Online MBA students take advantage of career resources. Do you offer the full-time MBA equivalent of on-campus recruiting?
“Online students will be able to take part in the formal recruiting process if they wish. We have a career professional dedicated to our PT students, who is familiar with their specific needs and common career paths. OMBA students will have access to comprehensive career development services to prepare them for recruiting. These include resume reviews, networking guidance, interview practice, and negotiation advice.”
UNC Kenan-Flagler Business School MBA@UNC
The UNC Kenan-Flagler Business School MBA@UNC is an online MBA program where the teaching and coursework are delivered online. Students must complete a total of 62 credits, including a broad business foundation and an emphasis on strategic leadership. Weekly, students meet face-to-face online for collaborative sessions that build on coursework and foster stronger connections. However, using the mobile learning platform, students can complete coursework 24/7 from anywhere in the world.
- Duration: Anytime between 18 to 36 months, as it fits their work/personal commitments.
- Travel: Optional three-day intensive Global Summits are available every quarter, and students must attend two prior to graduation. Summits are held around the world and students can choose the location and term that best fits their schedule.
- Workload: Throughout each week, students complete interactive assignments on their own time comprised of case studies, video simulations, group projects, and reading materials. Students then meet each week in a webcam-based online classroom of no more than 15 students to discuss the week’s material with classmates and professors.
CA: How do your Online MBA students take advantage of extracurricular activities (e.g., can they join a finance club, organize a tech conference, what are the similarities for an online program with the full-time program)?
“Yes! Online MBA students at the University of North Carolina Kenan-Flagler Business School students engage in our many and very active student-led MBA clubs. Some use online social media channels for communication and promotion, while others hold virtual meetings and webinars. In some cities, they have regularly scheduled in-person social outings.
They also participate in events on campus–in-person or via live-stream–including speakers and conferences. Conferences include Carolina Women in Business, Careers with Impact Forum, Real Estate Conference, and Healthcare Club Conference.
For those students who join our in-person orientation, their networking/relationships begin before classes start. Then it occurs organically through group projects in courses, but they also use “cyber-rooms” (where they study with classmates and work on group projects) to run happy hours.
At our in-person summits (four per year – two in the U.S. and two in other countries), students spend a great deal of time creating and strengthening their networks and relationships. Many plan personal trips together before or after the summits.”
CA: How do your Online MBA students take advantage of career resources. Do you offer the full-time MBA equivalent of on-campus recruiting?
“Our students take advantage of the school’s many career resources, including:
- Every student participates in a 360 Multirater process at the beginning of the program and conducts a one-hour debrief with an Executive Coach to help understand their strengths and areas for improvement as a leader.
- Our Career & Leadership team conducts over 400 additional (optional) individual, one-hour personalized coaching sessions annually for our online students on a variety of topics, including developing a personalized action plan, assistance with job search, working through leadership challenges with their team, onboarding into a new role, etc.
- We conduct nearly 100 Career & Leadership programs (in-person events, webinars, networking forums, etc.) annually on topics ranging from leadership development to industry education and preparation sessions, to tactical career search elements. We deliver many of these ourselves; well also offer them in collaboration with national experts when appropriate.
- We offer a complementary suite of recruiting activities for our working professional students. These include virtual career fairs, networking events with employers, student, and alumni panels, and two in-person career fairs per year, in addition to the MBA National Conferences, which provide company networking and interview opportunities as well.
- We participate in a wide variety of national MBA career fairs (Forte, Prospanica, MBA Veterans Conference, ROMBA, National Black, etc.) where we provide on-site support.
- The long history of the MBA@UNC program and UNC Kenan-Flagler Business School has helped us grow a strong student and alumni base at top companies. Students have exposure to this network through industry/functional panels; our 17-city alumni networking summer series; and ongoing, informal events throughout the year at our various alumni chapters both nationally and internationally. We have about 37,000 alumni living and working in 86 countries.”
USC Marshall School of Business Online MBA
The USC Marshall Online MBA offers a unique, integrated curriculum designed for the online platform. Each class is taught weekly via live, interactive class discussions and asynchronous coursework. To graduate, students must complete 51 credits to graduate or six courses: Role of the Manager; Fundamentals of Business; Opportunity Recognition and Implementation; Managing Inside the Firm; Managing Outside Firm; and Business Environment & Leadership.
- Duration: 21 months
- Travel: Students must participate in a one-week, on-campus residency
- Workload: Every course requires two meetings per week for about one to two hours for each live class meeting—typically, Monday through Thursday from 5 pm to 10 pm. On average, students are expected to spend between 20-30 hours per week on coursework.
CA: How do your Online MBA students take advantage of extracurricular activities (e.g., can they join a finance club, organize a tech conference, what are the similarities for an online program with the full-time program)?
“The Marshall online MBA students may join the student organizations, attend all campus events, and participate in USC and Marshall alumni events. They are fully USC Marshall students. Some have attended alumni events in their region. Similar to the residential program, students may serve as cohort ambassadors, graduate with all of the residential MBA students and with the same diploma. Some have engaged in entrepreneurship competitions. Many attend the monthly virtual conversations with executives.”
CA: How do your Online MBA students take advantage of career resources. Do you offer the full-time MBA equivalent of on-campus recruiting?
“Because 100 percent of the students are fully employed–meaning they also cannot pursue internships–and nearly 40 percent are financially supported by their employers, and because the average work experience is 10+ years, OMBA students have a different set of career resource needs than our residential MBAs. When the Marshall admissions committee interviews final candidates, we explain the career options to avoid any later disappointments. Our Online MBA students consistently make appointments with the Online MBA career coaches for individual career counseling, most use the Marshall alumni network, and some attend on-campus job fairs. A few have even hired cohort-mates, and four OMBAs started a new company together.”
This article has been edited and republished from its original source, Clear Admit.
Top Schools Tackle Sexual Harassment, NFL Protests, and More
Should business schools teach ethics and social responsibility? In the past, top MBA programs stuck to a fairly typical curriculum: finance, marketing, accounting, economics. And while those topics still comprise the core of most MBA programs, they’re now only a part of the whole.
Beyond allowing MBA students to focus their studies in areas like entrepreneurship or technology, MBA programs are also taking on some of the most prominent ethical topics of the day, asking students to weigh in on current headlines and happenings. It’s the MBA ethics debate.
According to a United Nations group survey of business school students from around the world, students believe that ethics are a business’s most important responsibility. According to the report, “the exposure to, and teaching of, business ethics does not merely assist business leaders to resolve moral dilemmas. More importantly, it matures their proficiency in moral judgment and their ability to incorporate social issues in the decision-making process and assists them in implementing this in an all-inclusive manner.”
For example, last year a group of business executives—including the CEO of PepsiCo and head of General Motors—got together to dissolve two business councils that consulted with President Trump after insensitive remarks about the white supremacist violence that took place in Charlottesville, VA. And other executives such as the CEO of Patagonia, Yvon Choinard, have been vocal about political and ethical issues—even using their companies to take positions on social responsibility that would typically be considered outside the scope of business.
So, it’s no wonder many business schools have been making business ethics a more important part of their curriculum. The question is, “How should business ethics be added to the MBA curriculum, and how is it being added currently?” It depends on the school.
At Georgetown University’s McDonough School of Business, Professor Edward Soule teaches courses on business ethics, corporate social responsibility, and leadership. During these classes, he told the New York Times that he has assigned coursework covering a range of trending topics including sexual harassment at Uber, social justice protests by N.F.L. players, and how companies like Amazon have responded when attacked by President Trump.
“Something has changed,” Soule said. “I would be kidding you if I told you there wasn’t a different vibe in the classroom. Ethics and values have taken on more significance. It has to do with all of the things going on in this administration, often things that challenge our understanding of ethics and leadership.”
Students discuss the recent NFL protests in Prof. Ed Soule’s class at Georgetown’s McDonough School of Business. Photo via Justin T. Gellerson for The New York Times.
Georgetown McDonough is also home to the Institute for the Study of Markets and Ethics (GISME), a center that examines the ethical issues inherent in the functioning of a market society. Students, faculty, and researchers who participate in the center explore ethical questions as they relate to business and bring ethical considerations to bear on policy decisions regarding the regulation of markets. These are especially salient issues for Georgetown McDonough given its Washington D.C. location.
“At the McDonough School of Business, we have developed a method of teaching business ethics that includes normative experiential learning, communicates in terms readily understood by business students, and involves actual ethical decision-making on the part of the students,” Michael Douma, assistant research professor and director of GISME, said in a news release. “We have found that our approach results in students being more invested in the course and more committed to resolving ethical issues that confront them in a business environment.”
Another example can be found at Carnegie Mellon’s Tepper School of Business. According to John Hooker, a professor of operations research and business ethics and social responsibility, ethics has been a part of the Tepper School curriculum since the 1990s. “Our program was apparently the first to introduce the topic (1966), as part of a course on business law,” Hooker told us. “The ethics presence has gradually increased over the years, but we ethics faculty often have to fight for it. My view is that a required ethics course should be part of the picture.”
And Leanne Meyer, co-director of the Accelerate Leadership Center at the school, told the New York Times, “There’s a turning point in what’s expected from business leaders. Up until now, business leaders were largely responsible for delivering products. Now, shareholders are looking to corporate leaders to make statements on what would traditionally have been social justice or moral issues.”
As for ethics and MBA students, Tepper’s core offering in Ethics and Leadership is one of the only second-year courses it requires its students to take. The course teaches students how to foster their ability to reason and how to handle the ethical implications of managing organizations and people.
“The basic lesson for MBA students is that business ethics is not optional,” explained Hooker. “It is the basis for the social infrastructure that makes business possible, much as engineering is the basis for physical infrastructure. It requires careful analysis and training, no less than engineering or finance. This is why we need a stand-alone ethics course. Business ethics training teaches us to do ethics with our brains rather than rely on gut feelings. Otherwise, we have no way to reach consensus on the ground rules.”
In the end, there are many options for MBA students interested in ethics, though ultimately it up to the students themselves to raise topics that are pressing to them. “Ethics courses often focus on the hot topics. This stimulates discussion and raises course ratings, but it generates more heat than light,” said Hooker. “I focus on issues that students themselves raise. I also emphasize cross-cultural ethics, because business is global, and norms vary enormously around in the world. U.S. students typically have little awareness of this.”
Whether through case studies, guest speakers, simulations, competitions, or another initiative, the leading MBA programs dive into business ethics and corporate responsibility using a range of approaches. To learn more about Professor Hooker’s approach to ethics, you can check out his blog: Ethical Decisions.
This article has been edited and republished from our sister site, Clear Admit
20 Cities Survive Amazon HQ2 Shortlist
Four months after Amazon announced plans to construct a second headquarters, North American cities have been making grandstanding pleas in order to court the ecommerce behemoth. New York City’s mayoral office lit up the Empire State building with Amazon’s glowing orange hue in a symbolic gesture, while certain cities like Chicago went the more extreme route, proposing laws that could funnel income taxes directly back to the company. After much speculation, here is the official Amazon HQ2 shortlist:
- Atlanta
- Austin
- Boston
- Chicago
- Columbus, Ohio
- Dallas
- Denver
- Indianapolis
- Los Angeles
- Miami
- Montgomery County, Md.
- Nashville
- Newark
- New York
- Northern Virginia
- Philadelphia
- Pittsburgh
- Raleigh, N.C.
- Toronto
- Washington, D.C.
Unsurprisingly, most of the cities that made the cut were among the largest in North America, with only one Canadian city—Toronto—left standing. Over 230 cities from the U.S., Canada, and Mexico made official bids for the company’s second headquarters, with Amazon prioritizing tech-centric metros of populations larger than 500,000. In fact, only four of the 20 metro areas—Miami, Nashville, Newark, and Pittsburgh—have a population of less than half a million, with Newark being the smallest of the entrants. Notably, Newark offered perhaps the largest financial incentive to the company, proposing upwards of $7 billion in tax incentives.
How the Amazon HQ2 shortlist was formed is not totally known, according to the New York Times:
“According to people briefed on the process who would speak only anonymously because the deliberations were private, the process was conducted by a team of about a dozen people within Amazon, including economists, human resources managers and executives who oversee real estate. Jeff Bezos, Amazon’s chief executive who was the mastermind behind turning the search into a public process and coined the term “HQ2,” was also involved, the people said.”
At the time of the initial announcement, Amazon released a stream of positive economic statistics about its impact in Seattle, home to the original headquarters. The company stated (although these statistics are still not yet verified by any source outside of Amazon) that it added $38 billion USD to the value of the city from 2010-16 alone, due to its investments and rapidly expanding workforce. Detractors argue that the financial value added to the city did not positively impact the quality of life, however, with more than 51 percent of Seattle residents making less than $50,000 per year and more than quarter of city residents earn less than $25,000 per year. The influx of high-level employment also contributed to rapidly rising housing costs and poorer traffic.
Experts from CNBC believe that Raleigh might be the front-runner of the remaining entrants, which matches the initial bid criteria the most. Although some speculate that Austin most aligns up with Amazon’s future. The company declined to announce when the final decision will be made.
What Amazon Means For MBA Students
Not so secretly, Amazon has become one of the world’s largest MBA recruiters, hiring students from top schools all over the world. We’ve previously outlined the details of why it has become such an attractive destination for business school students.
The company creates a direct pipeline from its MBA internship program to full-time employment, which should rapidly increase with the creation of HQ2. In a previous interview with the Financial Times, Miriam Park, the Amazon Director of University Programs, highlighted the company’s recruitment strategy:
“The Amazon recruitment process is designed to ensure we hire top candidates with high-growth potential whatever their background may be. As part of this we recruit current MBA students and MBA alumni for permanent and internship opportunities worldwide and see MBAs as an important part of our leadership development. We value people who can balance long-term strategic thinking with tactical execution, and who have the ability to make data-driven decisions.”
Stay tuned for more information about the second headquarters and more potential MBA employment opportunities with MetroMBA.
What Are The Differences Between The World’s Best Online MBA Programs?
Every year, the online MBA becomes an increasingly more attractive option for business school students. With the flexibility to pursue your degree at your own pace and the chance to choose the best MBA program for you without considering location, prospective MBAs can truly make the most of their degree. And though some may be worried about missing out on a traditional classroom experience and the community that comes with it, changing educational technology has made it easier than ever for students to play an important part in their school’s community—without getting out of your pajamas.
The new MetroMBA Online Metro has rounded up some of the best online MBA programs available to students. To help determine which program fits your needs, we take a look at what sets each program apart—and what might just make it the perfect MBA for you.
Fox School of Business — Temple University
The Online MBA Program at Temple University’s Fox School of Business has the distinction of being ranked as the best online MBA in the country, and the best online MBA for veterans, according to U.S. News & World Report. The Online MBA at Fox offers total flexibility for students, with the opportunity to complete the degree within anywhere from 20 months to six years. To help students feel connected with the Fox community, the program offers weekly live web conferencing sessions allowing students to stay connected to faculty and classmates, as well as providing one-and-one career coaching.
The Online MBA at Fox is structured around three required courses that help prepare students for the program, 36 credits that can be completed at the student’s own pace, and a final consulting capstone course that offers total business immersion. The Fox MBA has also been recognized for its benefits for frequent travelers or military members. About 17 percent of students in the most recent class had some form of military experience.
The Fox Online MBA offers a number of areas of study, ranging from HR Management, International Business, Real Estate, Statistical Science, and much more. After completing the program, students on average saw a $30,000-plus salary increase and a median salary of $105,000 three years after graduation.
Hough Graduate School of Business — University of Florida
Although online MBAs tend to be on the rise in recent years, the Hough Graduate School of Business was one of the first business schools to offer a fully accredited online degree—almost twenty years ago. Today, the Financial Times and U.S. News & World Report consistently rank the Hough Online MBA among the top programs in the country.
The Hough Online MBA is the perfect opportunity for students that travel extensively, may move while pursuing their degree, or have a number of weekend commitments. To ensure that students still get face-to-face time with the school’s faculty and classmates, students return to campus once every four months for periodic residencies, allowing them to stay in touch with the community.
The online degree at Hough can be completed in either a two-year or one-year format. Both degrees give students the chance to choose among four areas of focus for their degree: entrepreneurship, finance, marketing, and international. The Hough Online MBA may also be perfect for students looking to immerse themselves in a global business education, as it offers students the chance at a Global Immersion Experience. Students have recently traveled to areas such as Argentina, United Arab Emirates, China, and Ireland.
Kelley School of Business — Indiana University
The Online MBA at the Indiana University Kelley School of Business is made up of 51 credit hours, 39 of which are required courses. The remaining credits can be used towards electives that will help students narrow the focus of their degree in an area such as Business law and ethics, economics, marketing, project management, operations, and more.
Each quarter, Kelley also offers an AGILE course—Accelerating Global Immersion Leadership Education—which frequently partner with top business schools around the globe. Students have recently traveled to such areas as India, Myanmar, South Africa, Botswana and Brazil.
The Kelley Online MBA also stands out because it offers students the chance to earn a dual degree online, pairing their MBA with an online MS in Business Analytics, Global Supply Chain Management, Marketing, Strategic Management, or Entrepreneurship & Innovation.
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Kenan-Flagler Business School — University of North Carolina
The Online MBA at the UNC Kenan-Flagler Business School, better known as the MBA@UNC, may take students anywhere from 18 to 36 months to complete and include nine core courses in foundational business fields, such as economics, introductory finance, business strategy, operations management, and more. Students may also choose from over 30 electives to focus their degree in a particular concentration such as entrepreneurship or management consulting.
The MBA@UNC also requires students to complete two in-person immersions, which may be completed domestically or—for students interested in global business—internationally. Through the Student Teams Achieving Results (STAR) and Doing Business In (DBI) program, students also have the chance to study abroad at an MBA exchange partner school.
The MBA@UNC stands out thanks to its many post-graduate resources thanks to the Career & Leadership team. Replacing traditional on-campus recruiting, a Virtual Company Information Sessions allow executives from a variety of industries throughout the country to communicate with students about the hiring needs of their companies. Alumni can access these resources at any point after their graduation and can also take additional MBA courses as needed for their career development.
Tepper School of Business — Carnegie Mellon University
Carnegie Mellon’s Tepper School of Business offers students a flexible online degree that is completed through a combination of online and on-site experiences throughout a 32 month period. Each week, students will have access to a 70-minute online course that allows them to virtually interact in real time. Throughout the year, they will also be required to attend six “Access Weekends,” held at the university’s various locations throughout the country. The Tepper Online MBA may be the program that provides the most opportunities for in-person contact with classmates and faculty, so students that are interested in more face time as part of their online program may be particularly interested in this degree.
Tepper students are provided with in-depth career coaching and recruitment opportunities. Students will also visit a number of major companies in the country, such as Google, Amazon, JP Morgan, and Microsoft. Within just three months of graduation, roughly 91 percent of students in the Tepper Online MBA program were offered a full-time role.
W.P. Carey School of Business — Arizona State University
The Arizona State University’s Carey School of Business online MBA degree is structured around just one course at a time, each five weeks long. Students are immersed in an inclusive online environment that allows them to interact with classmates through case-based projects.
Carey, in comparison to several other schools noted on this list, is also unique in its option of pursuing a concurrent online degree, such as a Master of Legal Studies, MSE in Electrical Engineering, or MS in Industrial Engineering.
Stanford International Students Stay Home, Take Study Trip of Middle America
Amidst this divisive political moment, coastal dwellers have begun to reconsider the culture and future of what many might have once condescendingly referred to as “fly-over country.” Stanford recently published an article about some outside-the-box economic strategies currently underway to revitalize the Rust Belt.
After leading study abroad trips to Seoul and Shanghai, Matt Mascioli, MBA ’17, wanted to show off a part of America that folks “don’t typically see on the coasts.” Mascioli co-led 18 international students on a Global Study Trip that included Detroit, Pittsburgh, Charleston, North Carolina, and his native state of West Virginia.
“It’s a tremendous opportunity to lead peers into a place that most of them have never been, and to lead them in learning from a different perspective.”
In Detroit, Mascioli met with the mayor’s jobs and economy team where they learned about the city’s extensive development plans, which include replacing 100,000 vacant homes—a byproduct of a decade of white flight—with public spaces.
For the more rural portion of the trip, Mascioli partnered with two of West Virginia’s “leading economic thinkers,” WVU’s John Deskins and Stephen Spence from WV’s Department of Commerce to give Global Study students a bird’s-eye view of the problems facing the state. Mascioli explains that having locals “devoted to thinking about what is the economic future of that region” is important to clarifying a place’s seemingly impenetrable logic for outsiders. He elaborates:
“It’s easy to assume from the outside that there’s zero rationale about how people are thinking. But once you’re on the ground and get to know people and organizations, oftentimes, it makes a lot more sense.”
