2023 Enrolled

Students
Survey:
Summary Data
Report
September 2023
 Contents

Introduction 3
Key Findings 4
Evaluation of GME 5
Student Experience 10
Job Search & Compensation 17
Career Goals & Mobility 25
Methodology 28
Appendix 31
Contributors & Contact Information 38

2
 Introduction

The Enrolled Students Survey from the Graduate Management Admission Council (GMAC) provides
the world’s graduate business schools with data and insights to understand current trends in student
and recent graduates’ evaluations and outcomes of their graduate management education (GME).
2023 Survey Sample
This year’s summary report explores respondent views on their GME experience, career goals and Key Numbers
progression, job search, compensation and the extent to which they believe their program helped
them develop skills they consider important for business school graduates.
Responses from more than 660 enrolled business graduate students (93%) or recent graduates (7%)
were included in the analysis. They represented students from 192 business schools worldwide.
661 Total responses
Among them, about one-third attended business schools in the United States. A quarter of them
went to business schools in Asia. Another 20% studied at European business schools; with the
remaining enrolled at or graduated from schools in Latin America, Africa, and the Middle East.
Overall, students or recent graduates from schools located in 36 countries participated in this survey. 192 Business schools
represented
On average, survey participants had 5 years of work experience, with about 85% pursuing MBA
degrees. Almost half of the respondents attended full-time programs and the other half studied part-
time, online, or enrolled in hybrid and flexible programs. More than 20% of the respondents studied
at graduate business programs ranked in the top 100 by Financial Times or US News & World
36 Countries represented
Report.

3
 Key Findings

Most students or recent graduates highly value their graduate On average, students received one offer after applying to
management degree and experience but expect more from more than 5 positions, with greater challenge to secure
career services, especially international students employment for female and international students than for
male and domestic students
• Worldwide, 90% of respondents rated the overall value of graduate
business degree “Good, Excellent, or Outstanding” • Online job search and applying directly to companies of interest are
the two most used job search methods, with less than 30% of
• Faculty ranked the highest among all program aspects that respondents using schools’ career services
respondents rated based on their experience at business school
• Internships or prior work projects are the most successful job search
• 72% of international students/graduates rated career services “Good, method but used by only about a quarter of students
Excellent, or Outstanding”, compared with 90% among domestic
counterparts • Median total compensation increased by one-third after graduate
business training, with greater increases for full-time MBA students
Students think business schools prepare them well on top than for professional MBA students
skills important for business talent, such as interpersonal,
communication, and leadership skills, but identify room for Graduate business education helps students achieve their
improvement in training on data analysis and interpretation personal, professional, and financial goals
• About half respondents consider interpersonal, communication, and • More than half of the students reported graduate business education
learning & leadership skills important for current business school helped them switch industry or job function, gain a promotion,
graduates enriched their life, and developed their potential
• MBA students are also interested in sharpening decision-making • GME helped over 40% of respondents increase job levels, 40% of
skills, while business master students have a special interest in female students change job function, and about half of international
developing data analysis and interpretation skills students change industry
• Business skill preparation sentiments vary by world region, with
students from multiple world regions asking for more training on
data analysis and interpretation
4
Evaluation
of GME
This section provides results about
respondents’ evaluation of the overall value of
their graduate management degree, their
ratings of different aspects of the graduate
business programs they attended, and reasons
why they rated any of the program aspects
unfavorably.
 Majority of respondents worldwide and by region highly value
their graduate business degrees

Overall Value of Graduate Business Degree

10%
Global
90%

13%
Asia-Pacific Islands
87%

7%
Europe
93%

8%
Latin America
92%

13%
Middle East & Africa
87%

8%
North America
92%

0% 25% 50% 75% 100%

Poor or Fair Good, Excellent, or Outstanding

Note: Survey Question: When you compare the total monetary cost of your graduate management program to the quality of education
you received, how would you rate the overall value of your graduate management degree? Response scale: Poor, Fair, Good, Excellent,
and Outstanding
6
 Students had the most favorable rating of faculty and expected
more of career and alumni services

Percent rated
Evaluation of Different Aspects of Graduate Business Programs
favorably
Faculty 94%
Curriculum 93%
Admissions 93%
Office of Program Management 92%

Student Services 89%

Quality of Cohort 89%

Career Services 88%

Alumni Services 80%

0% 20% 40% 60% 80% 100%

Poor Fair Good Excellent Outstanding
Notes:
1. Survey Question: Rate each of the following components of your graduate program based on your experience during the last 12
months. Response scale: Poor, Fair, Good, Excellent, and Outstanding
2. Both enrolled students and recent graduates provided ratings for different program aspects. Only recent graduates (N = 49) provided ratings for
alumni services. Caution is warranted when interpreting ratings of alumni services due to limited number of recent graduates who participated
7
in the survey.
 International students/graduates had significantly less favorable
ratings of career services than domestic counterparts

Favorable Ratings of Different Aspects of Business Programs

by Domestics vs International Students/Graduates
100%

94% 93%
92% 92% 92% 92%
90% 90%
88% 88%
80% 86% 86%
84%
82%

72%
60% 63%

40%

20%

0%
Domestic International Domestic International Domestic International Domestic International Domestic International Domestic International Domestic International Domestic International
Faculty Curriculum Admissions Office of Program Student Services Quality of Cohort Career Services Alumni Services *
Management
Notes:
1. Survey Question: Rate each of the following components of your graduate program based on your experience during the last 12 months. Response scale: Poor, Fair, Good,
Excellent, and Outstanding.
2. Both enrolled students and recent graduates were invited to evaluate all aspects of graduate business programs except alumni services, to which only recent graduates were
invited to respond. Caution is warranted when interpreting differences in the ratings of alumni services by domestical (N = 33) vs international (N = 8) graduates due to
8 limited number of recent graduates who responded to this question.
 Respondents identified many factors associated with unfavorable
ratings of different aspects of programs

Reasons Why Respondents Rated A Program Aspect “Poor” or “Fair”

Office of Program
Admissions Career Services Curriculum Faculty Management Student Services Quality of Cohort
Admission process Insufficient support Repetitive or No or little feedback Lack of Lack of services or Not all students are
confusing to to find internships outdated content from faculty communication or events offered proficient in the
navigate and jobs responses to required language,
Lack of a wholistic Lack of coordination complaints or No or slow which makes
Process is slow and Inadequate approach for key among faculty concerns responses to communication hard
still relies on paper- partnerships with topics such as members or inquires or requests
based systems MBA recruiters sustainability interaction between Wish for more or no active Not diverse enough,
faculty and students information for communication especially in
Expensive fees Support provided Academic standards working individuals industrial experience
not very helpful in are loose Can’t explain topics with families Lack of attention to
figuring out next in ways most students’ interests Lack of working
steps Mostly delivered students can Not really connected and needs experience as many
through slides and understand with students just finished
videos undergraduate
degrees

Note: Survey Question: Why did you rate the following component(s) of your graduate program as poor or fair? Response format: open-end

9
Student
Experience
This section summarizes findings about skills that
students consider important to develop at
business school, the extent to which they were
well prepared on those skills during graduate
business training, and recommendations
respondents provided to increase the value of
graduate business education to future students
and alumni.
 Students/graduates consider interpersonal, communication, learning,
and leadership skills the most important to learn at business school

Top 10 Knowledge and Skills Students/Graduates Considered Important to Learn at Business School
100%
Skills important to learn in business school Adequately or well prepared after business school

80%
80% 82% 80% 80% 82%
79% 77%
70% 70% 72%
60%
53%
50% 48% 47% 45% 45%
42%
40% 37% 36% 34%

20%

0%
Interpresonal Communication Learning, Decision making Strategy and Data analysis Knolwedge of Managing Business ethics Administrative
skills motivation, and process innovation and business human capital activities
leadership interpretation functions

Note: Survey Question: Which of the following knowledge and skills do you believe are most important for business school graduates to possess for current job openings?
Select all that apply. Response format: checklist
11
 Most respondents reported being well prepared on the top 10 skills,
with room for improvement in training on data analysis and
interpretation, managing human capital, and administrative activities
The Extent to Which Students/Graduates Feel Adequately or Very Well Prepared on the Top 10 Knowledge and
100% Skills They Considered Important to Learn at Business School
Skills important to learn in business school Adequately or very well prepared after business school
80% 82% 80% 80% 82%
79% 77%
80%
70% 70% 72%

60%
53%
50% 48% 47% 45% 45%
42%
40% 37% 36% 34%

20%

0%
Interpresonal Communication Learning, Decision making Strategy and Data analysis Knolwedge of Managing Business ethics Administrative
skills motivation, and process innovation and business human capital activities
leadership interpretation functions

Note: Survey Question: For the knowledge and skills you said were important, how prepared do you feel you are for each of the following knowledge and skills based on your
graduate business education experience?. Response scale: Not at all prepared, not very prepared, somewhat prepared, adequately prepared, and very well prepared.
12
 MBA and business master’s students share common interests in
developing interpersonal and communication skills, with differences in
other top skills they want to develop at business school

Top Skills MBA Students Are Interested in Top Skills Business Master’s Students Are Interested in

Interpersonal skills (54%) Communication (58%)

Decision making process

Interpersonal skills (49%)
(50%)

Communication (49%), &

Data analysis and interpretation
learning, motivation, and
(47%)
leadership (49%)

Note: Survey Question: Which of the following knowledge and skills do you believe are most important for business school graduates to possess for current job openings?
13
Select all that apply. Response format: checklist
 MBA students feel better prepared than business master’s students on
the top 3 skills they wanted to develop at business school

The Extent to Which MBA Students Feel Prepared The Extent to Which Business Master’s Students Feel
on The Top 3 Skills They Want to Develop Prepared on The Top 3 Skills They Want to Develop

Interpersonal skills (54% Communication (58% interested vs

interested vs 80% prepared) 67% prepared)

Decision making process (50%

Interpersonal skills (49% interested
interested vs 79% vs 71% prepared)
prepared)

Communication & learning,

Data analysis and interpretation (47%
motivation, and leadership (49% interested vs 57% prepared)
interested vs 83% prepared)

Note: Survey Question: For the knowledge and skills you said were important, how prepared do you feel you are for each of the following knowledge and skills based on your
14 graduate business education experience?. Response scale: Not at all prepared, not very prepared, somewhat prepared, adequately prepared, and very well prepared.
 Business school skill preparation sentiments vary by world region

Knowledge and Skills Respondents Felt the Least Prepared by Business School by World Region

• Data analysis and

interpretation
Tools, technology, • Knowledge of business
software, and functions
programming • Knowledge of technology,
product design, and
• Knowledge of technology, production
product design, and • Data analysis and
production interpretation
• Data analysis and • Knowledge of media
• Managing human communication
interpretation
capital
• Knowledge of
human behavior

Note: Survey Question: For the knowledge and skills you said were important, how prepared do you feel you are for each of the following knowledge and skills based on your
15 graduate business education experience?. Response scale: Not at all prepared, not very prepared, somewhat prepared, adequately prepared, and very well prepared.
 Respondents provided many ideas to further increase the value of
graduate business education to future students and alumni

Additional Support and Resources Respondents Desire from Business School

Office of Program
Admissions Career Services Curriculum Faculty Management Student Services Alumni Services
More variety of More assistance More challenging, Demonstrate Increase opportunities Focus on student Host events in a
offers of financial aid finding jobs post- rigorous content interest in to connect with other health and wellbeing wider variety of
graduation students, not just students cities
Online admissions Refreshed and research Emphasize the
processing More personalized relevant content Transparency in importance and Alumni database
coaching, Increase decision making value of DEI
Proactive and connecting, and Flexible or online opportunities to Higher quality
responsive networking learning options engage and Responsive Accommodations for events
communication interact communication those working full-
More attention to Industry-specific time
Connecting international student training (ESG, Direct connections Individualized advising
applicants with needs Health Care, etc.) to business for courses & career
current students community with
real examples

Note: Survey Question: What additional support or resources would you request from your school offices? Response format: open-ended.
16
Job Search &
Compensation
This section summarizes results about the job
search process, results overall and by group,
the use and success rate of different job search
methods, as well as total compensation before
and after GME overall and by group.
 On average, for every five applications submitted, students
received one job offer

Average Numbers of Applications Submitted, Interviews and Offers Received

16 5 3
Applications Interviews Job offers

Notes:
1. Survey Question: How many resumes or job applications did you submit as part of your job search? Response format: open-ended.
2. Survey Question: How many job interviews have you been invited to? Response format: open-ended.
3. Survey Question: How many job offers have you received? Response format: open-ended.

18
 Female and international students applied to more positions but
received less job offers than their male and domestic counterparts

Average Numbers of Applications Submitted, Interviews and Offers Received

by Gender and Citizenship Status

11 4 3 12 5 3
Male Applications Interviews Job offers Domestic Applications Interviews Job offers

Female 21 5 2 36 4 1
Applications Interviews Job offers International Applications Interviews Job offers

Notes:
1. Survey Question: How many resumes or job applications did you submit as part of your job search? Response format: open-ended.
2. Survey Question: How many job interviews have you been invited to? Response format: open-ended.
3. Survey Question: How many job offers have you received? Response format: open-ended.

19
 Students who struggled to secure employment are more likely
to be female and international students

Students who have NOT secured

Students who have accepted an offer of
employment but are still searching at
employment at time of the survey
time of the survey

7% are international students 28% are international students

35% are female 52% are female

Notes:
1. Survey Question: Did you have a job secured for after you completed your graduate business program? Response format: Multiple choice that ranges from “Yes, I was
working for an employer while in school and stayed with that employer after graduating.” to “No, I had not secured employment, but I was not searching.”

20
 Online job search and applying directly to companies of interest are
two most used job search methods, with less than 30% of
respondents using the school’s career services
Use and Success Rate of Different Job Search Methods
Used Success

100%

80%

58%
60% 52%
47% 48% 44% 47% 47%
40% 41% 43%
40% 36% 34% 35% 35% 38% 38% 37%
30% 31% 29% 27% 24% 23% 20% 18% 17%
20%

0%
Used online job Applied directly Social media Networked with Networked with Attended job Resources from Intership or work Job boards Networked at Used Used a career Searched
search sites (not to companies of classmates and friends and fairs (in-person my school's project I through my professional or headhunters, coach newspaper help-
including interest to me alumni family or virtual) Career Services participated in school trade association search firms, or wanted ads in-
newspaper) meetings employment print/online
agencies

Note: Survey Question: Which of the following methods have you used in your job search? (Select all that apply) Response format: Multiple choice.

21
 Internship or work projects participated in before is the most
successful job search method but used by only about a quarter of
students
Use and Success Rate of Different Job Search Methods
Used Success

100%

80%

58%
60% 52%
47% 48% 44% 47% 47%
40% 41% 43%
40% 36% 34% 35% 35% 38% 38% 37%
30% 31% 29% 27% 24% 23% 20% 18% 17%
20%

0%
Used online job Applied directly Social media Networked with Networked with Attended job Resources from Internship or Job boards Networked at Used Used a career Searched
search sites (not to companies of classmates and friends and fairs (in-person my school's work project I through my professional or headhunters, coach newspaper help-
including interest to me alumni family or virtual) Career Services participated in school trade association search firms, or wanted ads in-
newspaper) meetings employment print/online
agencies

Notes:
1. Survey Question: Which of the following methods have you used in your job search? (Select all that apply) Response format: Multiple choice.
2. Survey Question: Of the job search methods you used, which did you receive a job offer from? Select all that apply. Response format: Multiple choice.

22
 Female students had more success securing employment through
internships or prior projects than male students; international
students may benefit from more use of internships to search for jobs

Internship or prior Internship or prior

work projects work projects

Female Male Domestic International

Used Success Used Success Used Success Used Success

27% 62% 26% 54% 28% 58% 21% 50%

Notes:
1. Survey Question: Which of the following methods have you used in your job search? (Select all that apply) Response format: Multiple choice.
2. Survey Question: Of the job search methods you used, which did you receive a job offer from? Select all that apply. Response format: Multiple choice.

23
 Median total compensation increased by one-third after
graduate business training, with greater increase for full-time
MBA students than for professional MBA students
Median and Interquartile Range of Total Compensation Before and After GME
Overall
25th percentile - median – 75th percentile

Before
$40K - $75K - $150K
GME
33% increase of median salary Note: Survey Question: Estimate your annual
base salary and other monetary compensation
After in US dollars prior to enrolling in a graduate
$45K - $100K - $180K business program and at the time of the
GME survey. Response format: Open-ended.

Full-time MBA Professional MBA

25th percentile - median – 75th percentile 25th percentile - median – 75th percentile

Before Before
$50K - $120K - $190K $40K - $70K - $120K
GME GME
42% increase of median salary 29% increase of median salary
After After
$70K - $170K - $260K $50K - $90K - $140K
GME GME
24
Career Goals
& Mobility
This section presents findings about the goals
GME students aimed to achieve, the extent to
which they attained their goals through GME,
as well as the degree to which GME helped
candidates increase job levels and change
industry & job functions.
 More than half of respondents indicated graduate business
education helped them switch industry or job function, gain a
promotion, enriched their life and developed their potential

Gain Make
Goals Increase Enhance current job
business
set before knowledge
income network more
GME (36%) (27%) secure
(42%) Enrich life Switch
and industry or (25%)
Gain a
develop job promotion
potential function (25%)
46% (38%) 51% (35%)
Goals 45% 51% Made
Gained Increased current job
achieved business income
Enhanced
more
after network
knowledge 54% 61% secure
GME Enriched Switched 57%
life and industry or Gained a
developed job promotion
potential function

26
 GME helped more than 40% of respondents increase their job
levels, 40% of female students change job function, and about half
of international students change industry

43%
Increased job levels after GME

33% 36%
Changed industry after GME Changed job function after GME

31% 49%
32% 40%
Domestic students International students
Male students changed Female students changed
changed industry after changed industry after
job function after GME job function after GME
GME GME

27
 Methodology

GMAC’s 2023 Enrolled Students Survey was conducted in Overall results are weighted to represent the regional
the spring of 2023 in partnership with participating proportion of candidates who may be interested in a GME
graduate business schools and the Forté Foundation. degree in each region, which was estimated based on public
Enrolled students or recent graduates at participating data sources such as US Census, World Bank, UNESCO
schools and eligible members of the Forte Foundation were Education, and China’s Ministry of Education.
invited to take this survey online. In addition, GMAC
Research worked with a market research firm to build a Descriptive analyses were conducted on survey responses to
supplemental sample using an external online panel. examine respondents’ evaluation of the overall value of
GME degree and experience with different aspects of
Respondents to the 2023 Enrolled Students Survey came programs, the extent to which their graduate business
from 661 enrolled students or recent graduates who studied education helped them develop skills important to current
at 192 universities in 36 countries, representing all 6 global business talent, job search process and results, career goals
citizenship regions. Over 20% of respondents studied at and progression, and compensation.
graduate business programs ranked in the top 100 by
Financial Times or U.S. News & World Report. The next Estimates of population parameters were reported. Group
page provides a respondent profile with further details of results that are statistically different are presented and
respondents’ characteristics. highlighted in the report.

28
 Respondent Profile

N %
School Region Asia Pacific 172 26%
Europe 120 18%
Latin America 95 14%
Middle East & Africa 60 9%
North America 214 32%
Degree Type MBA 556 84%
Business Master 92 14%
PhD 13 2%
Program Format Full-time, in person 315 48%
Part-time, in person 142 21%
Online, Flexible, Blended/hybrid 204 31%
Top 100 Ranked Programs Not Ranked 519 79%
Ranked 142 21%
Citizenship Status Domestic 583 88%
International 78 12%
29 Total 661 100%
 Country – Region Assignment

All geographic regions mentioned in this report use the following country-region classifications:
• Africa & Middle East: Algeria, Angola, Bahrain, Benin, Botswana, Burkina Faso, Burundi, Cameroon, Cape Verde, Central African
Republic, Chad, Comoros, Congo, Djibouti, Egypt, Equatorial Guinea, Eritrea, Ethiopia, Gabon, Gambia, Ghana, Guinea, Guinea-Bissau,
Iran, Iraq, Israel, Ivory Coast (Cote D'Ivoire), Jordan, Kenya, Kuwait, Lebanon, Lesotho, Liberia, Libya, Madagascar, Malawi, Mali,
Mauritania, Mauritius, Morocco, Mozambique, Namibia, Niger, Nigeria, Oman, Palestinian Territory, Qatar, Republic of Congo, Rwanda,
Saudi Arabia, Senegal, Seychelles, Sierra Leone, Somalia, South Africa, South Sudan, Sudan, Swaziland, Syria, Tanzania, Togo, Tunisia,
Uganda, United Arab Emirates, Western Sahara, Yemen, Zambia, Zimbabwe
• Asia & Pacific Islands: Afghanistan, American Samoa, Australia, Bangladesh, Bhutan, Brunei Darussalam, Cambodia, China, Christmas
Island, Cocos (Keeling) Islands, Cook Islands, Fiji, French Polynesia, Guam, Hong Kong, India, Indonesia, Japan, Kazakhstan, Kiribati,
Kyrgyzstan, Laos, Macao, Malaysia, Maldives, Marshall Islands, Micronesia, Mongolia, Myanmar, Nauru, Nepal, New Caledonia, New
Zealand, Niue, Norfolk Island, North Korea, Northern Mariana Islands, Pakistan, Palau, Papua New Guinea, Philippines, Pitcairn, Samoa,
Singapore, Solomon Islands, South Korea, Sri Lanka, Taiwan, Tajikistan, Thailand, Timor-Leste, Tokelau, Tonga, Turkmenistan, Tuvalu,
Uzbekistan, Vanuatu, Vietnam, Wallis and Futuna Islands
• Europe: Albania, Andorra, Armenia, Austria, Azerbaijan, Belarus, Belgium, Bosnia and Herzegovina, Bulgaria, Croatia, Cyprus, Czech
Republic, Denmark, Estonia, Faroe Islands, Finland, France, Georgia, Germany, Gibraltar, Greece, Greenland, Guernsey, Hungary, Iceland,
Ireland, Isle of Man, Italy, Jersey, Latvia, Liechtenstein, Lithuania, Luxembourg, Macedonia, Malta, Moldova, Monaco, Montenegro,
Netherlands, Norway, Poland, Portugal, Republic of Kosovo, Romania, Russian Federation, San Marino, Serbia, Slovakia, Slovenia, Spain,
Sweden, Switzerland, Ukraine, United Kingdom, Vatican City State
• Latin America: Anguilla, Antigua and Barbuda, Argentina, Aruba, Bahamas, Barbados, Belize, Bermuda, Bolivia, Bonaire, Saint Eustatius
and Saba, Brazil, Cayman Islands, Chile, Colombia, Costa Rica, Cuba, Curacao, Dominica, Dominican Republic, Ecuador, El Salvador,
Falkland Islands, French Guiana, Grenada, Guadeloupe, Guatemala, Guyana, Haiti, Honduras, Jamaica, Martinique, Mexico, Montserrat,
Netherlands Antilles, Nicaragua, Panama, Paraguay, Peru, Puerto Rico, Saint Barthelemy, Saint Kitts and Nevis, Saint Lucia, Sint Maarten,
South Georgia-Sandwich Islands, St. Helena, St. Martin, St. Vincent and the Grenadines, Suriname, Trinidad and Tobago, Turks and Caicos
Islands, Uruguay, US Minor Outlying Islands, Venezuela, Virgin Islands, British, Virgin Islands, US
• North America: Canada, United States
30
 Appendix: Student feedback and
additional resources needed by program type

31
 Full-time, in person programs

Reasons Why Respondents Rated A Program Aspect “Poor” or “Fair”

Office of Program
Admissions Career Services Curriculum Faculty Management Student Services Quality of Cohort
Lengthy, outdated Unhelpful in finding Outdated Some educators fell Takes too long to Didn’t cater to each Some students are
admissions process internship or job, short of get their attention or student’s personal uninterested, not
especially for Mostly delivered expectations or were receive a response interests individually driven
Expensive fees international through slides and lack of experience
students videos Not proactive, Students’ concerns Lack of diversity,
Didn’t teach in a uncaring aren’t heard or especially in
Not proactive Lacking practical way that developed acted upon professional
skills interest in the Poorly managed by experience
Not enough subject staff Unnecessary
partnerships with Lacking student bureaucracy Unambitious,
recruiters discussion Disjointed from one unqualified
teacher to the next Took them days to
respond to requests Not well-mannered,
didn’t behave
professionally

32 Note: Survey Question: Why did you rate the following component(s) of your graduate program as poor or fair? Response format: open-end
 Part-time, in person programs

Reasons Why Respondents Rated A Program Aspect “Poor” or “Fair”

Office of Program
Admissions Career Services Curriculum Faculty Management Student Services Quality of Cohort
Difficult to go Insufficient events The timetable is too Some case studies Outdated tech Lack of structure at Not all students are
through the or relevant compact and not very relevant the International proficient in English
admissions process interactions with the unfriendly for Lack of programs area which should be a
job market parttime students There needs to be communication with basic requirement –
Admission and more involvement students There is no diversity devalue the masters
onboarding process Lack support for Quite traditional between the faculty in the services
was very confusing career opportunities and the students Complaints and offered
or network with The curriculum concerns fell on deaf
companies tends to be old and ears. We only got a There isn’t enough
it teaches about response when guidance for
theories that have tension reached a students
been redefined boiling point.

33 Note: Survey Question: Why did you rate the following component(s) of your graduate program as poor or fair? Response format: open-end
 Online, Flex, Hybrid programs

Reasons Why Respondents Rated A Program Aspect “Poor” or “Fair”

Office of Program
Admissions Career Services Curriculum Faculty Management Student Services Quality of Cohort
Not as swift and Wish for more Outdated and does Often little or no Never really heard Lack of Little attention of
easy as it should be assistance in finding not expose students feedback was shared from them contact/inefficiency the program focused
internships and jobs to current industry with us regarding on fostering a cohort
Expensive and low trends our grades Wish more Lack of diverse environment
scholarship Mostly internships or information or better events, don’t occur
entry level job Courses offered at Many of the topics I advise for working as often Very diverse profiles
opportunities. certain times makes already knew and individuals with and not related with
it challenging and were not deep families Not many resources IT. This results in
Not many options frustrating for enough. They could like student really slow-moving
available, unable to working class be obtained with an Not really connected discounts on classes over basics
match people with individuals that are online course or a with reality of software or tech and not getting to
their aptitude or part time. Offers YouTube video students or classes the real stuff
strength should be increased of my generation.
and availability Some faculty lack
during more relevant experience
semesters

34 Note: Survey Question: Why did you rate the following component(s) of your graduate program as poor or fair? Response format: open-end
 Full-time, in person

Additional Support and Resources Respondents Desire from Business School

Office of Program
Admissions Career Services Curriculum Faculty Management Student Services
Inform students with More interaction More rigorous Enhance teaching More community More help with
no business with alumni course materials and presentation building activities led understanding the
background about skills by the school ecosystem here
expectations Increase the More practical and before arriving
frequency of career applicable classes Wove Better management
Greater clarity on fairs rather than sustainability into one on one check in
scholarship theoretical ones teaching To be more organized for guidance
opportunities More connections and communicate
with employers not More focus on Faculty with better workshops and
More funding for just postings current trends and industry student clubs and
graduate students the future experience More relevance to our well maintained
Proactively finding lives and our careers library with latest
Have minimum entry jobs and training the Sustainability to be Better interactions edition books
requirements to students woven into and clearer More accountability
maintain cohort curriculum communication around sexual Suicide prevention
quality Clearer expectations harassment
about help career More interactive and More class Human interactions
Make online services can and experiential learning discussion versus portal use
admissions can’t provide

Note: Survey Question: What additional support or resources would you request from your school offices? Response format: open-ended.
35
 Part-time, in person

Additional Support and Resources Respondents Desire from Business School

Office of Program
Admissions Career Services Curriculum Faculty Management Student Services
Make admission Additional posting More real-life More support for Better equity among More international
process easier for experienced examples or hands remote learning full and part time options and
professionals on projects programs and access guidance on
More flexible Having professors to same resources as studying abroad
admissions Being matched to a Better access to teach classes not full-time MBAs process
career advisor based classes in line with researchers with a
To give admission on demographics full-time programs professor title More classes for Student wellbeing
based on merit and goals evening students
More governance Make modern Therapist
More financial aid More personalized regarding courses learning materials More support and
program that are too easy or engagement Provide more
Respond in time too hard More and better academic, social,
Better prep for interactions with More transparency and and personal
evening students More applicable and students and responsiveness supports for
expansive elective more feedback students
classes that are
industry relevant Stop bullying

Note: Survey Question: What additional support or resources would you request from your school offices? Response format: open-ended.
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 Online, Flex, Hybrid

Additional Support and Resources Respondents Desire from Business School

Office of Program
Admissions Career Services Curriculum Faculty Management Student Services
Connecting with More career services More in-depth, More faculty with Provide help on which Enhance the
current students to for post graduation adaptive to the real world courses to take visibility and gain
learn more about current state of the experience and better companies
the program Resources for online country or economy larger networks Arrange more seminars coming on campus
students and ensure better
More financial aid Leadership More responsive structured modules Provide more
Connecting development and to emails and opportunities for
Easy and fast Opportunities with how to manage more available to More activities to online students to
admission process Peers difficult conversation students network with students meet other students

Clearer career paths Recruiting assistance More challenging Use current real More support in Face-to-face
for students in courses and business general for part-time graduation
established careers electives examples instead or evening program ceremony
of outdated ones students
Choices and options Updated curriculum Make services
suitable for different that help students More interaction available for hybrid
majors develop applicable with students students
skills
A psychologist

Note: Survey Question: What additional support or resources would you request from your school offices? Response format: open-ended.
37
 Contributors & Contact Information

Contributors
The following individuals at GMAC made significant contributions to the publication of this
report:

Alexandria Williams, Manager, Survey Research, survey management and data analysis;
Kun Yuan, PhD: Director, Research & Data Science, data analysis and manuscript
development; Sabrina White, Vice President, School & Industry Engagement, manuscript
review.

Contact Information
For questions or comments regarding the data or analysis presented in this report, please
contact the GMAC Research & Data Science Department at [email protected]

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To learn more about our work, visit www.gmac.com.

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