Duke Interview Details

I had my interview today. It was a telephonic interview. It was cool. Well I can’t say how I did it, but I gave my best. The interviewer asked many leadership questions, why MBA, and Why MBA. In the end, he asked a very different and difficult question – How I define success?

I believe, I can say that I am happy with my performance. And I just love Duke.

Waiting for Ross

I submitted my Ross application on 10th Oct. Out of 20 BS, I could find only two schools that could help me in aspiring my dreams – Ross and Duke. I heard many prospective applicants are getting IC. I hope to one of them soon.

Well I am not going to loose hope. I am going to wait. I am a fighter.

I found these interesting videos….check out

 

Duke Interview Call

Is it amazing? When I submitted my application for Duke, I was not sure that I could make it to interview. But here I am. Now I am preparing for my final step. If I don’t stumble,….well…I will get what I want.

Marshall USC –

University of Southern California Marshall School of Business

USC’s Marshall School of Business gives students both the fundamentals needed for success in any business career and opportunities to prepare themselves for leadership in specialized fields. Students spend their first year at Marshall on core business courses, and in their second year branch out to electives suitable to their particular career interests. Students have over 20 MBA degree concentrations to choose from, including entertainment, entrepreneurship, technology commercialization, and e-business, as well as more traditional disciplines such as marketing and finance, operations management, and strategic management.

Students can also pursue one of over a dozen dual degrees. Marshall is especially noted for its innovative programs in international business study. Its PRIME (Pacific Rim Education) program takes classes to Asia and Latin America for an on-the-ground orientation to the economic, social, and cultural dynamics that impact business in those regions. In addition, USC has agreements with over two dozen foreign institutions that allow MBA students to study abroad or pursue summer study and research. Aspiring MBAs who cannot make the commitment to two years of full-time study can still gain a business education at USC, through Marshall’s part-time, IBEAR (an accelerated one-year program), and executive MBA programs.

Below is the three-page transcript of our interview with Keith Vaughn, Director of Admissions for the MBA Program.

What new changes are occurring on campus and how is Marshall evolving?

Dean Yash Gupta began his stewardship at the USC Marshall School of Business on July 1, 2004. Under his leadership the curriculum is being reviewed, our relationships with corporations and alumni are receiving a great deal of attention, and building facilities are expected to expand and grow.

What general advice would you like applicants considering the Marshall School of Business’s MBA to know?

Applicants should be assured that the USC Marshall MBA program is committed to excellence in research and teaching as well as continuing to seek bright and ambitious students from around the globe to expand its international alumni network.

When do you encourage applicants to apply?

We have four deadlines in our admissions cycle: Dec 1, Jan 15, Feb 15, Apr 1. We encourage applicants to apply when they are best prepared. There is a recommended deadline, January 15^th, for international students and for fellowship consideration. Our final deadline is April 1^st.

What are the specific characteristics you target in the applications to help you identify ‘best fit’ candidates?

The “best fit” characteristics in an application are derived from the research and preparation that an applicant undergoes prior to submitting his or her paperwork. The size and location of our program allow us to send all of our MBA students abroad for international exposure as a mandatory part of their education in the PRIME class.

What should applicants most heavily emphasize in their work experience?

Applicants should be aware that the quality of their work experience is more important than the length or duration in a particular career field. They should also be able to bridge their past work history to their future desired career goals. The ability to demonstrate both teamwork and success in their past work experience is also helpful

How important is a GMAT score and what advice do you have for applicants who struggled with this exam?

Applicants should present a score that is reflective of their best efforts on this exam. Applicants who fall below this range need to highlight other strengths in their application such as demonstrated leadership, teamwork and work experience.

What was the GMAT score range for admitted applicants last year?

Our 80^th percentile range was 640-730. Our median score has been 690 for the past two entering classes.

How important is the interview in the admissions process and what specific applicant traits are you using the interview to gauge?

Though interviews are not required, they are a welcome opportunity for both the applicant and for the school to share information that is not readily obtained from an application or from a brochure. The interview should be prepared for like a job interview. We attempt to assess presentation skills, leadership traits, and self-confidence as well as energy and enthusiasm.

What types of questions should applicants expect to be asked in the interview?

Applicants should be prepared to address questions about their motivation, influential mentors, past experiences and future goals. They should also be well versed on their resumes.

Are these interviews conducted blind or is the applicant’s file reviewed beforehand?

Interviews are by invitation only, so that we do have an opportunity to review the file beforehand.

How helpful do applicants generally find a campus visit?

A campus visit has proven to be very helpful to our entering classes. Campus visits provide applicants with the opportunity not only to see the facilities but to also engage with the current students and faculty.

Do you have any special instructions or advice for applicants who wish to visit the business school’s campus?

Applicants should contact the admissions office prior to visiting at 213-740-7846. Prior notification allows us to set up a class visit and arrange a tour with our student MBA Ambassadors.

Does your Admissions Department provide profile feedback for individuals considering the MBA program?

We provide on campus information sessions throughout the academic year for applicants to visit our campus, meet our students and sit in on an MBA class. For people who are unsuccessful in the admissions process, we provide feedback in the fall for those interested in reapplying to our program.

How are re-applicants viewed by Marshall and what do they need to do to be successful the second time around?

Reapplications are viewed positively. We expect that our feedback after the last application allow reapplicants to better present themselves in the subsequent attempt for admission into our program.

Describe how the financial aid process works and what admitted students can expect in terms of scholarships, assistantships, and loan guarantees.

No additional application is necessary for financial consideration. All applicants are considered for merit-based fellowships that assist them with the cost of tuition. There is also additional aid in the second-year that can be applied for in the form of assistantships and fellowships. In addition, most of our students also assume loans to help with the cost of attending the MBA program

Could you talk about the activities occurring in Career Services at your school?

A new director in Career Services, Peter Giuliani, was recently hired in the fall 2004. His efforts to enhance the visibility of our program with recruiters are already underway.

What specifically should IT applicants do to differentiate themselves in their applications?

IT students typically present strong technical skills in an MBA program. Aside from demonstrating strength in this one area, they should also highlight broader dimensions such as an ability to lead others and good teamwork skills.

Can you briefly describe the housing situation for your students?

Most of our students live in communities within a 10-15 mile radius of the school. There is on-campus housing for graduate students which some of our international students utilize. The preferred housing for most students are the beach communities of Manhattan Beach, Hermosa Beach and Santa Monica.

What would you say distinguishes the Marshall School of Business and its students?

Our location in Los Angeles is one of the most distinctive features of our program. Our students are strong team players with solid fundamental skills in areas of finance, marketing, operations, consulting, etc. They are also well equipped to communicate and work with diverse populations after experiencing the PRIME class at the end of the first year.

How does this year’s application pool compare to the previous year’s? How about the demographic make up of the applicant pool?

Last year’s applications dropped by about 15% from the previous year. The quality of the applicant pool was still quite strong but fewer applications were received from both India and China. We recently joined with Forte to help increase the number of women in our applicant pool and we are a member of the Consortium for Graduate Study in Management to assist us with the recruitment of other underrepresented populations in our MBA program.

CSR – Cornell University

Coursework Search Results
5 Core and Elective Courses
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1 – 5 of 5 Core and Elective Courses

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Cornell University
Samuel Curtis Johnson Graduate School of Management

142 Sage Hall
Cornell University – JGSM
Ithaca, NY 14853
United States

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Department: Strategy
Course Name: Strategy (NCC 509)
Instructor(s)
Vrinda Kadiyali
Justin Johnson

This core course in strategy provides students with the tools and frameworks necessary for the sophisticated analysis of imperfectly competitive business environments. Through analysis and discussion of real-world strategies of actual firms, students learn to think on their feet about real, complex situations. Social issues discussed include decision making under uncertainty, asymmetric information, moral hazard and adverse selection, information holes and market failure, identifying important information and standards, and competitive advantage. Case studies and discussions on local development by large companies, hybrid cars, and international corporate strategies support lectures.
 
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Department: Strategy
Course Name: Strategies for Global Competitiveness (NBA 580)
Instructor(s)
Alan McAdams

This course provides the structured framework for students to assess the implications for the global competitiveness of firms in the United States, given rapidly changing economic and market policies of multiple countries. With a specific focus on China, India, Japan, Singapore and Western Europe, the course looks at political, economic and social factors in these countries that impact the global competitiveness of firms.

Social impact issues discussed include the effect of globalization on social factors and the impact of social market economies, state owned enterprises, national banking systems and non-scarce resources on economic development. Additional social topics include the impact of government policies on the global competitiveness of countries’ firms, differential policies appropriate to each of a range of industries, stages of development in each economy, and lessons for less developed countries.
 
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Department: Strategy
Course Name: Sustainable Global Enterprise (NBA 603)
Instructor(s)
Stuart Hart

Environmental and social issues have been treated historically as peripheral concerns to business. “Social responsibility” and “environmental management” have been framed as added costs driven primarily by guilt or regulation. At best, companies have felt compelled to “give back” to society in the form of philanthropy or other good deeds directed at the natural environment or the community. Recently, however, the institutions of global capitalism find themselves increasingly under siege. Following the fall of communism in the late 1980s, a decade of economic globalization, privatization, and free trade has produced mixed results at best: While developed countries have grown richer, the vast majority of nations and people in the world have not benefited from these momentous changes. Furthermore, the underlying natural systems supporting human economies-forests, fisheries, soils, ecosystems, and climate-have all experienced continuing decline.

This course discusses the rising tide of “anti-globalization” that has emerged. “Anti-globalization” combines concerns about environmental degradation, inequity, human rights abuses, and loss of local autonomy. As we enter the 21st century, therefore, the historical separation between competitive strategy and social contribution is breaking down. Rather than treating social and environmental issues as expensive luxuries, many companies are now fusing social mission with competitive strategy. This form of “new capitalism” is emerging where environmental and social performance is embedded in the competitive strategy of the firm. Unlike their predecessors, “sustainable enterprises” use business as an instrument of social development and environmental improvement.

This course explores the nature of the “triple bottom line”–the simultaneous delivery of financial, social, and environmental performance– by corporations. Students integrate environmental thinking and social responsiveness into core business processes, systems, and strategies. Additionally, they learn about a growing number of companies where competitive advantage is rooted in such new capabilities as pollution prevention, design for environment, stakeholder dialogue, social development, and poverty alleviation. Through a combination of cases, readings, lectures, videos, and simulations, class sessions will engage students in discussions aimed at developing strategy models and applying new strategy tools that incorporate principles of environmental management and social performance.
 
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Department: Strategy
Course Name: Consulting Projects in Sustainable Global Enterprise (NMI 500)
Instructor(s)
Mark Milstein

Students work in teams to complete company-sponsored projects that focus on sustainable enterprise. These projects provide students with an opportunity to develop a breadth and depth of knowledge and experience relating to the strategic impact of social and environmental issues in business across a number of organizations and industries. They are available to all students, but preference is given to those who have completed NBA 658, NBA 603 or other business/sustainability related coursework. Students are required to develop a set of rigorous recommendations that can be implemented by the client organization.
 
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Department: Strategy
Course Name: Strategy, Innovation & Sustainable Global Enterprise (NBA 541)
Instructor(s)
Mark Milstein

This course seeks to help students develop a better understanding of the way in which strategic management, innovation and sustainable global enterprise offer challenges and opportunities in the marketplace. Utilizing readings, cases, lectures, videos, and speakers, we will try to build an in-depth understanding of strategic models and tools that allow firms to improve social, economic and environmental performance. The class aims to help students to develop a more sophisticated theoretical and practical understanding of a set of complex issues and the ability to address them in innovative ways. The class will cover basic concepts in strategy, innovation, and sustainable enterprise and provide students the opportunity to learn how to analyze the strategic opportunity these issues present to firms across a number of industries.
 
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1 – 5 of 5 Core and Elective Courses

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Kellogg – TopMBA

 

Founded in 1908, the Kellogg School of Management at Northwestern University is widely recognized as a global leader in graduate business education. The school is home to a renowned, research-based faculty and MBA students from more than 50 countries and six continents. Indeed, each year, approximately one third of the school’s incoming class comes from outside the United States.

The Kellogg School of Management approaches management education holistically, emphasizing analytical skills, people skills, in-depth business fundamentals, teamwork and action-learning. The Kellogg curriculum is designed so that students build a strong business foundation through required core courses and also have the flexibility to pursue a wide variety of elective courses. Of the more than 180 electives offered, several incorporate real-time and real world problem-solving projects with companies worldwide and prepare students for today’s management issues.

Kellogg revolutionized graduate management education more than 50 years ago when it introduced executive education into its programming, being one of the first business schools to do so. In the 1970s, Kellogg again changed the face of graduate management education when it introduced the teamwork concept into its curriculum. Both the Kellogg executive education and teamwork models have been emulated by business schools worldwide.

Today, this spirit of innovation continues under Dean Dipak C. Jain, who assumed this leadership role in July 2001. During his tenure, Dean Jain has traveled extensively throughout the world to remain connected with Kellogg alumni, recruiters, and corporate leaders and ensure that the school’s graduates continue to receive the cutting-edge training required for them to become top leaders in the contemporary business world.

About Our Programs

Kellogg offers a Full-time MBA, a Part time MBA, an Executive MBA program and the Executive Education Program. The school also offers three joint degree programs: the JD-MBA; the MD-MBA; and the Master of Management and Manufacturing (MEM-MBA).

In January 2006, the Kellogg School launched its Kellogg-Miami Executive MBA Program located just outside of downtown Miami in Coral Gables, Florida. The program is being initiated as part of a strategic global expansion campaign for the Kellogg School, geared toward better serving business education needs worldwide. Kellogg-Miami will use the same successful methods that are the foundation of the existing Kellogg School North American EMBA programs held on the Northwestern University campus in suburban Chicago. Additionally, the program will offer Latin America-focused electives for those students who are interested. The Kellogg EMBA program has been ranked number one by BusinessWeek and U.S. News & World Report for more than a decade.

Kellogg established the International Executive MBA Joint Degree Program (IEMBA) in Asia, Europe, the Middle East and Canada beginning in 1996. Kellogg partners include the Leon Recanati Graduate School of Business Administration at Tel Aviv University in Israel; WHU-Otto Beisheim Graduate School of Management in Vallendar, Germany; the School of Business and Management at the Hong Kong University of Science and Technology in China; and the Schulich School of Business at York University in Toronto, Canada.

In Brief: Cultivating Leaders

Continually evaluating its curriculum, the Kellogg School involves students, corporate
leaders, alumni, faculty and recruiters in identifying current and future trends to ensure that its program remains relevant. For example, during pre-term, all incoming full-time MBA students are required to take an intensive management and organizations course. “Leadership in Organizations” focuses on ethical decision making and effective team building, immediately providing new students with a common language about leadership and ethics. In subsequent courses, faculty can discuss the ethical implications of various business decisions. All second-year students are required to complete “Values and Crisis Decision Making.” This intensive course is taken during pre-term, following the students’ completion of summer internships, and culminates in a 24-hour crisis management simulation.

During their time at the Kellogg School, students have numerous opportunities to further
develop their leadership skills through experiential workshops, conferences and other activities.

This fall, the Kellogg School introduced a new integrated curriculum, Social Enterprise at
Kellogg (SEEK), which has been designed to reflect the converging challenges that managers face today in business, government and non-profit organizations. This new curriculum assists the Kellogg School in developing global leaders who will successfully manage a wide variety of organizations and diverse group of stakeholders under the principles of good management and in the service of social development and change.

The Kellogg School’s strong global foundation ensures students and alumni valuable access to companies worldwide and informs faculty expertise on a range of international business issues. The school’s partnerships and alliances with renowned universities around the world create numerous opportunities for exchange programs and executive education seminars.

With nearly 50,000 alumni worldwide, the Kellogg Alumni Network includes CEOs and senior executives across industries and within the public, private and nonprofit sectors.

The Kellogg School is consistently named among the top management schools in the world in surveys conducted by publications around the world including BusinessWeek, the Economist Intelligence Unit, Financial Times, U.S. News & World Report and The Wall Street Journal. The Kellogg School’s Full-Time MBA program has been ranked the number one graduate school of business in the United States by BusinessWeek a record five times since the biennial survey began in 1988.

Contact details

For more information on the Kellogg School of Management, please visit our website at www.kellogg.northwestern.edu

You may contact the Kellogg School of Management +1 847.491.3308 or MBAadmissions@kellogg.northwestern.edu

Semester I Darden

One fourth of my Darden MBA is officially over. We finished our exams yesterday and have been chilling. And boy.. what a difference 4 months makes!! I feel like I’ve learnt more in these four months than I have learnt in 4 years at work. I wanted to reflect on some of my key experiences at Darden and highlight the happy moments.
Among the happiest moments for a person like me is the opportunity to contribute in class. Darden thrives on knowledge sharing through class contribution. By the second quarter everyone in class knows what to expect from each other. It gives me immense gratification when I make a point in class and when someone comes up to me and says they found my insight useful. You build a reputation of some sort in class and people respect you for the quality of your comments.
Exams are enjoyable, though very challenging at Darden. Professors truly test the level of depth to which one understand concepts. The honor code makes the process of writing exams very convenient (all exams are take home and in case format) and grading is very fair.
Come end of the year, it is time to get to go full throttle on job search process. Companies started arriving on campus the moment the class of 2009 arrived (if they could attract talent any earlier, they would). First quarter was focused on doing self analysis type work to a great level of depth(I wasn’t too fond of this), identifying one’s career focus and then getting our resumes ready. All this happens while companies hold briefings and conduct office hours and we continue to prepare for 3 class cases per day. The learning team model at Darden really helps balancing academics and career search possible.
I am blessed with a great learning team – some of use believe academics is one of the foremost reasons for us to come to Darden (yes, we all want jobs but want a great education too). Having worked with a team like this, I am hoping my future career path with allow me to work with such highly motivated people on challenging problems.
The Career development center runs a parallel career search facilitation program in the I and II qtr (and beyond) and I have tremendously benefited from their initiatives. The CDC brought in an industry consultant to train people who are interested in consulting and it has turned out to be a great resource for students.
Darden conducts a yearly Kaizen (process improvement) event in collaboration with Danaher, in one of its plants. I had the privilege of being picked by Darden faculty to participate in this one week program where I will get to work in a Danaher plant and solve a plant level manufacturing/operations/marketing problem using Lean/Six-sigma tools. I have had training in transactional process improvement at Seagate but the opportunity to work in a factory floor and make tangible improvements for one of the world’s leading industrial companies is an opportunity I cannot pass up. The event is in January and I will write more about my experiences one I am back.
Lastly, I am also organizing a little job trek to the DC area to visit a few consulting firms and experience what it is like to work in one. Over the break, while I wind down a little and recharge my batteries, we also need to prepare for the January recruiting season. Jan – Feb is peak recruiting time with interviews etc and it is going to be exciting.

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