distance-learning special 2010 - the...

Distance-learningspecial 2010

Including a rating of selected distance-learning programmes

Contents

Distance-learning special

3 Introduction

4 A triumph of democracy? Should an MBA be open to anyone?

5 How a distance-learning MBA works A programme director gives the inside track

7 Distance-learning diary Home, not quite alone

9 Programme profiles and ratings

10 How we rated the programmes

Schools

11 Aston Business School

11 Bradford School of Management

12 Curtin University Graduate School of Business

12 Euro*MBA

13 University of FloridaHough Graduate School of Business

13 Henley Business School at the University of Reading

14 IE Business School

14 Imperial College Business School

15 Indiana UniversityKelley School of Business

15 Open University Business School

16 Royal Holloway School of Management

16 Thunderbird School of Global Management

17 Warwick Business School

25 St Jamess StreetLondon SW1A 1HG

Telephone:+44 (0) 20 7830 7000

E-mail: [email protected]

Distance-learningspecial 2010

2010 The Economist Newspaper Limited. All rights reserved. Neither this publication nor any part of it may be reproduced, stored in a retrieval system, or transmitted in any form or by any means, electronic, mechanical, photocopying, recording or otherwise, without the prior permission of The Economist Newspaper Limited. Published by The Economist Newspaper Limited.

Where opinion is expressed it is that of the authors and does not necessarily coincide with the editorial views of the publisher or The Economist.

All information in this magazine is verified to the best of the authors and the publishers ability. However, The Economist Newspaper Limited does not accept responsibility for any loss arising from reliance on it.

3 Other ways of taking the degree Distance-learning special Which MBA? 2010

Introduction

Distance-learning business education is a resounding success story. In America, specialist universities, such as

the University of Phoenix, have hundreds of thousands of postgraduate business students enrolled. In India

the total is probably in the millions. If, perhaps, the very top tier of universities are yet to offer distance pro-

grammes, still some very notable ones do: Carnegie Mellon or Thunderbird in America, Warwick or Insitito

Empresas in Europe, for example.

Yet students who take their MBAs at a distance can find themselves railing against some intense snobbery.

Full-time counterparts often decry that the only way to take the degree is to immerse oneself in the experi-

enceto take time out from ones career to contemplate.

Perhaps, in an ideal world. But many people dont find themselves in the happy position to be able to

take such an expensive sabbatical. Distance-learning programmes fall into two distinct camps, both of them

laudable. The first might be labelled democratic (see page 4). These are programmes that are open to all,

regardless of geographic location, previous work experience or, because they are often cheap, ability to pay. It

is easy for an MBA at a prestigious institution to sneer, but there is nothing to say that business

education should be the bastion of the elite. Of course, there will always be a demand for Har-

vard MBAs in the boardrooms of McKinsey or Barclays. But business education is fundamentally

about personal betterment. And that is something to which everyone should be able to aspire.

Nevertheless, such programmes can be thought of as a distinct branch of distance learning,

and are not intended to be the focus of this report. It is the second type of programme that we

are concentrating on here; those that are somewhat less democratic. Programmes that apply

stricter entrance criteria and are offered by more traditional universities. Where students are

expected to have good first degrees and significant work experience. And where the degree they

receive will be of an equal standing to the full-time variety. Students might choose such a pro-

gramme because they are in a part of the world which lacks high-quality schools, and it is the only option

available to get a good degree. Or they may just prefer the idea of working at the time that suits them best.

Students on these programmes are less likely to change careers than their full-time equivalents. But they

would expect to rise up within their own company. Indeed, many students will be sponsored by their current

employers with just this is mind. And it is here that we see one of the most important benefits. Rather than

squirreling themselves away in academic isolation, distance-learning students can apply what they learn on

their programmes the very next morning in the workplace, making it the most practical way to study.

Distance learning isnt for everyone. It is very difficult to juggle work, family and study. Students need

plenty of self-discipline. Choosing a school means considering more than a schools reputation: does the

school keep you engaged? Is the technology effective? Does it offer value for money? Hopefully this report

will go some way to helping answer those questions.

Bill Ridgers

Business education editor, The Economist

4 A triumph of democracy? Distance-learning special Which MBA? 2010

A triumph of democracy?

Even if you think it is going to be hard, you can trust me, it is much harder

Distance-learning student

Should an MBA be open to anyone?

Whether the revolution in communication technology, with its culture of instant access, has made our lives easier is open to debate. But what is certainly true is that it has

changed the face of business education. Once the poor relation of its campus-based equivalent, the distance-learning MBA has become a valuable alternative for students unwilling or unable to invest up to two years of their working lives in the classroom experience.

But has the concept of distance learning spun out of control? The sector now boasts a dizzying array of offerings from traditional, established providers like Warwick Business School in Britain to super schools such as the University of Phoe-nix in America, with over 455,000 students around the globe. In India, where universities and corporations are launching courses on a daily basis, distance learners are now counted in their millions, and look set to increase. Many observers expect the Indian distance-learning market to double every year for the next five years.

Online degree costs vary wild-ly, from as low as $200 for a set of books and a year of internet study, to $30,000 for a degree programme at an established school. So does pricing indicate the intrinsic worth of some programmes over others, or are we just seeing a logical fragmentation of a vast worldwide market? While it might be easy to sneer at the low-cost providers, do they perform a valuable function in democratising business education?

Although President Obama wants America to have the highest proportion of college graduates in the world by the end of the next decade, William Pepicello, president of the University of Phoenix, warns that for the first time in American history a new generation is in danger of being less educated than the previous one. Left unchecked, this will result in a shortfall of high-ly-skilled professionalsa problem that will not be addressed just through conventional students who go

directly from high school to live and study on campus. According to Dr Pepicello, such students make up

only 27% of his undergraduate population today. The remainder are those who want to participate in higher education, but who are shut out of traditional institu-tions. They are often in their early 30s, possibly par-ents, working full- or part-time, and likely to be the first generation in their family to get an undergraduate education. Such students need to access classes at times that are convenient to them. This flexible integration of learning is one of the underlying appeals of distance learning, from Kansas to Kolkata.

But does student quality drop when targeting such a mass market? The University of Phoenix views its admissions approach as being inclusive, arguing that bricks-and-mortar universities exert a form of elitism by using grades and standardised testing as a way of restricting class size, whereas the distance-learning uni-versity can offer places to a wider student body whose priority is simply to move ahead.

Warwick Business School, on the other hand, insists on the same rigorous academic entry criteria for all its MBA programmes, whether distance learning, full- or part-time. Ray Irving, the schools head of learning

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5 A triumph of democracy? Distance-learning special Which MBA? 2010

How a distance-learning MBA works

resources development, explains that Warwick is tar-geting a different market segment, focusing on experi-enced managers with no option for a career break. An accredited distance-learning programme offers them a good alternative and access to a world-ranked school, no matter where in the world they are based. With stu-dents from over 110 countries, Warwick points to dra-matic growth in the number of distance learners on its programmes from African countries such as Nigeria, as well as from North America.

India emergingIt is India, though, that is witnessing some of the fast-est rates of adoption for distance learning. Since 2001, 24x7 Learning, one of the countrys leading e-learning technology platforms, has welcomed over a million students to the various courses that they host for both academic institutions and corporate universities. Anil Chhikara, the companys president, believes the Indian market for online education is just five years behind Americasand is catching up fast. Inadequate physi-cal infrastructure for Indias 230m potential students, coupled with better technology, has driven a huge and diverse distance-learning market. Many of Indias lead-ing firms from retail to telecoms are also using e-learn-ing to meet their business training needs.

Indian legislation ensures that a government or public sector employee who earns an online degree will benefit from an increase in both pay scale and pension. And for a student at the other end of the scale? Michael Cann, a graduate of the Warwick DLMBA, used his degree to move from middle management at a medi-um-sized pharmaceutical firm, through the executive committee of a leading UK bank, to the recently elected position of chairman of the British Generics Manufac-turer Association. For Michael, distance learning gave him the chance to apply immediately what he learned in the classroom as he moved up the corporate ladder. A case of mission accomplished.

Matthew Symonds is a freelance journalist specialising in busi-ness education

IE Business School in Spain has been running its distance-learning programme, the International Executive MBA, for ten years. It is aimed at executives with around seven years work experiencethree of those managerial. The MBA lasts for 13 months and students are spread across the globe. Gamaliel Martinez, the director of the programme, gives the inside track

The structure of our distance-learning MBA is this: students meet for two weeks at the beginning of the programme in Madrid, then work online for six months. The group get together again for

a further two weeks in Shanghai in the middle of the programme, before another six months of remote stud-ying. Then the final two weeks are spent in Madrid.

The MBA is taught almost exclusively using case-studieswhereby students discuss real dilemmas faced by actual companies. This is similar to many full-time programmes, where the debates are held in classrooms.

Not only do I get to continue working and earn money, but I can directly apply the knowledge gained from my coursework the next day at my job.


6 How a distance-learning MBA works Distance-learning special Which MBA? 2010

The only thing I greatly missed was the interaction between students and faculty in a classroom settingespecially in the classes I dont have the talent for


The difference on the distance-learning MBA is that the discussions are online and last for three or four days. Before the class students must prepareboth individu-ally and in pre-assigned groups. The professor opens up by asking questions and the students then begin dis-cussing the case.

We try to avoid real-time interaction. We have stu-dents living in 20 countriesscheduling a session for 7pm is not going to mean the same for everybody. So we try to make as much of it as asynchronous as pos-sible. So cases are discussed in an internet forum. Stu-dents enter the discussion at the time thats best for them. Sometimes they prefer early in the morning before they go to work, sometimes in the evening or even late at night. Usually they will be involved for two or three hours every day.

We have been running the programme for ten years and we dont like to change the basic technology. We have experimented with multimedia materials and video conferences. But we like to keep the technology light. It is important if you want to have a diverse class. We have students in places such as Nigeria and Turk-menistan who cannot access fast internet connections everyday. And they add a lot of value to the class.

We know that the online case discussions go deeper than the face-to-face type used on the full-time pro-gramme. People have time to think about the issues and to find out how things are done within their own com-panies. Surprisingly, the network is also deeper than on

a face-to-face programme. This is because the interac-tion is very directthe students participate in discus-sions outside of working hours when they are relaxed. So they talk about very personal thingsit creates a deep contact.

It is probably true that you need more self motiva-tion on a distance-learning programme. But our meth-odologywhere students work in pressurised teams and professors are always asking questionsmeans that the programme can become addictive. When any of my students pass by a computer they jump on it. They cant resist seeing what has been said in the forum and contrib-uting. And they need to participate every day. If they are not participating then they lose track.

Professors asses their students in three ways: some-times with an exameither online or face-to-face; sometimes they grade the teams; or they will grade students on their participation in the online discus-sions. Professors grade every message on the forum. They might award each message a mark between one and three, depending on whether the student has sim-ply read the case and understood it, or whether he has opened up a totally new area of discussion. Students who really want to get the best grades send a lot of mes-sages and sometimes we have to ask them to limit their contribution. They have to learn to give the others the opportunity to contribute.

Professor Martinez was speaking to The Economists business education editorProfessor Martinez

7 Distance-learning diary Distance-learning special Which MBA? 2010

Distance-learning diary

Home, not quite alone

Terri Pepper Gavulic, an alumna of the University of Florida, says dont be fooled into thinking a distance-learning MBA is anything but tough. But she wouldnt have had it any other way

Recently I had a mid-life crisis. While many people might buy a sports car or resort to plastic surgery, I went back to school for an MBA. As a manage-ment consultant, working mum and frequent

flier, I needed a flexible schedule so decided on distance learning.

The list of highly-ranked programmes seemed a short one, but I was delighted to discover the Universi-ty of Florida on itId taken my undergraduate degree there almost 30 years before. Its Internet MBA seemed tailor-made for mea 27 month programme with on-campus sessions every eight weeks on the weekend. For me, the six-hour drive seemed manageable.

Taking the GMAT entrance exam was a wake-up call that I was about to embark on an experience that would require a lot of maths. This, more than anything else, caused the most anxiety throughout my MBA. But my admissions officer was encouraging and thought I could overcome my maths deficiency. He was right.

As an older student I had a lot to prove and wouldnt contemplate failure. So I applied to the pro-gramme as early as I could. That way, the admissions team could make a decision based on my merits, with-out having to compare me to other candidates.

The first day we headed out for team building,

including rope courses and group challenges. It was a smart way to start the programme. We bonded instant-ly and our cohort was quickly able to size each other up and determine with whom we wanted to work on our class teams. Also, some activities were physically chal-lenging and terrifying. For many of us, overcoming our fear walking a tightrope or leaping off a 30-foot pole gave us confidence that we could do anything, includ-ing succeed on our MBA programme.

And then the hard work began. Theres a lot I liked about my MBA. But it is also important to be aware of the drawbacks. If I were to list the toughest challenges they would be:

Working in a virtual team made it harder to hold teammates accountable and resolve conflicts.

The curriculum was modified after wed started and we didnt have a few promised classes, includ-ing the one I most wanted. Distance-learning pro-grammes dont usually allow for elective courses.

Balancing family and work can be daunting. Every-one makes sacrifices. Some classmates dropped out because they couldnt manage this aspect.

I wish I had been forewarned about some of the things I could do in advance to prepare, such as learn calculus, relearn algebra and brush up on Excel.

Our schedule was rigorous. We went for 27 months straight with no breaks at allnot even one day off.

Surprisingly, you are probably more connected to the programme because the quality and quantity of your participation is monitored.



But dont let that scare you. The positive aspects out-weighed the challenges:

Most of our professors were fabulous. They had real-world experience and were not too academic. Several used innovative teaching methodsbring-ing in venture capitalists for us to present to, for examplewhich kept the interest high. And they were always accessible.

Visiting the campus only every eight weeks and only on the weekend was manageable for busy pro-fessionals.

The curriculum was the right blend of the quan-titative (eg, finance, and operations management) and qualitative (eg, marketing and entrepreneur-ship) courses.

The programme was well-organised and the sup-port staff were incredible. We were always well fed, encouraged, and had no uncertainty about our schedule.

My classmates and I felt we had an impact on the programme and our feedback was regularly solicited.

At the end of 27 months with the same cohort, we formed lasting friendships and business relation-ships.

When people ask what I thought of the distance learning format I tell them I cant imagine going to school any other way. Studying from the comfort of my own home allowed me to continue being active in family life and meet my work obligations. But stu-dents require different skills than on a traditional pro-gramme. Distance students must be technology savvy, organised, and self-motivated. In our programme every class involved a blend of team and individual assign-ments, so good communication skills, both written and verbal, were essential to be successful on virtual teams.

When we donned our caps and gowns we were a smaller group than when we climbed the 30-foot pole 27 months earlier. Several classmates had dropped out for reasons ranging from job transfers to an inability to do the work. I stuck it out, though there were many times when I felt over my head. In my company we talk about the big why. Why do we work hard? What motivates us? Walking across the graduation stage 30 years after Id received my undergraduate degree, I closely watched my ten-year-old daughters face beam with pride. That, in a nutshell, was my big why.

Terri Pepper Gavulic is now an entrepreneur and heads three companies

Distance learning is flexible to your pace and mode of study. However, the academic support given is very much equivalent to those on campus

Distance-learning student, UK school


Programme profiles and ratings

10 Programme profiles and ratings Distance-learning special Which MBA? 2010

Rating distance-learning programmes means judg-ing very different criteria than one might look at when ranking other types of MBAs. One of the main differences is that distance-learning students

tend not to be career-switchers, so the metrics related to careers servicessuch as the percentage of graduates finding work or even their salariesare not of great concern. Equally, while schools offering distance-learn-ing programmes like to claim that remote working is no barrier to networking, this is not, by and large, why students themselves sign up.

Instead, we looked at three broad areas: the pro-gramme content; the quality of the students; and a category we have described as the quality of the dis-tance-learning elements. These latter metrics focus on those areas unique to distance-learning programmes, such as the effectiveness of the teaching methods used and the students sense of connection to the school. Schools ratings have primarily been determined by a survey of distance-learning students.

In each category, percentage scores have been assigned to schools. The top rated school received a score of 100% and the rest were benchmarked against it. Schools with a score above 95% were awarded a rat-ing of excellent. A score of 75%-94% rated as good; 50%-74% average; and below 50% poor.

It is important to note that we deliberately called the survey a rating rather than a ranking. This is because the list of schools is not exhaustive. As noted in the introduction we have deliberately excluded from the ratings some of those schools with large cohorts and less-stringent admissions requirements. Instead we have concentrated on those programmes offered at the institutions which feature in The Economists ranking of the 100 full-time programmes.

ResultsDistance-learning programmes have traditionally been concentrated in Britain and America. Both countries have a tradition of correspondence courses, the pre-cursors of distance learning. Of the 13 schools covered in this report, only three do not come from one of those countries.

Two programmes achieved our top rating of excellent: Floridas Internet MBA and the Interna-tional Executive MBA offered by IE Business School in

How we rated the programmes

Spain. Both schools scored well across the board. IEs students, for example, have an average of 13 years of work experience, and although students are spread as widely as Nigeria and Turkmenistan, they also say they feel incredibly connected to the school. Furthermore, despite its hefty price tagprogramme fees of 52,000 ($76,440) make it the most expensive surveyedstu-dents still consider it to be excellent value for money.

It is a similar story at Florida. Although its students have much less work experience than those at IE, they do rate their classmates as being the best of the schools surveyed. They also rave about the quality of the dis-tance-learning materials used by the school. And it, too, scores well on value for money.

Both schools also have a low student attrition rate. It is an unfortunate feature of distance-learning pro-grammes that students are more likely to drop out than counterparts on other types of MBA. This is because of the high levels of self-motivation and self-discipline required. At the best schools, which work hard to keep students engaged, one might expect over 90% of those who begin the MBA to finish it. Elsewhere, however, this rate may fall below 50%.

Honourable mentions go to Thunderbird School of Global Management, Indianas Kelly school (both in America) and the Euro*MBA, which is offered by a consortium of European business schools, all of which rated as good. All three got excellent ratings for their programme content.

I found the environment very collegial. Many of my classes incorporated a lot of group work and used discussion forums to spur discussion among classmates.


Category Criteria Weight

Programme content (33%)

Ratio of faculty to students 8%

Percentage of faculty with a PhD 8%

Student rating* of faculty 8%

Student rating* of the programme content

8%

Fellow students (33%)

Percentage of students who complete the programme

11%

Average number of years work experience of students

11%

Student rating* of culture and classmates

11%

Distance learning elements (33%)

Student rating* of the effectiveness of the distance-learning materials

11%

Student rating* of their sense of connection to the programme

11%

Student rating* of the programmes value for money

11%

* Student ratings out of 5


Aston Business School

Birmingham, Britain

Programme: Distance-learning MBAWebsite: www.astonmba.comE-mail: [email protected]: +44 (0) 121 204 3212Programme director: Dr Brigitte Nicoulaud

Programme content

Ratio of faculty to students 0.5

Percentage of faculty with a PhD 95

Student rating of faculty 4.0

Student rating of the programme content 4.1

Quality of fellow students

Percentage who complete programme 97

Average number of months work experience 108

Student rating of culture and classmates 3.7

Effectiveness of distance-learning elements

Effectiveness of DL materials 4.7

Student rating of the sense of connection to the school 4.2

Student rating of the value for money 4.3

Application details

Number of years work experience required 3

Minimum GMAT score required n/a

Ratio of applicants to places 3:1

Student intake (number of intakes per year) 10 (3)

Average age 29

Age range 2341

Percentage of women students 25

Programme fees 15,275 ($28,292)

Comments

BackgroundAston is among the largest business schools in Europe with around 3,000 students in total. It has strong contacts with business, particularly in the Midlands area as well as internationally, with good faculty and student exchanges. It also has a good reputation for research.

Programme detailsTaking the degree by distance learning (only available in Europe) involves a minimum of 21 months study as well as a project. Students receive DVDs of lectures as delivered to students on campus, as well as PDF copies of all handouts and notes. There are also e-mail, fax and telephone support and local self-help groups. Students attend Aston for two days per term for face-to-face seminars and for exams.

Rating: Poor Average Good Excellent 0-50 50-74 75-94 95-100

How the school rated

0 10 20 30 40 50 60 70 80 90 100

Overall rating

Programme content



Bradford School of Management

Bradford, Britain

Programme: Distance learning MBAWebsite: www.bradford.ac.uk/managementE-mail: [email protected]: +44 1274 234321Programme director: Jo Hardcastle

Programme content




Student rating of the programme content 4.1 Quality of fellow students



Student rating of culture and classmates 3.8 Effectiveness of distance-learning elements




Application details


Minimum GMAT score required 600



Average age 32

Age range 2642



Comments

BackgroundBradford School of Management is a full-range business school teaching undergraduate, postgraduate, doctoral and executive development students. About 2,000 students are registered on various Bradford overseas programmes.

Programme detailsBradfords distance-learning MBA can be completed in a minimum of two or a maximum of six years. It has nine compulsory core subjects and five electives chosen from around 25 offered. There is also a management project including a 15,000-word dissertation. Case studies are used extensively.



0 10 20 30 40 50 60 70 80 90 100

Overall rating

Programme content




Curtin University Graduate School of BusinessPerth, Australia

Programme: Online MBAWebsite: www..gsb.curtin.edu.auE-mail: [email protected]: +61 8 9266 7607Programme director: Peter Galvin

Programme content




Student rating of the programme content 4.0




Student rating of culture and classmates 3.8





Application details





Average age 34

Age range 2549


Programme fees A$34,200 ($28,739)

Comments Total programme

BackgroundCurtin University Graduate School of Business (GSB) is part of Curtin Business School, the largest teaching unit of Curtin University of Technology. It has a good national brand name and a strong focus on Asian issues.

Programme detailsThe Curtin distance-learning MBA can be combined with other delivery methods, including face-to-face, and can be earned in one year (full-time) or 2 years (part-time). There is a required two-week capstone unit residential in Perth. Not all courses are available to online students.



0 10 20 30 40 50 60 70 80 90 100

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Euro*MBAPartner schools: Maastricht University (Netherlands), Audencia Nantes (France), EADA Barcelona (Spain), HHL Leipzig (Germany), IAE Aix-en-Provence (France), Kozminski University Warsaw (Poland).

Programme: Euro*MBAWebsite: www.euromba.orgE-mail: [email protected]: +31 43 388 4619Programme director: Dr Stuart Dixon

Programme content











Application details



Ratio of applicants to places


Average age 36

Age range 3040



Comments

BackgroundThe Euro*MBA is a two-year programme offered by a consortium of six top European business schools and universities (see above).

Programme detailsThe programme consists of a master thesis, ten core distance learning business modules, residential weeks and an introduction seminar.



0 10 20 30 40 50 60 70 80 90 100

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Programme content




University of FloridaHough Graduate School of BusinessFlorida, United States

Programme: Internet MBAWebsite: floridamba.ufl.eduE-mail: [email protected]: +1 352 392 8791Programme director: Alex Sevilla

Programme content











Application details





Average age 29

Age range 2538


Programme fees $36,000$41,000

Comments Total programme. Fees vary depending on residency

BackgroundThe University of Florida was established in 1853, and the College of Business Administration was founded in 1926. In January 2007 William R. Hough, a graduate of its first MBA class in 1948, donated a $30m endowment to graduate business programmes at the school.

Programme detailsWarringtons Internet (Flexible) MBA was one of the first online MBA degrees to be offered by a fully-accredited business school. The programme has a 27-month curriculum in which students meet on campus for one weekend (Saturday and Sunday) at the end of each term (eight times). A 16-month Internet MBA for students with an undergraduate business degree is also available.

Henley Business School at the University of ReadingHenley-on-Thames, Britain

Programme: Distance learning MBAWebsite: www.henley.reading.ac.ukE-mail: [email protected]: +44 1491 418 880Programme director: Chris Dalton

Programme content

Ratio of faculty to students


IE Business School

Madrid, Spain

Programme: International Executive MBAWebsite: www.ie.eduE-mail: [email protected]: +34 915 689 710Programme director: Gamaniel Martnez

Programme content











Application details





Average age 35

Age range 3142



Comments

BackgroundInstituto de Empresa (IE) is a fast-growing private academic institution set up in 1973 by business leaders and academics. It has expanded its faculty in recent years and continues to do so. As well as having strong links with Latin America, IE is rapidly expanding its global reach.

Programme detailsThe International Executive MBA lasts 13 months. There are three intensive two-week residential periods in Madrid and Shanghai and two six-month online periods. The online sessions take place between the three planned residential periods. The programme is also offered in a bi-weekly format with classes held on campus every other weekend.

Imperial College Business School

London, Britain

Programme: Distance learning MBAWebsite: www3.imperial.ac.uk/businessE-mail: [email protected]: +44 20 7594 9184Programme director: Claire Charles

Programme content

Ratio of faculty to students >0.1

Percentage of faculty with a PhD









Application details


Minimum GMAT score required 600



Average age 35

Age range 2645



Comments

BackgroundImperial College, situated next to Londons Science Museum, is famous for science and engineering. Its technological heritage is to an extent reflected in the business schools concentration, in both teaching and research, on the interaction of management, technology and innovation.

Programme detailsImperials distance-learning MBA is offered via the University of London. There are nine moduleseight core courses and one specialisation. The study time required for each is around five hours per week over a period of 31 weeks. One residential module on Imperials London campus is required. The minimum time the degree can be completed is two years, but students are registered for four years.



0 10 20 30 40 50 60 70 80 90 100

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Programme content





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Programme content




Indiana UniversityKelley School of BusinessBloomington, United States

Programme: Kelley Direct Website: www.kd.iu.eduE-mail: [email protected]: +1 317 278 1566Programme director: Terrill Cosgray

Programme content











Application details





Average age 30

Age range 2439


Programme fees $945

Comments Per credit hour

BackgroundKelley School of Business, which can trace its history back to 1829, has a strong belief in individual effortwith an emphasis on experiential learning and leadershipand takes an innovative approach to management education, emphasising integration, teamwork and co-operation.

Programme detailsKelleys Online MBA programme centres on web-based courses and a one-week residential session at the beginning of each year and is completed in 25 years. This programme is also offered in a customised version for a number of global companies.



0 10 20 30 40 50 60 70 80 90 100

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Programme content



Open University Business School

Milton Keynes, Britain

Programme: MBAWebsite: www.oubs.open.ac.ukE-mail: [email protected]: +44 8700 100 311 Programme director: Richard Wheatcroft

Programme content











Application details



Ratio of applicants to places open

Student intake (number of intakes per year) 1,000 (2)

Average age 37

Age range 2560



Comments Fee can vary by course route selectedand country in which the student is located

BackgroundThe Open University Business School (OUBS), founded in 1983, is one of the worlds largest business schools. In June 2009 it announced its 20,000th MBA graduate. The OUBS is a faculty of the Open University (OU), a British government initiative of the late 1960s to allow anyone, irrespective of qualifications or lack of them

Programme detailsStudents with no undergraduate degree must first attain the OUBS Professional Certificate and then take Professional Diploma in Management, which counts as Stage I of the MBA. Graduates take the Postgraduate Certificate in Business Administration, which also counts as Stage 1; those with a business first degree take the Professional Diploma in Management. Stage II of the MBA focuses on strategy. Students take two required courses and two electives. They usually study two courses a year. Most courses involve project work in students own organisations.



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Royal Holloway School of Management

London, Britain

Programme: MBA in International ManagementWebsite: www.londonexternal.ac.uk/mbaE-mail: [email protected]: +44 20 7862 8376Programme director: Dr Duncan Harris

Programme content



Warwick Business School

Coventry, Britain

Programme: MBA by distance learningWebsite: www.warwickmba.comE-mail: [email protected]: +44 24 7652 4100Programme director: Paul Walley

Programme content


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