An Invitation to join the Otago Full-time MBA or Diploma Programme

We welcome the opportunity to discuss your future in our diploma and full-time MBA programmes.   

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How we select MBA candidates: part three

Otago Full-Time MBA        or        Diploma-to-MBA option!

I have previously described our ideal MBA candidate and explained how our selection process works with the intention of enabling aspiring MBAs to perform well.  To reiterate, we evaluate the whole person with attention given to the individual's maturity, character, experience; conceptual reasoning abilities, potential to contribute to our programme and career ambitions.  It's not just about a GMAT score (see observations). We employ a selection process aimed at getting to know you as a person and evaluating the fit between you and our programme: we're highly selective and strive to admit candidates who will perform well.

Not all MBA candidates come to us with the same needs, so here I describe the
options available to candidates for pursuing an Otago MBA: e.g., the Otago full-time MBA
versus Diploma-to-MBA option.

Option One: Many students choose our traditional full-time MBA programme involving nine-months of on-campus core courses; followed by an additional three on-campus electives us or international exchange + a mentored consulting project.  This option offers the student the fastest route to the MBA degree.

Entry requirements for our full-time programme are as follows: (1) undergraduate degree or better; (2) minimum of three years relevant work experience; (3) suitable Graduate Management Admissions Test (GMAT) score (see Observations on the GMAT); and (4) an English language proficiency equivalent to an IELTS score of at least 6.5.

 or

Option Two: Other candidates choose to start their education at the Otago MBA through our diploma programme. Students selecting this option participate in exactly the same core courses and work alongside full-time students, but this option allows the individual to ease into the MBA and prove him or herself before committing to the full MBA programme.  

The advantages of this option are that: (1) the Diploma can be pursued either part time or full time; (2) candidates do not need to sit for the GMAT; (3) after completing six core papers with an acceptable performance, the student may choose to pursue the Otago MBA; and (4) an exit option exists for those who want the University of Otago, Diploma in Business Administration as their terminal degree.

Entry requirements for our Diploma programme are as follows: (1) undergraduate degree or better; (2) minimum of three years relevant work experience; and (3) an English language proficiency equivalent to an IELTS score of at least 6.5.

Choose the option right for you.

David

Why Student Candidates Choose the Otago MBA

New Zealand Adventure

An accepted premise exists concerning why International students choose the Otago MBA.  They either want to experience New Zealand or contemplate remaining in New Zealand after graduation.  A significant number of our students choose to apply for a Graduate Job Search Visa and secure employment in NZ upon completion of our Otago MBA programme: see immigration to NZ below.

We receive the usual responses to our inquiries of student candidates: "Why have you chosen the Otago MBA?"  Some students focus on our global perspective, diversity of students or location in the booming Asia/Pacific region.  We are indeed fortunate to enjoy cultural diversity both in and outside of the classroom.  Others point to our reputation (oldest and only full-time MBA in NZ), the respect our programme enjoys internationally, and the University of Otago's research focus: we're not just a teaching school.

Most candidates appreciate our small class size, personal attention, one-to-one relationships with our educators, emphasis on practical (real business) experiences in the classroom, as well as the desire to know each candidate well in our admissions process.  They describe us as like a family and point to the camaraderie among our students, networking opportunities, as well as our mentor and professional development programmes.  "We enhance career prospects."  Our student candidates recognize that we deliver distinctive value at a reasonable price relative to our competitors.

Still, candidates who choose us almost universally express their desire to study in New Zealand.  "I'm a nature loving guy," they say, or "I'm adventurous."  New Zealand is beautiful, peaceful, and they care about carbon emissions and the environment.  They have beaches and mountains (the Southern Alps), and Dunedin is a college town.  It's an English-speaking country, with a stable economy, entrepreneurial opportunities, and the people are friendly.  I want to try something new, push my boundaries, meet people from diverse cultures, and try outdoor/adventure activities.

A few student candidates express the feeling many may harbor: "I see this as a life changing opportunity," "I want to live in New Zealand," and "I would like to retire in New Zealand."

The Otago MBA's unique competitive advantage may be the opportunity to receive

a world class education in one of the most spectacular places on the planet.  You decide: come

for an education and maybe stay for a lifetime.

David

Immigration to New Zealand:  New Zealand Immigration does not permit the Otago MBA to advise students about matters related to securing residency in the country.  Any candidate interested in pursuing his or her career in NZ should investigate this issue directly through NZ Immigration.

Observations on the GMAT

GMAT - a summary statistic of questionable
validity and fairness.

The Graduate Management Admissions Test (GMAT) remains a necessary accouterment in MBA circles with admission to many of the top schools requiring a score on 650 or even 700. Stanford students averaged 729, with Harvard, New York University and the University of Chicago all averaging 720+.

We asked the question, "What do we know about GMAT scores," and turned to the Graduate Management Admission Council's own data for answers.  Each year the Council publishes a Profile of Graduate Management Admission Test Candidates (available online), explicitly pitched to universities as a way to "market your program more effectively,"  a form of bragging rights of sorts.  We offer the following observations for the most recent year, 2012-2013:

Two hundred, thirty eight thousand (238K) student candidates took the test in 2012-2013, 49K fewer than the previous year.

Only 121K (51%) of these students expressed an interest in pursuing an MBA; the total MBA student market is much larger.

Eighty-five percent on these students were under the age of thirty years.  Almost 90% of women taking the GMAT were under the age of thirty. 

The highest test scores (by age category) were posted by students of less than twenty years of age: kids.  Males of this age averaged 604, while females averaged 597 (though this demographic accounted for only 0.6 % of test takers).

Test scores drop precipitously for both males and females: i.e., inversely correlated with age and presumably attributes associated with age, such as experience, maturity and wisdom.  Females: age 20-21 (avg. 572); 24-25 (528); 31-34 (504); 40-49 (449)

The number of woman sitting for the GMAT dropped precipitously after the age of 23 years: age 22-23 (N=27K); 24-25 (17K); 26-27 (12K); ... 31-34 (6K).

Women over the age of 21 years averaged less than a 550 score and would likely be excluded from many top MBA programmes.

Women consistently posted lower average test scores within age categories, oftentimes with meaningful differences (e.g., age 26-27: male avg. 571 vs. female avg. 533).

Males and females over the age of forty years posted average scores of less than 500.

Three countries, the U.S., India and China, accounted for 71% of all GMAT tests taken in the world, with the U.S. accounting for over 90K test takers.  India (577) and China (582) significantly outperformed the U.S. (532) on average.

The highest average GMAT scores were posted in Singapore (605) and New Zealand (608), though these nations benefit from a small-N advantage.

We conclude that the GMAT may favor younger test takers; measure the individual's test-taking ability (i.e., a recency effect); disadvantage women and individuals with greater experience (seasoned professionals); and remains a largely U.S. convention taken elsewhere by students hoping to study in the U.S.  Much of the world may not value this summary statistic of a person's ability in the MBA classroom or potential to become a global business leader. We're reevaluating the weight we place on GMAT in our selection processes.

The GMAT reminds me of a popular U.S. reality television show, 

"Are you smarter than a 5th grader?"

David