Data Analysis

     

In this section of the website, visitors can learn more about the data collected by the Aspen Institute in the last round of its biennial Beyond Grey Pinstripes survey. This section of the website will be updated over time with new reports, and we hope that you will return throughout the year to see what has been added.

What are some of the interesting offerings submitted by schools around the world?
How can I learn more about specific topic areas across schools?
What changes has the Aspen Institute seen in MBA curricula and faculty research?

What are some of the interesting offerings submitted by schools around the world?

The results of our global MBA survey reveal exciting developments in coursework, faculty research and other activities on campus. Each month, we highlight a few schools' offerings in a different focus area. We welcome you to return at the end of each month to catch a glimpse of the trailblazing offerings at business schools around the world. Click here to view past highlights.

To view the full Beyond Grey Pinstripes 2011 survey results, we invite you to Search the Data.

How can I learn more about specific topic areas across schools?

There are many ways to look more closely at the Beyond Grey Pinstripes data:

  • Scroll through the topic icons on our homepage to conduct a search within a specific topic area.
  • Search by topic area on our Search page for data on coursework, activities, institutes and centers, faculty research, joint degree opportunities and more.

What changes has the Aspen Institute seen in MBA curricula and faculty research?

1. In the first survey of MBA programs after the devastating global financial crisis of 2008, we see evidence of significant change in MBA curricular offerings and faculty research.

In all scoring categories used to determine the ranking, schools have raised the bar. There are more courses with content on social, ethical, and environmental issues; more courses that zero in on business as a positive agent for change; more exposure of students to this content, and more research published by faculty on relevant topics. We see:

  1. a 20% increase in the average number of relevant courses submitted to the survey;
  2. the average number of Business Impact courses per school more than doubled;
  3. a significant increase in average exposure score, driven by an increase in the percent of students enrolled in relevant courses out of the total student body;
  4. a 30% increase in schools’ average faculty research scores. 

2. The core curriculum is changing. There is a striking increase in content on social, ethical and environmental issues in required courses across departments. Between the 2009 and 2011 survey cycles, there was a 38 percent increase in the number of relevant core courses in finance departments across schools, a 41 percent increase in marketing departments, a 22 percent increase in Accounting departments, 57 percent increase in Operations and Productions Management offerings, and a 22 percent increase in relevant core IT / MIS offerings.

3. There has been an increase in the percentage of schools requiring students to take a course dedicated to business & society issues. The percent of schools surveyed requiring students to take a course on business & society issues: 34% in 2001, 63% in 2007, 69% in 2009, 79% in 2011

4. In this ranking we put greater weight on the “business impact” score  (30% out of 100%) . In other words, we looked for evidence that schools are preparing their graduates to consider the social and environmental impacts of business investment, strategy and risk management and overall to make high quality business decisions that will benefit society over the long haul.  There is plenty of evidence that schools are stepping up their game.  Sample content: 

  • In finance, for example:  Among the topics convered: making ethical financial decisions; exploring the purpose of the firm (maximizing the value of the firm for whom?); reviewing alternative metrics for measuring value/success; looking back at the causes of the financial crisis, the role of financial institutions and regulations; evaluating possible financial system reforms; studying the implications for the firm of executive compensation strategies.
  • In marketing, for example:   Increasingly, courses cover: the global social impact of marketing and marketing of sustainable products and consider how marketing can contribute positively to society in the face of extensive social scrutiny. Marketing courses are addressing the increasing expectations of customers regarding the responsibility of a company’s operations. The ethics of marketing to emerging markets, deceptive marketing, and marketing to children are frequent topics of discussion. The new question for the marketing MBA is this: how does one make sustainable and ethical marketing decisions?
  • In Management and Strategy departments, for example:  Many courses focus on managing for environmental sustainability by taking climate change and natural resource management into consideration. Many management and strategy courses also look specifically at the role of business in poverty alleviation through Bottom of the Pyramid approaches to establishing a presence in new markets.
  • Course materials return time and again to managing for both shareholder and stakeholder demands. Particular focus is given to nonmarket actors such as governments, NGOs, and the general public – which according to one course description “can be as important as competitors, customers and suppliers in determining firm performance and sustaining competitive advantages.”
  • Courses are looking at the Green Economy and ways to leverage opportunity in sustainable production or social impact to bolster the bottom line.

5. Social Entrepreneurship courses are gaining far greater prominence across MBA programs. Importantly, most of these courses focus NOT on non-profit, mission based organizations BUT on how business models can be adapted in ways that produce companies that intentionally strive to achieve positive financial, social and environmental results. Between 2007 and 2011, we saw 60% more schools in the survey offering courses being on social entrepreneurship.

6. Striving to prepare MBA students for social and environmental stewardship is a global phenomenon. The Top 100 MBA Programs list is an impressive mix of schools, from schools with significantly large student bodies to small schools, public and private, and international (including schools from all over Europe, Peru, Australia, the Philippines, and South Africa).

7. We see a significant increase of faculty research on relevant topics. Faculty Research abstracts covering headline topics of the past few years, such as the recession and climate change, increased significantly compared to previous cycles. 

  1. Finance: We see many more abstracts published by faculty addressing the impact of Sarbanes-Oxley, disclosure practices and effects of the financial recession compared to what we saw in 2009.
  1. Climate and Energy: There has been a significant increase in submitted faculty research published on renewable energy, climate change and carbon markets between 2011 and 2011. (This increase is reflected similarly in a greater number of courses offered covering climate change, renewable energy and carbon markets than ever before.)