Stephen M. Ross School of Business - mbaMission's Insider's Guide 2019-2020 - HubSpot
←
→
Page content transcription
If your browser does not render page correctly, please read the page content below
mbaMission’s Insider’s Guide
Stephen M. Ross School of Business
University of Michigan
Ann Arbor, MI
2019–2020
presented byApplying to Business School? mbaMission is your partner in the process! Our team of dedicated, full-time admissions experts has helped thousands of applicants get into their dream MBA programs. These skilled storytellers and MBA graduates will work one-on-one with you to help you discover, select, and articulate your unique stories and stand out from the crowd. Why mbaMission? 15+ years of experience advising Ranked number one firm by GMAT tens of thousands of business Club and Poets&Quants school applicants Exclusively recommended by Extensive, unparalleled library of Services available for all stages of Manhattan Prep since 2009 supplementary content the application process Schedule a free, 30-minute consultation at www.mbamission.com/consult, and start getting answers to all your MBA admissions questions! +1-646-485-8844 info@mbamission.com www.mbamission.com
About mbaMission
With our collaborative, full-time team of experienced advisors, mbaMission has elevated and professionalized the world
of MBA admissions consulting, earning the exclusive recommendation of the world’s leading GMAT prep firms, Manhattan
Prep and Kaplan GMAT, and hundreds more verified five-star reviews on GMAT Club than any other such firm. mbaMission
prides itself on its high-touch client engagement model and robust library of free content that includes these Insider’s
Guides as well as our Complete Start-to-Finish MBA Admissions Guide. Having already helped thousands of aspiring
MBAs from around the world gain entry into elite US and international business schools, mbaMission continues to grow
and improve in our quest to “graduate” additional classes of satisfied clients.
mbaMission offers all candidates a free half-hour consultation at www.mbamission.com/consult.
mbaMission Insider’s Guide: Stephen M. Ross School of Business · 2019–2020 4Introduction from mbaMission
After more than a decade helping MBA applicants get into top business schools, we have learned what can compel an
admissions committee to send that coveted letter of acceptance. Selecting the right MBA program for your needs and
developing a true understanding of and familiarity with that program are crucial in crafting a successful application.
We have therefore invested hundreds of hours into researching and examining the leading business schools—including
speaking with students, alumni, and other representatives—to construct these guides, with the express goal of helping
applicants like you make informed decisions about this important step in your education and career.
We hope you enjoy this guide and encourage you to visit us at www.mbamission.com for complete and detailed analysis
of the leading schools’ essay questions, weekly essay-writing tips, MBA news and trends, and other valuable free in-
formation and resources. And for any advice you may need on applying to business school, please contact us for a free
30-minute consultation. Our consultants are extensively trained to help applicants present themselves in the most inter-
esting and compelling way and take advantage of every opportunity that might increase their chances of being admitted
to their target MBA program.
Jeremy Shinewald
President/Founder
mbaMission
mbaMission Insider’s Guide: Stephen M. Ross School of Business · 2019–2020 5Introduction from Poets&Quants
Over the past ten years, Poets&Quants has become the foremost authority on the top business schools. Our mission has
always been to help young professionals with one of the most important—and potentially most expensive—decisions of
their lives: whether to pursue an MBA.
We are pleased to offer these guides to our readers as part of our editorial partnership between Poets&Quants and
mbaMission, the world’s leading MBA admissions consulting firm. We closely evaluated all such guides currently on the
market, and are confident that you will not find a more thorough analysis of an MBA program than mbaMission’s. These
in-depth reports are well researched and well written, offering the detail and examination applicants need to really under-
stand a school’s culture, offerings, and outcomes. We are thrilled to offer these guides to our readers for free, thanks to
our new partnership.
Moreover, the guides are a great complement to the daily coverage of MBA news, students, programs, and admissions
practices on PoetsandQuants.com. We hope you will visit our site often to stay informed about the programs that interest
you and the one you ultimately attend. We will continue to provide the most relevant and current resources on the MBA
world to help you make the best possible decisions on your path from school selection to career advancement.
I wish you the best of luck on your journey to what will undoubtedly be a transformational experience.
John A. Byrne
Founder & Editor-In-Chief
Poets&Quants
mbaMission Insider’s Guide: Stephen M. Ross School of Business · 2019–2020 6Free Resources from mbaMission
The following guides are also available from mbaMission (online at www.mbamission.com/guides), and
more are being added regularly:
Admissions Guides Insider’s Guides
Complete Start-to-Finish MBA Admissions Guide Insider’s Guide to Columbia Business School
Brainstorming Guide Insider’s Guide to Cornell University’s Samuel Curtis Johnson
Essay Writing Guide Graduate School of Management
Fundamentals of an MBA Candidacy Guide Insider’s Guide to Duke University’s Fuqua School of Business
Interview Guide Insider’s Guide to the Haas School of Business at the University
Letters of Recommendation Guide of California-Berkeley
Long-Term Planning Guide Insider’s Guide to Harvard Business School
Optional Essays Guide Insider’s Guide to INSEAD
Personal Statement Guide Insider’s Guide to the Kellogg School of Management at
Resume Guide Northwestern University
Selecting Your Target MBA Program E-Book Insider’s Guide to the MIT Sloan School of Management
Social Media Guide Insider’s Guide to New York University’s Leonard N. Stern
Waitlist Guide School of Business
MBA Student Loan Reduction Guide Insider’s Guide to the Stanford Graduate School of Business
Insider’s Guide to the Stephen M. Ross School of Business at
the University of Michigan
International Program Guides Insider’s Guide to the Tuck School of Business at Dartmouth
Insider’s Guide to the UCLA Anderson School of Management
Cambridge Judge Business School Program Guide Insider’s Guide to the University of Chicago Booth School of
ESADE Program Guide Business
HEC Paris Program Guide Insider’s Guide to the University of Virginia’s Darden School of
HKUST Program Guide Business Administration
IE Business School Program Guide Insider’s Guide to the Wharton School of the University of
IESE Business School Program Guide Pennsylvania
INSEAD Program Guide Insider’s Guide to the Yale School of Management
Ivey Business School Program Guide
London Business School Program Guide
Rotman School of Management Program Guide
Saïd Business School Program Guide
mbaMission Insider’s Guide: Stephen M. Ross School of Business · 2019–2020 7Interview Guides Career Guides
Chicago Booth School of Business Interview Guide Asset Management Career Guide
Columbia Business School Interview Guide Consulting Career Guide
Dartmouth Tuck Interview Guide Hedge Fund Career Guide
Duke Fuqua Interview Guide Investment Banking Career Guide
Haas School of Business Interview Guide Marketing Career Guide
Harvard Business School Interview Guide Private Equity Career Guide
INSEAD Interview Guide Real Estate Investment & Development Career Guide
London Business School Interview Guide Tech Career Guide
Michigan Ross Interview Guide Venture Capital Career Guide
MIT Sloan School of Management Interview Guide
Northwestern Kellogg Interview Guide
NYU Stern School of Business Interview Guide
Stanford GSB Interview Guide
Wharton School of the University of Pennsylvania Interview
Guide
UCLA Anderson Interview Guide
UVA Darden Interview Guide
Yale School of Management Interview Guide
The mbaMission blog is updated daily and offers a plethora of MBA admissions tips, business school news,
company updates, event listings, and other valuable information. Be sure to also follow us on Twitter (@
mbaMission), Facebook, and Instagram (@mbaMission)!
mbaMission Insider’s Guide: Stephen M. Ross School of Business · 2019–2020 8Table of Contents 10 The MBA Program in Context: Choosing Michigan Ross 11 Location: Urban Campus Versus College Town 14 Class Size: Smaller Versus Larger 18 Curriculum: Flexible Versus Mandatory Core 21 Pedagogy: Lecture Versus Case Method 23 Academic Specializations/Recruitment Focus: Resources and Employers 25 Alumni Base: Opportunities to Engage 27 Facilities: Shaping the Academic/Social Experience 28 Rankings and Reputation: Important Metrics or Arbitrary Measures? 32 The Stephen M. Ross School of Business 32 Summary 33 The Dean 34 Professional Specializations 34 Consulting 35 Entrepreneurship, Private Equity, and Venture Capital 39 Finance 40 General Management 41 Health Care 43 International Business 46 Marketing 48 Operations/Manufacturing 50 Real Estate 50 Social Entrepreneurship 53 Notable Professors and Unsung Heroes 53 Social/Community Life 55 Academic Summary 57 Admissions Basics 61 University of Michigan (Ross) Essay Analysis, 2019–2020 64 mbaMission’s Exclusive Interview with Soojin Kwon, Director of Admissions for the Ross School of Business 72 Appendix: Ross Facts and Figures 72 Basics 72 Class Profile (Class of 2020) 72 Employment Statistics (Class of 2018) 74 Bibliography
The MBA Program in Context:
Choosing Michigan Ross
Over the years, we have met many aspiring MBA students who have tried to identify their target
schools and quickly become overwhelmed, wondering, “How are the top MBA programs really differ-
ent?” and “How do I choose the one that is right for me?”
You may not find a
Frustrated, some applicants ultimately choose schools based simply on rankings or the opinions of
single program that
friends or alumni. Although these inputs have a place in your evaluative process, you should also do meets all your needs
the necessary research to find the program that is truly best for your personality and professional and preferences, but
needs. In doing so, you will find significant differences between, for example, programs that have you should be able to
a class size in the low 200s and those that have classes of more than 900 students. As you are un- identify ones that fulfill
doubtedly already aware, an MBA is a significant investment in the short term and a lifetime connec- the factors that are
tion to an institution in the long term. We therefore strongly encourage you to take time now to think
most important to you.
long and hard about this decision and thoroughly consider your options. We hope this guide will prove
helpful to you in doing just that.
At mbaMission, we advise candidates evaluating their potential target schools to consider the following eight specific
characteristics (in no particular order) that shape MBA programs:
1. Location: Urban Campus Versus College Town
2. Class Size: Smaller Versus Larger
3. Curriculum: Flexible Versus Mandatory Core
4. Pedagogy: Lecture Versus Case Method
5. Academic Specializations/Recruitment Focus: Resources and Employers
6. Alumni Base: Opportunities to Engage
7. Facilities: Shaping the Academic/Social Experience
8. Rankings and Reputation: Important Metrics or Arbitrary Measures?
You will not likely find a single MBA program that meets all your needs and preferences across these eight criteria, but
you should be able to identify schools that fulfill the factors that are most important to you. Although this guide is in-
tended to familiarize you on a deeper level with this particular school, nothing will prove more valuable in your decision
making than visiting the programs that appeal to you and experiencing them firsthand. Inevitably, no matter what your
research may reveal, some schools will simply “click” with you, and others will not.
Note: The authors and editors at mbaMission have made every effort to ensure the accuracy and timeliness of the informa-
tion included in this guide. However, some discrepancies may exist or develop over time between what is presented here and
what appears in the school’s official materials, as well as what may be offered by other content providers in print or online.
For the most up-to-date information, always check with your target school directly. The opinions expressed by the people
mbaMission Insider’s Guide: Stephen M. Ross School of Business · 2019–2020 10interviewed are those of the attributed individuals only and may not necessarily represent the opinion of mbaMission or any
of its affiliates.
We also wish to thank the students, alumni, faculty members, and administrators who gave generously of their time to pro-
vide valuable input for this guide.
1. Location: Urban Campus Versus College Town
Pursuing an MBA can be quite intense, and the environment and community surrounding the campus
can profoundly affect and even shape your MBA experience. For example, imagine stepping out of a
class at New York University’s (NYU’s) Stern School of Business and into the energetic bustle of New The environment
York City’s West Village. Now imagine walking outside after a course at the Tuck School of Business and community
at Dartmouth and being surrounded by the tranquility and natural beauty of New Hampshire’s Upper
surrounding your
Valley. Neither scenario is necessarily “better” than the other, but one might appeal to you more.
chosen school can
An urban campus can undoubtedly offer social and cultural opportunities that a college town simply
profoundly affect
cannot match. This is not to suggest, however, that college towns are devoid of culture—indeed, in- and shape your MBA
tense intellectual and cultural programs exist in college towns precisely because the academic insti- experience.
tution is at the core of the community.
While schools in college towns tout their close-knit atmosphere and the tight bonds classmates form in such a setting,
this environment can be welcoming for some students and overwhelming for others. In contrast, urban campuses are
more decentralized, with students often living in various parts of a city and even in the surrounding suburbs. Someone
who has a greater need for privacy or personal space might therefore prefer an urban environment. In addition, in major
urban centers, some students—particularly those who lived in the city before enrolling in business school—may already
have well-developed social groups, and this scenario may again be better for those who find an academically and socially
all-encompassing environment less attractive.
One aspect of the MBA experience that candidates often fail to consider when evaluating their school options is weather.
Although factoring climate into your school choice may initially seem superficial, if you know you cannot comfortably
manage frigid conditions or soaring temperatures, certain programs should be stricken from your list. We encounter
many applicants each year who wisely stave off a potentially miserable experience by choosing to not apply to certain
schools in locations they just do not feel are “livable” for them.
In addition, housing costs are one expense that Urban Campus Schools Urban/College Hybrid Schools College Town Schools
many applicants do not stop to consider before Chicago Booth Northwestern Kellogg Cornell Johnson
choosing a school to target. By researching real Columbia Business School Stanford GSB Dartmouth Tuck
estate prices at the top programs, we found that Harvard Business School UC Berkeley Haas Duke Fuqua
the cost differential between renting a one-bed- MIT Sloan UCLA Anderson Michigan Ross
NYU Stern Yale SOM UVA Darden
room apartment in a Midwestern college town
UPenn Wharton
and renting one in New York City, for example,
mbaMission Insider’s Guide: Stephen M. Ross School of Business · 2019–2020 11can be quite significant—adding up to tens Average Monthly Rent for a One-Bedroom Apartment
of thousands of dollars on a cumulative ba-
NYU Stern New York, NY $3,259 within .33 mile radius of campus
sis across two years. This is an important
factor to include as you weigh your options MIT Sloan Cambridge, MA $3,219 within .50 mile radius of campus
and calculate your projected budget. Columbia Business School New York, NY $2,767 within .50 mile radius of campus
Stanford GSB Stanford, CA $2,655 within 1.50 mile radius of campus
In summary, a college town can be appeal-
ing for some candidates because its small- UCLA Anderson Los Angeles, CA $2,555 within .75 mile radius of campus
er size tends to create strong bonds within Harvard Business School Cambridge, MA $2,378 within .33 mile radius of campus
the business school’s community, though
UC Berkeley Haas Berkeley, CA $2,191 within .75 mile radius of campus
for others, the lack of privacy could be un-
UPenn Wharton Philadelphia, PA $1,681 within .50 mile radius of campus
desired or overwhelming. Furthermore,
some find a slower pace of life calming and Yale SOM New Haven, CT $1,494 within .50 mile radius of campus
comfortable, whereas others crave the
Dartmouth Tuck Hanover, NH $1,397 within 5.0 mile radius of campus
energy and bustle of a city. If you strongly
Northwestern Kellogg Evanston, IL $1,291 within 1.0 mile radius of campus
prefer one or the other, you should be able
to quickly eliminate certain schools from Chicago Booth Chicago, IL $1,228 within 1.0 mile radius of campus
your list.
Michigan Ross Ann Arbor, MI $1,144 within .50 mile radius of campus
Cornell Johnson Ithaca, NY $1,042 within .75 mile radius of campus
Ann Arbor, Michigan, is unmistak-
ably a college town, bustling with UVA Darden Charlottesville, VA $995 within 1.0 mile radius of campus
students and boasting a young, vi- Duke Fuqua Durham, NC $921 within 1.5 mile radius of campus
brant atmosphere. The entire city
has been said to turn maize and According to Rentometer.com, accessed June 2019.
blue on game day, and athletics are
a central part of the University of Michigan experience. Moreover, Ann Arbor offers sophis-
tication not necessarily found in other college towns or Midwestern cities of similar scale,
in part because of the university’s sheer size (it employs approximately 46,000) as well
as its reach in terms of research and technology. The Stephen M. Ross School of Business As a Ross undergrad
claims on its website that the city offers “cosmopolitan living without the hassle.” The De- alum, I can say that
troit Metro Airport is located approximately 30 minutes from downtown, and residents of
Ann Arbor has it all—
Ann Arbor enjoy an active arts scene (which has included visits from the Royal Shakespeare
arts, culture, diversity,
Company), restaurants to fit all budgets, and an array of outdoor activities, with more than
140 parks within the city’s limits.
athletics, and more.
Melissa Blakeslee, mbaMission
During the business school’s three-day Go Blue Rendezvous welcome weekend, which typi-
Senior Consultant and Ross
cally occurs in early spring, new admits have the opportunity to get a feel for Ross, its MBA
Alumna
program, and its student body. Some admits also use this time to explore housing options,
and many who have already decided on Ross may choose to secure housing during this visit.
The vast majority of Ross students live in off-campus houses or apartments, of which the
choices are abundant.
mbaMission Insider’s Guide: Stephen M. Ross School of Business · 2019–2020 12The affordability, safety, and accessibility of public housing allow Ross students to easily live within walking
or biking distance of campus. Those who live further away from grounds can take public transportation or
drive to get to campus; however, parking is often limited. Of the more than 1,000 students who completed the
Ross MBA Housing Guide 2018–2019 survey (conducted by housing search company VeryApt), 75% reported
that they commute by foot, while 10% use public transit, 10% drive to campus, and 5% bike.
Proximity to campus is something to consider, given the severity of Michigan’s winters, which could make for
an unpleasant commute for those not accustomed to snow or frigid temperatures. Of the survey respondents,
35% said that they live in a large property of 50 or more units, while 35% reported that they live in small proper-
ty with under ten units, 15% said they live in a mid-size property of 10–49 units, and another 15% reported living
in a house. The majority, or 37%, said their home has one bedroom, while 36% reported living in a two-bedroom,
19% in a unit with three or more bedrooms, and 8% in a studio.
According to the survey, the average rent for a studio apartment in the Ann Arbor Area is
$1,200. One-bedrooms average approximately $1,235, two-bedrooms $1,550, and three or
more bedrooms $1,960. Factoring in utilities can be a key consideration, given that heat You cannot beat the
alone can cost upward of $100 per month during the winter. university town of
Ann Arbor and Ross’s
The school advises the following for housing selection: “[Ann Arbor is] a small city. There-
access to all it offers.
fore, housing in Ann Arbor can be very limited, especially during the fall semester. We
strongly recommend that you begin searching for available housing as soon as possible.”
Susan Kaplan, mbaMission Senior
In the past, the school has highlighted the Go Blue Rendezvous weekend as a possibility to
Consultant
explore options. A participant in the 2015–2016 Partners Club survey shared a similar view:
“When we arrived at GBR, we felt like we had to find housing that weekend (I am glad we
did); so do your homework prior to arriving.”
Student comments in the surveys can also be particularly helpful, such as the following examples from the
2010 version of the school’s Go Blue! Rendezvous housing survey: “We flew out from NYC one weekend and had
made 15+ appointments in advance to see apartments—there was so much diversity in the quality of housing
(you can’t tell from the price how nice it is—we learned that right away) that we’re glad we came and saw it all
in person. We saw a ton of places and signed a lease that weekend (this was in April)—it worked out great” and
“Live close to campus (2. Class Size: Smaller Versus Larger
Another element that affects the character of a school’s MBA experience is class size. You might
want to reflect on your high school, college, and work environments to help you determine whether
you would be more comfortable in a larger class or a smaller one—or whether this is even a consider- Reflect on your past
ation for you at all. academic and work
environments to
Students at smaller schools (which we define as having approximately 350 students or fewer per
determine whether
class) tend to interact with most of their peers and professors at some point during the typical two-
year MBA period. Thus, the smaller schools are generally considered more “knowable,” and their com-
you would be more
munities tend to be quite closely knit. Also, consider that assuming a leadership position is easier in comfortable in a larger
a smaller environment, because, for example, the Finance Club may have only one president at both or smaller class—or
a small school and a large school, but competition for such a position would obviously be greater in whether this is a
the larger program. consideration for you
at all.
Some individuals might prefer to be at a larger school where they can better maintain their anonymity
if they so choose. A student at a school with close to 900 people or more in each class will not likely
get to know each and every one of their classmates by the end of the program, and some people
Most Common Undergraduate Major for Incoming Students (Class of 2020) Class Size
Chicago Booth Economics 25% 900 to 1,000 Harvard Business School
Columbia Business School Business 29% 800 to 900 UPenn Wharton
Cornell Johnson Business 29% 700 to 800 Columbia Business School1
Dartmouth Tuck Arts / Humanities / Social Sciences 51% 500 to 600 Chicago Booth
Duke Fuqua NA NA 400 to 500 Northwestern Kellogg
Duke Fuqua
Harvard Business School Economics / Business 46%
Michigan Ross
Michigan Ross Economics / Business 42% Stanford GSB
MIT Sloan
MIT Sloan Engineering 31%
300 to 400 NYU Stern
Northwestern Kellogg Economics / Business 50%
UCLA Anderson
NYU Stern Business 27% Yale SOM
UVA Darden
Stanford GSB Humanities / Social Sciences 48%
200 to 300 UC Berkeley Haas
UC Berkeley Haas Economics 21%
Dartmouth Tuck
UCLA Anderson Business 26% Cornell Johnson
UPenn Wharton Humanities 45%
Schools are listed in order from largest class to smallest within
UVA Darden NA NA
each category.
Yale SOM Humanities and Social Sciences 29% 1
Includes J-Term students.
mbaMission Insider’s Guide: Stephen M. Ross School of Business · 2019–2020 14might prefer this. Further, advocates of larger classes School (Class of 2020) Women International Minorities
tout the advantage of being able to interact with more Chicago Booth 42% 30% 31%
people during one’s MBA experience—and to thereby
Columbia Business School 39% 42% 33%1
develop a broader and more robust network of peers.
Note that many schools divide students into smaller Cornell Johnson 33% 27% 32%1
groups—called “sections,” “clusters,” “cohorts,” or even Dartmouth Tuck 45% 36%2,3 20%1
“oceans”—in which approximately 60–90 students take
Duke Fuqua 42% 38% 16%
certain classes together, and this approach can help
foster a stronger sense of community within the larger Harvard Business School 41% 37%2 26%1,2
programs. Michigan Ross 43% 32% 23%1
MIT Sloan 42% 38% NA
Historically, Ross’s class size was in the 430–
440 range, making the school a midsized one. Northwestern Kellogg 46% 34% 27%1
The Class of 2011, however, grew to 500, and the NYU Stern 35% 39%2,3 29%1,2
next several classes were comparable in size, in
Stanford GSB 41% 42%2,3 27%1
part because of the school’s ability to handle a
UC Berkeley Haas 43% 43%2,3 38%1,2
larger incoming class. Director of Admissions
Soojin Kwon explained in an interview with UCLA Anderson 34% 33% 29%
mbaMission, “Because of our new building, we
UPenn Wharton 43% 33% 33%1
have the ability to increase our class size, and
UVA Darden 38% 31% 18%1
so we are moving in that direction.” The Class of
2015, however, had just 455 students, reflect- Yale SOM 43% 45%2,3 27%1,2
ing—as a March 2014 Poets&Quants article ex-
plained—an effort on the school’s part “to bring 1
Specified as U.S. minorities.
its acceptance rate down to 33.7%, from an 2
Includes permanent U.S. residents.
unusually high 40.6% a year earlier” and subse- 3
Includes dual citizens.
quently improve the admissions statistics used
to determine its place in the rankings. The downward trend has since continued, with only 407 students in the
Class of 2017—the lowest incoming class in years—415 students in the Class of 2018, 422 in the Class of 2019, and
423 in the Class of 2020.
Whether the class numbers closer to 400 or 500, the group as a whole is too large to allow every student to truly
get to know one another. However, Ross divides its students into cohorts, which helps provide ample opportu-
nity for students to become well acquainted with a smaller group of classmates. Further, the 270,000-square-
foot building that opened on Ross’s campus in 2009 helps foster community and support team-based learning
(see the Facilities section for more).
Ross offers several programs to promote friendships and connections between new students in the incoming
class. For one, many students participate in initiatives hosted by the Sanger Leadership Center at different
points throughout the two-year MBA program that are designed to help students test and develop their leader-
ship capabilities. These include the Business + Impact Challenge, through which student teams work to pro-
vide a Fortune 100 company with business solutions, and the Crisis Challenge, which is a time-sensitive, role-
mbaMission Insider’s Guide: Stephen M. Ross School of Business · 2019–2020 15Year-Over-Year Class Profile Class Class Class Class Class Class Class Class Class Class
Data: Michigan Ross of 2020 of 2019 of 2018 of 2017 of 2016 of 2015 of 2014 of 2013 of 2012 of 2011
Total Number of Applicants NA NA NA NA NA NA 2,436 2,929 2,722 2,697
Number of Full-Time 423 422 415 407 447 455 502 501 488 500
Students
Average GMAT 720 716 708 708 702 704 703 703 704 701
GMAT Range (Middle 80%) 680– 670– 650– 660– 650– 650– 650– 650– 650– 650–
760 760 750 760 750 750 750 750 750 760
Average GPA 3.5 NA NA NA 3.4 3.4 3.4 3.4 3.4 3.4
Average Years of Work 5 NA NA NA 5 5 5 5 5.2 5
Experience
Range of Years of Work NA NA NA NAtrip, for example, spent time visiting vineyards and beach towns, and the trek was rated a
four for nightlife. In contrast, a trip to Peru was rated a four for physical activity.
While Ross
Each year, one or two of the treks are MYSTERY Trips, where participants discover the des- students are quite
tination right before takeoff. The 2019 MYSTERY Trip was titled “Mystery 007.0: License to
accomplished, they are
Thrill,” while the 2018 MYSTERY Trip carried the theme “Mystery 6.0: It’s 5 O’clock Some-
very humble about their
where.” The 2017 MYSTERY Trips were titled “MYSTERY 5.0 Maize: Into the No No Zone” and
“MYSTERY 5.0 Blue: Journey through the Back Door.” The non-MYSTERY Trips in 2017 includ-
achievements. In many
ed a South Africa one titled “Cape Town Throwdown,” one to Spain and Greece called “Party cases, I found out only
with the Gods,” and a Bali trip titled “Ballin’ in Bali.” months after meeting
them about the
Trips in 2016 included one to Bolivia titled “Don’t Stop Bolivian’,” one to Morocco and Portugal amazing things they'd
called “Morocc’n the Night Train to Lisbon,” and one to Guatemala and Belize with the title done professionally and
“Guate Get Down.” Among the trips in 2015 were “Peru-sing the Tinder Scene” in Peru, “Shish
personally, because
Kebaby One More Time” in Turkey, and “Thai and Stop Us… From Raging!” in Thailand. 2014
they don't wear their
trips included “We Came in Like a Reyk-ing Ball,” which took participants to Iceland; “Puerto
Freakin’,” for which students visited Puerto Rico; and “Pour Drinks, Poor Choices, Portugal!,”
accomplishments on
a South Europe trip heavy on social events. their sleeve.
As at many other business schools, first-year students at Ross are divided into sections, Nisha Trivedi, mbaMission Senior
Consultant and Ross Alumna
which are each made up of approximately 70–85 students (depending on the size of the in-
coming class) who take the school’s core curriculum classes together. Ross’s first years do,
however, have the option of taking some classes apart from their section. Nonetheless, giv-
en that section members generally spend a significant amount of time in the classroom together and that the
sections involve a large social component, section mates are often forever linked—and most Ross students and
alumni we interviewed speak fondly of this part of their experience. Ross does not officially assign students to
learning teams, but some classes do divide students into small groups for project-based work.
Ross also offers specific programs tailored to its underrepresented minorities and international communities.
Minorities and students from outside North America represented 23% and 32%, respectively, of the incoming
Class of 2020 (23% and 34% for the Class of 2019, 24% and 31% for the Class of 2018, and 25% and 35% for the
Class of 2017). Ross’s annual diversity event, UpClose, is hosted by the Black Business Students Association
and the school’s Consortium for Graduate Study in Management community, in partnership with the Admissions
Office. UpClose is designed for prospective MBA students of any race or ethnicity who are interested in im-
proving the representation of minorities in management, and the event provides them with the opportunity to
experience Ross’s community and programs. Typically held in the fall, the program spans two days and consists
of workshops and discussions, such as an admissions presentation on how to build a competitive application, a
panel discussion with students about campus life, and the opportunity to attend a Ross MBA class. The agenda
also includes a dinner reception and a night out with first- and second-year students.
To assist international candidates who have been accepted to and are considering attending Ross in making
their school selection decision, students and alumni around the world make themselves available for questions
mbaMission Insider’s Guide: Stephen M. Ross School of Business · 2019–2020 17via phone calls and online chats. These students and alumni ambassadors provide perspective on attending
Ross as an international student, and their names and email addresses are provided in the admissions section
of Ross’s website. International students at Ross can choose from an array of clubs and organizations that may
be of interest, such as the Africa Business Club, the Hispanic Business Students Association, and the Indian
Subcontinent Business Association.
Lastly, the university’s International Center provides support on a variety of issues specific to students from
outside the United States, from immigration to health insurance to cross-cultural questions.
3. Curriculum: Flexible Versus Mandatory Core
Many business schools have a “core” curriculum—a standard series of courses that all students must
take. However, these core requirements can vary tremendously from one program to the next. For
example, one school may teach its required curriculum for the entire first year, meaning that stu-
dents will not take any elective courses until their second year, whereas another MBA program may The rigidity or flexibility
stipulate only one or two required courses. of a school’s first-year
curriculum affects
The rigidity or flexibility of a school’s required curriculum affects students’ education and socializa-
students’ education
tion. Regardless of their professional experience, students at a school with a rigid core curriculum
must all take the same classes. At some schools, for example, even CPAs must take the required
and socialization.
foundational accounting course, whereas at others, students can waive selected classes if they can
prove a certain level of proficiency. Again, both approaches have pros and cons, and what those are
depends on your perspective.
Proponents of a rigid core curriculum would argue that academics understand what skills students need to become true
managers and that when students “overspecialize” in one area, their overall business education can ultimately suffer. A
significant body of academic writing has been devoted to critiquing programs that give students a narrow view of busi-
ness, notably Henry Mintzberg’s Managers Not MBAs: A Hard Look at the Soft Practice of Managing and Management Devel-
opment (Berrett-Koehler, 2004) and Rakesh Khurana’s From Higher
Aims to Hired Hands: The Social Transformation of American Business Can Waive/ Cannot Waive/
Schools and the Unfulfilled Promise of Management as a Profession Test Out of Classes Test Out of Classes
(Princeton University Press, 2007). Chicago Booth Harvard Business School
Cornell Johnson MIT Sloan
Advocates of the core curriculum approach would also argue that Columbia Business School Stanford GSB
Dartmouth Tuck UVA Darden
having all students take the same classes creates a common lan-
Duke Fuqua Yale SOM
guage and discussion among the classmates because of the shared
Michigan Ross
experience. In addition, proponents contend that a rigid core curric-
Northwestern Kellogg
ulum facilitates learning, because students who have applicable di- NYU Stern
rect experience bring that knowledge and insight into the classroom UC Berkeley Haas
and can thereby help teach others. Finally, schools with mandatory UCLA Anderson
cores generally keep students together in their sections for several UPenn Wharton
mbaMission Insider’s Guide: Stephen M. Ross School of Business · 2019–2020 18months, if not an entire academic year, and students who interact every day in this way ultimately Average GMAT of Incoming
Students (Class of 2020)
forge strong bonds. This sustained contact and connection can create a deep sense of community
among the students. Chicago Booth 731
Columbia Business School 732
In contrast, those who would argue in favor of a more flexible curriculum feel that students benefit
Cornell Johnson 699
from the opportunity to specialize immediately—that time is short, and students need power and
choice in preparing for their desired careers. So if, for example, a student intended to enter the world Dartmouth Tuck 722
of finance, an advocate of flexibility would argue that the student should be able to study finance in Duke Fuqua NA
depth throughout the MBA program, possibly even from day one, so as to gain as much experience
Harvard Business School1 730
as possible in this area—especially before interviewing for a summer internship. Furthermore, pro-
ponents for flexible curricula caution that experienced students could end up “wasting” hours tak- Michigan Ross 720
ing courses in subjects in which they already have expertise. Finally, they would assert that a flex- MIT Sloan 728
ible schedule allows students the opportunity to meet a greater number and wider variety of their
Northwestern Kellogg 732
classmates.
NYU Stern 716
Ross has two 14-week terms, referred to as Fall and Winter, each of which is subdivided into Stanford GSB 732
two seven-week sessions. As a result, students have Fall A and Fall B, followed by Winter A
UC Berkeley Haas 726
and Winter B. Many Ross classes are taught within the shorter seven-week time frame, but
some courses may span the entire 14-week period (i.e., an entire term). UCLA Anderson 719
UPenn Wharton 732
Ross’s first-year core curriculum consists of nine classes plus the Multidisciplinary Action
UVA Darden 717
Project and is standardized; three additional elements are also required for graduation but
can be completed at any point in the two-year MBA program. The first-year schedule is as Yale SOM1 730
follows:
1
Represents median rather than average.
Fall A
• “Applied Business Statistics”
• “Applied Microeconomics”
• “Corporate Strategy”
• “Financial Accounting” I recommend Ross to
• Management Communication Competency Requirement many of my ops and
engineering applicants.
Fall B
Once they learn about
• “Financial Management”
• “Leading People and Organizations”
the program, they are
• “Managerial Accounting” (can also be taken during Winter A) drawn to the program’s
• “Marketing Management” well-rounded, practical
• Management Communication Competency Requirement approach.
• Optional business elective or degree requirement
Susan Kaplan, mbaMission Senior
Consultant
mbaMission Insider’s Guide: Stephen M. Ross School of Business · 2019–2020 19Winter A
• “Managerial Accounting” (can also be taken during Fall B)
• “Operations Management”
• Management Communication Competency Requirement
• Optional business elective or degree requirement
Winter B
• Multidisciplinary Action Project
As noted, all first-year students are required to participate in the Multidisciplinary Action Project, or MAP. Dur-
ing the last seven weeks of the winter term, teams of four to six students, in conjunction with a faculty advi-
sor, work for corporations, nonprofits, and start-ups around the world to tackle real-life business problems.
MAPs constitute the entire academic course load in the final quarter of the first year; no other classes are
taken during this time, making MAP an intense, hands-on learning experience. This experience can be helpful
to students, particularly those seeking to change careers, in gaining exposure to their field of choice for the
job search process. In fact, one student with whom we spoke declared that MAP was one of the main reasons
he chose Ross for his MBA education.
The MAP website describes the partnerships between student teams and sponsor organizations as among
“the world’s most extensive and intensive [in] action-based learning.” MAP was instituted in 1992, when then-
Dean Joseph White renewed the school’s commitment to innovation and expanded the hands-on teaching pro-
gram. Since then, upward of 12,000 Ross students have completed assignments for more than 1,500 sponsors
in nearly 100 countries across the globe. MAPs are submitted by both domestic and international organizations
and are subject to a rigorous approval process before being assigned a student team.
Past MAP projects have ranged in scope from working with Kumi Hospital in Uganda to analyze its supply chain
system, develop recommendations for improvement, and pilot changes, to helping American Express under-
stand new ways of reaching customers in leading-edge interactive channels. Ross students completed 84
projects in 2018, with locations ranging from Tel Aviv and Mumbai to London and Santiago. Projects included
developing a market strategy for a health care company in Canada, designing an implementation plan for a
foundation based in India, and conducting a market entry strategy for a real estate development corporation
in Sweden.
More than 400 Ross students participated in MAP projects in 24 countries in 2017, with such projects as team-
ing up with the Global Fairness Initiative in Nepal to develop a business plan for a company attempting to elimi-
nate child labor in the country’s brick industry and working with a Kenyan coffee company to plan its expan-
sion to Tanzania.
In 2016, Ross students conducted more than 80 MAP projects in 20 countries. These projects included working
with an Indian nonprofit to eliminate needless blindness, preparing a strategic plan for Make-a-Wish, design-
ing a strategy for an investment fund in Finland, and formulating a new business model for Roche Brazil. MAPs
in 2015 included rebranding an apparel company in the Dominican Republic, collaborating with Google in Sin-
mbaMission Insider’s Guide: Stephen M. Ross School of Business · 2019–2020 20gapore and Bangkok, and helping create a training program for the Miami Dolphins in Florida. Among the 2014
project options were working with a global bank in India, conceptualizing business models in the world’s most
underprivileged locations, and cooperating with a multinational nonprofit health organization in South Africa.
In their second year, students are largely free to take only the courses they want, provided they fulfill the 57
credits (27 of which may be taken as electives; electives can be 1.5, 2.25, or 3.0 credits) and three additional
requirements needed for graduation. The three additional requirements are (1) the “Competing in the Global
Business Environment” strategy course, (2) successful completion of a course in business law, and (3) ful-
fillment of the Management Communications Competency Requirement (explained later in this section). Stu-
dents can choose from among 13 elective classes that satisfy the business law/ethics requirement.
Typically, students spend most, if not all, of their first year with their section, taking core classes. However,
Ross’s program does offer some level of flexibility in that (1) a slot is provided for students to take at least
one elective in the Fall B and Winter A sessions and (2) students are able to waive core courses via an exam or
a waiver request, based on their academic background, prior Ross coursework, and/or professional experi-
ence or designation. A student can submit a request to waive the business law/ethics obligation based on aca-
demic experience or professional designation, but students cannot test out of this requirement. The only two
courses that technically cannot be waived are “Corporate Strategy” (part of the first-year core curriculum)
and “Competing in a Global Business Environment” (one of the three additional requirements for graduation),
and these classes must be completed at the University of Michigan’s Ann Arbor campus.
Applicants interested in the specific requirements for testing out of or waiving a particular core course should
check out the Core Course Waivers & Waiver Exam Information found within the Academics section of Ross’s
website. Here one will find an exam testing timeline and information on the process and criteria for submitting
a waiver request as well as information on the “pros and cons” of waiving classes. Ultimately, the decision to
waive a course should be weighed against the loss of time in the first-year section experience.
A total of ten credits may be taken outside Ross, meaning that second-year students can take advantage of
hundreds of classes available via the university’s numerous graduate school programs, including the Ford
School of Public Policy, the School of Environment and Sustainability, and the Taubman College of Architec-
ture and Urban Planning. In addition, second-year students can participate in independent study projects as
well as classes at the Washington Campus.
4. Pedagogy: Lecture Versus Case Method
Students will likely encounter multiple styles of learning while in business school—including participating in simulations,
listening to guest speakers, and partaking in hands-on projects—but the two most common MBA learning styles are case
method and lecture.
Pioneered by HBS, the case method, or case-based learning, requires students to read the story (called a “case”) of either
a hypothetical or a real protagonist who is facing a managerial dilemma. As the student reads, the student explores the
mbaMission Insider’s Guide: Stephen M. Ross School of Business · 2019–2020 21protagonist’s dilemma and has access to various quantitative and qualitative data points meant to
facilitate further analysis. (Cases can vary in length but are typically 10–20 pages long.) After reading
and studying the entire case, the student generally understands the profundity of the problem and is Students will encounter
typically asked a simple question: “What would you do?” In other words, how would the student act or many different styles
react if they were in the protagonist’s place? What decision(s) would the student make?
of learning during
their time at business
After completing their independent analysis of the case, the student typically meets with the mem-
bers of their study group or learning team (if the school in question assigns such teams) for further
school, but the two
evaluation. Together, the group/team members explore and critique one another’s ideas and help most common are case
those students who may have had difficulty understanding particular aspects of the issue or pro- method and lecture.
gressing as far on their own. Often, though not always, the team will establish a consensus regarding
the actions they would take in the protagonist’s place. Then, in class, the professor acts as facilita-
tor and manages a discussion of the case. Class discussions can often become quite lively, and the
professor will guide students toward resolving the dilemma. Sometimes, the professor will ultimately Average GPA of Incoming Students
reveal the protagonist’s decision and the subsequent results—or even bring the actual protagonist (Class of 2020)
into the classroom to share and discuss the case’s progression and outcomes in person. Chicago Booth 3.60
Columbia Business School 3.60
In short, the case method focuses primarily on the analytical process and illustrates that the problems
Cornell Johnson 3.40
presented have no clear-cut right or wrong responses. For a student to disagree with the protagonist’s
chosen path—even after it has proved to be successful—is not unusual. After all, another approach (or Dartmouth Tuck 3.49
even inaction) may have produced an even better result.
Duke Fuqua NA
Harvard Business School 3.71
Note that case-based learning is not specific to one academic discipline. Cases are available in fi-
nance, strategy, operations, accounting, marketing, and still other areas. Further, many cases are Michigan Ross 3.50
interdisciplinary, meaning that they address more than one area at a time, such as requiring students
MIT Sloan 3.48
to think about how a financial decision might affect the operations of a manufacturing company or
Northwestern Kellogg 3.60
the ways in which a marketing decision might involve significant financial considerations. Impor-
tantly, students in case environments are often graded on their “contribution” to the class discus- NYU Stern 3.45
sion (measured by the level of one’s participation in discussions and analysis, not on the frequency
Stanford GSB1 3.73
with which one offers “correct” answers), so the case method is not for those who are uncomfortable
UC Berkeley Haas 3.66
speaking in class. However, it can be incredibly helpful for those who want or need to practice and
build confidence speaking publicly. UCLA Anderson NA
UPenn Wharton 3.60
Lecture is the method of learning that is familiar to most people—the professor stands in front of
UVA Darden 3.50
the class and explores a theory or event, facilitating discussion and emphasizing and explaining
key learning points. Often, students have read chapters of a textbook beforehand and have come to Yale SOM2 3.71
class with a foundation in the specific area to be examined that day. Although the case method gives 1
U.S. schools, 4.0 scale only.
students a context for a problem, those who favor lecture tend to believe that the case method is 2
Median GPA listed.
too situation specific and therefore prefer a methodical exploration of theory that they feel can be
broadly applied across situations. In lecture classes, the professor and their research or theory are
technically paramount, though students still participate, challenge ideas, and debate issues.
mbaMission Insider’s Guide: Stephen M. Ross School of Business · 2019–2020 22Note that at some schools, professors may alternate between cases and lectures within a single semester of classes.
Ross’s teaching method combines both case method and lecture-based classes. Our con-
versations with students and alumni revealed that an individual’s preference and area of
interest can often determine the mix of case method and lecture coursework that each stu- This is one of my
dent experiences during the second year. Students who prefer lectures tend to gravitate favorite programs for
toward classes with professors who favor that method, while those who find case-based
applicants who want a
learning appealing do the opposite. For example, one student with whom we spoke esti-
hands-on, experiential
mated that 90% of his classes were case based, while another estimated that less than half
of his classes were.
program.
Susan Kaplan, mbaMission Senior
As noted in the Curriculum section, the required MAP entails a major curricular empha-
Consultant
sis on experiential, or “action-based,” learning. As the self-described pioneer of this ap-
proach, which was introduced in 1992, Ross explains action-based learning on its website
as “unmatched by any other business school,” adding, “Putting our students in real-world
situations—with faculty guidance but with real stakes on the line—helps prepare them to thrive and lead in a
dynamic world. They learn how to meet challenges that may be complex, ambiguous, and fluid. As a result of
their practical experience, Michigan Ross graduates enter the working world uniquely empowered to excel.”
A 2012 post on the Michigan Ross Dean’s Blog describes action-based learning as remaining ahead of the
curve of similarly experiential field studies at other business schools (for an archive of Dean’s Blog posts, visit
https://michiganross.umich.edu/deans-blog). Then-Dean Alison Davis-Blake states, “At Michigan Ross, we
assert that no other method of learning can better prepare today’s business student for tomorrow’s business
challenge. And here’s what our faculty have learned during 20 years as leaders in action-based learning: It’s
not just about action. It’s not just about solutions. It’s about transformation.”
5. Academic Specializations/Recruitment Focus: Resources and Employers
Schools’ brands and reputations develop over time and tend to endure, even when the programs
make efforts to change them. For example, many applicants still feel that Kellogg is only a marketing
school and that Chicago Booth is only for people interested in finance, even though both programs
boast strengths in many other areas. Indeed, this is the exact reason mbaMission started producing Do not merely accept
these guides in 2008—we wanted applicants to see beyond these superficial “market” perceptions. stereotypes but truly
Make sure you are not merely accepting stereotypes but are truly considering the breadth and depth
consider the breadth
of resources available at each school.
and depth of resources
We have dedicated the majority of this guide to exploring the principal professional specializations
available at each
for which resources are available at this particular school, and we encourage you to fully consider school.
whether the MBA program meets your personal academic needs by supplementing the information
here with additional context from the school’s career services office, by connecting with the heads of
relevant clubs on campus, and perhaps even by reaching out to alumni in your target industry.
mbaMission Insider’s Guide: Stephen M. Ross School of Business · 2019–2020 23Ross focuses on teaching students general management School Top Industry for % Entering
business practices through multidisciplinary, action-based 2018 Graduates the Industry
programs. The school claims on its website that it strives Chicago Booth Financial Services 31.6%
for excellence across functions, and its curriculum supports
Columbia Business School Consulting 33.6%
the general management philosophy, offering essential core
Cornell Johnson Financial Services 29.0%
classes with many electives in each specialty. Further, al-
though the school does not offer majors, students can tailor Dartmouth Tuck Consulting 30.0%
their coursework, particularly in the second year, to meet per-
Duke Fuqua Consulting 32.0%
sonal objectives. Lastly, Ross’s general management focus is
Harvard Business School Financial Services 29.0%
perhaps reinforced most acutely through the previously men-
tioned seven-week MAP, in which teams of four to six students Michigan Ross Consulting 30.1%
work on current, real-world problems for a wide range of com-
MIT Sloan Consulting 31.6%
panies.
Northwestern Kellogg Consulting 30.1%
Ross’s Office of Career Development (OCD) fields questions NYU Stern Consulting 28.4%
about recruiting, provides workshops on job search tech-
Stanford GSB Technology 33.0%
niques, organizes on-campus recruiter events, and manages
UC Berkeley Haas Technology 31.7%
job postings and interview schedules. According to the OCD’s
2018 employment report, approximately 77.1% of Ross’s 2018 UCLA Anderson Technology 29.5%
graduates secured their jobs through on-campus or school- UPenn Wharton Financial Services 36.9%
facilitated recruiting (71.1% of the Class of 2017, 70.2% of the
UVA Darden Consulting 32.0%
Class of 2016, 68.7% of the Class of 2015, and 71.4% of the Class
of 2014). A second-year student we interviewed spoke very Yale SOM Consulting 34.9%
highly of the office’s process with regard to on-campus re-
cruitment, responsiveness, and overall concern for students’ career development, saying, “If you go to them
with questions, they will get back to you, but you should expect to put in a solid effort when it comes to the job
search process.”
As evidenced by the school’s 2018 employment report, recruiters at Ross will find a diversity of interests across
the Ross student body. While the school graduated its fair share of consultants (33.1% accepted jobs with a
consulting function) and finance professionals (16.9%) in 2018, the marketing/sales function accounted for
Top Industries: Michigan Ross 2018 2017 2016 2015 2014 2013 2012 2011 2010 2009 2008
Consulting 30.1% 32.7% 32.2% 30.9% 34.1% 32.8% 31.9% 27.6% 26.2% 24.8% 24.7%
Technology 27.1% 23.6% 20.4% 17.6% 14.6% 14.3% 14.8% 11.0% 12.2% 11.8% 10.8%
Financial Services 15.7% 11.0% 13.6% 7.5% 9.0% 12.0% 7.4% 9.8% 8.5% 5.0% 10.2%
Manufacturing 7.5% 6.6% 5.6% 6.3%1 5.5%1 4.6%1 6.3%1 7.1%1 NA NA NA
Health Care 6.6% 6.9% 6.8% 2.6% 1.5% NA 2.5% 2.4% NA NA NA
Consumer Packaged Goods 6.3% 8.8% 9.8% 11.0% 11.7% 9.4% 11.0% 9.5% 10.3% 11.1% 9.0%
1
Includes Diversified Manufacturing and Other Manufacturing
mbaMission Insider’s Guide: Stephen M. Ross School of Business · 2019–2020 24You can also read
