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Professors, faculty members, and second-year students at ten of America's most recognized business schools contribute survival advice and lessons.

This is part 1 of a 2-part story on how college students are mastering the art of starting their own businesses while they complete their formal education.

Professors at Chicago-area business schools were interviewed about new-economy education and identified four key trends

This article discusses web conferencing and instant messaging and prominently highlights The University of Pennsylvania Wharton School WebCafe system.

Business Week asked 12 B-school students -- six new ones for the 1999-2000 school year, added to the six who participated last year -- to write accounts of their B-school experiences.

Article discusses how top business schools are integrating e-commerce topics into their courses in a scramble to keep up with Internet time, with Stanford and Michigan's MBA programs highlighted.

Moot Corp. diary: Behind the scenes at the business-plan contest everyone wants to win - a detailed investigation of the International Moot Corp Business Plan Competition, sponsored by The University of Texas at Austin.

This 9 piece article claims "The secrets to successful e-business aren't secrets at all. They've been taught for years in the nation's top business schools." Provides an excellent discussion of the need to apply fundamental business principles regardless of the industry or 'new economy' nature of the firm.

More and more B-schools are starting ''business incubators'' to launch startups. Is it education or business? Well, it's both

Professor Henry Mintzberg is one of the world's most influential teachers of business strategy. Now he's developing a new lesson plan: to change the very essence of business education itself.

What ivory tower? Today's entrepreneurship profs are jumping on board student start-ups just as soon as their pupils graduate.

For a searchable repository of business cases check out our Case Study Center

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An article by Professor Edward G. Wertheim, College of Business Administration, Northeastern University

Table of Contents:
I. Why We Use the Case Approach
II. Your Responsibilities
III. The Six Steps for Problem Analysis
1. Comprehend the Case Situation: Data Collection, identify relevant facts
2. Defining the Problem
3. Identify the causes of the problem
4. Generate Alternative Solutions
5. Decision
6. Taking Action
IV. General Reminders / Check List
V. Writing Tips
VI. Final Comments

Two experts argue that the MBA is heavy on the 'B' and light on the 'A'--teaching business functions, not the practice of administering.

Career Journal of the _Wall Street Journal_ presents the results of its two-year long survey of corporate recruiters' ratings of MBA programs from around the world. According to their survey, three smaller B-schools, Dartmouth's Tuck School, Carnegie Mellon University's Graduate School of Industrial Administration, and Yale University's School of Management, were rated the top three, displacing the University of Pennsylvania, Stanford, and Harvard. In a series of articles about the findings, the _Wall Street Journal_ also discusses the methodology and rankings, as well as information on the top school. Be sure to view the fascinating moderated discussion of the rankings. [Scout Report Annotation]

For a searchable repository of business cases check out our Case Study Center

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The purpose of this workshop is to introduce students to learning with cases. The workshop covers background issues regarding business cases and the case method, the typical anatomy of a business case, and an accepted method for structuring a case analysis.

America's best B-school profs share the one thing they hope their students will remember after graduation.

And you think you know how to work a crowd? Incoming B-school students from Harvard to Stanford use Web-based communities to get to know each other, to make group deals for cell phones, and to launch business plans -- before they attend their first class!

Aticle looks at Roger Martin, co-founder of Monitor Co. and new Dean at the Joseph L. Rotman School of Management at the University of Toronto and his attempts to change the way MBAs are taught, focusing on integrative learning.

Your response to a classroom cold call can make your reputation—one way or the other. Here's how to shine when the spotlight's on you.

For international students who choose to return home after B-school, the challenges are just beginning.

For a complete set of career resources check out our Career Center

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You don't have to be Sherlock Holmes to ace the cases in a consulting-firm interview. In fact, a little preparation can make solving them seem, well, elementary.

Add an MBA to your resumé, and your earning potential can skyrocket. But a B-school education doesn't come cheap. Find out how to get yourself the right financial aid package so you don't start off your new career saddled with debt.

Is a business school degree worth the considerable investment of your time and money? Forbes' rankings show which schools--elite, regional and international--offer the best return on your investment.

A new study finds exceedingly few, despite more calls from students for such training. Among the leaders: Harvard.

Pinstripes, the report referenced in the article has an MBA Depot entry at:
http://www.mbadepot.com/links/links.php?ID=481

Note: Older EBF articles are not currently online. I'm not sure if this is temporary or permanent. If you click you will be taken to the Archive.org site to find an archived copy.

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"Our line-up of essayists is, we believe, as distinguished as ever. It starts with two eminent deans - John Quelch (formerly of London Business School, now back at Harvard) and Xavier Gilbert and Peter Lorange of IMD. Both naturally promote the virtues of management education - Quelch praising the achievements of the MBA, notably in the United States, Lorange and Gilbert explaining how to make the ‘learning' experience as relevant and effective as possible. Transatlantic differences surface in the Quelch thesis but it is Peter Hagström from the Stockholm School of Economics (CEMS) who sets out to distinguish the Anglo-Saxon model from its European (notably Scandinavian) variants. Then comes an interesting debate on the pros, cons and possibilities of measuring the impact of executive education - a highly sceptical view from Adrian Furnham,a Psychology Professor at University College, London, coupled with an analysis by Cranfield's Liz Bridge and Andrew Myers of attempts so far. Kelvin Hard of PricewaterhouseCoopers argues that personal and inter-personal skills can be improved by training - with a clear impact on performance - followed by IBM's Manfred Schnabel putting the case for corporate universities. Two business executives responsible for learning and development in their companies - Knut Asebo of Norsk Hydro and Tony Russell of L'Oréal - describe how they seek to maintain relevance and commercial focus while Insead Professor Gareth Jones' mix of sceptisim and exuberant enthusiasm will provoke boardroom thought. In addition, Tim Dickson, EBF executive Editor has written an acerbic critique on business school rankings. Finally, EBF conducted an online poll and held an executive workshop. Go to 'Have your say' section in the website to view comments."

Editor's Note: A follow-up to this debate has been published at:
http://www.ebfonline.com/at_forum/at_forum.asp?id=285

The Graduate Management Admission Council conducts a survey of the attitudes, values, and expectations of the graduating MBA class annually in order to collect systematically factual information from a representative sample of this important group.

In January 2002, the Graduate Management Admission Council® (GMAC) conducted a survey of the opinions, values, and expectations of corporate representatives who recruited MBAs during the past year. The goal was to collect systematically a factual set of information from a representative sample of these important "customers" of the MBA degree. The online survey questionnaire asked corporate respondents topical questions about their actual and estimated MBA recruiting goals and expectations from 2001 through 2003 with regard to:
- MBA selection/hiring criteria
- MBA recruiting strategies in a weak economy
- Sponsorship of employee MBA education
- Strategies for employing interns
- Expectations of MBA salaries and bonuses
- MBA hiring within the overall hiring mix
- Timing of campus interviews and offers
- Selecting MBA schools at which to recruit
- Corporate recruiting structure

The Application Trends Survey is an informal annual survey designed to take a snapshot of the demand for management education by comparing changes in application volume. Year over year comparisons for women and international applicants are analyzed. In addition, industry trends-e.g., electronic application use and changes in class size-are also tracked.

This information has allowed GMAC and business schools to monitor the demand for graduate management education and to respond effectively to media questions. For participating schools, the results can provide valuable insight into the trends affecting peer institutions.

Graduate Management Admission Council conducted its first survey of graduating MBAs during March and April of 2000-the GLOBAL MBA SURVEYSM. Survey respondents were asked to provide permanent email addresses if interested in participating in follow-up research. Seventy-seven percent of them did so. On September 1, 2001, GMAC launched its first survey of this group-MBA Perspectives: Career Decisions.

They answered questions on the following topics:
- Satisfaction with the MBA in light of at least one -year of post-MBA experience
- How much they are using skills & abilities learned in their MBA programs on their current jobs
- The areas in which they wish they had had more education and training
- How they stay current on business practices
- Work experience
- How they weighed various job-selection factors-and which they now think they weighed "too much" or "too little"
- How satisfied they are with the jobs they chose
- Industries in which they work
- General and specific job functions
- Job characteristics and budgetary responsibility
- Salaries and additional compensation
- How their companies support career development

Social responsibility has captured the attention of a new generation of MBA students. At a time when trust and benevolence are scarce, these students aim higher. Here's how.