Harvard University
(1)Do you fell your academic history is indicative of your ability
to succeed at harvard Business School? Why or why not? If not, please support with additional evidence of your academic ability. (300 limit) (2)Describe a situation when you led an organization or group of
people through a period of change. (300 word limit)
　　(3)A. While recognizing that no day is typical, we ask that you describe a representative work day. (200 word limit)
B. Please describe the most significant challenge in your job. (100
word limit)
　　(4)Describe your three most substantial accomplishments and explain why you view them as such. (600 word limit)
(5)Describe an ethical dilemma you experienced firsthand. How did
you manage and resolve the situation? (500 word limit)
　　(6)Recognizing that effective managers are able to learn from failure, describe an occasion of failure that you have experienced. What did you learn form the experience? (500 word limit)
(7)What are you post-MBA career plans? (300 word limit)

Dartmouth College
　　(1)Discuss your career progression to date. Why do you want an MBA? How do you envision your career progressing after receiving the MBA? (500 to 1000 words)
　　(2)Describe the characteristics of an exceptional colleague with whom you have worked. How have you interactions with the person
enhanced your professional development? (500 to 1000 words)
(3)What are your interests outside your job or school? (500 to 1000
words)

University of Pennsylvania, The Wharton School
　　(1)Discuss the factors that influenced your career decisions to data. Please describe your professional goals for the future. How will the MBA experience influence your ability to achieve your goals? (500
to 1000 words)
　　(2)Write about a limit when you experienced change within an organization. Identify and evaluate your role in the process? (500 to
　　
1000 words)
　　(3)Describe a personal achievement that has had a significant impact ony our life? (500 to 1000 words)
　　(4)What one non-professional activity do you find most inspirational, and why?

University of Virginia, Darden School
　　(1)Specifically address your post-MBA short and long-term professional goals. How will Darden assist you in attaining these goals?
　　(2)The Darden School seeks a diverse and unique entering class of future managers. How will your distinctiveness enrich our learning
environment and enhance your prospects for success as a manager?
　　(3)Describe a significant leadership experience, decision-making challenge, or managerial accomplishment. How did this experience affect your professional / personal development?
(4)Describe a faihure and how you dealt with it.

从以上五所学校的 ESSAY 的题目读者可以发现两个特点。一是多数学校
的 ESSAY 有字数限制，申请者应在有限的字数内充分发挥和表达。二是 ESSAY 的题目各学校有它自己的特点，但可以归纳为以下几类：
（1）为什么要读 MBA？
（2）MBA 毕业以后的打算，短期和长期的个人事业的计划。
（3）过去几年中事业上成功的例子。
（4）失败的例子和从失败吸取的教训。
　　（5）你过去的工作和教育经历怎样为该校的 MBA 教学增添色彩，做出 贡献。

4.ESSAY 范例

范例一


　　这里是申请 ESSAY 的一个曾在美国海军服役，有 2200 小时的战斗机驾 驶经验，在里根任总统期间，在白宫任海军仪仗队成员，退役后又在一家通 信公司任副总裁，最后 MTT 的工商管理学院读 MBA 的学生的两个不同“版本”
的 ESSAY 和他进入 MTT 这前写的个人简历。

ESSAY ONE


　　Life offers many opportunities to choose between a safe harbor or something considerably more risky. At every chance and without equivocation, I have always chosen the latter. For instance, The Nave
is a superb organization and I truly miss flying from an aircraft
carrier. However, a smaller, more dynamic undertaking that rewarded

creativity has always been much more appealing to me. I found that challenge with AT/Comm.
Perhaps my greatest strength is that I know my weaknesses. I can
understand technical subjects, and have many quantitative and numerative skills. But entrepreneurial ventures require more. My present tenure reveals skills that both myself and my company sorely lack. MIT's Management of Technology program will fulfill those needs.
My immediate objectives include:


　　·a basic understanding of accounting and finance; interpretation and analysis of financial reports; the impact of financial strategies
on business decisions
　　· formulating, implementing and then evaluating sales and marketing strategies
　　·best manufacturing and operations management practices / options in a global economy
　　·strategic planning to deal with customer needs, competitor's response and the inevitable obsolescence of our initial product
　　·new product development, particularly promoting innovation and creativity amongst engineering and software teams
·legal considerations and complexities
　　·negotiation skills, primarily focused on the win-win approach required for long term business relationships
·successful technology transfers and alliances


　　One year of focused study at MIT will provide me with improved leadership, manufacturing, financial and operational abilities. Upon return to AT/Comm, my expected role world include directing the company's expansion into intermaional markets, addressing strategic issues and new product development. The Intelligent Vehicle Highway System (IVHS) industry is expected to reach at least $3 billion by 1999. Our goal is no less than worldwide leadership in the mobile data communications segment of that market.


　　In the long term, I hope to become the founder of my own endeavor, nost likely a spin-off in the wireless communications industry. I don't believe one can duplicate the satisfaction, pride and independence that a entrepreneur or company founder can experience. Perhaps the next logical extension would be working in the venture capital industry, helping to back, grow and nurture a collection of high technology companies.
Undoubtedly, both myself and AT/Comm will gain immeasurably from
MIT. But quite frankly, if I made little or no class contribution, then
I would be a poor selection.

　　The breadth of my work experiences will make me an active participant with my classmates and professors.

ESSAY TWO

For instance, I have had a life long love and affection for flying.
My role have included flight student, navel aviator, and both P-3C and
EA-6B Aircraft Mission Commander. I last managed the Pacific Rim heavy depot remanufacturing process that all aircraft (civil and military) must routinely complete. My area of responsibility covered from Antarctica to Alaska, Somalia to Hawaii. Using Japanese, Korean, Singaporean, New Zealand and Australian labor, I ultimately “sold”a
sophisticated product(close to DC-9 size aircraft) to a demanding
client, where the penalty of inattentive management would have been catastrophic.

　　In the same light, I have had substantial leadership and supervisory experience. Occasionally it has been in the stressful environment of tactical or patrol aviation, where my own and other's lives depended on a quick and correct judgment. I served my country with honor and distinction, personality recognized three items for outstanding leadership and management achievements.


　　Yet, I can bring more to MIT than experience in a large, hierarchical or ganization, as a principal member of management of AT/Comm, I can also relate the very real problems that inevitably confront early stage technology enterprises. Loss of focus, head count growth, “free”product demonstrations, unrealistic delivery schedules,
$1.6 million in accounts payable, $1.1 million in accounts receivable, and a monthly burn rate over $600K are but a few,(Not surprisingly,
I am another convert that believes in vigilantly managing cash flow).
Many founders(and investors) view an Initial Public Offering(IPO) as
an appropriate exit strategy. Every IPO has an intangible cost however. The endless round of audits and general distraction to daily management could generously be categorized as debilitating.

　　As the executive best suited to leading our efforts in the Pacific Rim, I must routinely interact with possible joint venture trading partners(some approaching $30 + billion). My experiences can add insight into Asian negotiating techniques, technical licensing agreements, patent, strategies, and joint venture formulation. On a final note, wireless communications will continue to be a growth market for the foreseable future and At/Comm hopes to recruit world class talent from MIT in order to remain competitive.
　　

In summary, I believe MIT's program is what both myself and my
company now need to best organize our people, money and materials for the future. The Management of Technology program will be a great investment of my time, money and effort. Lastly, I firmly believe I can also add much to your program, and look forward to your positive
response.

个人简历


　　At heart I am a risktaker, so right after graduation from Cornell University (paid for with a Navy Reserve Officer Training Corps (NROTC) scholarship), I went to flight school. Within Three years I was a P-3C Aircraft Mission Commander tracking Russian submarines in the North Atlantic, having lived in or visited Spain, Bermuda, The Azores, Philippines, Japan, and numerous other exotic locates, I moved on to Washington DC in late 1983. Primarily tasked with selecting students from Navy flight training, I was lucky enough to also work at the White House during the Reagan years. Two or three a month I would provide ceremonial or protocol assistance, and occasionally introduce visitors to the President. The best part time job I ever had.


　　In 1985 while on leave on London, I met my wife Mary where she had been working for the Irish Embassy as an Executive Officer. She gave
up her career in the Irish diplomatic service and has loyally followed
me wherever the Navy sent us. We have been blessed with two healthy and beautiful daughters, Amy(nearly 4) and Ciara(1 1/2). Mary and the girls look forward to meeting other MOT families and showing you around the Boston area.


　　Selected for an unusual transition to jet aircraft, I returned to flight school in Pensacola, Florida and soon found myself flying the
ER-6B aircraft from an aircraft carrier. We lived in the Seattle area
yet sailed off the coast of Iran, up Norwegian fjords, the Suez Canal, Mediterranean and North Atlantic. Romantic notions of a sailor's life were quickly dispelled after going to sea with 5500 men for six months, with something as long as 110 days before a port call. It makes for
an interesting study in organization behavior.

Unfortunately, those tactical flying days ended after my selection
as an Aerospace Engineering Duty Officer(AEDO). Only 395 of 69,000 total Naval Officers are chosen as AEDO's, who typically provide technical management for Naval Aviation and Space systems. Graduate school was a requirement, and in 1991 I received a M. S. in Operations

Research form the Naval Postgraduate School in Monterey, California.

　　Graduation found us on our way to Japan with our first newborn daughter(Amy). We lived on the Kanto Plain in the Tokyo Suburbs. As the Director of Operations, I managed the depot level repair and overhaul of damaged Pacific Rim military aircraft utilizing aerospace firms dispersed throughout six Asian countries. My staff coordinated the planning, estimating, engineering, and logistics required to accomplish heavy maintenance, modifications and emergency repairs. Those efforts encompassed nearly $48 million and 400,000 labor hours, and covered a geographic area from Antarctica to Alaska, Hawaii to Somalia.


　　Needless-to-saay, I immensely enjoyed my time in the U. S. Navy. ..Traveled the world.. challenging assignments... 2300 + flight hours.. life long friends... served my country with distinction. But the drawdown brought a golden opportunity to leave early, and after completing my naval service in Japan, I joined AT/Comm in nearly Marblehead as the Vice President of Programs.


　　AT/Comm is a venture capital backed #5.5 million company which designs, develops and markets wireless, two way mobile communications system. Our products include proprietary software, interactive radio frequency data communications technology, road side radio and computer base stations and small in-vehicle transponders. My line management positions was responsible for developing and maturing next generation applications, new product development and system installations worldwide.


　　As AT/Comm progressed though the inevitably painful cycles that follow a ong man start-up to an initial public offering, I quickly decided that my business skills were deficient. I have always been fascinated by new enterprise development and the venture capital process, and that has drawn me to the Sloan MOT Program. I plan on attaining the background necessary to start, develop and finance small, high technology companies. I am very excited about the MOT program,
and particularly hope to learn from my fellow classmates.

范例二


　　Thank you for accepting my application for the MBA Program. This letter serves the purpose of stating my objectives in wishing to participate in the MBA Program and to provide information to help you assess my suitability for this program as a self-sponsored student.
　　

I have held two jobs in my life, the first as a self-employed
musician in a highly successful rock and roll band, and the second as
a key employee in a growing software company. My company is too small
to have any formal sponsorship programs, which is why I am applying
as a self-sponsored student. I recognize the value to MIT in building alliances with organizations, an alliance which would be missing from
my acceptance, but I also know that I enthusiastically support any
institution that supports me. I know that my experience at MIT will
be influential in my future, and I expect to be MIT's ambassador.


　　I am well qualified to attend the MBA Program. I have an undergraduate degree in Physics from Swarthmore College, and I briefly attended MIT's Ph. D. Physics Program.(I left in good standing.) What followed was a period of artistic creativity turned into a successful business. I joined MIS, Inc., as a full-time Software Developer in February, 1986, and I also enrolled in the University of Maryland's Master of Science program in computer Science. The small company grew and with it my responsibilities. Just over a year ago, MIS merged with Echo Consulting Services, a competitor. I was appointed Director of Software Development and a member of the management team. I currently Manage a department of twelve software developers. This combination
of academic training and management experience gives me a solid foundation of theory and practice.


　　What I bring to the program is experience in implementing information
technology both as an individual contributor and as a manager. In
particular, I have experience managing software developers over the life of a product. My company creates, sells, and services software products used by hundreds of human service agencies nationwide. I am very familiar with managing the complete life-cycle of a product, with
supporting a complex product in a very complex user community, and with
developing and deploying information technology. I welcome the opportunity to share and broaden these experiences. The bringing together of people with different experiences is, I think, one of the most attractive features of the MBA Program. I hope to benefit from
this diversity as well as contribute to it.

Which brings us to the more complicated question: What do I intend
to gain from the Program? This question is tougher because there is
no single answer— my personal goals, my career goals, and the goals for my family intermingle in my desire to attend MIT. And the benefits
of the MBA Program are commensurably complicated. Put simply, I believe

that my primary skill is the ability to operate comfortably on the border where technology meets society. I have invested equal energy
in understanding people and their needs and relationships, and in
understanding information technology. This is good, but not sufficient.
I need to pursue from a broader perspective the place where business and technology meet. I n managing the people responsible for implementing technology, I have been challenged to find compromises between short-term and long-term benefits, to provide robust,
extensible to the table when discussing technology. I believe that MIT
will help me meet these challenges.


　　I have also been thinking about thesis topics. One topic that impacts my work life and the success of my company is that of predicting the effects of complexity. Specifically, what happens when a simple idea is unleashed on a complex world? The short answer is “chaos.”The long answer has implications for the successful implementation of any technology. For example, the more heterogeneous the deployment environment is, the more critical short quality-feedback loops are.

范例三


　　The Management of Technology (MOT) Program is an outstanding career broadening opportunity and I am extremely pleased to have been nominated by my organization. This nomination culminates twenty years
of dedicated service to the United States Air Force (USAF) which began
as a Communications Systems Engineer and has currently progressed to Program Director of a major acquisition, development, production, and deployment program. Nomination to this prestigious program, and the year long investment required indicates that even greater challenges
lie ahead. I believe the MOT Program, with it's global perspective and outstanding crossection of individuals, will best prepare me for those challenges.

　　My entire career has involved managing the development, application and insertion of advanced technology in to major systems for the USAF. I have experienced first hand a number of issues which dramatically reduce the efficiency and utility of the new system development we undertake. Some of the most notable issues are:


　　-lack of efficient and expeditious processes to move technology out of our labs and into the mainstream of applications (i. e. major systems).
-management processes that inaccurately assess the technological
risks involved.

　　-particular difficulties of obtaining advanced technology from sources outside the United States, driven by cultural and perspective differences.
　　-processes that take far too long, leave gaps in our operational capability, and wasted expenditure on systems that can be countered
by a potential adversary before we reap the benefits of our new systems.
　　-an overall process that sometimes extracts far too much cost for the improvements gained.
　　I am hoping that the MOTP rogram and it's exposure to commercial and international students, will provide new perspective, focus and insights.

　　I believe that as a nation we nuts find the will to change; to increase our productivity and growth, else we threaten ourselves with irrelevance as a world power both economically and militarily, and leave our children with greatly diminished resources and substantially lower living standards. Commercial industry has faced the challenge
of change and improvement for several years in competition with other
nations. The US Military is just now recognizing this challenge as a result of rising deficits and congressional pressures to reduce expenditures. The MOT Program will provide a strong academic foundation as well as perspectives and insights from industry. I will
provide to the MOT Program the benefits of my twenty years of systems
development experience and perspective from DOD.


　　One of the ironies of my career is that it is almost totally management related, without any formal academic education in management, and yet has met with reasonable success. This is due to
a strong desire to improve the process and gain results.


　　I recognize that I fail to possess the academic prerequisites in economics required for the MOT Program. However, if selected, I plan
to spend the months of May and June preparing myself by both reviewing
the advance material you provide as well as previous MOT course material. Thank you for your consideration.

●MBA 与奖学金

　　到美国读 MBA 有没有奖学金？个人无法支付昂贵的 MBA 学费还有可能去 美国读 MBA 吗？这是笔者今年夏季在人大和北大时，学生反复提到的问题。 一般而言，在美国读理工科的研究生，特别是数学、物理、化学和生物，多 数学生可以得到全免学费外加生活费的各种奖学金。也就是通常所说的全 奖。但读 MBA，以及医学和法律，只有极少数的学生能够得到这种奖学金。 大多数学生是靠自己出钱或借钱来完成学业。下面向读者简要介绍一些这方 面的信息。

1.美国学生如何支付 MBA 的费用


　　美国一流的私立学校的 MBA 学费每年为 2 万 2 千美元左右，而且每年都 在以高于通货膨胀的速度上涨。两年的学费外加书本和讲义费，可达 5 万美 元。再加上生活费，两年的总消费要 7 万美元。如此庞大的开销，在美国也 不是一般的家庭所能支付的。MBA 学生一般有以下几种方式资助他们的学 习。
(1)美国一流的工商管理学院的 MBA 学生入学之前平均有四到五年的工
作经验。这四、五年的积蓄是读 MBA 的第一笔“基金”。 (2)美国的政府的学校为 MBA 学生提供贷款，贷款的数额一般会满足在
校两年的学费和生活费。但外国学生不能申请政府的贷款，学校的贷款第一
年一般也不借给外国学生。而且这种贷款的利息已从二十年前的百分之三涨 到了百分之八左右。
　　(3)大多数的 MBA 学生在第一年暑假会工作三个月，一流学校的 MBA 这 三个月的收入为 1 万 5 千美元到 2 万美元。这些收入的节余用以支付第二学 年的部分学费和生活费。有些咨询公司和大公司在学生结束暑假工作时，已 决定在一年后毕业时雇用这个学生。学生如果答应，公司会为其付第二年的
学费。
　　(4)美国工商管理学院有名目繁多的奖学金。有的免全部学费，也有的 四分之一到一半的学费。另外，不少学校还有半时助教和助研的奖学金。

2.工商管理学院的 MBA 奖学金


　　美国工商管理学院的奖学金主要来于一些基金会和校友的捐款。在各学 校分布很不同。下表列出了美国主要工商管理学院的 MBA 奖学金的数据。读 者应该注意的是，这些奖学金每年依学校的财政状况有较大的变化。奖学金 的数额也由几千美元到全免学费，外加生活费不等。
　　


学校名称 奖学金名额

外国学 到贷款 他资助的

University of California at Los Angeles 50 — 70 No
Babson Graduate School of Business 25 Yes Carnegie Mellon University 50 No Dartmouth College 52 Yes Duke University 125 Yes Georgetown University a few Yes Harvard University a few Yes Indiana University 126 No Washington University 82 Yes Massachusetts Institute of Technology a few Yes New York University 50 Yes Vanderbilt University a few Yes Purdue University 35 Yes Stanford University a few Yes American Graduate School of
International Management 100 Yes
University of Chicago 143 Yes
U. of Illinois at Urbana-Champaign 100 Yes University of Michigan 40% of students Yes University of Pennsylvania a few Yes University of Pittsburgh 82 No
University of South Carolina a few Yes University of Texas at Austin a few No
University of Virginia 32% of students No
RochesterUniversity 100 Yes


从表中看出，大多数学校都有奖学金的名额，拿到包括全部学费和生活
费的奖学金数量相对于 MBA 学生的数量还是很少。但这并不表明没有希望。 申请人应该有信心地去争取。在申请奖学金的过程中，优良的大学成绩，高
的 GMAT 分数，出色的工作成就和漂亮的 ESSAY 是拿到奖学金的前提。

●美国工商管理学院 MBA 的排名及其作用

　　每年春季，美国的“美国新闻与世界导报”(USNewsandWorldReport)对 美国的几百个工商管理学院的 MBA 教育进行排名，将前四十名的学校在三月 份的第三个星期的杂志上公布。另一家十分有影响的杂志“商务周刊” (BusinessWeek)则是在逢双年的十月份用与“美国新闻与世界导报”不同的 评估方法，刊登出美国 MBA 的二十强。除此以外，还有名目繁多的各种 MBA 评比，如“美国计算机世界”的信息科学的管理教育的评比，等等。
　　虽然种种评比只是具有某种局限性的一种评估，然而它们对美国工商管 理学院的形象、教育、毕业生的出路以及学生来源有很大影响。十年来，这 两本杂志的小小的评分表，学校名次的涨落与沉浮，牵动着工商管理学院和 许许多多与有关的人的心。那么这两本杂志是如何对工商管理学院进行评比 的？它的特点和局限性又是什么？它们为什么有这么大影响？除了这两本杂 志外，其他的评比是什么？这些是作者在下面所要介绍的。

1.“美国新闻与世界导报”的评比


　　“美国新闻与世界导报”每年不仅对工商管理学院进行评比，而且对其 他各学科，如法律、医学、工程、自然科学、人文科学进行全面评比。它由 该杂志的高级编辑罗伯特·莫斯(RobertMorse)主持。在过去的几年中，对 工商管理学院的 MBA 教育进行以下四方面的综合评定：

（一）学生的选择 这部分占了整个评比的百分之二十五。它的目的在于衡量 MBA 学生的整
体素质。因为学生的优劣对工商学院的水平起了十分重要的作用。它又由以
下三个方面组成：
　　(1)MBA 学生的 GMAT(Graduate Management Admission Test)平均成绩， 美国所有一流工商管理学院都要求 GMAT 做为入学的必要条件（哈佛大学十 多年前取消了 GMAT 的要求，但将于 1997 年的入学中恢复）。GMAT 分三大 部分：阅读、数学和写作，满分 800 分。
　　(2)GPA(Undergraduate Grade Point Average)大学本科的平均成绩。 美国大学成绩不是百分制，而是 A，B，C，D，F，类似于我国的优，良，中， 差。GPA 是这种成绩的加权平均值。它的范围在 0.0 到 0.4 之间。
　　(3)MBA 录取人数对申请人数的比例。这个数字越低，从某种意义上说 明该校越难进。
（二）学生毕业后出路
　　大多数学生在获得 MBA 学位后，需要找一份高薪的工作。它是两年寒窗 的回报。在自由经济中，也是自身价值和 MBA 教育的市场评估。它占整个评 比的百分之三十五。
　　(1)MBA 学生在毕业时找到工作的比例。美国的 MBA 一般于五月份结束 学业。在毕业典礼上领取毕业证书时有一份待遇优厚的工作等待可为两年的 学业划上一个完美的句号。一般 MBA 学生从二年级的第一个学斯开始在全美 国以至全世界找工作。他们衣冠楚楚，频繁地穿越美国大陆，横跨大西洋， 飞过太平洋去应征他们所向往的工作。过去的十多年中，一流工商管理学院
　　
的百分之九十的毕业生在毕业时已找到工作。
　　(2)MBA 学生在毕业后三个月找到工作的比例。在毕业时还没有找到工 作的学生会用夏天全力寻找工作。由于种种原因而没有在毕业时找到工作的 毕业生不少在这段时间内会有收获。
(3)找到工作的毕业生的平均工资（不包括奖金）
　　(4)到工商管理学院招聘 MBA 毕业生的公司数目与该学院毕业生的比 例。一流工商管理学院每年会有超过一百家公司去与毕业生面谈，录用它们 所满意的学生。公司数目多反映了学校的声誉及毕业生谋职机会和范围。
（三）学校的声望 在现代教育中，学校的声望是多年教育成果的反映。对工商管理学院又
更为重要。它占了“美国新闻和世界导报”对 MBA 教育评比的百分之四十。 不同于以上三个评分。声望是个软指标。该杂志用调查的方法来给各工商管
理学校评分。
　　一是由美国主要的 268 所工商管理学院院长和 MBA 教育的主管给各工商 管理学院的 MBA 教育评分。
　　二是请美国 2000 家大公司的首席执行官(Chief Executive Officer)对 各校 MBA 教育评分。美国各大公司的中、高层管理人员大都有 MBA 学位。这
些来自于不同学校的毕业生在公司中表现出的能力、知识与创造力成为衡量
MBA 教育的一个重要客观标准。 基于以上三方面的评分，“美国新闻和世界导报”每年公布它的评比结
果。下列各表列出 1994 和 1995 年的前 25 名和 1995 年评比的 26 至 50 名。



1. Stanford University
2. Massachusetts Inst. of Technology (Sloan)
3. Harvard University
4. University of Pennsylvania (Wharton)
5. Northwest University (Kellogg)
6. University of Chicago
7. Dartmouth College (Tuck)
8. University of Michigan at Ann Arbor
9. Duke University (Fuqua)

1994 年

10. University of California at Los Angeles (Anderson)
11. Columbia University
12. University of California at Berkeley (Hass)
13. University of Virginia (Darden)
13. Carnegie Mellon University
15. Cornell University (Johnson)
16. Univ. Of N. Carolina at Chapel Hill (Kenan-Flagler)
17. New York University (Stern)
18. University of Texas at Austin
19. Yale University
20. University of Southern California
21. Indiana University at Bloomington
21. Emory University
23. University of Rochester (Simon)
24. Purdue University
25. Geogetown University


注：表中标号的为评分相同，名次并列。



1. Massachusetts Institute of Technology (Sloan)
2. University of Pennsylvania (Wharton)
3. Stanford University
4. Havard University
5. Northwestern University (kellogg)
6. Dartmouth University (Tuck)
7. University of Chicago
8. Duke University (Fuqua)
9. University of Virginia (Darden)
10. University of California at Berkeley(Haas)
11. University of Michigan at Ann Arbor

1995 年

13. University of California at Los Angeles (Anderson)
14. Carnegie Mellon University
14. Cornell University
14. Yale University
17. New York University
18. Univ. of North Carolina at Chapel Hill
20. Purdue University
21. Indiana University at Bloomington
22. Georgetown University
23. Emory University
24. University of Rochester
25. Ohio State University

26. Georgia Institute of Technology
27. Vanderbilt University 28. University of Southern California 29. University of Maryland at College Park 30. Washington University 31. Brigham Young University
32. University of Illinois at Urbana-Champaign 33. University of Florida 34. University of Minnesota at Twin Cities
35. Michigan State University
36. University of Pittsburgh
37. University of Tennessee at Knoxville
37. Pennsylvania State University
39. University of Wisconsin at Madison 40. University of Georgia 41. Case Western Reserve Univ.
42. Texas A&M University at College Station
43. American Graduate School of International Management
44. Tulane University
45. Arizona State University
46. Wake Forest University
47. University of Norte Dame
48. University of Washington
49. University of Iowa
50. University of Arizona




“美国新闻和世界导报”除了对工商管理学院进行综合评比以外，还对
MBA 教育的十一个分科进行评比。下面列出 1995 年各科分项评比的结果。 它有助于申请人根据学校的强项和个人爱好选择工商管理学院。

会计(Accounting)
1. Stanford University
2. University of Chicago
3. Univ. of Illinois at Urbana-Champaign
4. University of Texas at Austin
5. University of Pennsylvania

商业法(Business Law)
1. University of Pennsylvania
2. Harvard University
3. University of Michigan at Ann Arbor
4. Indiana University at Bloomington

5. Stanford University

企业家精神(Entrepreneurship)
1. Babson College
2. Univ. of Pennsylvania
3. Harvard University
4. Stanford University
5. University of Southern California

金融学(Finance)
1. Univ. of Pennsylvania
2. University of Chicago
3. Stanford University
4. New York University
5. Massachusetts Institute of Technology

一般管理(General Management)
1. Harvard University
2. Stanford University
3. Northwestern University
4. University of Michigan at Ann Arbor
5. Univ. of Pennsylvania

国际商业(International Business)
1. University of South Carolina
2. American Graduate School of International Management
3. Univ. of Pennsylvania
4. Columbia University
5. Harvard University

信息系统管理(Management Information Systems)
1. Massachusetts Institute of Technology
2. University of Minnesota at Twin Cities
3. Carnegie Mellon University
4. University of Arizona
5. University of Texas at Austin

营销学(Marketing)
1. Northwestern University
2. Stanford University
3. Univ. of Pennsylvania
4. Harvard University
5. University of Michigan at Ann Arbor

非盈利企业管理(Nonprofit Organization)
1. Yale University
2. Stanford University
3. Northwestern University
4. Harvard University
5. University of Pennsylvania

生产和作业管理(Production / Operations Management)
1. Massachusetts Institute of Technology
2. Carnegie Mellon University
3. Purdue University
4. Stanford University
5. Harvard University

房地产(Real Estate)
1. University of Pennsylvania
2. Univ. of California at Berkeley
3. University of Wisconsin at Madison
4. Massachusetts Institute of Technology
5. Ohio State University


　　读者从上表发现，在综合评比中排名在前的学校，一般在分项中也高居 前列。但有些在综合评比中排在 50 名以外的学校，在单项中榜上有名。如 Babson College 为企业家精神的状元。University of South Carolina 和 American Graduate School of International Management 占居国际商业 的前两名。

2.美国“商务周刊”(Business Week)


　　美国“商务周刊”用与“美国新闻和世界导报”不同的方法对 MBA 教育 进行评比。它的基本思想是把 MBA 学生做为一种特殊商品，用市场学的方法 进行用户满意程度的调查和评比。具体来讲，它用 MBA 毕业生和公司到工商 管理学院面试 MBA 的招聘人员的满意程度来作为评比标准。下面列出了用这 种方法的 1994 年评比结果。
1. University of Pennsylvania
2. Northwestern University
3. University of Chicago
4. Stanford University
5. Harvard University
6. Univertsity of Michigan at Ann Arbor
7. Indiana University at Bloomington
8. Columbia University
9. University of California at Los Angeles
10. Massachusetts Institute of Technology

11. Duke University
12. University of Virginia
13. Dartmouth University
14. Carnegie Mellon University
15. Cornell University
16. New York University
17. University of Texas at Austin
18. University of North Carolinaat Chapel Hill
19. University of California at Berkeley
20. Purdue University

3.“MBA 的优势”一书的评比


　　“美国新闻和世界导报”及“商务周刊”的评分方法各有特点和其片面 性。1995 年美国 Rochester University 的工商管理学院教授 Ronald N. Yeaple 出版了名为“MBA 的优势”(MBA Advantage)的一书。用独特的方法 对美国的 MBA 教育进行评比，受到人们的普遍关注。
Yeaple 教授的方法是抛弃学校的声誉、GAMT 成绩等等人为及其他因素，
而单纯把 MBA 教育看作一种投资。从投资和回报的角度来评比美国一流工商 管理学院的教育。具体地讲，一个学生进入哈佛大学之前他的收入是每年 5 万元，他以后每年工资的增长率是百分之六。如果他不读 MBA，他两年的收 入是 10 万多。而他放弃工作读 MBA，两年内他不但没有收入，而且还要付 4
万 5 千美元的学费。假设他毕业后的年薪是 8 万美元。以后工资的增长率是
百分之十五。那么毕业后几年他能收回全部投资？在毕业后五年中他的收入 与不读 MBA 的七年总收入的比较值，Yeaple 教授把它定义为 MBA 的优势(MBA Advantage)。具体地讲，它是一个 MBA 学生毕业后五年的收入总和减去他两 年的学费，再减去他如果不读 MBA 七年的收入总和。基于这种标准，Yealpe
教授做了大量的研究，特别是美国一流工商管理学院毕业后五年的收入。它
给出了美国前二十名 MBA 的排名和 MBA 优势的值。

排名 MBA 优势值
1. Harvard University $ 133647
2. University of Chicago $ 110294
3. Stanford University $ 104337
4. Massachusetts Institute of Technology $ 102989
5. Yale University $ 99882
6. Northwestern University $ 72500
7. University of California at Berkeley $ 71298
8. University of Pennsylvania $ 70912 9. University of California at Los Angeles $ 60809 10. University of Virginia $ 54200
11. Cornell University $ 45866
12. University of Michigan $ 39663
13. Dartmouth College $ 37258
14. Carnegie Mellon University $ 36782
15. University of Texas, Austin. $ 27466
16. Rochester University $ 18683
17. Indiana University $ 11543
18. North Carolina University $ 7844
19. Duke University $ 7506
　20. New York University $ 4121 (Continue for Chapter 7)



4.MBA 评比的意义和影响


　　工商管理学院的 MBA 评比开始于 80 年代中的“商务周刊”和“美国新 闻和世界导报”，短短十年的时间，它对美国 MBA 的教育，学生选择工商管 理学院和公司录用 MBA 毕业生提供了一个在某种意义上的指导。
　　首先，这两种杂志的评比和其他评比从不同的侧面定义了“最好”的工 商管理学院的标准。这种“最好”表现在以下几个方面：
“最好”的学院能吸引最多的公司到该学院去招聘毕业生。 “最好”的学院是学生最愿意申请的地方。 “最好”的学院拥有世界顶尖的教授。
“最好”的学院的 MBA 毕业生有最高的年薪。 “最好”的学院有最成功的校友群体。
“最好”的学院为它的 MBA 毕业生提供了最快最高的投资效益。 其次，评比对美国各学校的工商管理学院，特别是一流大学的工商管理
学院的教育改革提供了一个反馈和促进的作用。世界经济变化万千，科学技 术日新月异，作为与经济和市场最密切相连的 MBA 教育，只有不断创新和改
革，才能保持领先地位，为各大公司、银行和咨询公司输送有用人才。而 MBA
的评比为工商管理学院的创新与改革提供了值得重视的信息，使各学院及时 了解到自己的位置，工业界的需求及改进方向。例如，哈佛大学于十多年前 取沙了申请入学者的 GMAT 的要求，认为这可以为录取办公室提供一个更全

面衡量申请入学的学生素质的机会。1996 年“美国新闻和世界导报”的 MBA 评比中，哈佛的 MBA 滑落到了历史的最低点——第五名，在哈佛的工商管理 学院引起了极大震动。由于除了哈佛以外的其他一流工商管理学院皆要求 GMAT 为申请入学的一个必要条件，而哈佛失去了一个与其他学院相比的标 准。从另一方面考虑，MBA 的录取极为复杂，GMAT 的确为不同的大学专业和 工作经历的申请入学的学生提供了一个统一的衡量标准。考虑到这些因素， 哈佛工商管理学院的院长于 1996年 4月宣布哈佛于 1997年起恢复对申请MBA
的 GMAT 的要求。 其三，这两种杂志的评比为学生提供了比较全面而客观的信息，对学生
选择读 MBA 的学院起了很大影响。例如，康乃尔大学在 1987 年的“美国新 闻和世界导报”的评比中排在 20 名以外，但在 1988 年的“商务周划”中排
第 5 名。申请康乃尔大学的 MBA 的学生猛增百分之五十。 最后，评比为美国及全世界的各大公司招聘 MBA 毕业生提供了一个有用
的信息。哈佛大学的管理学在美国各工商管理学院中独占螯头，这使它的毕 业生成为各大咨询公司的首选。麻省理工学院以其强大的工学院为后盾，其 信息管理水平无与伦比，这使美国各高技术公司（AT&T, IBM, Apple, Microsoft, Intel,??）每年都不会忘 Charles 河畔的这块宝地。而宾夕
法尼亚大学的金融学世界无敌，它成了华尔街各大投资银行的猎场。再者，
西北大学不但在 1988、1990、1992 的“商务周刊”中排名第一，它的市场 学也一直处于不败之地。这也许是美国各大公司的营销部门中充满西北大学 的毕业生的原因。另一个使人信服的例子是，一直排名第十几的北卡罗利亚 大学在一年的“美国新闻和世界导报”中跃居第八，次年到该校招聘的人员
猛增百分之三十。

5.其他杂志的评比


　　“美国新闻和世界导报”和“商务周刊”是美国工商管理学院评比的两 个影响最大的杂志，但它们有不少局限性。MBA 的教育已经遍及北美、欧洲 和亚洲，即使在美国的工商管理学院中，四分之一以上的 MBA 学生是外国人。 在世界经济走向全球化的今天，MBA 教育早已穿越了国界。这两种杂志的评 比仅限于对美国工商管理学院，其调查和数据主要来自于美国本土。为了使 读者更全面地了解 MBA 教育，这里列出了亚洲杂志（Asia Inc.)对全世界及 亚洲的 MBA 教育的评比。同时还列出了美国的“计算机世界”（Computer World）的评比和综合了九种杂志和书籍和对美国 MBA 教育的评比。这些评 比从各种不同的侧面评价 MBA 的教育及水平。各种评比有较大的差异。这种 差异一方面说明各种评比只是反映 MBA 教育的一个侧面，另一方面也说明相 对于自然科学、人文科学及法律，MBA 的教育和学习更具多样性。就像丰富 多彩，万千变化的商品世界一样，不存在一个统一的标准去衡量各种商品。
（一）亚洲企业杂志（Asia Inc）
　　1994 年该杂志对日本、香港、中国、台湾、韩国和泰国的大公司的高 极主管和招聘人员作了调查，对全世界的工商管理学院进行了评比。如果如 下：
1.Stanford University
2.Massachusetts Institute of Technology

3.University of Pennsylvania
4.University of California, Berkeley
5.Harvard University
6.Northwestern University
7.University of Chicago
8.University of Michigan
9.Duke University
10.INSEAD, France
11.Columbia University
13.London Business School
14.University of California, Los Angeles
15.Cornell University
16.Datmouth University
17.New York University
18.University of Texas, AustiN
19.University of Southern California
20.Indiana University
21.International Institute for Management, Switzerland
22.University of North Carolina
23.University of Western Ontario
24.Rochester University
25.University of Melbourne


　　在这 25 名中，美国的学校占了 20 所。它反映了美国 MBA 教育在全世界 的领先地位。
（二）计算机世界（Computer World）
　　1995 年美国“计算机世界”对美国各大学的信息管理 MBA（Information System MBA）进行了评比，它是基于对美国 304 家大公司的 3 千个招聘人员 的调查而作出的。前 25 名是：
1.Massachusetts Institute of Technology
2.Carnegie Mellon University
3.University of Texas, Austin
4.University of Minnesota
5.University of Arizona
6.University of Michigan
7.University of Pennsylvania
8.Purdue University
9.Pittsburgh University
10.New York University
11.University of Illinois
12.Texas A&M University
13.Georgia Tech University
14.University of California, Berkeley
15.Rensselaer Polytechnic Institute

16.Ohio State University
17.Michigan State University
18.University of Wisconsin
19.University of Southen California
20.Georgia State University
21.Georia University
22.Arizona State University
23.University of California, Irvine
24.Boston University
25.Northern Illinois University
（三）亚洲企业杂志（Asia Inc） 随着亚洲经济的飞跃发展，越来越多的国家认识到了 MBA 教育对经济发
展的作用。一些大学陆续开始了 MBA 教育。亚洲企业杂志于 1994 年评出了
亚洲 MBA 教育的前 5 名：
1.International University of Japan, Nigata
2.Asian Institute of Management, Manila
3.Indian Institute of Management, Ahmedabad
4.Chulalongkorn University, Sasin, Bangkok
5.Chinese University of Hong Kong
（四）综合评比
　　由于对 MBA 的各种评比太多，有人于 1995 年综合了 1977 年以来九种对 MBA 的评比进行了综全加权统计分析，列出了前 50 名。这一综合评比来源
于以下九种杂志和书籍：

U.S. News & World Report, since 1987
Businessweek since 1988
The Gourman Report, since 1980
U.S. News Academic Reputation Survey, since 1987
U.S. News Recruiter Reputation Survey, since 1987
Businessweek Corporate Ranking since 1988
The Cartter Report, 1977
The MBA Advantage, 1994
The Chronical For Higher Education, Faculty Rankings
其评比结果如下

名次 评分 学校
1. 2. 5 ?? Stanford University
2. 2. 7 ?? Harvard University
3. 3. 7 ?? University of Pennsylvania
4. 4. 5 ?? Northwestern University
5. 6. 0 ?? Massachusetts Institute of Technology 6. 6. 0 ?? University of Chicago 7. 9. 5 ?? Columbia University
8. 10. 1 ?? University of California, Berkeley
9. 10. 5 ?? Dartmouth University
10. 10. 9 ?? University of Michigan 11. 11. 3 ?? University of California, Los Angeles 12. 12. 5 ?? Duke University
13. 12. 5 ?? University of Virginia
14. 14. 8 ?? Cornell University
15. 15. 2 ?? Carnegie Mellon University
16. 15. 6 ?? University of North Carolina 17. 16. 0 ?? University of Texas at Austin 18. 16. 3 ?? New York University
19. 17. 5 ?? Indiana University
20. 19. 6 ?? Purdue University
21. 20. 5 ?? Yale University
22. 23. 7 ?? Georgetown University 23. 25. 2 ?? University of Rochester 24. 25. 8 ?? Washington University 25. 25. 9 ?? Emory University
26. 26. 3 ?? University of Southern California 27. 26. 7 ?? University of Illinois
28. 26. 9 ?? University of Wisconsin
29. 28. 3 ?? Vanderbilt University
30. 28. 6 ?? Ohio State University
31. 30. 8 ?? University of Minnesota
32. 32. 7 ?? Pittsburgh University
33. 33. 6 ?? Case Western Reserve University
34. 33. 7 ?? University of Washington
35. 33. 9 ?? Pennsylvania State University