Issue link: https://www.e-digitaleditions.com/i/62913
O ne way to track how management education is globalizing is to look at where potential stu- dents are taking admissions tests and where they're sending their scores. And the answer is: everywhere. Not only are more non-U.S. members taking the GMAT, says Bob Ludwig, director of media and public affairs for the Graduate Management Admission Council based in Reston, Virginia, but tal- ent is flowing from all parts of the globe to all others. "The shifts show growing interest in study- ing in regions such as Europe and Asia," he says. Similar trends are evident at ETS in Princeton, New Jersey. Between 2010 and 2011, the com- pany's GRE program saw a more than 33 percent increase in score reports sent to institutions in Asia and a 6 percent increase in scores sent to Latin America. Here's a closer look at some trends, as suggested by test-taking patterns around the world: n Students are increasingly international. Last year, 258,192 GMAT exams were taken around the world, up 21 percent from 212,532 ten years pre- viously. During this period, the num- ber of non-U.S. citizens taking the test increased from 45 percent to 55 percent of the student pipeline. Forty different citizen groups took more than 500 GMAT exams in 2011, up from 35 groups in 2001. At ETS, international test vol- umes also have experienced dra- matic growth in the past ten years, increasing by nearly 40 percent between 2001 and 2010. In 2011 alone, the volume of students taking the GRE test increased by nearly 25 percent internationally. While growth was recorded in many regions, including Europe and Africa, there was a 28 percent increase in China and 43 percent increase in India. n Students want to study all over the world. In 2011, GMAT examinees sent 750,399 score reports to global business schools, up from 607,884 ten years ago. Graduate manage- ment programs in 25 countries received more than 500 score reports from prospective students taking the GMAT exam in 2011. ETS does not release figures on where test takers are sending their scores, but the company notes that, because more international schools are accepting GRE scores for admission, GRE score reports sent to international schools rose by more than 17 percent in 2011 compared to 2010. n More students want to study in English-speaking nations—or where business courses are taught in English. ETS's English-language proficiency test, the TOEFL, saw an 8 percent increase in 2011 over 2010 num- bers. The most significant growth was seen in parts of Asia, the U.S., Europe (including Poland and France), and Mexico. The organiz- tion expects to see more students taking TOEFL exams in 2012, in part due to changing admissions policies in places like Australia and the U.K, which now accept TOEFL results for certain visas. n Graduates are thinking internationally. When GMAC surveyed 40,000 pro- spective students in 2009 and 2010, it found that 41 percent were consid- ering attending an international busi- ness school program. In addition, 41 percent of global prospective stu- dents indicated that a study abroad component was a desirable activity in the programs they were consider- ing. And they knew the experience would be useful: Twenty-six percent of prospective students expected to work outside their countries of citi- zenship after they completed their graduate business degrees. Globalization By the Numbers The percentage of AACSB International member schools that offer instruction in more than one language, according to 15% AACSB's 2010–2011 Business School Questionnaire. The percentage of AACSB member schools that have campuses in countries other than their own. The most popular additional locations are in Europe (where 61 percent have second campuses), Asia (57 percent), and Latin America and the Caribbean collectively 16% (24 percent). Answers are drawn from AACSB's 2010-2011 Collaborations Survey. The percentage of member 29% schools that would find it desir- able to collaborate with schools in Asia. In addition, 26 percent are interested in collaborating with European schools, 15 percent with schools in Northern America, and 14 percent with schools in Latin America and the Caribbean. The number of existing partnerships between AACSB member schools and other institutions, according to 241 respondents to the Collaborations Survey. Nearly half of those partnerships (3,183) are with European institutions. Other popular partner locations are in Asia (1,484 existing part- nerships) and Northern America (1,086). Of the respondents, 77 have partnerships with institutions in Africa, 562 with institutions in Latin America, and 263 with institutions in Oceania. 6,655 BizEd May/June 2012 53