What Makes an Executive M.B.A. Different

April 15, 2010 RSS Feed Print
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About eight years ago, Devang Parikh considered his options: quit his job in Boston and pursue a traditional, full-time M.B.A. or continue working and climbing the corporate ladder. Then, life solved Parikh's dilemma for him.

Parikh, now 32, got a new job with Pfizer, and the salary he was earning, combined with the cost of school, made going to school full time difficult. So, when the itch to continue his education came back, he tried another route—one where he could keep working and still get an advanced degree, an executive M.B.A. With his employer supporting him (and reimbursing him for his education), Parikh in 2008 enrolled in the Yale School of Management's M.B.A. for Executives program, designed for healthcare professionals. He will graduate in May and continue as director of strategic management for research and development at Pfizer.

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While the perception of such programs as somehow less prestigious than a traditional M.B.A. may have been a concern at first for Parikh—there was a time when the "E.M.B.A." was seen as an expedient M.B.A. or "M.B.A. lite"—he has seen no evidence that his future degree isn't as highly regarded. "That was a question I asked when I was looking at [executive M.B.A.] programs," he says. "I didn't want to choose a program that shortened my time in class or cut corners. I wanted the full experience, and I've gotten that."

Paid as you go. The main differences between a more traditional M.B.A.—be it a full-time, one- or two-year program or a part-time M.B.A.—and an executive M.B.A. are job status and program structure. Many executive M.B.A. students, like Parikh, have been identified as potential leaders at their companies. They usually are required to have five years of post-baccalaureate experience (with rare exceptions for "rock stars"). This allows the students to pursue their education while still getting full pay, and a majority of employers will cover all or part of the fees. Furthermore, it's a slightly different approach to education. Raleigh Griffith, enrolled in Georgetown's Global Executive M.B.A. program, gets Fridays off from his job as a Northrup Grumman operations manager to attend classes. Full-time M.B.A. students have intensive schedules, making it tough to maintain a job. "My bosses have been very receptive and supportive throughout this whole thing," Griffith says.

According to the 2009 Global Management Education Graduate Survey conducted by the Graduate Management Admission Council, graduates rate the executive M.B.A. the highest among M.B.A. programs. Of 5,214 students from 203 schools surveyed, the majority said the executive M.B.A. programs at their schools have excellent or outstanding faculty, program structure, fellow students, admissions, curriculum, program management, and student services. The survey rated executive M.B.A. graduates as the most satisfied with their education. That's why such programs grew in popularity from 2004 to 2008, says John Fernandes, chief executive officer and president of the Association to Advance Collegiate Schools of Business, which accredits business schools worldwide.

The executive M.B.A. is not an option for everyone—and it doesn't completely shield grads from the harsh economic climate. John Challenger, CEO of Challenger, Gray & Christmas, an outplacement consulting firm, says all are vulnerable, whether chosen by a company to pursue an advanced degree or not. Job loss "has to do with your performance, your company's performance. [Executive M.B.A.'s] seem to be taking the steps that make better candidates, but again, you're just as vulnerable to job loss as everyone else," he says.

"A lot of people were nervous" when the economic crisis hit, says Michael Desiderio, executive director of the Executive M.B.A. Council, which promotes the programs. "Smart people figured out that things were tanking everywhere, and they decided that the best investment they could make was in themselves."

This much is clear: Griffith and Parikh are satisfied with the returns on their investments, and the firms that identified them as potential leaders in the first place are, too.

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I am very interested in workin at Pfezer's, with my MBA in health care, interested in strategic mangement. I was an r.n. with BSN for 18 years and now am pursuing my carreer. Very loyal honest and fair.

Diana Mayernick of MI 3:52PM March 16, 2013

There is considerable controversy and conflict in America’s business schools concerning the best method to educate budding executives. There are the demands made by corporations and their CEOs who want MBA’s ready to jump into executive roles and make significant contributions. They see the B-school as a training ground and they donate large sums of money and send their executives to expensive executive programs where they expect schools to prepare them for leadership roles. The corporation has a direct investment in selected B-schools and they have turned them into voctech corporate training programs. CEOs do not want to establish their own training programs because they find it much easier to donate a few million to their favorite B-school, offer their faculty consulting gigs, sit on B-school boards, and send their executives to a customize training program. Plus B-school deans eagerly pursue these arrangements and offer CEO’s celebrity status on their campus. But there was a downside, in the process B-schools have sold their souls, given up academic choice and freedoms, and pushed serious scholars aside in favor of “how to do it” motivational speakers and celebrity professors. A serious conflict has evolved. There are deans, corporate leaders and professors who want to push forth the “corporate/practice model” of education and others who reject the voctech approach and believe the “theoretician/practioner or scholar/practioner model” of education is the correct way to educate MBA’s, and produce scholarly Ph.D.’s. Both sides of this conflict claim the other side is destroying business schools and some even claim the other side is responsible for corrupt and unethical CEO behavior. This battle is even split along ideological lines, with those pushing forth the “corporate/practice” model calling “theoretical/scholars” longhair leftists. In many B-schools open warfare between the two groups exists. At the McMasters DeGroote School of Business the president had to step in after an internal audit raised “grave concerns” describing vicious conflict that has split the school into two camps - those from an academic background and those from a business background. The academics want the Dean Paul Bates out and the corporate faculties want him to stay. Bates has no university degree and comes to the school after 20 years in the stock brokerage business; he joined after losing his job at Charles Schwab. Bates reappointment was opposed by 80 percent of the faculty but they were overruled by the board. According to Hemsworth (2010) “Even those who don't belong to either camp say it has become difficult to work in a toxic atmosphere where many have been driven to seek prescription medicine for stress, anxiety and depression…Each accuses the other of subverting the work of the school by blocking appointments and promotions in a form of "academic mobbing" that has brought the school to an impasse. The business school has become a dysfunctional work environment." The report maintains this problem goes back 20 years between successive deans and faculty and Bates is the first dean to be reappointed. Corporate deans see themselves as CEO’s of the school and their corporate faculty appointees march lockstep into the corporate model these dean’s impose. They see their work as building the reputation of the school through marketing and bringing in celebrities and of course raising lots of money. Success is not only moving up in the rankings but getting a high tech building preferably away from the liberal arts people. Bates has done just that, he was the force behind the new $27 million campus that is off campus. He also makes 3 times what a full professor makes. Is this unique? Of course not, dig deep pass the niceties of the collegial climate and one would find a cesspool of nastiness and envy. In B-schools that have an open tenure process where liberal arts faculty have a say in the promotion and tenure process the corporate faculty are often doomed exacerbating conflicts between the corporate dean and the entire faculty. This causes many deans to get a building away from the academics where they can create their own promotion and tenure process. In some cases deans create a special track for these corporate faculties called the “clinical professorships”, and they stay on forever never having to seek tenure and serve at the pleasure of the dean.

czander of NY 11:41AM April 19, 2010

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