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percentage points, and Asia and the Middle East, with a more moderate rise of five percentage points. Among AMBA-accredited Business Schools in the UK, and in North America and the Caribbean, international enrolments were down by three percentage points in 2019, although it’s worth noting that these are the only two regions in the world in which there are more international students than domestic students in a cohort, on average. Globally, conversion rates for domestic students dropped from 44% in 2018 to 38% in 2019. Conversion rates for international students, on the other hand, rose by a single percentage point, from 30% in 2018 to 31% in 2019. 5. Programme delivery The global divide of programme formats remained largely stable between 2018 and 2019 among Business Schools in the like-for-like analysis. Globally, there was a three- percentage point increase in the propensity of part-
as a whole between 2018 and 2019. Average enrolments per programme remained consistent and there was a one-percentage point change in the average number of enrolments per School, compared to 2018. At a School level, the average number of applications rose from 548 in 2018 to 576 in 2019, an increase of 5%. Average enrolments decreased slightly from 205 in 2018 to 203 in 2019. At a programme level, the average number of applications increased from 145 in 2018 to 153 in 2019. Meanwhile, the average number of enrolments per programme remained consistent at 54. The highest number of applications per School and per programme was in China (including Hong Kong, China) with 1,694 applications per School and 475 applications per programme, on average. This was followed by North America and the Caribbean which had the second-highest number of applications
time programmes (those that allow students to continue to work while they are completing the programme). Schools in Oceania had the largest move to part-time programmes, with a 13-percentage point rise from 34% in 2018 to 47% in 2019. This was largely at the expense of full-time courses, for which the share decreased by nine percentage points. Among Business Schools in Africa, there was a 15-percentage point increase in modular programmes’ share of all programmes on offer. Modular learning is defined here as a format of learning where lessons are not taught every week but in short blocks of intense teaching, for example over certain weekends throughout the year.
per School, at an average of 1,178 in 2019. India had the second-highest number of applications per programme with, on average, 254 applicants per programme.
‘30% of those applying to AMBA- accredited MBA programmes in 2019 were classified as international applicants’
Proportionally, the share of programme applications and enrolments generally matched the figures for where the Business School had its headquarters. However, the figures for the UK show
higher levels of applications and enrolments for where Schools are
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based rather than where programmes were taught, suggesting that UK Business Schools are likely to have numerous programmes which are taught overseas.
2. Gender diversity Globally, 40% of applicants and 38% of those enrolled were female. China (including Hong Kong, China) was the only region to report an equal proportion of men and women on their courses, making this the world’s most gender-balanced region. Oceania was the next most gender-balanced region, with 45% of enrolees being female. India had the most unequal cohorts for gender – only 19% of both applicants and enrolees in 2019 were female. The conversion rate for women, globally, was 34%. This is lower than the conversion rate for men, which was 37% in 2019. This means that women who apply for MBA programmes were slightly less likely to become enrolled students than their male counterparts. However, there were regions where the conversion rates were equal for men and women, such as China (including Hong Kong, China), Europe (excluding UK) and India. Indeed, despite India’s low proportion of female enrolees, its conversion rates show that women were just as likely to progress from application to enrolment as their male counterparts. The regions with the biggest gaps in conversion rates between men and women were Oceania
In terms of changes in modes of programme delivery and teaching from 2018, there was little year-on-year movement when looking at the global picture, but some individual regions experienced a degree of change. Programmes in Oceania show the most change year on year, with blended programmes dipping 10 percentage points, mostly in favour of online programmes, which rose by eight percentage points. Results from North America and the Caribbean also presented some change in teaching modes, with classroom learning rising from 70% of programmes in 2018 to 79% of programmes in 2019, at the expense of blended programmes. Section B: analysis of 233 AMBA-accredited Business Schools that provided their MBA programme application and enrolment data for 2019 1. Applications and enrolments There was a slight increase in the number of applications, both per individual programme and per Business School
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