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Oceania (49%). Modular programmes, which have content delivered in concentrated periods, were most common in Africa (36%) and Europe (22%). In terms of the method of programme delivery, classroom-based learning was the most prevalent
in the market are derived from a range of factors, including socioeconomic factors and geopolitics, as well as the standards and programme proposition provided by Business Schools. In saying that, the findings do provide insight at a time of great uncertainty in the global economy and the geopolitical landscape. The results from this study demonstrate AMBA-
method of teaching in all regions in 2019. More than four in five (82%) of programmes were conducted in a physical classroom building, globally. Blended programmes
‘Each AMBA-accredited Business School received an average of 576 applications for their portfolio of programmes and an average of 153 applications per programme’
accredited Business Schools’ ability to expand their programmes in an ever- more demanding world. Capturing regional variances and different aspects of MBA delivery throughout the globe, such as formats and figures on diversity, offers Business Schools an opportunity to reflect on their current position in the management education market and formulate new strategies. For example, in terms of gender
were the next most popular method (11%), with fully online programmes
being the least numerous (7%). The UK was the region where programmes were most likely to be delivered online (17%), followed by Oceania (8%) and Europe (6%). Oceania and North America and the Caribbean were the regions in which the blended method was used most frequently in programme delivery (27% and 21%, respectively). Illuminating insights at a time shrouded by uncertainty It is important to caveat any conclusions of these
diversity, the report’s findings indicate that positive change requires continued effort and ongoing action to ensure that the world’s leading Business Schools are taking a leading role in ensuring women have as much of an opportunity as their male counterparts to become successful leaders in management.
findings by saying that application and enrolment trends are not the sole measure of Business Schools’ performance in any given region. AMBA & BGA believes that movements
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METHODOLOGY
In April 2020, data sheets were sent to 261 Business Schools that were accredited by AMBA in 2019. The data sheets asked Schools to provide relevant application and enrolment figures for their MBA, MBM and DBA programmes, and any other AMBA-accredited programmes delivered by the Business School in the calendar year of 2019. In total, 237 AMBA-accredited Business Schools returned their data, representing a response rate of 92%, of which 233 ran MBA programmes in 2019. Due to the different start and end dates of programmes across Schools, data was collected for the whole calendar year of 2019 (1 January–31 December) in order to ensure valid comparisons could be made.
As well as data pertaining to applications, offers, enrolment and graduation, supplementary data on applicants’ gender and geographic background (domestic vs. international) was collected, as was data on the method and mode of programme delivery. The findings presented in this analysis are based on data provided in relation to MBA programmes only. Data has been analysed with the use of nine regions which reflect the geographic spread of AMBA- accredited Business Schools and the composition of the MBA market. The full list of regions used is: Africa, Asia and the Middle East (excluding India and China), China (including Hong Kong, China), Europe (excluding the UK), India, Latin America, North America and the Caribbean, Oceania and the UK.
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