BGA | BUSINESS IMPACT
APPLICATION AND ENROLMENT NUMBERS PER MBM PROGRAMME IN 2020
Applications per programme 2020
Enrolments per programme 2020
Africa
103 564
49 79
China (including Hong Kong, China)
Europe (excluding the UK)
1,920
285 168
India
52,812
North America and Caribbean
294 739 824
94
Oceania
112
UK
70
Global average
9,204
169
Tracking the impact of Covid-19 on teaching methods We know that many Schools have been forced to pivot on their delivery of programmes due to Covid-19, so this year’s data template asked for Schools’ ‘most used mode of delivery’ as well as their ‘intended mode of delivery’ with a view to determining the difference between theory and practice. Comparing, firstly, how programmes were taught in 2019 to how they were intended to be taught in 2020, already indicates a slight global trend for programmes to be taught using blended or online modes of delivery, even before the disruption of Covid-19 has been considered. If all programmes globally had been taught the way they had been intended to in 2020, the classroom mode of teaching would have decreased in usage by five percentage points between 2019 and 2020. Yet, classroom teaching was the most used mode of delivery on only 14% of programmes globally in 2020, down from 84% in 2019. The majority of MBM programmes turned to a blended format (54%), with a further 32% of programmes using online delivery for the most part. This shift shows the very real impact that the Covid-19 pandemic has had on global teaching methods. Acceptance and yield Acceptance rates (the percentage of applicants who were given an offer by a Business School) varied significantly across regions, but the global average was 6% in 2020. MBM programmes in India had the lowest acceptance rate, on average, with only 1% of those who applied being accepted onto a programme. Elsewhere, acceptance rates were significantly higher, for example 37% among programmes in Europe (excluding the UK) and 48% in the UK. Yield (the percentage of students who enrol onto programmes in Business Schools after being offered a place) also varied significantly by region. While the global
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