BGA | BUSINESS IMPACT
A important, with 51% saying it was very ‘important’ or ‘essential’. The calibre of graduates Leaders were asked whether the calibre of graduates had increased, decreased, or remained the same, as compared to five years ago, across each of qualifications available at their institution. Approximately two thirds (66%) think the calibre of MBA graduates has increased, six in 10 (62%) leaders think that the calibre of undergraduate qualification graduates has increased and 52% think doctorate graduates’ calibre has increased. Meanwhile, half (57%) think the calibre of master’s graduates (excluding MBAs) has increased. Programme delivery Business School leaders remain confident that their programmes are updated to reflect the latest trends in business (85% of leaders believe that their School does this well). Meanwhile seven in 10 (70%) feel that their School is doing well at ‘delivering MBA programmes which reflect the specific industry needs of the student’. In saying that, a quarter (25%) believe they do not do this very or at all well. Three in 10 leaders (30%) say that their Business School offers an industry-specific MBA programme (e.g. oil and gas, luxury management, or finance), and 6% say they have plans to develop industry-specific courses in the future. Healthcare was the most frequently mentioned specialist programme that is already on offer.
Leaders were asked whether their Business Schools use external faculty, from outside their own organisations, to help deliver their programmes (see chart on page 10). More than three quarters of leaders (76%) say that they use external faculty from other institutions to teach elements of modules and more than half (56%) have external faculty delivering complete modules. Meanwhile, almost half (46%) have the support of external faculty to help supervise dissertations. In terms of faculty, leaders also report that approximately a third (34%) of lecturers are active practitioners in a management discipline while two thirds (66%) are not. Business School leaders were asked about the suitability of flipped learning as a method of teaching. Flipped learning involves traditional classroom activities being conducted online, while thinking time, which traditionally takes place away from the classroom, is conducted in the classroom. Almost three quarters of leaders (72%) think flipped learning is a suitable teaching method, with almost a third (32%) saying it is ‘very suitable’. Meanwhile 7% do not think it is suitable. However, the actual use of flipped learning is not particularly prevalent (see chart on page 12). Slightly more than a quarter (27%) say they use flipped learning at least ‘often’, although a similar proportion say they use it ‘rarely’ or ‘not at all’ (28%). Leaders were also asked whether they provide blended learning (defined here as at least 35% of the programme delivered online). A third (33%) say that they do, six in
10 (60%) say they do not and 8% say they do not know. Those who say that their School conducts blended learning were asked what percentage of these programmes are conducted online. On average, leaders stated that 38% of the programme content of blended programmes is conducted in this way, signalling the importance of digital learning in these offerings. Programme innovation Leaders were asked about the ways in which their Business Schools have innovated in ‘57% of Business School leaders think the calibre of master’s graduates (excluding MBAs) has increased’
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Sources of Business School funding Approximately what proportion of your Business School’s funding comes from the sources listed below? 287 participants
State funding 18%
Alumni donations 1%
Non-alumni individual donations 1%
Foundation donations 2%
Corporate sponsorship 4%
Tuition and course fees 68%
Other income 7%
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