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Prior studies have been silent on these questions. They have been equally silent on issues of course content and pedagogy. Schools may require similar sets of courses, but how similar or different are they? Do courses focus on the same topics and devote comparable amounts free payment gateway of time to each one, or do they differ in coverage and emphasis? Do different programs favor different teaching approaches? To what extent do they rely on textbooks, articles, cases, and exercises?

These distinctions are important because they provide a baseline for assessing current critiques of business education and for calibrating the concerns of deans and executives that we review in the. They also help us understand the degree to which differentiation has already occurred, and the degree to which schools are operating from a common base. Without this information, we simply cannot say, at a granular, refined level, how MBA programs compare and the degree to which they are truly similar or different.

To address these questions, we conducted a detailed analysis of the 2006 and 2007 curricula of eleven leading MBA programs: Carnegie Mellon, Chicago Booth, Dartmouth (Tuck), Harvard, INSEAD, MIT (Sloan), NYU (Stern), Northwestern (Kellogg), Stanford, Wharton, and Yale. The sample consists entirely of highly ranked schools, including all five programs that are profiled in the case studies of. We collected detailed data on program purpose, architectures, course offerings, course content, and pedagogy by first accessing each school’s Web site and online syllabi and then supplementing that information based on interviews with faculty and deans and with additional background materials they sent to us.

In addition to examining programs as a whole, we looked closely at three core courses—financial accounting, strategy, and organizational behavior/leadership—with very different disciplinary roots, analytical methods, and maturities as academic fields, and compared their content, length, materials, and pedagogies. To the extent possible, we standardized our data, creating common categories for better comparability; we also occasionally excluded schools from the analysis when their data were incomplete or inconsistent. Inevitably, these decisions involved judgment calls.

At the level of content—particularly the core curriculum and the subjects covered—we found programs to be much alike. Schools offer the same basic mix of requirements, with coverage of many of the same topics related fee payment gateway. At times, they even use the same textbooks and assign the same articles and cases. Most core courses focus on "the basics" and feature the same well-accepted concepts, frameworks, tools, and techniques. However, schools differ considerably in the precise amount of time and attention that they devote to particular topics and also vary in the breadth of coverage of subjects they include in the core.

At the level of pedagogy—particularly the use of cases, exercises, and problem sets—schools are diverse. Some schools vest heavily in a single teaching technique such as lectures or the case method, whereas at the other extreme are schools that rely on a wide mix of alternative pedagogies. These differences vary somewhat depending on the course and the maturity of the field.

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