Table notes† These data are provided for information only. For schools whose main headquarters are outside the US, figures are based on average dollar currency exchange rates for 2014.
*Includes revenue from food. **Includes revenue from food and accommodation. ***Aggregate total for open and customised programmes.
Although the headline ranking figures show changes in the data year to year, the pattern of clustering among the schools is equally significant. About 350 points separate the top school, Iese Business School, from the school ranked number 85. The top 10 business schools, from Iese to Cranfield School of Management, form the top group of custom providers. The second group is lead by Insead and the third by Universidad Adolfo Ibañez. The top and bottom schools in the second group are separated by 175 points; in the third group there is a 85-point gap between top and bottom.
Footnotes1. The level of interaction between client and school, the extent to which purchasers’ ideas were integrated into the programme, and the effectiveness of the school in integrating its latest research.
2. The flexibility of the course and the willingness of schools to complement their own faculty with specialists and practitioners.
3. The quality of teaching and the extent to which teaching staff worked together to present a coherent programme.
4. The relevance of skills gained to the workplace, the ease with which they were implemented, and the extent to which the course encouraged new ways of thinking.
5. The extent and effectiveness of follow-up offered after the course participants returned to their workplaces.
6. The extent to which academic and business expectations were met, and the quality of feedback from individual participants to purchasers.
7. Rating of the learning environment’s quality and convenience, and of supporting resources and facilities.
8. Purchasers’ rating of the programme’s design, teaching and materials in terms of value for money.
9. The likelihood that clients would use the same school for future customised programmes, and whether they would use the school for the same programme.
10. The percentage of clients with headquarters outside the business school’s base country and region.
11. The extent to which customised programmes have participants from more than one country.
12. The international reach of the school’s customised programme teaching.
13. The quantity and quality of programmes developed or taught in conjunction with other business schools.
14. The mix of faculty by nationality and gender.
