2012/13 QS Distance Online MBA Rankings Methodology

The 2012/13 QS Distance Online MBA Rankings™ are the first of their kind to rank established online, distance and hybrid MBA programs offered by the world’s top business schools.

The ranking is a response to market demand for intelligence comparing an increasing number of MBA programs in the distance learning or online format, which are themselves a response to the growing number of prospective MBA students seeking such programs.

There is little or no regulation of the provision of online education. As a result there has been a proliferation of providers of variable quality. Our aim is to provide some quality assurance, by identifying some of the better providers. The list is certainly not exhaustive and the final ranking is subjective, based on the weightings we have applied. Rather we hope these top 15 institutions will represent an initial guide to quality and we will extend this list next year, as we are able to evaluate more such programs.

Which Schools are Included?

The Business schools included are those which have an established and reputable online, distance or hybrid MBA program. Over fifty institutions submitted data for the QS Distance Online MBA Rankings. To qualify for the ranking, we also required that each program/school:

•    Is   accredited by one of the 3 main accreditation bodies: AACSB, AMBA or EQUIS
•    Had graduated students from their online or distance MBA program
•    Surpassed a minimum threshold of votes from MBA employers in the QS Global Employer Survey

Institutions not featured in the rankings either; fell outside the top15, or did not meet minimum required thresholds, or did not provide sufficient audit data in time. We have listed additional Distance Online MBA programs which may qualify for the rankings in future editions.

Terminology: Distance Learning’ v ‘Online’ MBA programs

Much confusion currently stands around the terms Distance Learning and Online in relation to MBA programs. Other often used terms include ‘hybrid’, ‘blended-learning’, ‘global-program’, ‘Virtual MBA’, ‘Global MBA’, ‘e-MBA’ and ‘Flexible Learning’.  For the purpose of this ranking, we have used the overall term “Distance MBA” to refer to all hybrids MBA formats which involve some element of compulsory meet-up amongst students, during the course. We have used the term “Online MBA” to refer to all programs which involve no student meet ups, or only voluntary student meet ups.

Indicators and their definitions

In compiling the ranking we have focused on what our research indicates to be the most important factors for students when deciding between online / distance MBA programs.

•    Employability
•    Student Quality
•    Well Established
•    Faculty & Teaching Quality
•    Online Student Experience
•    Diversity

Employability is a key outcome of any MBA program (even a program where many participants are in employment, but may seek to benefit from their MBA when changing jobs at a later stage in their career). As a high proportion of distance-learning MBA students tend to be in employment and plan to stay with their current employer on graduation, we have not included metrics on school career services or placement statistics. Rather, we have focused heavily on the perception of the MBA program and school, with MBA employers – we believe this is a better guide to the benefits a Distance-Learning MBA may have on students’ career progression within their current company as well as their longer term new job prospects. The Employer score is based on the QS Global Employer Survey which received over 13,000 responses in total, including over 2400 responses from employers recruiting MBAs from full-time, part-time and distance/online MBA programs.

We have also tried to reward programs which provide maximum flexibility for their students whilst retaining key aspects of undertaking an MBA – quality faculty, a high completion rate and opportunity for interaction with, and learning from a diverse group of classmates. The Student Quality, Well Established, Faculty & Teaching, Class Experience and Diversity Scores are based on data provided by each institution in our Business School Survey and independently audited by QS. QS has made best efforts to cross check and corroborate all audit data from publicly available sources, but cannot take responsibility for the accuracy of this data.

Employability

•    Recruiter Reputation – Scores from QS MBA Employer Survey

Student Quality

•    Average Years of Work Experience – with a higher average age suggesting a more experienced class in terms of work, personal and international experience, with maximum points awarded up to an average of 10 years
•    Applicant/Student Ratio – with a higher applicant/student ratio indicating a greater level of selectivity of incoming students
•    Average GMAT Score – with higher being better rewarded
•    % Students with First Degree – with a higher % indicating a higher % of students with higher education study experience

Well Established

•    Accredited by one of the three main accreditation bodies: AACSB, EQUIS or AMBA. No additional points were awarded for multiple accreditations.
•    Number of students enrolled in last audit year (either 2010 or 2011) with a higher number indicating a more established program, capped at 2000 students
•    Year Program Established – as an indicator of sustained delivery and maturity

Faculty and Teaching

•    Faculty/Student ratio – with a higher faculty to student ratio suggesting a greater level of diversity of teaching methods, perspectives, and speciality. It also suggests a higher level of faculty availability.
•    FT/Total Faculty Ratio – suggests that the school are fully utilising their faculty resources to deliver their online program
•    Completion Rate – with a higher completion rate suggesting a higher level of relevance and usefulness of the course teaching and material, resulting in a higher % of students completing the course

Class Experience

•    Is there a physical meet-up? – reward for physical meet up, suggesting that programs offering a physical meet-up give students the opportunity to engage with each other as well as faculty and teaching staff, forging more personal relationships and increasing the opportunity for networking
•    Is there a regular online class? – suggesting that an organized and frequent class schedule ensures structure and regular interaction
•    Is there a compulsory attendance for online class at set time/date – suggesting that a compulsory attendance ensures commitment to the program and quickly highlights problems with individual student motivation
•    Do students complete work in groups? – suggesting that close teamwork and collaboration are key learning points of studying an MBA, along with the opportunity to learn from fellow classmates

Diversity

•    Number of nationalities represented – suggesting that the course material, delivery method and structure is appealing to students from as many countries as possible, also indirectly suggesting that the ability to provide a learning environment to students in multiple geographies is a key feature of a top global business school (although this is not what is measured), capped at 30 nationalities
•    % of class that is female, with higher being better, and capped at 60%.

For any inquiry relating to the methodology please contact [email protected]

View the QS Distance Online MBA Rankings >