Detailed results from the Economist’s ‘Which MBA?’ ranking shows that the full-time MBA programme at UCD Michael Smurfit Graduate Business School led to one of the highest rates of salary increase since graduation three years ago. Other positive results for the School in this ranking point to opening career opportunities, the potential to network, some of the best facilities of any European school and strengths in entrepreneurship, strategy and finance.

“We are delighted that the School’s full-time MBA programme continues to rank amongst the global elite,” says Professor Tom Begley, Dean of UCD Smurfit School. “More than ever, employers need people with the ability to think strategically and who possess strong analytical and leadership skills.”

“UCD Smurfit School’s MBA develops and strengthens these skills and provides individuals with a current focus. Our MBA students cite the development of new management skills and techniques and ‘learning in action’ as the major advantage to them and their employers. We will continue to focus on maintaining and building our international reputation as a world-class centre of excellence in business education.”

To learn more about living and learning in Ireland, why not read the i-studentadvisor Ireland guide.

For further information on The Economist ranking visit: www.economist.com/whichmba

The report, carried out by the National Foundation for Educational Research on behalf of the government, was a five-year study tracking 8,000 A-level students. It found that a state-educated student with the grades BBB is likely to perform as well in their university degree as an independent or grammar school pupil with AAB.

This research, however, is not the first to show that students from state schools fare better at university. In July of this year another study compared the degree results of privately and state-educated UK students with similar backgrounds  and also found that those from state schools were more likely to get a higher degree.

So why do state school students do better? Researchers have suggested that privately-educated students have much more preparation and help during A-levels and university applications and are being pushed to their limits, in comparison to those at state schools who might not be achieving their full potential.  Therefore, those who get good grades without such help and coaching are likely to have more ability in the first place.

Lee Elliot Major, research director at the Sutton Trust, told The Guardian:  “Independent and grammar school pupils are getting lots of support – they’re being pushed to their limits, whereas with comprehensive pupils they aren’t fulfilling their full potential, and this shows up at degree, where they fly”.

Another possible reason is that pupils in state schools are used to having to work on their own and having less individual attention due to larger class sizes, which are also often part of university life.  When they transfer to university, they are used to the large amount of independent learning and self-discipline required, whereas those who have been continually helped and focused-on in a private education might struggle with having to do it alone.

What do you think about the results of these reports? Do you agree? Let us know your thoughts.

The long awaited decision, reported by the New York Times, sees an abandonment of the English policy implemented in 2003 by former Prime Minister Mahathir bin Mohamad. The intended outcome of the policy was to improve the employability and language skills of Malay graduates. The Malaysian Government state that the policy has failed to improve English in the vast majority of students and that grades have fallen since the policy was introduced.

Some critics have argued that the decision by the Government is mainly political. Professor James Chin, Head of the School of Arts and Social Sciences at Monash University in Malaysia, said of the Government “they decided to buckle under the pressure from the Malay nationalists who argue that by teaching students in English you are neglecting the position of the national language.”

Other critics are concerned at how the decline in English tuition may affect students after graduation. Shamsuddin Bardan, Executive Director of the Malaysian Employers Federation said, “this is a setback for the efforts to enhance the command of English for the students.”

Malaysian former student Gabrielle also commented “I am against the decision. For the country to move forward more students should be taught in English. It is essential for them to get ahead in the job market, particularly in today’s climate.”

What do you think? i-studentadvisor would love to hear your comments on this issue.