Law School Students Still Not Receiving Adequate Mental Health Support

Forty percent of recent law school graduates say that their school is not doing enough to support students’ mental health and assist students struggling with the stress and pressure of law school. An additional 31 percent do not know, while only 29 percent answered favorably, saying that they feel their school is doing enough. This is according to the Kaplan Bar Review survey results released earlier this month, which include data gathered from over 300 recent law school graduates. Despite the well-documented struggles that law students face and the recommendations for sweeping reforms put out by the American Bar Association in August 2017, there have been few noted improvements. Tammi Rice, vice president, Kaplan Bar Review commented on the survey results saying, “What students are telling us is that law schools need to do a better job of providing the kinds of services that they need for self-care, and also communicating how those services can help them. This is an important conversation to have. We have to conquer the stigma traditionally associated with mental health, particularly in the legal community… May, in particular, can be an emotionally taxing month in the life of law school graduates, as it is when they begin preparing to take the July bar exam…”

 The Kaplan Bar Review survey also asked students for their opinions on the state bar examiners’ ability to inquire about past mental health and addiction issues. Seventy-four percent of students were opposed to the bar examiners’ application asking if the applicant has ever been treated for a mental health issue. At 61 percent, there were fewer, but still a strong majority who were opposed to the bar application asking about past treatment for a substance abuse issue.

 These high numbers were no surprise in the wake of last year’s successful movement to update the mental health questioning on the Virginia Bar application. Law school students, who saw the questioning as a barrier to getting treatment because of the stigma, organized and sent letters to the Virginia Board of Bar Examiners, who were examining the mental health questions. After receiving a recommendation from a Supreme Court of Virginia committee coupled with “valuable input” from lawyers, judges, law school deans, and students, the bar has—as of January 1, 2019—eliminated the question asking applicants to disclose past mental health treatment. The board also edited another question to focus on conduct and behavior. “Knowing that the students who hope to one day join the Virginia Bar will not have to experience fear of ramifications for disclosing any treatment they sought during law school on their bar applications is a wonderful thing,” said Catherine Woodcock, last year’s Student Bar Association president at Washington and Lee University. “The more we normalize and encourage sound mental health and wellness, the better we will be as a profession.” In January, the Michigan Supreme Court also gave notice that it is studying “whether questions regarding mental health should be included on the personal affidavit that is part of the application for the Michigan Bar Examination, and if so, what form those questions should take.”

Law schools and legal professionals still have considerable ground to cover in increasing awareness of mental health needs within the profession. However, kicking off this month, is “Minds Over Matters,” a year-long deep dive into the mental health and well-being of law professionals by Law.com and its affiliate professionals. This site and its affiliate ALM partners, which cover a wide-ranging scope of legal topics are looking to “more deeply cover stress, depression, addiction, and other mental health issues affecting the legal profession. We aim to create a place for open dialogue, to shine a light on these issues that have so long been stigmatized, and to hold the profession accountable to work toward change. With ALM’s broad coverage of the legal profession, we think we are uniquely situated to address these issues.”

All prospective law students, recent law graduates, and legal professionals should stay abreast of these trends and follow the work showcased on law.com. Prospective law students will want to be conversant on these issues for interviews and as they consider the cultural fit of various law school programs. Current students and recent law graduates will want to educate themselves on how to begin cultivating their own wellbeing despite the stress of law school and their upcoming professional lives. These groups may also want to look out for opportunities to engage with and make changes within their own state’s board of bar examiners. As seen in Virginia, a group of engaged students can make a difference.

Reduced International Demand for U.S. Business Schools and a Robust Economy Create a Beneficial Environment for Applicants

New data released this month from the General Management Admissions Council (GMAC) shows that U.S. graduate business schools are still suffering from a decrease in international applicants. Just under half, 48 percent, of U.S. programs reported in the GMAC Preliminary Application Trends Survey that they had received fewer international applications at this point compared to the same time last year. This survey, which collects mid-cycle application data from graduate business schools, includes data from over 700 graduate business programs around the world. Among full-time two-year MBA programs in the U.S., about 68 percent reported application declines from international students, while another 9 percent reported that applications were flat. Fewer than a quarter of the programs reported that applications were up. Among the 68 percent reporting declines, almost one-third of respondents reported that the applications were significantly down, 17 percent reported moderate declines, and 19 percent reported slight declines.

This report coincides with data that GMAC released last week from the Prospective Students’ Survey. While prospective students’ plans to apply to international programs have stayed relatively flat over the last few years, hovering around 58 percent, there have been changes in students’ location preferences. Among applicants who plan to apply to international programs (not within their country of residence), 62 percent plan to apply in Western Europe, with U.S. programs following at 61 percent. While the percentages are close, this is a switch from 2017 when the U.S. was the most named location at 63 percent followed by Western Europe at 58 percent. Prospective students were also asked to select their one most preferred location. Both the U.S. and Western Europe received equal proportions of respondents at 40 percent each. The longer-term trend, however, shows a gradual decline in preference for the U.S. between 2009 and 2016, with a sharper downturn in the last two years to 40 percent; the exact opposite trend occurs for Western Europe, which shows a gradual increase in preference with a more marked uptick to 40 percent since 2016.

Among all candidates, those applying domestically and internationally, the U.S. is still the most popular destination to apply for an MBA. However, the percentage of all applicants planning to apply to U.S. programs declined from 2017 to 2018 by three percentage points, from 68 to 65 percent, while interest in Western Europe increased from 37 percent to 42 percent. Interest in Canadian programs increased just one point, to 20 percent.

The decrease in international student applications, combined with the strong economy, and the rising cost of MBA programs, appears to be impacting overall application volume to U.S. business schools. Poets and Quants published an article last week declaring it a “buyer’s market” for admitted students. Though acknowledging that official numbers have yet to be released, according to admissions officers, there have been lower application volumes again this year, even among the top ten schools. This makes for the second year of decreasing applications, even amongst the highly competitive programs. Admitted students are reportedly receiving higher than normal numbers of acceptances from rival schools, as well as generous scholarship offers. The Poets and Quants article quotes an unnamed admissions officer from a top-ten ranked business school as saying, “When you have this many schools down and many are down for two years in a row, yield is going to be a nightmare because everyone has had to dig deeper in the pool. I would not be surprised if schools had to go deep into their waitlists or have to shrink their classes. It’s the collective impact of so many schools being down that is unique.“ Yield, which is the total number of admitted students who matriculate into a program, is important for balancing both the selectivity and revenue components of the program. 

Medical Schools Limited on Use of Race in Admissions Decisions but Still Seek to Promote Diversity

Last week, The Wall Street Journal reported that the U.S. Education Department is requiring the Texas Tech University Health Sciences Center medical school to discontinue its practice of factoring race into its admissions decisions. The medical school agreed to a deal with the Education Department in order to end the long-running federal investigation into its use of affirmative action. In 2003, after the Supreme Court ruled that race was admissible as a factor in admissions decisions in Grutter v. Bollinger, the Texas Tech University Health Sciences Center resumed use of race as a criteria in admissions decisions. In 2004, the Center for Equal Opportunity filed a complaint against the school, and the next year the Education Department began the investigation, which this agreement concludes.

Texas Tech had previously ceased using its affirmative action policy for admissions in the pharmacy school in 2008 and for undergraduate programs in 2013. However, the medical school contended that, “It must continue weighing race in its admissions process because a cohort of doctors from different backgrounds could best serve Texas’ racially and ethnically diverse communities.” However, the recently signed agreement stipulated that the school was not providing an annual review of the necessity of race-based admissions and therefore could not rule out that other factors may provide similar diversity-levels. The agreement also suggested that the medical school use other “race-neutral factors” to meet diversity aims, “such as recruiting students from low-income areas and favoring bilingual or first-generation college students.”

Earlier this week and just following news of this agreement, Kaplan Test Prep released survey results showing that 80 percent of 245 pre-med students surveyed in January 2019 say that “It’s important for the American medical profession to be more demographically representative of the general patient population.” Among the students who agreed with this statement, one commented, “While it is certainly possible to be empathetic and ‘tuned in’ to your patients despite differences in language, culture, etc., it is important for patients to feel like they can relate to and trust their clinician…If American clinicians were more demographically representative of the population as a whole, patients would likely find it easier to connect with a care provider they are most comfortable with.” Those in the 20 percent who did not agree with the statement were more likely to focus on the importance of drive and technical ability in becoming an effective doctor.

Additionally, an earlier Kaplan study with medical school admissions officers showed that many felt competent with their school’s diversity efforts. When the admissions officers were asked to grade his/her medical school on diversity, the majority gave themselves a B (35 percent) or C (34 percent), while fewer rewarded themselves with an A (18 percent) and even fewer a D or F (5 percent).

While it is clear that prospective medical students and doctors see the value in diversity in medical school admissions, the process by which the schools will implement these diversity goals is changing based on the views of the current administration. And these changes should be noted, especially by prospective medical students.

For future applicants: Overall, it is wise to seek experiences that improve your ability to work with others, particularly those unlike yourself. And throughout your application, you will want to speak to these experiences in a manner that showcases your commitment to serving a diverse population of patients, highlights areas where you will bring diversity into the program, and show how you have thrived and what you have learned in diverse environments in the past.

Tech Companies Seek MBA Hires Who Excel in Entrepreneurial Culture

Technology companies have taken a large hold on MBA recruiting, with a particular interest in those students who can thrive in ambiguity and have a proven track record of creative problem solving. In turn, students are attracted to these companies for their generous compensation packages, the opportunity to take ownership over popular products, and the culture of innovation.

Liz Arnold, associate director for tech, entrepreneurship and venture capital in the Career Management Center at Cornell University’s Johnson School of Management, said “I encourage all students interested in tech to build their entrepreneurial skill set, to really understand how to take the initiative on their own to go from idea to launch. I think that particular skill set is valued at most tech companies, because the tech companies want students to be autonomous and take projects and run with those ideas and move them forward.”  Similarly, Sarah Eytinge, MBA University recruiter at Microsoft, describes the company as having an entrepreneurial culture, and as seeking MBA recruits who can thrive in ambiguity, learn and adjust their course, and take creative approaches to complex problems. “We have a lot of teams in an innovative culture trying new things and failing fast,” she says. “They have the benefit of working for a large company like Microsoft so we have the resources to make those investments and take those risks. For those MBAs who are interested in entrepreneurship, they are surprised by what they have access to – they thought it was just a big company.”

Recruiter Insights on Top-Tier Programs for Entrepreneurship and Creativity

The Recruiter Insights Rankings, a component of the 2018 Bloomberg Businessweek Best B-Schools ranking, include deep-dives into recruiters’ views of the best programs based on entrepreneurial reputation and training, as well as the most creative and innovative graduates. The rankings include the responses of 3,698 employers that recruited MBA graduates, and focus on specific survey questions. Bloomberg Businessweek analysts then assigned scores to the top 30 schools with a score of five being the highest and one being the lowest. Below are the top ten for the three categories relevant to entrepreneurship.  

What schools have the best reputation for entrepreneurship?

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What schools provide the best training in entrepreneurship?

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What schools are producing the most creative graduates?

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Prospective students interested in expanding their entrepreneurial skill-sets for an interest in a technology career or who are among the 27 percent of prospective full-time two-year MBA students who listed entrepreneurship/self-employment as a primary career goal post-graduation in GMAC’s Prospective Students Survey 2018, should carefully consider the top programs listed above. Additionally, during the school selection or interviewing period, prospective students should proactively engage with administrators and professors from specific MBA programs to see how they support students in achieving these strong outcomes.

See full listings for each of the categories below:

What schools have the best reputation for entrepreneurship?

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What schools provide the best training in entrepreneurship?

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What schools are producing the most creative graduates?

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Medical Schools Focus on Student Wellbeing and Mental Health to Reduce Burnout

In our recent newsletter, we highlighted the topic of burnout among today’s working population. Burnout, or the experience of chronic stress which leads to physical and emotional exhaustion, cynicism and detachment, and feelings of ineffectiveness and lack of accomplishment, remains a pressing issue within the medical student population. A literature review published in late 2018 “confirmed that suicidal ideation in medical students remains a significant concern” and cites studies showing that “medical students in their first year of studies have similar rates of psychological morbidity to the age-matched general population, but experience a worsening of their mental health as they progress through medical studies.”

Medical students and residents, who are often under intense pressure physically and emotionally, suffer from a lack of sleep, extremely long hours of work and study, as well as the emotional, life and death decision-making involved in the work. This is often compounded with a subconscious need to avoid seeking mental health professionals for fear of negative judgment from those around them or even endangering their medical licenses.

The accumulation of data on the mental health of medical students, coupled with the recent high-profile losses of medical students in New York City and California have spurred action and a recognition of the need for additional support for physicians in training. The Accreditation Council for Graduate Medical Education is promoting the importance of wellbeing, which goes beyond addressing burnout, and has compiled and posted a tools and resources page on its website: https://www.acgme.org/What-We-Do/Initiatives/Physician-Well-Being/Resources.

Moreover, many medical schools are showing that they too are committed to changing the culture of medical education to improve students’ wellbeing. Prospective students should pay particular attention to the following when further evaluating the schools on their list:

  • Commitment to wellbeing: Many schools have codified their commitment to their students by creating wellbeing mission statements and making significant investments in wellbeing resources. At the Icahn School of Medicine in NYC, a wellbeing task force was created in 2016. In addition to creating a mission statement to focus momentum and drive steady action, the school has renovated student housing to include a wellness center.

  • Accessible, confidential, and judgment-free mental health resources: This may include access to psychologists or psychiatrists, confidential check-in surveys or interviews, and/or counseling sessions during hospital rotations. At USC Keck Medical School and the University of Pittsburgh School of Medicine, mental health teams have been put in place to ensure the schools do not lose sight of the mental health and wellness needs of their students. Both are working to decrease the stigma around using mental health resources as well as increasing confidential mental health evaluations and services.

  • Culture promoting a healthy academic environment: Some schools are taking tangible actions to create an academic environment that promotes rigor but not burnout and depression. Many programs also encourage collaboration, provide wellness curriculums, and promote comradery within the classes through social activities (appropriate for various personality types) and occasional days off. Examples include Duke School of Medicine’s wellness curriculum starting with a resiliency course at orientation, USC’s requirement for students to take several “mental health” days to combat burnout, and Icahn’s assessment and restructuring of grade distributions.

In September of this year, Weill Cornell is partnering with AAMC, AMSNY, and the American Foundation for Suicide Prevention to put on the National Conference on Medical Student Mental Health and Well-Being. It is billed as being the “first comprehensive, multidisciplinary forum to examine the mental health needs of medical students.” Change is underway and it is an exciting time to be considering medical school. However, prospective and current students must engage in the dialogue, stay informed, and ultimately commit to making their wellbeing and health a priority.

Jumpstart your MBA Journey!

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The MBA Tour North America:
MBA & Business Master's Conferences

Meet University of Southern California, Boston University, University of Cambridge, IESE, HEC Montréal, & more top Business Programs! Join us in a city near you:

Los Angeles: Saturday, January 26
San Francisco: Monday, January 28
Boston: Wednesday, January 30
New York City: Saturday, February 2
Washington DC: Monday, February 4
Toronto: Wednesday, February 6

Why should I attend The MBA Tour?

Stand out from the competition and meet with admissions representatives from top domestic and international business schools. Connect face-to-face to ask your MBA questions, learn about program offerings, and discover how a graduate business degree can help you boost your career.

Small group meetings
Admissions panels
GMAT strategy sessions
School presentations
Networking fair
& much more!

Business Schools Attending:

Note: Not all schools participate in every event. See website for details.

Online Business Courses Can Provide Value to Graduates Long After They Obtain MBA

On Tuesday, Harvard announced it would be rebranding its online course offerings from HBX to Harvard Business School Online in an effort to raise awareness and reach motivated learners throughout the world. Nitin Nohria, dean of Harvard Business School, says “Harvard Business School Online has allowed us to extend the reach of the School to people wherever they are in the world, …Through this innovation we have brought much of what is special about the HBS experience to life online, helping us to achieve our educational mission in an entirely new medium.”

Along with the announcement of the rebrand, Harvard Business School released the results of a recent survey of nearly 1,000 past participants of the online courses, who reported positive outcomes resulting from the online certificate programs. Over 90 percent of survey respondents said that obtaining the online certificate led to personal betterment, improved their professional life, bolstered their resume, and 90 percent said that it made them a more confident leader and increased their knowledge of business terminology.  Similarly, Northeastern University’s Center for the Future of Higher Education and Talent Strategy released survey results from 750 HR leaders, with the majority (61 percent) saying that they believe online credentials are “of generally equal quality” to those completed in-person, an increased percentage from previous years.

This online method of offering business education complements a position that Bodo Schlegelmilch, chair of AMBA and a professor of international management and marketing at the Vienna University of Economics and Business, takes regarding the key nature of continuing education for MBA graduates in a Financial Times article published last week. The professor contends that MBAs have a need to continually top-off their degrees to stay relevant in the ever-evolving business environment. He advocates for the MBA as a “rented qualification” dependent upon graduates taking courses to renew their qualification over time. While this is a more radical idea, other business schools are also making changes to support graduates. Over two years ago all University of Michigan Ross Business School alumni, including MBA graduates, were granted complimentary access to all online course offerings and the ability to audit classes on campus. To encourage participation, the school created targeted online courses for MBA graduates returning to the workplace. Though a relatively low percentage of alumni are currently taking advantage of the offering, the most engaged are those graduates with under 15 years of work experience.

The rise in the quantity and status of online courses can greatly benefit both prospective MBA candidates and graduates. A prospective MBA student may take an online course or certificate program to help overcome a perceived weakness in his/her application to business school, or to demonstrate commitment to a particular focus area. Prospective students may also want to consider future access to online or in-person offerings for alumni during the school selection process. For MBA graduates, continued online coursework exhibits a commitment to continual learning and improvement.  These courses are being taken more seriously by corporate recruiters and the business schools themselves, so prospective and former MBA students should use them to their advantage.



For First Time Since 2010, Number of First-Year Law Students Has Increased Meaningfully

New student enrollment at law schools is up 2.9 percent from 2017, according to ABA data released last Friday. The number of first-year law matriculants at 122 schools is the same or higher than last year, while only 81 reported decreased class size. Total law school enrollment is up 1.2 percent from 2017, and enrollment in J.D. related programs, such as LLM, masters, or certificate programs, also increased by 8.2 percent year-over-year.

The increased enrollment is not surprising given the increase in law school applications during the 2017 application cycle, 8 percent, which was the first significant increase in law school applications since 2010. While some schools have ended up with significantly larger numbers of admitted students, others have become more selective. Within the top 25 schools, according to the U.S. News and World Report 2019 Rankings, 24 saw an increase in applications and all but two reported lower acceptance rates for applicants compared to 2017. On average, the acceptance rate for the top 25 was 21.4 percent in 2018 compared to 24.5 percent in 2017. Despite the increased selectivity, most of the top 25 schools did have slightly larger first-year classes than they did the previous year, with increases ranging between 1 and 157 students.

A law.com article predicts, based on early indicators, that the application pool will continue to grow for the 2019 matriculating class. LSAT numbers in June and July 2018 were up 30 percent compared to 2017; a similar uptick in LSAT-takers in the summer of 2017 preceded the higher application numbers seen this year.

Find data from all ABA accredited schools here: http://www.abarequireddisclosures.org/Disclosure509.aspx

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12 New York Law Schools See Decrease in Bar Pass Rates

For first-time test takers in July 2018, the New York State Bar pass rate decreased at 12 of 15 New York law schools compared to July 2017. The decreases ranged from a minor 1.6 percentage points at Cornell to 16.2 percentage points at Touro. Nine of the programs’ pass rates fell below the statewide rate of 83 percent, which also decreased by three points from 2017. Graduates from just three New York law schools, NYU, Columbia, and Albany, increased their pass rate.

When asked about the pass rates by representatives from the New York Law Journal, law school deans spoke about the programs they are implementing to support students taking the bar, as well as interventions they’ve put in place for students perceived to be at-risk for failure.

"The faculty and I have been implementing extensive reforms involving changes in the classroom, curriculum and culture of the school. We expect these changes to be reflected favorably in future results. Some of the changes are still being implemented. We intend to accelerate their implementation effective immediately. We will be re-examining in minutest detail everything we do, in and outside of the classroom, to assure that the continued implementation of reforms, from evidence-based teaching to curricular reform, is successful." Harry Ballan, dean of Touro College Jacob D. Fuchsberg Law Center

“As dean, my leadership approach is to think in terms of a multi-year strategic plan, and one of my very highest priorities remains to increase and maintain the bar passage rate. We have also had many successes across all areas of the law school in just these last two years — job placement, building enhancements, our medical-legal partnership and veterans clinic—and I believe that we have a comprehensive Raising the Bar program and an extensive plan in place for future bar successes,” Gail Prudenti, dean of the Maurice A. Deane School of Law at Hofstra University

 "I won’t be satisfied with Cornell’s performance until we achieve a 100% pass rate.  And we have taken steps to provide academic support to law students we perceive to be at risk for failing the bar." Eduardo M. Peñalver, dean, Cornell Law School. 

Take-aways for Current and Prospective Law School Students--

For current students:

  • Speak with recent graduates of your law school to find out how prepared they felt taking the bar exam. Ask how they would have changed their preparation method and if they have recommendations to share.

  • When interviewing with firms, find out how they support associates who are taking the bar. Also, take advantage of your summer position to speak with new full-time hires who are preparing for the bar to learn from their experiences.

  • Familiarize yourself with programs your school offers and seek outside programming, if necessary, to ensure you will be prepared. The American Bar Association bar prep page includes resources and discounts for bar prep courses.

For prospective students:

  • During the school-selection process, be sure to consider the bar pass rate. Past bar pass rates are available from the Internet Legal Research Group and are included as a small component in the U.S. News and World Report Law School Rankings.

  • When you visit or communicate with program representatives, ask how they currently assist third year students and graduates in preparing for the exam and what new initiatives they may be implementing.

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Present a Polished and Compelling Social Media Presence. Business School Admissions Officers will be Looking.

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Last month, Kaplan released results from its 2018 Business School Admissions Officers Survey. The survey found that 40 percent of admissions officers review applicants’ social media pages to learn more about them, up from 35 percent in 2017. Further, 71 percent of the admissions officers said it’s “fair game” to review applicants’ social media and that they do not see it as an “invasion of privacy...” Admissions officers are typically reviewing applicants’ pages to look for red-flags, or a lack thereof, but some say that a poorly constructed social media presence can hurt an applicant’s chances. Conversely, a strong social media offering can benefit an applicant. Forty-six percent of admissions officers reported that they found something on social media that helped an applicant while 36 percent reported finding something that hurt.

Social media can be an excellent tool for demonstrating your personality and articulating your interests. Just remember that producing well-written content should not be taken lightly because of the casual nature of the platform. We believe you should consider social media an extension of your application. Thus, we have provided some important guidelines for social media writing below.

1.       Know your audience.

Review your social media pages to ensure your security settings accurately reflect your intent. Some sites, such as LinkedIn, should be more publicly accessible, while others, with more private content, should be limited to peers.

After updating your security settings so that you are clear on who your audience is, ensure that your content and tone is appropriate. Review old posts and keep your audience in mind as you post in the future, never forgetting that admissions officers may be following you. LinkedIn requires a more professional tone and industry-related content, while Instagram is a good place for sharing your extracurricular interests and hobbies.

In addition to formality and word-choice, consider how you can curate the information you write and share to your audience’s interests. Add color-commentary and your opinion where appropriate to differentiate the articles you share from other sources.

2.       Ensure that your writing is technically correct and your voice is consistent.

While your tone can, and probably should, vary across social media platforms according to your audience, your will want your voice to remain consistent. Whether writing casually or more professionally, you should always put forth the best version of yourself. It is critical that your writing is technically correct for every post. Thus, it may be beneficial to investigate tools such as Grammarly, which provides grammar and spell checks on social media content. Always read your writing aloud prior to posting, and for longer posts, give yourself an opportunity to step away, re-read, and revise prior to going live.  

Additionally, your posts should be respectful of others and opposing viewpoints. Always keep in mind that schools are looking for red flags.

3.       Stay on-brand, but don’t forget to showcase your unique attributes.

 Do not miss the opportunity to display your personality and any unique skills. For writers, consider adding more long-form blog posts. Photographers should let their pictures take center-stage and only add shorter captions or explanations. Consider also taking advantage of alternative media formats such as graphic design or video to showcase your community involvement or hobbies.

 4.       Stay current by reading widely.

One of the best ways to elevate your writing skills, while also ensuring that you have something interesting to say, is to read a variety of well-written content. Read as much as possible, and as broadly as possible, across news outlets, books, and articles. Additionally, following people that you respect on social media, including the graduate institutions to which you are applying, in order to stay abreast of their content and discussion topics may inspire you as you create and curate your own content.

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Want to Achieve Your Goals? First, Define Your Personal Brand.

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In a Forbes article, writer Greg Llopis said that people often confuse the notion of a personal brand with having a curated social media page. In truth, however, social media is just one portion of a much larger idea. Your personal brand is how you express the compilation of experiences you’ve had, what you have to offer, and your intentions going forward. While social media accounts should align with your brand, they do not define it.

Llopis says, “Every time you are in a meeting, at a conference, networking reception or other event, you should be mindful of what others are experiencing about you and what you want others to experience about you.” This awareness of others’ experience allows you the freedom to put forward your most authentic self, rather than letting nerves or other outside influences change how you respond in a situation.

Spending time defining your personal brand will pay dividends as you move forward in your career, whether that means creating an exceptional grad school application, building a compelling resume, prepping for an interview or career-fair, or working towards the next promotion. It will not only allow you to be a proactive planner and decision maker, it will also act as a filter when you evaluate various career options.

To begin defining your personal brand, consider the following:  

1.       Your past experiences

Have you ever been so engaged in a pursuit that time seemingly disappeared? What have you found most difficult?  Which experiences stand out as those which prompted an evolution in your perspective? What are you most proud of? When have you felt most fulfilled?

2.       How you engage with others and the world

What strengths have you developed over time? What are your greatest weaknesses? How have you dealt with adversity? What feedback do you consistently receive when working with others? How do think others experience you? What five adjectives would you use to describe yourself? Do you think others would use the same five adjectives? If not, which would they use?

3.       Your future goals.

What type of work do you enjoy? What type of work do you aspire to do? What would you like your professional relationships to look like? What sort of environment do you think you would thrive in? What is your ideal work-life balance? What aspects of a position are most important to you and where are you willing to compromise? What are your short- and long-term goals?

Once you’ve refined your brand, you can start to put it into action to determine which opportunities will (and will not) be a good fit for you. Just remember to express a consistent message everywhere, including on social media. Recruiters or admissions officers should never be surprised by what they see online, rather the content should provide further depth on the person they know.

The Opioid Crisis and Medical Education: Adequately Preparing Students is an Ongoing Struggle at Most Medical Schools

There are approximately 91 people per day who die from opioid overdose. And each year, an economic burden of $78.5 billion—a result of healthcare costs, lost productivity, addiction treatment, and criminal justice fees—is associated with the opioid crisis. So why aren’t medical schools adequately preparing students to deal with addiction? A recent New York Times article quotes Dr. Timothy Brennan, the director of an addiction medicine fellowship at Mt. Sinai Health System, who compares combating the opioid crisis with the current provider work force to “trying to fight World War II with only the Coast Guard.” Further, Dr. Kevin Kunz, executive vice president of the Addiction Medicine Foundation, notes that while most medical schools now offer some education about opioids, the content varies widely in terms of depth. Additionally, only about 15 of 180 American medical programs teach addiction as it relates to alcohol, tobacco, and other drugs.

Earlier this week, the AAMC put out a Key Issues statement on the opioid epidemic that linked to a January 2018 survey where AAMC researchers asked Medical School deans about their current or anticipated plans for dealing with the opioid crisis. Almost all, 97 percent of respondents, noted the challenges of teaching and/or assessing students’ knowledge of prescription drug abuse. They referred most frequently to a deficiency in faculty expertise, a lack of time within a crowded curriculum, and difficulty assessing students’ mastery.

Attempting to overcome the named challenges, The University of Massachusetts, Tufts University, Harvard University, and Boston University have committed to using a set of ten competencies to drive their opioid education programs.  At Boston University, addiction education is incorporated into all four years of training and the school has partnered with Dr. Bradley M. Buchheit, an addiction medicine fellow, to train students in assessing and talking with patients about substance abuse.

Other schools are following suit. The University of Central Florida College of Medicine enhanced its curriculum to include both preclinical and clinical education on pain management, addiction risk mitigation, the use of prescription drug monitoring systems, naloxone training, and the CDC’s new voluntary guidelines for opioid prescribing. Martin Klapheke, MD, assistant dean for medical education and professor of psychiatry at UCF noted that “students are taught to fully engage patients and their families in discussing the risks and benefits of different pain therapies.”[i] At NYU, medical students have always received training in chronic pain and addiction, including a week-long pain management curriculum. And now the school is adding additional elements including a pain assessment and management training for all students going into residency programs, as well as a lecture on alternative pain management techniques.

Learn more about the battle against opioids:

[i] https://www.aamc.org/newsroom/newsreleases/464576/medical_schools_confront_opioid_crisis_08042016.html

QS Global MBA 2019 Rankings Place Four US Schools in the Top Five

The QS Global MBA 2019 Rankings were released this week and Stanford University’s Graduate School of Business ranked first. This is the second year that QS has released global rankings, which include over 250 MBA programs internationally. The ranking’s algorithm incorporates scores for Entrepreneurship & Alumni Outcomes, Return on Investment, Thought Leadership, Employability, and Diversity.

In both 2018 and 2019, 13 of the top 25 programs were based in the US. Also in 2019, four of the top five were based in the US, up from two in 2018. Schools in the US scored particularly well in the areas of Employability and Thought Leadership, while international programs fared better in Diversity and Return on Investment.

There was one new entrant to the top 25, CEIBS, which is based in Shanghai China.

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Rankings Indicators

As with all rankings, a closer look at the underlying components, which make up the Overall Score, can provide beneficial information for prospective MBA students. Below are charts showing the top ten ranked schools and their scores for each indicator.

The Entrepreneurship & Alumni Outcomes indicator makes up 15 percent of the overall score. Stanford not only received a perfect score within this indicator but was also about eight percentage points higher than any other program. Harvard, Penn (Wharton), and Michigan (Ross) were also included among the top ten. This indicator should be of particular interest to those keen on pursuing entrepreneurial options post-MBA.

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The Return on Investment indicator accounts for 20 percent of the overall score. Programs in the US did not fare as well in this category, though Carnegie Mellon (Tepper) and Michigan (Ross) are included within the top ten. International programs with shorter durations saw the highest scores, as shorter programs save students money, both in terms of tuition, as well as lost wages.

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The Thought Leadership indicator makes up 15 percent of the overall score.  US schools scored well in this category with MIT (Sloan) receiving a perfect score, followed closely by Penn (Wharton).

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The Employability indicator was given the heaviest weight, and accounts for 40 percent of the overall score. The top five programs, four of which are US schools, all received scores of 99 or higher.

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The Diversity indicator, which includes Class and Faculty diversity, accounts for ten percent of the overall score. For the second year in a row, no schools from the US were in the top ten in this category. And this is not expected to change significantly in the coming years as international applications to US programs continue to decrease.

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Application Volume Drops at Top MBA Programs in US

The Financial Times reported this week that four of the most prestigious business schools in the US saw a drop in MBA application volume for 2018 matriculation. Harvard, NYU Stern, Duke Fuqua, and Berkeley Haas each reported a decrease in applications from 2017 that ranged from 4 percent to 7.5 percent.

According to Graduate Management Admission Council (GMAC) data, in the US full-time two-year MBA programs’ application volumes have been in decline since 2014. However, this is not consistent across programs. In 2017, those with larger classes (201 or more students) accounted for 6 percent of MBA programs, but 55 percent of applications and 32 percent of enrollments. Larger schools were more likely to report application volume increases in 2017, while smaller were more likely to have experienced decreases. This decrease now appears to have expanded to the large, prestigious MBA programs.

While the decline in applications has not yet affected Harvard’s 11 percent acceptance rate or median GMAT score of 730, it was fairly significant at 4.5 percent. Similarly, NYU Stern reported a nearly 4 percent drop, while Duke Fuqua and Berkeley Haas were at about 6 percent and 7.5 percent respectively.

In contrast, MBA application numbers globally continue to increase. “When looked at internationally, graduate business education is a growth stock. Applications to Canadian, European, and Asian schools are increasing at an enormous rate,” said Bill Boulding, Dean of Duke Fuqua. Other admissions representatives who spoke with the Financial Times pointed out a multi-faceted cause for the lower application rates in the US:

  • Decreasing numbers of international applicants to US schools, due to a less welcoming political climate, as well as increasingly rigid immigration requirements.

  • Increasingly competitive European and Asian MBAs, offered in English, for those wanting a global experience. Some of these well-ranked programs also offer expedited timelines.

  • Increasing tuition and a robust economic climate in the US, which increases the cost of an MBA in both direct costs and wages-lost.

  • Increasing interest in part-time, online, and/or one-year MBA programs.

Take-aways for prospective MBA students

  • If you have dual-citizenship, don’t forget to note this on your application. It could be advantageous for you in the admissions process.

  • Be sure to highlight your international experiences and interests in your application. Admissions officers want to create a diverse student body and, with fewer international applicants, these experiences are likely to stand out more.

  • Consider that in strong economic climates, with low unemployment, schools are likely to receive fewer applicants. While this may not significantly change acceptance rates at all of the most prestigious programs, it can provide some benefit with regard to both admissions likelihood, as well as the possibility for substantial merit-based scholarships.

  • Choose your MBA program carefully, rather than automatically selecting a full-time, two-year program. Learn from these trends, by thinking carefully about the type of MBA that will benefit you most. International programs, one-year or expedited programs, and part-time cohort-based programs can all be worthwhile for you and your career.

Considering Public Interest Law? Lucrative Fellowships and Loan Assistance Programs Available

Public interest law can provide incredible fulfillment and satisfaction, but the cost of law school is significant and the salaries for public interest lawyers are lower than those going into private practice.

U.S News and World Report recently published average entry-level salary data for all ranked law schools.  Law graduates in 2016 who entered the private sector averaged just under $85,000, while those from a top 15 ranked institution averaged $180,000. Those entering the public sector, however, collected a much lower average of $53,500. Graduates from the top 15 ranked schools who accepted public sector positions averaged slightly more, at $65,000.  

Luckily, there are a plethora of scholarships, fellowships, and loan repayment assistance programs, which may be available to you. So, when evaluating specific law schools, don’t forget to fully evaluate the following: 

  • Tuition and Scholarship Opportunities: While it is advantageous to attend a top-tier school, you may want to expand your list to include those programs more likely to offer scholarships to students interested in public interest law. That is, if you feel ready to commit to that career path.
  • School Fellowships: Many top-tier law programs grant fellowships, which pay for summer and post-graduate public interest employment, to those interested in pursuing public interest law.
  • Loan Repayment Assistance Programs (LRAP) or Low Income Protection Plans (LIPP): The LRAP is more common and is generally limited to those working in public interest law, while the LIPP works more like scholarship money that is received after graduation. Over 100 law schools have an LRAP in place, and the American Bar Association has compiled a list of programs. When considering a school’s LRAP, consider if an LRAP is funded through a specific endowment or designated fund and how many applicants typically receive LRAP funding. Most schools are not able to provide funding to all applicants.
  • Public Service Loan Forgiveness (PSLF): The PSLF provides debt forgiveness to those who work for a qualifying government, non-profit, or public interest organization, and who make 120 qualifying student loan repayments while working for that organization. There is some uncertainty regarding the future of this program, however. It has been slated for elimination in two of the President’s proposed budgets.
  • Other Federal Repayment Adjustment programs: There are other existing repayment programs based on income, such as the Revised Pay As You Earn (REPAYE), Pay As You Earn (PAYE), and Income-Based Repayment (IBR). These adjust monthly payments based on your income.

While public interest law may require some additional planning in terms of selecting and paying for law school, there are many resources available for prospective law students who feel passionate about pursuing this career path. Some additional research during the school selection and application period can go a long way towards making your dream come true.

More Pre-Law Students Striving to Work for Public Interest

The “Trump Bump” theory is real. Earlier this year, Kaplan Test Prep released the results of a survey of over 500 pre-law students and found that 30 percent of respondents said the 2016 election impacted their decision to apply to law school. “We’ve seen significant jumps in both LSAT takers and law school applications over the past admissions cycle, which has fueled speculation about how much impact, if any, the 2016 election and subsequent political climate has had on this year’s law school admissions landscape. We now have an answer: It’s significant,” said Jeff Thomas, executive director of pre-law programs at Kaplan.

Survey data released by BARBRI Law Preview, which includes responses from 500 pre-law students expected to matriculate into the Class of 2021, demonstrate a similar finding. When asked to provide a primary reason for attending law school, the top two most selected options “I have always wanted to be a lawyer” and “I want to advocate for change of social policies in the United States” garnered almost identical responses at 38.2 percent and 37.6 percent, respectively. The survey also found that almost 98 percent of respondents plan to practice law after graduation, with the plurality of respondents selecting public interest (13.5 percent) as the type of law which they want to practice. The next most selected choices were business (corporate) law (12.2 percent) and criminal law (12.0 percent). Furthermore, when asked where they would like to practice law, over half of the respondents reported that they would want to practice law as an attorney working for the government (33.9 percent) or for a non-profit/non-governmental organization (22.5 percent). 39.8 percent reported wanting to work for a private firm.

Lynn Page, a pre-law advisor at Northwestern University provides anecdotal evidence supporting the BARBRI survey findings when describing the students who she advises and their goals in a recent Chicago Tribune article. “If it’s not immigration (law), it’s an interest in public interest law. Most students are interested in civic engagement (and) social justice” she said.  

As Physician Demand Will Continue to Outpace Supply, Medical School Admissions Committees are Particularly Interested in Applicants Committed to Practicing Primary Care in Underserved Locations

The AAMC recently published updated results of its physician workforce analysis, which modeled physician demand and supply to project the needs of the 2030 workforce. The analysis shows that physician demand will continue to outpace supply, which will lead to a physician shortage of between 42,600 and 121,300 full time equivalencies (FTEs) by 2030.

Within primary care, the shortage is projected to fall between 14,800 and 49,300 physicians, which incorporates various assumptions about the supply and partnership of Advanced Practice Registered Nurses and Physicians Assistants in the future, as well as the current estimated need for 13,800 physicians to reconcile the primary care shortage from currently designated shortage areas.

Projections for non-primary care specialties, including medical, surgical and other specialties, show an estimated shortage of between 33,800 and 72,700 physicians. The greatest projected gap is for surgeons, which is between 20,700 and 30,500 by 2030. While the supply of surgeons is projected to stay steady over time, the demand is expected to increase. “Other” specialties, which include emergency medicine, anesthesiology, psychiatry, radiology, and others, has a projected gap of between 18,600 and 31,800.

The main driver behind the increasing demand for physicians is the growing and aging U.S. population. Between 2016 and 2030, “the U.S. population is projected to grow about 11 percent, from about 324 million to 359 million. The population under age 18 is projected to grow by 3 percent; the population aged 65 and older is projected to grow by 50 percent; and the population aged 75 and older is projected to grow by 69 percent.”[i] Similarly, on the supply side, the aging population of physicians and their associated retirement decisions will impact the severity of the gap. “More than one-third of all currently active physicians will be 65 or older within the next decade. Physicians aged 65 and older account for 13.5 percent of the active workforce, and those between the ages of 55 and 64 make up nearly 27.2 percent of the active workforce.” [ii] Physicians’ weekly working hours are also currently trending downward across all physician age groups.

The report also modeled access to care, which is another factor that may impact demand in the future. There are currently inequities in access to care based on geographic, economic and sociodemographic factors. While projected physician shortages based on these factors was not included in the long-term projection estimates, the 2016 models show that if the country commits to improving access to care for disenfranchised groups, the demand for physicians will be drastically increased.

The AAMC is currently advocating for a multipronged approach to address the physician shortage including the improved use of technology, team-based care, and delivery innovations, as well as the increase of federal funding for additional residency positions. The AAMC is clear that the U.S. government needs to act in the short-term to expand graduate medical education to address the long-term physician demand identified in the report, as physician training is a ten-year process. Federal funding for residency positions has not been expanded since the 1997 Balanced Budget Act. While there have been two pieces of legislation recently introduced (explained below), which would provide funding for additional residency spots,[iii] neither have gained much traction since introduction.

  • The Resident Physician Shortage Reduction Act of 2017 provides comprehensive reform to federal funding for graduate medical education.
  • Lifts the funding cap placed on the number of residents and fellows funded by Medicare
  • Adds an additional 3,000 federally-supported residency positions each year for the next five years
  • The Opioid Workforce Act of 2018 specifically targets and funds residency training for areas of critical need.
  • Adds an additional 1,000 federally-supported resident positions over the next five years in hospitals that have, or are establishing, programs in addiction medicine, addiction psychiatry, or pain management

Prospective and current medical students should familiarize themselves with this report, especially when considering their future fields of study.  Many medical schools are echoing the demand for students interested in primary care, as well as those committed to working in rural or otherwise underserved locations; In 2017, the AAMC reports that nearly 30% of those entering medical school plan to work in an underserved area. Additionally, these topics are likely to come up in interviews and at networking events.  

The AAMC has committed to updating the projections on an annual basis and makes the report available online.

The final report for 2018 created by IHS Markit Ltd for the AAMC is available here: https://aamc-black.global.ssl.fastly.net/production/media/filer_public/85/d7/85d7b689-f417-4ef0-97fb-ecc129836829/aamc_2018_workforce_projections_update_april_11_2018.pdf

 

[i] https://aamc-black.global.ssl.fastly.net/production/media/filer_public/85/d7/85d7b689-f417-4ef0-97fb-ecc129836829/aamc_2018_workforce_projections_update_april_11_2018.pdf

[ii] https://aamc-black.global.ssl.fastly.net/production/media/filer_public/85/d7/85d7b689-f417-4ef0-97fb-ecc129836829/aamc_2018_workforce_projections_update_april_11_2018.pdf

[iii] https://www.forbes.com/sites/brucejapsen/2018/05/17/congressional-bill-would-add-1000-doctors-to-fight-opioid-addiction/#60926102684a

 

What are Corporate Recruiters Really Looking for in the 2018 MBA Graduate?

The Graduate Management Admission Council (GMAC) recently released its 2018 Corporate Recruiters Survey results, providing insight into current employer hiring demand for MBA graduates.

In 2018, nearly three-fourths of corporate recruiters globally project to hire MBA graduates to fill business development roles. Functions also in high demand world-wide are data analytics (71 percent), marketing (70 percent), and finance (69 percent). The chart below shows the job function recruitment projections for recent MBA hires, globally and in the U.S.

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As one would expect, the job functions MBA hires are placed into vary by both region and industry. Below, are a few key industries with the job functions companies plan to fill with MBA hires in 2018.

-          Consulting: consulting, business development, data analytics

-          Finance: finance, investment banking, accounting

-          Health Care: marketing, business development, finance

-          Technology: marketing, business development, data analytics

-          Products: marketing, business development, finance

Globally, recruiters are more likely to hire MBAs into specialist, rather than generalist roles (52 percent and 48 percent, respectively) and into strategic over operational positions (also 52 percent and 48 percent, respectively). In the U.S., recruiters are equally likely to hire MBA students to fill specialist and generalist jobs and just slightly more likely to place an MBA into a strategic role over an operational one (51 percent and 49 percent, respectively).

Delving more deeply into the specific skill-sets recruiters are looking for when hiring MBAs, a Financial Times survey published in late 2017 asked 48 leading employers what skills they want in MBA graduates, and what skills they have a hard time finding.

The most important skills named by these employers included both soft-skills and strategy. Three of the most important skills, however, were also listed among the least difficult to recruit for: networking, solving complex problems, and working with a wide variety of people. The least important skills were function-specific. And the most difficult to recruit for skills were not listed among the most important, but included a cross-section of disciplines.

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Key Take-Aways

Both the GMAC and Financial Times surveys provide telling information on how recruiters classify and evaluate MBA candidates. Begin to think like a recruiter. It will be immensely helpful to you as you embark on your management studies.

1.       When considering your career prospects, you should first define your desired role in terms of:

a.       Specialist or Generalist;

b.       Strategic or Operational; and

c.       Job function

Having clear insight into your desired role will help you to find companies and jobs that offer the best fit for your goals. Additionally, knowing precisely what you want in your post-MBA role will help you to develop your elevator pitch and articulate your career vision clearly as you network and interview.  

2.       Staying abreast of recruiting trends by function, as well as highly coveted and/or difficult to recruit for skills can provide insight on areas where additional experience can help you to differentiate yourself. For example, data analytics is not only a function where hiring is very active for MBA recruiters, but also a skill that has been named as difficult to recruit for. Gaining some experience in this area may help to set you apart in interviews, even if this is not the primary function for which you want to be hired.

3.       Consider how you are highlighting not only the most important skills, but also those that are named as difficult to recruit for in your resume, elevator pitch, and interview responses. While your resume should list your specialized skills, this data suggests that highlighting soft and strategic thinking skills may better serve you in those precious networking and interview minutes with potential employers.

4.       Finally, think through your differentiating factors and experiences. Recognize that some skills are easier to recruit for than others, and make sure that you’re aware of and highlighting experiences, coursework, and skills that make you unique among the general MBA population.

The MBA Tour US: MBA & Business Master's Conferences

Meet Columbia, MIT Sloan, UCLA, Chicago Booth, Kellogg, Stanford, and more top business programs!

Join us in a city near you:

Seattle: Thursday, July 12
Los Angeles: Saturday, July 14
San Francisco: Sunday, July 15
Houston: Tuesday, July 17
Atlanta: Thursday, July 19
NYC: Saturday, July 21
Chicago: Monday, July 23
DC: Wednesday, July 25
Boston: Thursday, July 2

Why should I attend The MBA Tour?

The world's top business schools, all in one place.

Stand out from the competition and meet with Admissions Directors from top domestic and international business schools. Connect in-person to ask your MBA questions, learn about program offerings, and discover how a graduate business degree can help you boost your career.

  • Small group meetings
  • Admissions panels
  • GMAT strategy sessions
  • School presentations
  • Networking fair
  • & much more!

 

Who will I meet?

Connect with admissions decision makers.

  • You'll have the unique opportunity to meet with admissions decision makers to increase your chances of acceptance.
  • Learn in-depth program information and ask your MBA questions during MeetUp discussions (invite only, small group meetings).
  • Discover admissions tips from industry leaders.
  • Network with the people that matter when it comes to getting accepted to your dream school.

 

How should I prepare?

Complete your online profile to be matched with top schools.

  • Provide helpful information during registration to let schools learn about you and your goals and have them invite you to meet with them during MeetUps or School Presentations.
  • Use The MBA Tour's Research Schools platform to learn more about program offerings and options.
  • Log into The MBA Tour's online portal to easily confirm MeetUps and build your schedule to make the most of your event.

 

Great, sign me up!

Register free today to reserve your spot. Space is limited!

Business Schools Attending

*Schools vary by city; check event pages for individual listings. More schools to come.

Insights from Last Year’s Applicants: The 2018 AIGAC (Association of International Graduate Admissions Consultants) MBA Applicant Survey

The 2018 AIGAC (Association of International Graduate Admissions Consultants) MBA Applicant Survey emphasized the “great expectations” last year’s applicants had during the admissions process. The survey data includes 1,979 interviews with 1,377 respondents who applied to at least one school. Data was collected during the Spring of 2018.

Like the 2017 responses, this wave of applicants relied heavily on online and technology-based resources to learn about MBA programs, but mentioned the importance of combining these resources with a personalized experience with school representatives.

Students used both school supplied resources, as well as information from independent sources. Over 80 percent of last year’s applicants used school websites for gathering program information. And over 50 percent relied on online information sessions hosted by schools and interactions with current students. When asked about the most valuable school specific resource, the most common response was school website, followed by current student referrals, and on-campus information sessions.

While most applicants, 86 percent, used MBA rankings for school research, responses on the value of the rankings were mixed. Twenty-two percent of respondents selected MBA rankings as the most valuable independent resource, yet it was also the most commonly selected response for least valuable resource at 24 percent. Respondents named online communities/forums as the most valuable independent resource (24 percent), though only 59 percent of survey respondents used this resource in their research.

The majority reported an expectation schools would proactively get to know them through various initiatives, including formal visit programs, diversity and women’s events, and interviews. Respondents spoke to the importance of these face-to-face interactions, noting instances where a positive or negative encounter changed their personal ranking of the program.

The following schools were rated in the top and bottom quartiles for how well they got to know applicants:

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Furthermore, when it came to finalizing their school lists, over 60 percent of prospective students named reputation (66 percent) and ranking (61 percent) as top factors to consider, followed by school culture (53 percent).  Others, however, named geographic proximity to their desired work as the predominant concern as networking is critical, particularly in finding employment with small firms and start-ups.

Take-aways for current applicants

The survey emphasized the critical and personal nature of the school selection and application process. While school and independent online resources can provide comprehensive and useful information, nothing can replace interpersonal interactions. Ideally, applicants will be able to visit the schools they are most interested in, but if not, they should look for opportunities to attend school-hosted events in the city where they live.

Your story set apart.