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Women’s Enrollment in MBA Programs Continues to Climb

MBA matriculation is inching closer to gender parity. According to new data released by the Forte Foundation and reported by the Wall Street Journal, women make up 42 percent of 2023 MBA enrollees. This is up slightly from last year’s 41 percent and up significantly from 34 percent in 2013.

Five MBA programs did achieve gender parity: George Washington University’s School of Business, Oxford Said, Johns Hopkins Carey, U Penn Wharton, and Penn State Smeal. An additional 15 programs came close with women making up at least 44 percent of total enrollees. Among this group are some of the world’s most prestigious MBA programs. They include Northwestern Kellogg (48 percent), Stanford GSB (46 percent), MIT Sloan (46 percent), and Harvard Business School (45 percent).

Notably, two of the five programs that achieved gender parity, Oxford Said and Penn State Smeal, are one-year programs. Administrators from both schools told the WSJ that this shorter time commitment appeals to women, particularly those who carry family responsibilities.

Programs with the Highest Percentage of Female Matriculants (Fall 2023):

  • George Washington University (65 percent)

  • Oxford University-Saïd (51 percent)

  • Johns Hopkins University-Carey (51 percent)

  • University of Pennsylvania-Wharton (50 percent)

  • Penn State University-Smeal (50 percent)

  • University of Rochester-Simon (49 percent)

  • University of Toronto-Rotman (49 percent)

  • Northwestern University-Kellogg (48 percent)

  • University of Washington-Foster (47 percent)

  • Stanford Graduate School of Business (46 percent)

  • Queen's University-Smith (46 percent)

  • MIT-Sloan (46 percent)

  • Duke University-Fuqua (45 percent)

  • Harvard Business School (45 percent)

  • Alliance Manchester School of Business (45 percent)

  • Arizona State University-W. P. Carey (44 percent)

  • Columbia Business School (44 percent)

  • Dartmouth-Tuck (44 percent)

  • ESADE (44 percent)

  • Michigan State University-Broad (44 percent)

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Crafting Your Personal Statement: Lessons from Memoir Writing

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A memoir requires more than a recounting of events from your life. Rather, you must show the reader that you’ve experienced transcendence. Marion Roach Smith calls it the “golden rule” of memoir. She writes, “Memoir is not about what you did. Memoir is about what you did with it.” The experience is not the focus or the reason for the writing, just the vessel for sharing a more universal learning with your audience. 

Smith expands this thought when she writes, “Specifically memoir is a promise from me that I experienced something, I’ve given some real thought to it and now know what it is, and now I am going to share what I now know with you. The promise is not that I am going to recreate the experience or make you relive it with me.” 

This approach also aligns with what admissions committees are seeking in your personal statement. From your past experiences, they want to learn more about your potential and character. Show them how a recent discovery helped you evolve, how you’ve refined your abilities in innovation and/or leadership, and/or teamwork. Prove to them that you are ready to pursue a graduate education and career path.

Below, we’ve compiled a few other takeaways from Marion Roach Smith’s approach to memoir that will help you craft a strong personal statement. Also, be sure to check out her memoir manifesto. 

  1. Structure. Memoir is created out of three components. Prior to writing, sit down and consider the building blocks of your piece. 1) What is this about (think: universal, e.g., connecting with and empowering your team, trying and trying again to find the right approach to solve a complex problem)? 2) What is your argument (something that you learned based on your experience)? 3) What experiences from your life will you deploy to prove your argument? 

  2. Think small. Memoir requires that you share your growth with the audience, which can be done effectively by incorporating small details. Smith notes the power of observation for showing the reader your journey to transcendence. She writes, “Never forget about the small stuff and how it reveals the big stuff of life.” Small details also create a relationship with your reader, drawing them into the experience. 

  3. Don’t forget your audience. Your memoir should hit on universal themes that are relatable to the reader. When you’re writing, and more importantly editing and rewriting, keep in mind how your audience will take in what you’re saying. Did you provide enough detail of the experiences to show growth and to make your argument? Did you provide too much or extraneous detail? Were you vulnerable and honest in your writing? 

  4. Keep it tight. Focus only on the experiences, sentences, and words that you absolutely need to support your argument and demonstrate your growth in the piece. You want to go deep, not broad. Adding in additional stories can distract the reader, and potentially lose them. Once you have demonstrated growth and made your argument, your personal statement is complete. Fight the urge to turn it into an autobiography or a resume.

Considering Public Interest Law? Look for these Attributes During the School Selection Process.

Many undergraduate students considering law school do so with an eye towards public service, but only about one-third of law school graduates actually accept public interest positions. This is likely due to the significantly lower median salaries for public service roles and the high student debt many law school graduates accrue, as well as the less traditional recruiting process for public interest roles. 

Law schools, however, are becoming increasingly proactive about creating pathways for students to access meaningful, public interest careers. During the school selection process, as a prospective public interest law student, you should consider more than just the academic curriculum, broadening your perspective to include the following:

  • Student Network 

Review and ask about the number of current students and alumni who are entering or have entered into public service. If you already know the fields that you’re interested in—international, government, advocacy, public interest firm, etc.—determine if there are alumni networks in these areas that will be available to you as a student. Recruiting and employment in these fields will be more dependent on proactive networking so ensure that your chosen schools will bolster the development of your public interest legal network.

  • Activities and Programs in Public Interest 

Students can and should show their dedication to public service by participating in volunteer activities, taking part in public interest student organizations, and getting involved in pro bono or clinic-based projects sponsored by the school. Ask schools that you’re considering what programs are in place for current students.

  • Summer Internships and Programs

Summer Fellowships / Sponsored Internships: Working directly with a non-profit, government, NGO, IGO, or private public interest organization can provide meaningful legal training and experience, as well as insight into the environment in which you most want to work. Many top law schools including Harvard, Yale, Columbia, and NYU provide generous funding for students who wish to pursue unpaid, or minimally paid, public interest work in the summer. Review the summer funding options at schools you are considering.

Summer splits: A summer split is sponsored by a law firm. The summer associate spends half the summer working at the firm and the other half working at an approved public sector organization. While some firms will pay the student a summer associate salary for the entire summer, others will offer a salary for the time spent at the firm combined with a stipend for the associate’s public service work. This provides diverse work experience for students who are not yet sure of their future goals. Find a list of firms that sponsor summer splits here. And ask schools if any current students or alumni have participated in this type of summer internship, or if they have relationships with any of the sponsoring firms. 

Post-Graduate Fellowships: While these can take a variety of formats, fellowships provide funding for graduates to work at an approved public service organization for a specified time period. Earlier this week, Columbia Law School announced the Bernstein Litowitz Berger & Grossmann LLP (BLB&G) Fellowship Program, which will sponsor one graduate of Columbia Law School for two years to take on a litigation role for a public interest organization prior to joining BLB&G’s shareholder rights litigation practice as a third-year associate. The Fellow will attend firm meetings and take part in a mentorship program while working for a qualifying public organization. Do some digging on the number of fellowships available for graduating students.

  • Law School-Funded Debt Repayment / Reduction programs

While there are federal programs that encourage students to go into public service, consider also any law school-sponsored debt reduction or loan forgiveness programs. Yale and NYU, among others, run programs to support graduates who choose lower paying public interest work by relieving them of some of the monetary burden of their student debt. 

Pursuing public interest law may not be the easiest or most traditional path, but law schools have never been more supportive of students wishing to make a positive impact. 

“Some of the most consequential legal work happens in the public interest sector. Lawyers can be powerful advocates for marginalized groups, using the courts to help create better, more equitable outcomes,” BLB&G executive committee member, Jerry Silk said, upon announcing the fellowship with Columbia Law.

Trends in Medicine: Shortening the Preclinical Timeline

American medical schools have traditionally followed a similar structure: two years of preclinical work followed by two years of clinical rotations. But there is an emerging trend within medical education, which accelerates preclinical studies in order to allow students more time to gain clinical experiences. According to the Liaison Committee on Medical Education, during the 2019-2020 academic year, six percent of medical schools ended pre-clinicals after one year, 29 percent ended them after 1.5 years, and 56 percent retained the traditional two year structure. 

Kim Lomis, MD, and Vice President for Undergraduate Medical Education Innovations at the American Medical Association, explains that the reasoning for the curriculum update is so that students are better able to contextualize learning within patient care. “Proponents argue that learners are able to better anchor their learning of foundational sciences in a meaningful context, fostering professional identity formation as well as knowledge base,” she said. Early adopters include the elite medical schools at Harvard, Duke, Vanderbilt, and NYU Grossman. Each of these schools now condense preclinical learning into the first year, with students beginning clinical clerkships at the start of their second year. 

Rutgers Robert Wood Johnson Medical School recently launched its updated curriculum, which starts the clerkship after 18 months. Carol A. Terregino, MD, and Senior Associate Dean for Education and Academic Affairs at Rutgers, notes that the curriculum change is beneficial because it puts an emphasis on “knowledge for practice.” 

“Anything that is going to increase students’ clinical knowledge and ability to apply that knowledge to clinical practice is going to make students stronger as future physicians,” she said. She also noted the presence of unknowns related to the recent pass-fail update of the USMLE Step One exam, which could potentially increase the importance of the Step Two exam. “To make sure my students are able to do well and prepare for the licensing exam, I want a longer launching pad to get them there,” she said.

Others say that looking just at “preclinical” and “clinical” years oversimplifies medical education. Students at Ohio University Heritage College of Osteopathic Medicine, for example, follow the traditional two and two calendar, but are exposed to clinical experiences through observations and interactions during the first two preclinical years. “Distilling a college’s program to the length of time in preclinical or clinical curriculum misses all the nuances of what each college does to prepare its students. We emphasize patient-centered care from the first day of medical school, making our students well-rounded when they engage in their clinical rotations,” said Jody M. Gerome, DO, and Heritage College’s Senior Associate Dean for Medical Education.

Related Blog: U.S. Medical Licensing Examination’s (USMLE) Step One Moves to Pass-Fail Scoring

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Unemployed and Considering Graduate School? Ensure This Time is Meaningful and Productive

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If you are currently unemployed, graduate school can appear both tempting and daunting. Tempting, in that it will offer a new path forward complete with a career center. Daunting in that it may be necessary to directly address the unemployment period within the application. While unemployment should never deter you from attending graduate school, we encourage our clients to consider carefully if graduate school is the right path for them. The money and time invested must lead to an optimal path forward to be worthwhile. Though graduate school can be tempting to alleviate the pains of unemployment, if you have never considered it prior to unemployment, it might not be the right move now.

If you’ve known awhile that eventually you would pursue a graduate program, a period of unemployment may provide a beneficial time to study for entrance exams and create compelling application materials. However, admissions committees will want to see that you are using your time wisely and productively, extending yourself beyond the work on your application materials. In order to present the employment gap as a critical time of development, consider the following:

On the application itself, you should not dwell on or make excuses for the employment gap.  Rather, you will want to address it briefly, explain that it is not indicative of weakness in ability or character, has not hindered your pursuit of your goals, and you did indeed spend the time productively, gaining valuable insight. You ultimately want to show the admissions committee that you will work hard throughout the graduate program, be able to secure professional placement and that, instead of slowing you down, this obstacle has given you an opportunity to adjust course, work harder, and become better.

Your story set apart.