MBA Abroad

Jobs & Careers
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While India witnessed a quantum leap in business schools, 'quality' has continued to slide downhill. Both the supply and the demand side suffer from poor quality. The supply side problem pertains to the paucity of well-trained and experienced faculty while the demand side issue relates to the quality of admitted students.

From the demand side, a major drawback is that most of these business schools cater to students who lack the basic skills required for graduate work, including an ability to communicate effectively in a business setting. In addition to language fluency and the ability to speak and write in a clear and logical manner in formal and informal settings, communication skills include the ability to hold people accountable to standards of performance and to ensure compliance. However, other than the major business schools, which screen students, based on rigorous tests such as CAT or GMAT, most Indian business schools don't test applicants on verbal and written English.

A recent article in the Wall Street Journal quoted a study by Aspiring Minds, which tested 32,000 MBA graduates across India on analytical and verbal skills and found that only 10% of these graduates had the necessary skills to compete effectively in the current business environment. Inexplicably, a third of the finance majors did not know what an IPO stood for. The demand side problem can be more readily addressed by using reliable and valid testing procedures for screening students.

While a number of alternatives exist, the GMAT has a proven record of helping business schools with screening applicants on the basis of their verbal and analytical aptitude, precisely the qualities that are needed for developing into effective managers and highly sought by recruiters. While it is true that the GMAT can only predict academic success, it is also true that no single test can predict future managerial success as the latter depends on an untold number of factors, including serendipity. In addition to being a screening mechanism for MBA aspirants, the biggest advantage of the GMAT is that it can serve as a self-diagnostic tool: students who perform poorly in such tests should think carefully about pursuing an MBA degree.

The MBA can be a very valuable experience for many students, but only if schools do their homework and select students who have the skills needed to succeed. There are many criteria that can be used, but a rigorous aptitude test such as the GMAT is an important diagnostic tool, not just for schools but also for the applicants themselves. Corporations that recruit MBAs are the primary customers of B-schools and these educational institutes owe it to their stakeholders to be just as selective about whom they train as recruiters are about whom they hire.

Dr. Rajiv Sinha, Dean, MYRA School of Business, Mysore. An alumnus of Delhi School of Economics, and Ph.D from the Pennsylvania State University, USA, he holds the Lonnie Ostrom Chair in Business, W. P. Carey School of Business, Arizona State University.

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One of the biggest challenges a student faces while applying to a Business School is the very decision "where to go". So many schools and the wealth of information available sometimes can leave one overwhelmed at the same time confused. In order to understand and strategically decide which school could be a good fit for you, below mentioned points can be used to get a direction and come up with a list of schools which best match you interests.

1. Peer group/Class profile/School fit

a) Looking at a B-school's class profile/statistics, previous industries of placed students, the kind of class they attend, would give an applicant an idea of what the different communities and student bodies tend to be like, and of how comfortable the student might feel in studying in that B-school.

b) It will be great to interact with present students and alumni to get a feel about the school and ascertain whether one is compatible with the school's ideology/environment.

2. Curriculum and study methodology

It is important to know about the kind of curriculum and study methodology at B-school since not all students can survive in a 100% case study environment. Hence it is very important to see how diverse and flexible the curriculum is and how much a particular school has to offer in terms of hands on experience and learning projects.

3. Faculty – ideal blend of academics and practitioners

MBA program faculty members are usually required to have a graduate-level education, professional work experience in an area relevant to business and a specialization or expertise in the course they are instructing. Faculty members also make a difference when it comes to choosing a school.

4. Location

The location of a b-school makes all the difference or comes into play if the school is not a very reputed one. Whether it is a bustling city campus or a more rural setting makes a lot of difference. A school's area can heavily impact the industry orientation of the institution as well as the organizations that come to campus in order to recruit for either jobs or internships.

5. Rankings

Applicants shouldn't choose a school on rankings alone, but it can be a useful tool when comparing MBA programs. A higher-ranked business school may be more likely to provide the student with a quality education than one that is not ranked at all since a lot of rankings like US news etc rank a business school in terms of faculty, instruction, reputation and student mix & placements.

6. Focus Area and Placements

How well the school is ranked/reputed for the focus area the student is interested in, e.g. Finance, Marketing etc is also important since the opportunities and the kind of placements a school has or the areas where the school places it students is also governed more or less by the focus areas.

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People have needs -- food, clothes, houses, machinery, services; the list is endless. Entrepreneurs perceive these needs and develop ways and means of catering them. They advertise their products and services, peoples expectations are raised and people become customers of the entrepreneur. If the customers' needs are fulfilled according to their expectations they continue to patronise the entrepreneur and his enterprise flourishes. Otherwise his enterprise fails and people take to other entrepreneurs.

Banks too are enterprises; they cater to peoples' needs connected with money -- safe-keeping, acquiring capital, transferring funds etc. The fact that they existed for centuries and continue to exist and prosper is proof that their methods are good and they fulfill the customers' needs and expectations. Conventional commercial banking system as it operates today is accepted in all countries except the Islamic world where it is received with some reservation. The reservation is on account of the fact that the banking operations involve dealing in interest which is prohibited in Islam. Conventional banks have ignored this concern on the part of their Muslim clientele. Muslims patronised the conventional banks out of necessity and, when another entrepreneur -- the Islamic banker -- offered to address their concern many Muslims turned to him. The question is: has the new entrepreneur successfully met their concerns, needs and expectations? If not he may have to put up his shutters!

Broadly speaking, banks have three types of different customers: depositors, borrowers and seekers of bank's other services such as money transfer. Since services do not generally involve dealing in interest Muslims have no problem transacting such businesses with conventional banks; neither do Islamic banks experience any problems in providing these services. Among the depositors there are current account holders who too, similarly, have no problems. It is the savings account holders and the borrowers who have reservations in dealing with the conventional banks. In the following paragraphs we will see how well the Islamic banks have succeeded in addressing their customers' special concern.

Islamic banking, characterised by interest-free loans and deposits, has become an increasingly popular area of innovation in international financial markets. This dissertation provides a brief background to the reasons for prohibition of a predetermined rate of interest and introduces the reader to the Islamic alternative to the interest mechanism--the profit and loss sharing system. In conventional banking, the bank charges the borrowers interest on their loans and pays the depositors interest on their deposits. Both are called interest, though the former is always larger than the latter. Interest is also called usury. The Arabic word riba is often translated as both usury and interest. This begs an interesting question: are they all the same? If they are different, what does each mean? Muslims claim that charging interest on loans is prohibited. If so, how does a bank meet its operational costs? The answer will come in my next article.

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Pursuing a degree in MBA is believed to be sine qua non to hold a leadership position in the very competitive corporate world. To become a successful entrepreneur or to create new business, MBA degree is viewed as the most preferred education to have. However various studies and research have shown that holding an MBA degree is not a prerequisite for a successful entrepreneur. It makes one wonder about the success formula of certain thriving entrepreneurs like the founder of Apple Inc. Steve Jobs and the founder of the Virgin Group Sir Richard Branson who did not even have a formal education in business and have created history with their successful entrepreneurial ventures. This reconfirms the fact that a degree in MBA may not that essential for creating a success story by an entrepreneur.

Setting up of a new business or a venture from an idea entails a very different skill set and attitude as against managing an already established business or a going concern. The entrepreneur in a start-up always faces resource crunch. The start-ups are chaotic, loosely formed and systems & processes are not established. Firm belief, determination and perseverance of an entrepreneur keep him or her going.

An established business operates in a known market and there is an already identified customer base. This raises a pertinent question as to how a conventional educational degree in business can be of use for an Entrepreneur.

This is the reason why majority of the efforts towards education in entrepreneurship have not been so effective in terms of developing and transforming new ideas into a successful enterprise. Many business schools in India claim the success of entrepreneurs (who were their alumni) as their own contribution. However, a closer interaction will reveal that the entrepreneurs have unlearned many things from their MBA education and learned many other aspects not covered in the MBA course before tasting first success as an entrepreneur.

Many in the academics even question whether entrepreneurship can be taught in class room. Often examples of successful entrepreneurs including the founder of Apple computers Steve Jobs, and founder of Virgin group Richard Branson who did not have any formal education in business are cited. That really puts forth the question "do budding entrepreneurs need any sort of education

This could be really be true in the context of conventional class room teaching where learning his often rooted in theoretical models which are rather difficult to apply in the real world. This cannot be the best way to learn entrepreneurship, which by its inherent nature is real world. But that does not mean that entrepreneurship cannot be learned..

The right approach to entrepreneurship education should be such that every person with a innovative idea should get the full opportunity and support to develop his idea into a enterprise. “Idea to launch” should be the mantra of the approach.

http://www.iseed.ac.in/

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What do you think are the most important lessons learnt on Managing Risks in Banking Industry from the Economic crisis in Europe?

I think there are number of important lessons. First of all, some observers tend to highlight the wrong behavior of bank managers and general financial institutions. I think a more important point is related to the macro-economy. One of the main underlining factors of the financial crisis was the significant macroeconomic imbalance whereby we have a major country like the US that in some way was running a significant twin deficit and in some way the issue of the subprime mortgages was just a reflection of the American dream, so you can fund everyone that people can buy houses from. I think this means that Risk Management which has always been based on technical statistical analysis of market factor returns and volatility on one side and credit risk on the other side, should be more macro economic driven.

Second lesson is - what is my personal view - I have the impression that more than the failure of risk management and measurement models, which are generally quite flawed since these are tools like testing volatility or calculating estimates, there is not much focus on real governance issues. I saw cases where models were clearly showing that 'volatility were shooting up' and therefore risks were shooting up and the typical management responses had been - "Well this is temporary, and we won't dismantle our positions". Clearly when things go well, everyone is after profit and within committee meetings which I sometimes saw, the Risk manager has an over-gaining power the reason being that there is presence of asymmetric payoffs.

Risk Management has no upside potential and just face the downside. When things go well in the market you typically have an asymmetric bargaining power. So more than the technicalities it's about governance issues. And finally a third lesson is - within banking boards, there is a strong need to improve technical knowledge and expertise of board members. Already some guidelines by regulators have been provided to this effect.

A lot of MBA grads look forward to Finance roles in major Banks. How would you guide them (for example at Bocconi University Milan) in these uncertain times?

I tend to resist the temptation that because things have gone wrong, you have to change everything. Now everyone wants more regulations, and everyone is against the markets and people also think that we would need to address more ethical issues. I still believe that a strong rigorous academic education on the technical skills is crucial. By Technical skills I mean - how financial markets work, math, financial statement analysis, accounting, etc. Indeed the Bocconi University curriculum is very much focussed on that. It's important to highlight practical examples, so "What does properly addressing compliance mean?" or "When can some profitable transaction be figured out to circumvent regulation in real time?" etc. So you really need to go through case studies.

Go to Part2

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Given the kind of "Human resource crisis" that we see in Europe today along with other parts of the world, how are you as a Rector of Bocconi University preparing for the next set of challenges?

I really connect to the underlining thought of your question, as I have seen huge challenges for the right human capital in recent years. This human capital has become more internationally mobile and of course there is a lot of competition to attract them. We are doing our best in strengthening our financial aid, scholarships, etc. and launched the Bocconi Merit awards few years back on the same lines. We are also stretching all over the world in terms of recruitment. We do have quite a number of specialized Masters programs on top of the MBA that are quite often also taken up by people planning to take a sabbatical and then rejoin the workforce after acquiring new skills. So there is some support in that respect.

Is there any way you think you can contribute in the improvement of the current job market scenario in Europe, or do you feel that once the economies improve you will automatically see more relevant jobs?

Well, you know, it's not our task to run governments, but we do actively participate in the public policy debates. We have a number of economists at Bocconi contributing to that, and some of them are also involved in labour market reforms. We also tend to be actively supporting our graduates when they get out in the job market by leveraging our Alumni network which is significant, and we have strong partnerships with companies.

Do you feel the introduction of MOOCs would affect the delivery of classes at your University?

I am not very worried about MOOCs substituting the education process the way it is today. I think that the edu process as it is today has a number of advantages like - the networking experience, the debate and interaction you can have with faculty etc. When a major employer comes to Bocconi and recruits graduates, it doesn't only do so because of the training and teaching that we provide to the students but because of additional reasons. We are a big selection machine wherein some way we did "select" these students amongst other candidates. Also we provide students with "experiences" via International exposures and exchange programs, double degrees, etc. So there are many such activities that we do that go beyond the simple teaching, videos, slides that you can do through an online open course. Having said that it is true that there are implications for our activities. First of all, if you provide good quality courses online, it means that what you offer on campus should be bit more than that. Secondly, we are developing our own MOOCs, because we need to learn and process the technology and be ready. We have signed an alliance with Coursera for developing and delivering our own MOOCs.

Go to Part1

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Q: Tell us about the work “Education New Zealand” plans to do in India.

Ziena Jalil - International Education is very exciting industry at the moment. There is a lot changing around the world with new courses, student mobility etc. The agency that I work for Education New Zealand, it's a New Zealand government agency that was setup only two years ago.

Our role is to take New Zealand education experiences to the world. We are looking at three key areas in particular; Firstly, supporting international students who are interested to study in New Zealand. Secondly, focusing on taking New Zealand education programmes like science, technology to the world. The third part that is very important and that covers the first two areas is the government. So my role for example as a diplomat is to work on building a bilateral education relationship with the Indian government.

Q: How Important is India is a market for New Zealand?

Ziena Jalil - Education is very important to the New Zealand Economy. It's the fifth largest export area for New Zealand. It currently contributes $2.6 Billion to our economy.

In terms of numbers, we get the largest number of students from China. We get our second largest number of students from India. India is also very important to us because it is our fastest growing market at the moment.

We really believe that India is about growth for us. More than 200,000 Indian students go overseas to study. Currently we get just about 5% of that number. Having said that there is a lot of interest in New Zealand and we are getting more interest from the western and southern states in India.

In the last five years, we have registered 190% increase in the Indian students to New Zealand. Hindi is the fourth most commonly spoken language in New Zealand. Festivals like Diwali are celebrated in university campuses and around New Zealand. In terms of the profile of the Indian student, more than half of them study in Auckland. In terms of the subject choices, most Indian students go to study commerce, followed by IT engineering, hospitality and health.

Q: ENZ has setup an office in Mumbai. What is the objective of the same?

Ziena Jalil - In the last six months here, we have substantially increased the level of activity in India across the government relation aspect, the work with the corporate, Indian institutions and also with the students. We thought it was about time that we had someone based in Mumbai. Currently our whole team works out of Delhi. But we are putting some one with an education portfolio in Mumbai, based here within the New Zealand consulate to support the southern and western part of the country.

Part II of the interview can be read here.

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Q: Tell us something about the post study work visa regulations in New Zealand.

Nathanael Mackay - We have certain policies in place. During the study the students are eligible for 20 hours work rights, during the school holidays and the semester breaks. Once you graduate from your course you are eligible to apply for “the graduate job search visa”. So that is a 12 month visa. A lot of Indian students secure work part time or internship work with some of the leading New Zealand firms, which complement their study pathway already. But what they are entitled to is that they have got a concrete guarantee that upon completion of their course they get a 12 month “graduate job search visa”. So it gives them the time to find a job legally, to remain in New Zealand and to apply what they have learnt.

So the next policy that compliments the job search visa is called “job work experience visa”. If you secure full time skilled employment, that is relative to the course you studies here in New Zealand, immigration issues a 2 year visa. It gives the Indian students 2 years worth of time to get real hands on practical application of what they have studied. Two years is a great amount of time to put on a resume, get exposed to business experience and after 2 years you get certain points in the NZ skilled migrant program. So we look favourably upon people who have NZ qualification. They have also usually got 2 to 3 years of work experience on skilled level, on their two year visa or during their study or during their job search, so they get extra points for NZ work experience. They already have a job offer, as essentially they are on the front door for permanent residence under a skilled migrant category.

Q: What are the three most important things you are looking at to do this year and next year to reach a certain percentage of your goal in India.

Ziena Jalil - So one of the first things is about having a presence in Mumbai, focussed on the south and west, which is absolutely important.

Second thing is just raising awareness of the quality of education that NZ can provide, particularly around research. NZ offers world class research in a whole number of areas and actually international Phd students that go to NZ to study pay domestic fees.

Third area is not so much about taking Indian students to NZ. It is about promoting the complete package of NZ. . We are also about partnering with Indian corporate and Indian institutions to offer NZ programs here because not very Indian student can afford to go overseas. But they can still access high quality world class education that is globally recognised in India.

Part I of the interview can be read here.

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Let's start with a true/false quiz.

True or false:

When I read a Sentence Correction prompt, I should search for errors.

--

Weeeeelll well well. This.

Written almost every day on our Manhattan GMAT forum.

Before we talk about "Should I?", though, we need to chat about something else first: "Can I?"

Let's assume, for the moment, "Yes, I can!" In other words, with a long look at choice A, you can reliably -- not just every now and then, but reliably -- see exactly what's wrong with it.

Hmm.

Well, first off, there's nothing special about choice A. It's just an answer option, no more (or less) "special" than the other four. Sure, it's lucky enough to be enshrined in the original sentence, but, hey, they had to put something there. (I still wonder why they don't just put a blank there, but that's another discussion.)

In short, choice A is just like choice B, choice C, choice D, or choice E.

So... If you could successfully "hunt" for errors in choice A, what would stop you just doing the same thing for every choice?

Nothing would!

You'd get every SC problem correct, every time.

Is that your current situation?

If the answer is "Yes!", then congratulations! You're a sentence correction all-star. If you're thinking about channeling your future MBA into a career in writing or editing (certainly a strange decision -- but, hey, it's a free country), then you're well on your way. That, and, you can stop reading this article.

If the answer is not "Yes!"—in other words, if it's "No", or "Sometimes", or "I really think I can", or "I reallyreallyreally could, if I only had 30 more seconds per problem"—then the answer to our quiz is "False". Because it doesn't work.

Do not "hunt" for errors in the prompt.

If an error jumps out of the prompt, waves its arms, and yells "Hi! I'm wrong!", then that's a different story. In that case, sure, you should notice that error -- and use it as an entry point into the answer choices.

Catching errors that throw themselves at you, though, isn't the same as hunting. Don't hunt.

----

So, what should you do with the prompt sentence?

We'll tell you... soon.

-----------------------------

Written By Ron Purewal, Manhattan GMAT Instructor & Curriculum Developer.

Manhattan Prep is the world's leading GMAT test prep provider, offering in-person and live online courses, private tutoring, study books, and digital learning resources.

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1-Give a candid description of yourself. Describe your formative years in brief. Are there any incidents in your growing up years which had a major impact on your life?

2-What according to you are your biggest achievements in life? Why are you particularly proud of them?

3-What extracurricular activities have you been involved in? (Sports/Community work/Theatre/others)

4-What are your key work areas? Why did you choose this path?

5-Highlight your most significant achievements at work?

6-What are your short-term(in the next 5-10 years) and long-term Goals (in the next 10-20 years)?

7-Please mention a specific industry that you would like to be associated with in the future?

8-What unique contributions can you make to your field?

9-Why is this stage in your career the best time to pursue your MBA? How will your preferred B-School help you to obtain your goals? What area do you wish to specialise in? How will the MBA help you achieve your goals?

10-Why should your preferred B-School accept you? what is unique about your background, qualification and personality?

11-Looking back over the course of your life, mention any experience(s) that significantly changed your way of thinking? Describe the event and how did it impacted you as a person?

12-What are your greatest personal strengths? How have you demonstrated these strengths? What are your weaknesses? How do you intend to work upon them?

13-Have you experienced any obstacles or difficulties in your life? How did you overcome them? What lessons and qualities did you develop as result of these experiences?

14-Describe all situations in which you have experienced cultural diversity?



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At 8, Moshe Moshe Kai Cavalin enrolled in Los Angeles Community College and three years later graduated with an Associate of Arts degree. At 14, he graduated from UCLA with a Math major.

Now 16, Moshe is a celebrity of sorts in the US and believed to be a genius, child prodigy and 'gifted' - all at one go. He spoke to PaGaLGuY and kind of dismissed, what he terms as 'too much of fuss' around him. “It is no big deal, everybody is smart in his own way,” he said.

That Moshe was different as compared to other kids, his parents noticed when he was just 3. "My parents found out that I could learn things very quickly from the beginning. For instance I memorised multiplication tables at 3 and learned precalculus at 7. I was just picking up things much faster and more easily than other kids," Moshe told this website.

First day at college, his classmates thought he was the son of a student and aghast when they realised he was not. But over time, they learnt the joy of interacting with a 'kid' in class. And Moshe too got into the habit of learning in a classroom with people double his age or at least much older that him. And when Moshe turned into a celebrity, people found it a privilege to study with him.

"But it is not about being a genius. It is more of doing things with total commitment,” Moshe said when asked about his achievements.



The teenager also has a habit of going after stuff which does not interest him too much. Take for instance the subject Astrophysics at college. “I was able to reach the stars, but others can reach the 'Milky Way," was how he termed his performance in the subject then. However, he took interest in the subject because he found his teacher at East Lost Angeles City enthusiastic about it. And he got an A in it. And it was this same teacher Richard Avila who pushed him to write a book about the little things that made Moshe so different from others.

Moshe wrote the book 'We Can Do,' when just 12, making him one of US youngest authors. The book was first published in Chinese since his mother is Chinese and later was translated into English. The book did well in many parts of Asia besides the US but Moshe hardly got time to promote it. “I was busy studying,” he said.

“The book is 100 pages of just guideline which explain how others can also achieve what I have. It is all just hard work, no genius stuff," he reminded.

Moshe thinks his life went the way it did academically mainly because he was relatively smart in Math. “It was very easy to motivate myself to work hard in in the subject and take advanced courses in it. And I am not so good in other courses like English, Chemistry,” he added honestly.

And mind you, Moshe is not just academically brilliant. He has won many national championships in Karate, Gung-Fu, Wushu and Weapons. He also plays the piano and an expert scuba diver. Besides, he flies planes but in his words “he flies the Cessna planes, the smaller ones not the big Boeing planes.”

The youngster has framed a few rules for himself - two of them being, no more than 4 hours of television per week and no video games. And he has also learnt to take every day as it comes and not dream too grand. One of his dreams is earning a doctorate.

When not studying or scuba diving or target shooting or martial art training or flying a plane, Moshe is like any other teenager. He has friends, parties and basically just loves life.


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Does the course I take in my engineering undergraduate program matter while applying to b school? For instance, would a EEE student be valued more than a student of metallurgy and materials engineering at a business school?

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Want to seek your advice on doing MBA abroad. I visited MBA fair last weekend. It was more of Canadian MBA schools and Canadian embassy initiative so mostly canadian schools were present. It was a good experience. Most colleges seem welcoming people with more experience, but some colleges told, my experience ( 9+ years by now ) is little higher than their boundary. Reason they told - it is difficult to place people with higher experience. Is it true ? Do companies think that way ? Is it difficult to get job even in same domain ? (e.g. Information Technology) By the time I will complete MBA, I will be 35 (2 years from now), is it a red flag for companies to hire ?


Another question: I was checking the tuition fees of some of top 30 schools, mostly US schools. They are really expensive. I am thinking of budget 35-45 lacs for total tenure. Canada seem to have some schools in that range. Is canada a good option for MBA ? Good part i feel is the work Visa is for 3 years and one can search for job for 3 years. Please suggest on canada. How about SP Jain or ISB in INDIA ? ( I already missed deadlines for 15-16)

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I have been looking for various colleges in India and in abroad but I really want to a get a placement in abroad. There are various colleges in India which offer placements but most of them offer jobs in India itself. I am not sure about how placements work in abroad and hence I am confused which to apply.  Please help!

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I have been working in an IT firm for the past three years and I want to pursue my MBA next year. I have narrowed down to three colleges which are SPJIMR, ISB and SP Jain School of Global management. I am searching for their placement salary packages and hence I have gone through the websites of all these colleges but I am not sure how trustworthy is the data on their websites. I am planning to apply for a loan and I want to know how long will it take for the money to get recovered. I would like an unbiased opinion.

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Empowering Erudition_ A Talk with Anant Agarwal, CEO, edX, at IIT Madras: 

http://chennai36.iitm.ac.in/empowering-erudition-a-talk-with-dr-anant-agarwal-part-one/

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Hey Guys, I am going to complete my BBA this year and wanted to know about any good MBA courses that I can apply to in India or Abroad. Can someone help me? Are colleges still admitting new students abroad? I still need to give my GMAT (procrastination!)

162

What should i Do now? I am bored of my present job.. as it is very monotonous..My qualifications as=re B.Tech(CSE) & MBA( mrkting & SCM)

I am a teacher by profession last from 4+ years. I want to leave this career and want to start new. and chane my profession.I can study further also like MS or MBA  abroad

Please suggest the courses or career options and how to move ahead (if you wish to share)

Please help me with the best options available to me

I am open to anything that interests me.

It can be anything in INDIA or abroad.

163

Hi

It would be helpful if my profile would be evaluated. The relevant information is as follows:

GMAT- 700. V40,Q47,AWA6,IR7

Class X- 94.2%

Class XII (Commerce)- 91.4%

BBA LLB(Hons.) from National Law University Jodhpur (Ranked among top 5 law schools in India). Was a member of Legal Aid Committee of the university and helped in organising various legal aid camps in and around the university campus.

GPA- 7.6/10- Among top 15 out of 80 students

Currently working with Securities and Exchange Board of India for 2 years and 2 months. Have been responsible for handling litigations relating to defending the interest of SEBI and ensure investor protection.  Additionally, provide in house legal advice to various departments within SEBI.

I have completed foundation level of CS course and also completed various professional certification courses offered by NSE.

In view of the above background, my queries 

1. Which schools and programs outside India would suit my profile (both MBA and MIM).

2. How much recognition is granted by prospective employers to such abroad MBA degrees in India in terms of employment opportunities?

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List Of Top CEOs Having a Foreign Degree- Study Abroad India possesses a multitude of cultures thriving in coexistence. India, now becoming a major player in global commerce has been for some time producing business stalwarts that have come up in leading many business powerhouses across the globe. These Indian origin CEOs could do it big with an exposure to some foreign degrees. Now, we enlist some of the top global CEOs and global leaders who made it big after their degree from a foreign university. Source, https://www.meetuniversity.com/blog/list-of-top-ceos-having-a-foreign-degree-study-abroad/#.VsHIlCB97IU