Mastering Business Analytics: The real MBA for career success, Step-by-Step

 

 

 

 

 

 

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Proposition: Pain in exchange for career gain.

So, how do you go about it? Traditionally, you'd opt to spend 2 to 5 years getting an MBA. Sadly, you'd find that all you'd derived was an expensive and time consuming "learner's permit." Alternatively, you could opt for our approach. For instance, our isa-core, our MBA core-course equivalent, is completed in two 5-day sessions OR four 3-day weekend-only format (S/S/M) sessions.

This highly accelerated core enables you to understand business problems/needs in context. After the first Core module (5 days), our students generally find that they have a better understanding of business than their MBA-holding former "superiors." More importantly, our students run-rings-around these former "peers" when it comes to producing sensible solutions to difficult business problems. (As noted earlier, the first Core module looks strictly to address deterministic solutions. The more complex the business problem, the more likely the need for a probabilistic approach.)

The catch? Whichever format you choose, you'll work your butt off. It's your time and your money, why waste either? You'll have lots of time to rest once you get home. Here, we cover the classwork during the day and seminar/presentation sessions for two hours (7-9:00) each evening.

Sidebar: You MIGHT want to consider taking our isa-core and troll for your employer to pick-up the tab for an E/MBA. To be honest, getting those initials after your name won't buy you much these days, but there are more important benefits. If your firm thinks enough of you to pay your tuition and give you time off, it has to redound to your benefit. Plus, it can't hurt either your personnel file or your resume. Hey, we don't just teach you to compete; we teach you how to win.

 

What's involved?

...or, how can we compress so much into so little time? Good question, simple answer. We eliminate ALL of the feel-good nonsense which MBA programs "feature." We eliminate ALL of the repetitive (read: remedial) coverage through our integrated JIT (cross-functional, in academic-speak) approach. Your analytical skills are a "given." So, we present material in a direct, no frills manner rapidly bringing your analytical skills to bear on addressing business problems. This approach pays the fastest and highest "dividends" for you.

Perhaps most importantly, you not only learn to apply your analytical skill to real-world business problems, you learn how to best communicate and "defend" your proposed solutions. Call it, "stereotyping" if you must, however quant-types seldom exhibit communication skill. Were that not so, we could offer the Core via the Web. You will rapidly learn how to communicate effectively.

Aside: Okay, this is "negative," but sometimes ya' gotta' choose sides.

You are not going to get anywhere with a silo-centric perspective. Academics -- ya' gotta' love the never-held-a-job faculty -- invariably quash questions (sometimes politely, sometimes not) to avoid having to admit that they don't know the answer. (Would that real life were that simple!) No surprise, that. When all one has is a hammer, everything has to be dealt with as a nail.

That's not the way to further YOUR career. You'll learn to ask and GET answers to real-world questions both within a vertical framework (a department, a product, a market) but, also, within the greater framework (a product group, a division, a corporation, a global market).

 

Why don't B-Schools use this approach?

Put delicately, our faculty members actually have held and do hold real jobs. Imagine that!

ALL of our faculty have extensive executive experience and extensive MBA/EMBA teaching experience. The real-world constitutes our principal research-base, not what someone at some other university has managed to get published (don't get us started on THAT fiction) somewhere. Most of us make our money consulting; some of us run our own non-consulting, e.g., manufacturing, businesses.

We teach because we WANT to teach. We don't have to mess around with faculty committees (most of us, anyway) and we don't give a damn about tenure. Student learning is our sole concern.

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