Bernice Lee is an MBA student at HEC Paris, ranked fourth in the world in the QS Global MBA Rankings 2022.  

The elite business school has graduated more CEOs of Fortune Global 500 companies than any other university in Europe, and has harboured an energising and collaborative global community that mirrors the diversity of today’s economy.  

For Bernice, studying at one of the world’s top business schools was an important factor in her decision-making. In fact, she’d decided she wanted to run for President of the HEC MBA Retail & Luxury Club two years before starting the programme.  

“I knew I wanted to go to a top-10 business school for my MBA,” said Bernice. “A big part of my decision was based on choosing a school where I could expand my professional network as much as possible.  

“When you invest in an MBA, you want to know that your chances for career development and exposure are high. HEC Paris has an impressive alumni network of successful business leaders and partner companies from around the world, which clearly demonstrated that I’d be studying with the best.” 

Having worked in the luxury industry for seven years, Bernice was keen to advance her career in the birthplace of couture where she’d have access to internship opportunities specific to her field, and contacts within the most luxurious companies in Paris.  

What does a typical week look like for you? 

“There is no such thing as a typical week on an MBA degree. Some days, you’re completely packed with classes from nine until five and we only have the chance to sit together for a brief hour during lunch. Other days, you have more time to socialise and develop your professional network.” 

Though it’s not just classes. Bernice could have business meetings, guest talks and careers events between her lectures too. 

“A typical week on the HEC MBA is not knowing whether it’s Tuesday or Sunday,” she added. “The school organises a lot of events during the weekends, and we plan our own trips for those who want to travel while we’re in France.” 

Extracurricular clubs also take up a significant amount of time for MBA students. Unlike the laidback social clubs for undergraduate students, MBA clubs are an opportunity for students to put their business skills to practise.  

Being involved in an MBA club could involve organising events and trips, partnering with local companies, marketing club activities and educating and inspiring people through a variety of experiences.  

“I was highly ambitious during my role as President of the MBA Retail & Luxury Club, during the uncertain pandemic times. The club was my priority and organising meaningful events was a full-time job on its own.  

“I am extremely proud of the largest club mandate to date, with over 28 events executed in a four-month period, including an in-person October Trek Week with over 40 distinguished speakers.”  

In what ways do you feel like you’re studying at one of the world’s top MBA programmes? 

“Networking is a lot easier when you mention you study at HEC Paris as people automatically recognise the school’s reputation and respond with real positivity,” Bernice said.  

“I belong to a school where every single company I can think of comes to HEC Paris to work with MBA students and recruit. I don’t know a company that would say no to the opportunity to network with potential future candidates from HEC.”  

Through the school, Bernice has also taken part in speed networking events with big luxury brands in France like LVMH, Chanel and Richemont. “When you think of the number of applicants per position at each of these businesses, it’s wonderful to be one of the few who get to sit down personally with the company for an interview ahead of others,” she said.  

The diversity of staff leading the MBA is another key factor of the prestige of HEC Paris. To Bernice, the fact that lecturers and guest speakers come from across the world, not just France, shows how global the community is.  

“We hear from business leaders around the world. There is a lot of effort put into delivering the best expertise globally for maximal return on investment for students.” 

What are your relationships like with your academics? 

“The cohorts are quite small. In my cohort, there are 156 students representing 40 nationalities, so you really have the opportunity to get to know each other and your teachers. Class sizes vary from 30-60 people and professors know you by first name.  

“All of the lecturers are very accessible if you need support or guidance, and they will often reach out to you to check in. I find that they are frequently available before and after class. Their personal touch shows a real passion and care for the students,” Bernice said. 

Outside of the classroom, professors keep students in the loop with resources that could further benefit the students’ learning.  

“One of my professors recently reached out to us mentioning that she had a few tickets to an exclusive event and would like to extend the offer to her students. It goes beyond the content of the classes they teach,” she said. 

How is HEC Paris challenging you to become a better business leader? 

According to Bernice, the minimum years’ work experience that HEC Paris requires means that students enter the programme with their own precursors of what leadership is and what it should be. 

“In class, you might look at a particular leadership theory and everyone brings their own opinions and views on it. Your ideas are instantly challenged and shaped by the people around you.  

“Working with people who have different years of experience from a variety of industries truly validates the academic part of the course. I can read a leadership book by myself, but it would never give me as much insight as other people’s perspectives and experiences.” 

For Bernice, the most important leader is a humble one: “In the classic way that our society functions, there tends to be a very top-down hierarchical structure. What I’ve learned from my MBA is that you’re not going to achieve a common goal in the most efficient manner if you continue to think hierarchically. 

“Being a leader is difficult because society often outlines authority, with a goal of taking direction. However, the other people on your team will often have better ideas than you. Choosing to be humble is the best way to lead a team to success.”  

What would you say to those considering an MBA at HEC Paris? 

“I was hesitant myself as it’s a huge investment, but I spoke to many HEC MBA alumni who told me it was worth it,” Bernice said. 

“If you want to do an MBA, it’s worth applying to top business schools because the name and reputation greatly help to accelerate your career. As a business student, the goal is attaining as much return on your investment as possible.” 

Bernice plans to stay in Paris after graduating from her MBA, to advance her career in the luxury industry. She is currently undertaking a contract role at Chloé, off the back of networking in her role as President of the HEC MBA Retail & Luxury Club. She plans to continue working for a luxury house in product merchandising and development.  

Fikayomi Agbola, from Nigeria, is an MBA student at Alliance Manchester Business School. She’s also founder and creative director of contemporary fashion brand, Bittany. 

Fikayomi spoke to TopMBA about what it’s like to have founded a company as a woman, the challenges she’s faced and how her business school experience is helping to grow a successful start-up.   

Tell us more about Bittany and what you do 

Bittany is a fashion brand. We clad both women and men in stylish outfits that make them look and feel exquisite. We make bespoke outfits and have a ready to wear line.  

As a contemporary Nigerian fashion brand, we infuse a lot of African prints in our styles – vibrant and beautiful. Bittany invests a lot of time and effort on social media marketing and leverages relationships with friends and family to grow the business. 

Our key ethos are reliability, quality and customer commitment. We also understand the impact fast fashion has on the environment and upcycle as much as we can as a socially responsible brand. 

The dream is to continue making timeless, beautiful and creative pieces and to grow organically, partnering with luxury fashion businesses in the future. 

How is your MBA programme helping you to build your career? 

I have been running Bittany as a hobby since I was an undergraduate student, but the MBA helped me to see more potential in it as a company. Gaining insight into branding and operationalising and communicating value particularly helped me to leverage the business.  

I was given the skills to consider what I wanted my brand to be known for, how to figure out my unique selling point and using the knowledge of the four Ps (product, price, promotion and place), I was able to define my target audience and strategy. I did know about these methods before my MBA, but the programme taught me how to successfully execute these.  

I learned to put together a comprehensive business plan, despite being unsure about where the capital would come from and started off by intensifying efforts on branding and marketing to help gain good visibility.  

The importance of managing personal, professional and customer relationships cannot be overemphasised because we all thrive on these. I have across multiple teams and consultancy projects that involved managing various stakeholders. It’s been challenging but a lesson I could not have done without.  

The whole experience has shaped me to be an overall better person considering all the soft and hard skills I have gained so far and working with so many people from varying cultural and professional backgrounds has to be the highlight of my MBA. 

Have you faced challenges as a woman in business? 

I believe that the fashion industry probably has as many women as men, so the scale is not tipped in any gender’s favour unlike some in other industries, so I have not faced any challenge solely because I am a woman. 

I have however faced the usual challenges of a growing a business, especially because I rebranded while still on the MBA program. The MBA is a lot of work, so I must always manage my time efficiently. Bittany is still a one-person business so capital sourcing is not easy. I basically ‘cut my coat according to my cloth’ by ensuring that I don’t over produce, I gauge the market demand, keep good financial records and plough back funds into the business. 

What advice do you have for other entrepreneurial women? 

I don’t try to do it all by myself, especially when people offer to help. Don’t say no in a bid to look like an independent woman, doing it all by herself. No! Allow people help you in whatever capacity. In fact, ask for help. 

We all need help. Leverage your social capital. For example, all the models on Bittany’s Instagram page are my friends and mostly from the MBA. They were all happy to help and save me some money. 

Also, start where you are. You don’t have to wait till you have all the money or have it all figured out. I’m not saying to go in blind but if you are passionate about it and understand the market, with consistency and hard work, you can grow that business idea. Share the idea with people, refine and redefine…don’t hoard your ideas. 

Go for it, sis! You are capable. You are enough. Don’t second guess yourself. Fikky is rooting for you.  

Choosing one of the world’s top business schools for your MBA can give you prestige and status as a business leader when you graduate. It’s a badge of honour that says I studied at the best of the best, but the reputation of an elite institution goes much further than its name.  

It can mean direct exposure to the world’s biggest firms, connections to CEOs in your industry, teachers with the most diverse global experience, and access to alumni who’ve made it onto the most esteemed success lists, like Forbes 30 under 30.   

When you know you’re aiming to study an online MBA at one of the best schools in the world, how do you distinguish between those at the top?  

We took a deep dive into the online MBA programmes at IE Business School (Spain), Imperial College Business School (UK) and Warwick Business School (UK), which ranked first, second and third respectively in the QS Online MBA Rankings 2022, to learn what makes each school unique. 

Values and specialisation 

Business schools will have a set of core values that drive the focus of their MBA programmes. For the top schools, values are built on what the market demands of new MBA graduates, global change and new business thinking.  

Some online MBAs will even have a specialisation like digitalisation and technology, or a focus on business analytics for those looking to advance their skills in a specific area. 

For IE Business School, it’s all about self-transformation. The school aims to provide students with the global insights and strategic expertise to unlock the next best you, going beyond your professional development into your personal life too.  

How does IE compare? 

Programme content 

While online MBAs provide a fully-rounded experience of business management like their in-person alternatives, each programme has its differences.  

The specific module choices, live projects and flexibility options play an important part in choosing a programme that best fits your career and life ambitions.  

Imperial College Business School’s Global Online MBA boasts a highly flexible programme with flexcore and elective modules, so you can tailor your MBA or explore new avenues for a broader experience.  

At Warwick Business School, candidates with an interest in sustainable business will be happy to know that environmental, social and governance (ESG) factors are integrated across the core modules, allowing students to address a complex world issue from multiple angles.  

Cohort  

Shape, size and diversity are important factors to consider in your online MBA. A smaller cohort of students creates a tighter community of people you’ll get to know on a deeper level. A larger cohort enables more networking opportunities with course mates across a wider variety of industries.  

When it comes to diversity, Academic Director of Imperial College Business School’s Global Online MBA, Professor Mark Perkmann, is determined to encourage and support all role models leading the way in pushing the ceiling and breaking the bias. 

“As part of a very diverse community, it’s something that is embedded in the personal leadership journey that students embark on together throughout the programme,” he said. 

You can find infographic breakdowns of the current student cohort on all three business school’s websites. Information includes cohort number, average age, gender ratio and nationalities represented. 

Learning methods and technology 

The teaching format on an online MBA must be accessible for students across the globe, considering different time zones and working hours.  

An effective digital platform allows students to access on-demand content from wherever they are, with capacity for interactive and collaborative learning. 

Some programmes, like IE Business School’s Global Online MBA, blend the physical and digital elements of an MBA, so students get the benefit of a global online classroom and the potential exposure to leaders in the industry through face-to-face opportunities.  

Networking opportunities 

Beyond the skills and knowledge you’ll gain on an MBA, one of the biggest highlights that business schools offer is exposure to the world’s biggest firms and innovative leaders in and beyond your industry.  

Strategic consultancy projects, in-person residentials and live business case studies enable students to consolidate everything they’ve learned and apply it to a real business. 

A school’s alumni network can also say a lot about the experience you’ll have beyond the classroom, providing you with industry contacts, crucial advice and support, global associates, innovative insight, and the opportunity to bring your experience into guest lectures for the next generation.  

Sustainability is slowly becoming a growing focus for many business school students. Not only do students want to learn the fundamentals of business and how they increase profit, but they also want to learn how these fundamentals can help people and the planet too. 

Although sustainability teaching has been something that many schools have implemented for a while – usually through a short, individual module on the MBA programme – more and more schools are embedding sustainability into their whole curriculum, and some are even launching master’s programmes dedicated to making the world a better place. 

However, at ESMT Berlin, many students are not just learning how business can boost sustainability, but how it can aid people and the planet. As part of the MBA programme at ESMT, MBA students are able to complete the ‘Responsible Leaders Fellowship’, a project that allows MBA students to gain real-world business experience in Asia or Africa helping a local non-profit company with a sustainability-focused initiative.  

The aim of the project is to give students a greater insight into non-profit organisation, while also giving these organisations invaluable expertise from MBA students, completely free of charge.   

The latest cohort to take on the project includes Pranav Komarraju and Frans Van Der Werf, MBA students originally from India and the Netherlands, respectively. Both students worked on a virtual project with Tieme NDO – a Ghana-based non-profit which is providing rural farmers, who experience inconsistent crop yields and thus revenue, a way to buy the farm inputs with the help of innovative payment programs.  

“For many farmers in Ghana, it can be difficult to thrive,” says Frans Van Der Werf. “The industry is turbulent and often uncontrollable, not only because of weather conditions but because of the costs involved to begin with.”  

Farmers in Ghana are experiencing the reality of climate change: unpredictable rains, hot weathers, strong winds and rising sea levels. As the impact of climate change increases, farmers are beginning to fear for their livelihoods and coming generations. That is why ESMT Berlin MBA students have been drafted in to not only advise, but help implement new strategies into the business.  

“In order for the company to grow, Tieme NDO needed specific help in fields such as forecasting, improving the financial models, calculating impact etc,” says Pranav Komarraju. They brought in the help of Enpact, a mentorship group working with ESMT Berlin MBA students. The students had to understand the company and provide suggestions and structure in the company’s roadmap. 

Getting involved with the project 

Though they are both jointly working on this project, Pranav and Frans come from very different backgrounds in terms of their previous career paths. Both joined the ESMT Berlin MBA programmes because of the quality of the programme, the interesting business and start-up scene in Berlin and the international experience the programme can bring. However, both are from very different professional backgrounds, with Pranav working in the food industry prior to his MBA and Frans working in real estate. 

Their involvement in the RLF project came through an ESMT partner – Enpact – who support global programmes through their Empowering Entrepreneurship Initiative. Enpact contacted ESMT’s Agriculture Club and their Consulting Club, of which both Frans and Pranav were members, to look for students to help with the Tieme NDO project. 

“An MBA from the previous cohort reached out to both our agricultural and consulting student clubs in February. I got the opportunity as part of the consulting club and I have worked previously with farmers in India so thought I could use some of my learnings here,” says Pranav, who jumped at the opportunity to get involved in the project.  

Sustainability projects like the RLF at ESMT are vital to both MBAs and the non-profits they help, according to Frans. “What I realized is that MBA opens doors for different paths and it does depend on the student on where and how to use these skills. Working with Tieme NDO provided a different perspective and allowed me to utilise my MBA skills in a different field,” says Frans.  

So far, Tieme NDO has reached 2000 farmers in Ghana, and increased their average yield by 65 percent, by utilising greater technologies and raw materials. This, in part, has been because of the impact of the ESMT Berlin students, who are now continuing to work with the company on a marketing plan to promote one of the company’s new payment programs, which would be beneficial for both the farmers and the company.  

For the future, the founder has a very ambitious vision for Tieme NDO: Zero poverty. Frans and Pranav hope that “the company reaches this ambitious target and help to enterprise more and more rural farmers in Ghana, and reach the wider goal zero hunger and poverty,” knowing they helped the company through their RLF project.  

In recent years, business schools have pledged to do more when it comes to the environment and sustainability. One way they have approached this is by introducing sustainability topics into their courses.  

The increase in companies involved in sustainable practices is driving the increased focus on this area in business schools. Nalisha Patel, Regional Director, Europe for the Graduate Management Council (GMAC), says: “It is increasingly rare to see a company that does not have some form of sustainability measure.  

“In a study conducted by McKinsey & Company, 43 percent of companies reported that they aim to align sustainability with their overall business goals.   

“The role that business schools play in developing business decision makers is significant and so it’s appropriate that they have evolved to help people understand the complex, often ambiguous, globalised intersectionality of business with environmental, social and geological factors.” 

Which schools are incorporating Sustainable Development Goals (SDGs) into their curriculum? 

BI Norwegian Business School, with four campuses across Norway, is a huge proponent for sustainability, actively striving to achieve Sustainable Development Goals (SDG) outlined by the UN through various initiatives and new programmes.  

One of these programmes is the MSc in Sustainable Finance which recently accepted its first cohort. The multidisciplinary degree was introduced due to sustainability becoming a core concern for investors and companies. It’s designed to prepare students for positions at the intersection of finance and sustainability. 

Associate dean of the programme, Professor Bruno Gerard, says, “ESG factors have become increasingly important in the financial industry and are rapidly becoming a vital part of the investment process.  

“Students looking for a career in finance need to learn how ESG issues affect financial management and how financial constraints can limit or support action towards sustainability.” 

How is sustainability being integrated into executive education? 

In the neighbouring Nordic country of Finland, the Strategic Sustainability for Business programme is offered at Aalto University Executive Education. Co-created with UC Berkeley Executive Education and first delivered in 2021, this programme is designed to help businesses integrate sustainability into their business strategies – something that is crucial for all companies and organisations today. 

Speaking on the career paths graduates could pursue, Senior Programme Manager Anna-Maija Ahonen says: “Country-specific legislation, EU taxonomy, expectations of customers, and arising needs to measure GHG/CO2 emissions require a skilled workforce and leaders to drive this change.  

“As participants gain understanding of the strategic importance of sustainability and the ability to build a clear roadmap and strategy for sustainable success in their context, they will become key partners and change makers in driving the transformation process within their own organisation.” 

Another executive education programme focused on sustainability topics is the Executive Master in Future Energy (EMFE) offered by ESCP Business School. The EMFE is aimed at executives with at least five years of working experience who are interested in the energy sector. 

Designed to be a practical course, it will offer relevant and practical expertise that will allow participants to apply their learning during their course and approach the energy sector in a holistic way covering all active forms of energy production. 

This blended programme also offers fully online option which gives participants the opportunity to study anywhere in the world.

Why is learning about sustainability important for your career? 

ESSEC Business School in France, another country often performing well in regards to sustainability, has developed a brand-new MSc in Sustainability Transformation accepting its first cohort in August 2022. This course is designed to equip future managers with the knowledge, know-how and network they need to have a sustainable impact on their companies and organisations. 

Alexis de la Tour du Pin, Executive Director of the MSc in Sustainability Management, says, “We believe the job market has reached a tipping point: the pressure to be more sustainable has pushed organisations to empower CSR teams and consultants to adapt their business models and upskill their employees.  

“The result is a shortage of all-around talent with a systemic vision of sustainability challenges, from understanding technical implications to strategic and financial impacts, and communication tactics. As an MSc in Sustainability Transformation graduate, you can pursue a wide array of careers related to sustainability across numerous fields of activity in multiple industries.” 

France is also home to emlyon business school which runs a recently launched specialised master’s in Energy Transition Management. Xavier Blot, Programme Director of Master’s, says: “It is very important to have specific programmes like this where you can mix different disciplines to make sure future generations will find concrete solutions to answer every issue, whether it is economic, industrial, social or environmental.  

“In an increasingly climate and energy-constrained environment, making organisations evolve towards sustainable and low-carbon activities becomes crucial.”  

Another programme launched in September 2021, across the Channel in the UK, was the Master’s in Energy Systems Management at Durham University Business School. Graduates from the programme will have an appreciation and understanding of the balance between the technical engineering and business aspects of future energy projects. 

Joanna Berry, Co-Director of the programme, says, “The Master of Energy Systems Management programme will provide students with world-class, research-led teaching and learning about the most up-to-date issues affecting energy management and energy management systems.  

“It will also introduce them to a wide range of globally respected and world class industry contacts, cultivated and curated very carefully to ensure their experience at Durham is underpinned with an international perspective and a fully commercial understanding of the priorities and urgencies of climate change. 

“Sustainability is not a simple concept; business needs to be financially sustainable; the planet needs to be ecologically sustainable, and communities need to be psychologically and environmentally sustainable. This triple bottom line needs to sit at the heart of every business decision.” 

As we move into 2022 – with more young people standing up for their futures and holding businesses and influential leaders to account – educational institutions are slowly and surely building sustainability and climate issues into their everyday fabric. 

In the last weeks of 2021, student campaigning network People & Planet published its annual university league table assessing 154 UK universities on their environmental and ethical performance. The league scored universities against 13 criteria including energy sources, sustainable food, reducing carbon and sustainability strategy, to see which institutions are on track to meet their environmental targets.  

Universities no longer need to share their environment and sustainability data but People & Planet’s University League Manager, Jack Ruane, understands that reliable sustainability credentials are vital for students when choosing a university to study with.  

So what are universities doing to play their part in the fight against climate change and is it having an impact? We spoke to the three top ranking UK unis to find out.  

#1 Manchester Metropolitan University 

With a high score of 86.3 percent in the People & Planet university league, Manchester Metropolitan University (MMU) is fuelling real sustainable change in higher education.  

Initiatives include a comprehensive carbon management plan to drive the university towards zero carbon emissions by 2038, a student-led sustainable food network, electric vehicles, a carbon literacy programme for staff and students and a £4.1m state-of-the-art hydrogen fuel cell innovation centre. 

“Sustainability forms an integral part of everything that we do, from our teaching and research to the way that we build and use our campus,” says vice-chancellor, Professor Malcolm Press. “We know the environment is one of the top concerns for people of all ages and [ranking first in the People & Planet university league] demonstrates the pivotal role that sustainability plays in university life at Manchester Metropolitan.” 

Students are being listened to when it comes to environmental issues too. According to the MMU carbon management plan, nine in 10 students believe sustainable development is something their university or college should actively incorporate and promote, while 91 percent say they are fairly or very concerned about climate change. The university’s response – real action.  

MMU have maintained a top three position in the sustainability university league for eight years but know there is much more to do. The university aims to be a global leader, paving the way for others to create sustainable change. A spokesperson said: “Our forthcoming sustainability strategy will outline our ambitions for the next five years and will include our plans to continue embedding climate education into our curriculum, achieve impact towards sustainable development through research, and provide leadership for our students, staff and the wider society.” 

#2 King’s College London 

Following behind with a score of 79.5 percent is King’s College London, a university committed to making a difference in the world through research, education and service to society, according to Professor Shitij Kapur, President & Principal of King's College London. 

In 2021, King's stopped using fossil fuels almost two years ahead of target and emissions have been reduced by 53 percent since 2005. As the institution works towards a net zero carbon target, it plans to engage all its communities to help achieve this goal. The King’s Climate Action Network gives all students and staff an opportunity to contribute to the development and implementation of a climate action plan and take meaningful steps towards climate crisis solutions. 

“We recognise that maximising our positive impacts is as important as reducing our negative impacts. I am extremely proud of the enormous efforts of our students and staff who are dedicated to championing environmental and social sustainability across King’s.” Professor Shitij Kapur said. 

King’s has skyrocketed to second place after ranking 21st in the previous People & Planet university league in 2019 and a cornerstone to their success is their dedication to sustainability through education. 

There are now over 100 modules related to sustainability and climate change across the university, including a newly launched online module called ‘Sustainability and Climate’, available to all students to help understand how climate-related issues are relevant to their degrees, work and career goals.  

“Our ranking in the People & Planet University League reflects the wider commitment and progress that King’s has made to maximise our positive impact across our university, and we will continue working with our students and staff to create positive change,” said Director of Sustainability Kat Thorne.  

#3 Nottingham Trent University 

Meeting challenging targets to reduce their environmental footprint, embedding sustainable development into the curriculum, and delivering sustainable research are just some of the reasons why Nottingham Trent University (NTU) sits comfortably in the top three sustainable UK universities for 2021.  

Other initiatives at NTU include a dedicated Energy Team who help to reduce the emissions of the buildings on campus, a waste hierarchy which ensures 99 percent of the university’s waste does not get sent to landfill, and a Green Rewards programme where students and staff can earn points for undertaking sustainable behaviours.  

Charmaine Morrell, Head of Sustainability at NTU, said: “we empower our students to take control of their learning and enable them to experience life beyond the lecture hall. 

“There are 14 student societies dedicated to sustainability within the Nottingham Trent Students Union and students can become Eco-Ambassadors, joining a network of other sustainability minded students helping us to work towards our carbon emissions and sustainability goals. 

“The title of ‘top three’ is external recognition that signals to our colleagues, students, and the wider community that we take sustainability seriously at NTU and that we are good at it. However, there is always more we can do and having very many exciting plans and impactful projects in place for continued successful outcomes.” 

Do universities have a responsibility to protect the planet? 

Along with many others leading sustainability efforts within higher education settings, Morrell at NTU believes that universities have a huge responsibility in protecting the planet.  

“Operationally, they are big businesses which have high energy demands, generate mass amounts of waste and undertake large scale construction projects. Universities also work with external partners, suppliers and investors who have their own environmental footprints which can be influenced,” she said.  

“But in addition to their direct impacts, universities play host to millions of young people and employers, teaching their community critical skills and values. They are also hubs of innovative research, which can transform how sustainability is applied across the globe from technical breakthroughs to behavioural developments.” 

 
Beyond recycling schemes and limiting plastic use, universities are embedding sustainability and environmental goals into every aspect of life from the energy used on campus to the curriculum they teach and the partnerships they build.  

When comparing business master's programmes, it's important to consider more than just the school reputation or the course content. Your degree should also provide valuable networking opportunities, both among your peers and among potential employers.

To learn more about the value of choosing a school with close industry connections and experiential learning opportunities, we spoke to Antonella Moretto, Associate Dean for Open Programmes and Associate Professor of Purchasing Management and Collaborative Innovation for Sustainability at MIP Politecnico di Milano Graduate School of Business.

How is teaching in your master's programmes structured?

We have several specialising master's at our school covering different topics, always with a focus and attention on sustainability, innovation and digital transformation. With the specialising master's, you obtain a master’s degree, and you have the possibility of having a direct connection with the work environment as most of our programmes finish with an internship as the final thesis.

In terms of topics, we have master's oriented to investigating the topic of digital transformation, examining how digital tools can support and redesign business. We have other master's focused on specific business functions, such as supply chain, marketing, finance or project management.

We also have some master's in specific industries, such as luxury or energy management. Finally, some innovations since last year, we have introduced some specific master's in the domain of sustainable management.

What are the key details you think potential applicants to your school should be aware of?

I think there are two major details. First of all, our master's have a strong experiential approach. This pertains to teaching activities, which are strongly based on case studies, assignments, challenges and group work sessions.

More importantly, from the beginning of the master's, in parallel with the teaching classes, students have a direct connection with the professional world through both the skills they'll learn which are needed to enter the job market and then by means of a series of professional experiences in connection with companies. Finally, students are given the possibility to have a real internship.

The second point concerns the international and multicultural experience in which they will be immersed, with students from more than 50 countries experiencing the campus and learning from each other how to cope with diversity and multicultural approaches.

How do you anticipate your programmes evolving in the future?

Our programmes are evolving through an ever-stronger connection with companies and the possibility of having practical experiences among different classes, some in Italy and others abroad, to allow students to really design their own “master's experience”.

What opportunities do your programmes offer students beyond the classroom?

Our programmes offer a broad set of extracurricular activities pertaining to challenges and projects with companies, company presentations and workshops on evolving new topics. To give you some evidence, over the last year we had over 3,000 hours of classes given by managers, entrepreneurs and specialists, more than 900 company visits and over 700 projects in partnership with companies.

What are the career outcomes of your programmes for recent graduates?

The work placements are a fundamental part, as almost 90 percent of our students have the possibility of having an internship as their final thesis, before graduation. This opportunity generally translates into a permanent position after graduation, either in Italy or elsewhere in Europe.

We spoke to Professor Andrew Marshall, Programme Director in the Department of Accounting and Finance at Strathclyde Business School, to find out what drives students to choose the school for master’s study.  

Tell us about accounting and finance at Strathclyde Business School 

Strathclyde Business School is triple-accredited and is home to a range of MSc degrees in accounting and finance. Our courses cover topics like risk management, investment and portfolio theory, financial technology and quantitative methods.  

Students can study a mix of core and elective modules across two semesters, which are taught via lectures, tutorials and workshops. Over the summer months, students complete two research projects, choosing from a broad range of topics covered on the programme, and supported by an academic supervisor. 

The first semester focuses on building core skills and knowledge in accounting, statistics, international financial markets and financial mathematics. Semester two allows students to build a specialism, applying the core competencies to different specialist streams. 

Our graduates go on to work in corporate finance, security analysis, portfolio, treasury or derivatives management, and options and futures, to name a few. Employers include Goldman Sachs, Blackrock, Morgan Stanley, UBS, Lloyds Group, IBM, PWC and more.  

What do you think potential applicants should be aware of? 

Our students have studied a variety of subjects at the undergraduate level which allows us to accommodate different abilities, skills and learning rates, but several of our courses are quantitative and so it’s beneficial for students to have some numerical or quantitative skills before starting with us. Although most of our programmes require no prior knowledge of finance. 

We also have links to a number of professional bodies to ensure that our courses are related to and informed by real world experience. We have accreditation agreements with the Chartered Institute of Management Accountants (CIMA), CFA Institute and the Global Association of Risk Professionals (GARP). 

How is Strathclyde Business School innovating in accounting and finance? 

We continuously adapt our courses to reflect changes the field and in wider society. There is growing expertise in the department for banking, FinTech and sustainability, and this is reflected in the courses we offer including increased focus on FinTech innovations, sustainable finance, green bonds, climate change and finance. 

We now support the Women in Banking and Finance Society to help to promote and encourage career development for women in the field. The society was formed to create awareness of, and to address, the lack of diversity and gender inequality within the financial services industry. It aims to provide members with guidance and support to maximise potential. We run a series of events for students in conjunction with the society.  

We also became an academic partner with GARP in 2021, which will allow us to nominate six students from our MSc Finance programmes to receive a scholarship for the Financial Risk Manager (FRM) part one exam. Recognised in every major market, the FRM is the leading certification for risk managers and is only awarded to those who demonstrate the knowledge and ability to anticipate, respond and adapt to critical risk issues. It’s consistently in demand by nearly every major bank and firm in the world.  

What opportunities do your programmers offer students beyond the classroom? 

To ensure personal and academic skills development on our postgraduate courses, we have introduced Amplify, an online virtual training simulation for different financial applications. Amplify allows us to provide a week-long bootcamp experience for students, and links in with our university’s careers service to increase the employability of our cohort.  

The department has strong links with several employers in the accounting and finance industry and we use these links to bring further opportunities to students at all levels. This includes employer participation in workshops and tutorials, guest speakers and case studies for students. In order to ensure a breadth of opportunities, we link with a diverse range of employers for guest talks, including Johnston Carmichael, EY, and Morgan Stanley. 

We also offer a number of scholarships with professional and business organisations including DataLab scholarships for MSc Financial Technology students and CFA scholarships for MSc Finance and MSc Finance and Investment students.  

For International Women's Day, we've decided to look back at some of our favourite interviews with female business leaders and entrepreneurs from 2021. Read these interviews in full on our sister site TopMBA.com.

Beverly Dodard-Guillaume: Working for an NGO in Africa

As part of the MBA programme at ESMT Berlin, graduates can participate in the Responsible Leaders Fellowship which involves gaining real-world business experience in Asia or Africa to help a local company.

Beverly Dodard-Guillaume chose to work for the Huru Foundation in Kenya.

The goal of the foundation is to empower and educate the survivors of gender-based violence in Nairobi and the surrounding slums. She is supporting this new company by helping them to write a business plan, understand financial planning, develop programmes and find donors. 

Beverly said: “For my fellowship, I’m working with an NGO start-up, helping to build the NGO from the ground up. I was tasked with writing a business plan, financial plan and marketing plan.

“I was able to apply skills learned in the majority of my coursework. This project allowed me to apply the entrepreneurial view, while also learning more about non-profit organisations.”

Read Beverly's story here.

Wren Loucks: Founder and CEO of her own company

Before her MBA, Wren studied Fine Art & Art History at Queen’s University in Canada. After that she worked as Head of Design at Motionshop, an accessible design consultancy, and completed a post-graduate diploma in Architectural Interior Design at the Inchbald School of Design in London, UK.

However, she was always determined to start her own business, and knew that going to business school would be a fast-track path to achieving her goal.

She said: “I knew that, at some stage in my life, I wanted to start my own design agency, and enrolling in an MBA programme seemed to be an investment that allowed me to relatively quickly secure the high level of knowledge that would enable me to do so. I had accumulated a lot of experience in the interior design sector working at various different design firms, but wanted education and qualifications in the skills necessary to found and run my own business.”

Read Wren's story here.

Samantha Roberts: Empowering young women around the world

While at ESMT Berlin, Samantha Roberts chose to work at XOCO, which was founded in response to the magnifying impact COVID-19 is having on inequality, as the crisis is pushing many girls into sexual exploitation.  

XOCO’s goal is to empower adolescent girls in Latin America, Africa and Asia to escape sexual exploitation and to train them for the digital jobs of the future. XOCO is developing an innovative digital education model in partnership with local grassroots organisations and world-class companies, to equip at-risk girls with the skillset of the future.

Samantha chose XOCO as once she completed her MBA, she wanted to align herself with a start-up organisation that was innovative in its approach.

She said: “When I was learning about XOCO for the first time, I was impressed by their long-term vision for confronting systematic inequalities. COVID-19 has exacerbated the education and digital divide, magnified inequality like never before and put millions of girls at risk of sexual exploitation.”

Read Samantha's story here.

Eloise Skinner: Entrepreneur, author and therapist

Growing up on a council estate in East London, Eloise later studied law at Cambridge University and then went onto Oxford University Business School, completing her course in 2021. 

While training as a corporate lawyer at university, she says she always had lots of passions and so struggled with the idea of a single career path for life.  

Eloise said: “I’ve always been a big believer in the transformative power of education – and I don’t think this should stop at undergraduate level. 

“Postgraduate education has a hugely important role in shaping and accelerating personal and professional development. For me, learning at business school was a fantastic introduction to the world of entrepreneurship. It gave me a broad knowledge of the sector and set me up with the awareness and connections to hit the ground running.” 

Read Eloise's story here.

An education at a prestigious university is a long-term aspiration for many prospective students. Exposure to world-class teaching, a network of high-calibre students and innovative research opportunities all make for a truly enriching experience like no other. Another key advantage of attending prestigious universities is promising career prospects – including high salaries after graduation.  

But how much of this is true in reality? A recent report from the Institute of Fiscal Studies (IFS) revealed that graduates in England with first class or upper second class (2.1) degrees had higher average salaries by the age of 30 than graduates with lower second class (2.2) degrees – regardless of institution.  

Ben Waltmann, Senior Research Economist at IFS and a co-author of the report said: “The findings imply degree classification may matter as much as university attended for later life earnings.”  

Figures from the report show that five years after graduation, median annual pre-tax earnings for both men and women who graduated with a 2.2 degree in 2013 were £3,800 lower than those who obtained a 2.1. Despite being a UK based study, prospective students from around the world are advised to take note as “many graduates who get a 2.2 from a highly selective university might have got a higher-paying job had they attended a slightly less selective university and got a 2.1.” 

What you study can also affect future earnings 

The report also highlights that future earnings for higher class degrees vary hugely by subject. Jack Britton, Associate Director at IFS and a co-author of the report said: “For many subjects, the difference between a first and a 2.1 is inconsequential for earnings. However, for others, such as economics, law, business, computing and pharmacology, it is substantial.” 

Higher earning potential can be linked to subjects that often have high labour market returns. According to Glassdoor, the highest paying majors include subjects such as computer science, with a median base salary of USD$70,000 five years after graduation. The top 10 is also dominated by engineering subjects, with electrical engineering and mechanical engineering taking second and third place respectively.  

For students considering lucrative careers, it’s worth bearing in mind that where you study, what you study and how well you perform can all play a part in determining future earnings.  

Top institutions have well-established alumni networks and career connections 

Despite the fact that future earnings are influenced by factors other than institution attended, many prestigious universities offer a wide range of recruitment opportunities that can open doors for students.  

This is perhaps one of the less tangible benefits of studying at a well-regarded, prestigious university, but is worth considering when comparing with a less selective, less well-known institution. 

Richard Carruthers, Deputy Director of Careers Service at Imperial College London said: “Like any top-ranked university we attract many large and small organisations (UK and international) who want to promote their vacancies on our jobs board (JobsLive) and who participate in a series of career events including fairs, panels, presentations and workshops etc.  

“We run a large number of career panels and work-based learning initiatives and we also have a separate enterprise team (The Enterprise Lab) who can help students with an entrepreneurial mindset. Alongside this, we also provide support for students with their applications through web resources and one-to-one appointments. 

What does the university offer in terms of alumni networks? “Our alumni community are very active and they often participate in careers events and share live vacancies with us and the wider college community. They’re also involved in our mentoring programme and other work-based learning experiences. We have a community platform (Plexus) which enables alumni to communicate and share opportunities.  

“I think we could say that we pride ourselves on our friendly and inclusive nature and that we actively treat each student as an individual. It’s important to note that we encourage students to reflect on their skills and values to define what career success means for them as an individual and that ‘high earning jobs’ may not be the definition of success for everyone.” 

Prestigious universities also offer students diverse, international communities 

Careers aside, established universities are known for attracting broad and diverse cohorts, which can be particularly beneficial for international students who sometimes make up a significant percentage of the student population.  

In these instances, choosing to study abroad at a university with a global reputation can mean a greater likelihood of studying alongside a significant number of students from the same part of the world as you. 

For example, the University of Edinburgh is the third most popular city in the UK among international students, with almost 11,000 registered to study there. 

Tongyang Xu, a postgraduate international student at the university studying a MSc in Drug Discovery and Translational Biology, said he initially felt pressure undertaking an intense master’s, especially as a Chinese student who had never been abroad for a long period of time.  

However, he said: “It’s been an unforgettable and thrilling experience. After finishing two semesters of study, I can tell my skills have improved, I’ve made lots of friends with many of my classmates and I’ve learnt a lot from my lecturers.”  

So how does the university ensure that international students are integrated into the student community? “We’ve had welcome weeks with plenty of rich content (many club activities such as a library treasure hunt), numerous activities through the student union and many helpful seminars.  

“The University of Edinburgh encourages and organises student ambassadors to share experiences with new international students, both online and offline. I am one of them myself. We are trained to lead new and prospective students around the campuses and explain things to them. It’s a very fun and interactive experience.  

“We’ve also been using Unibuddy (a platform which connects student ambassadors with prospective students from around the world, providing them with insights beyond formal information available on university websites) and open day talks to virtually accelerate international student integration.”  

Should university reputation matter? 

When choosing where to study, it can be easy to assume that the most prestigious universities are the ones which will best prepare you to be successful later in life.  

However, this data makes clear that your academic performance is arguably even more vital, especially when it comes to future earnings, so it’s important to prioritise a university which can provide an environment in which you’ll thrive. 

In some cases, that may well be an institution with a global reputation from the top of our university rankings – but don’t make your decision on reputation alone. 

Image credit: Tongyang Xu, University of Edinburgh