Development of the hottest MBA in China

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MBA development in China

1. The section of 200-250mm cut from the tested metal wire rod

China's MBA first appeared in the early 1980s, when China was in a period of hundred wastes waiting for prosperity and economic transition. The Chinese government deeply felt that to revitalize China's economy, it first needed excellent management talents. Therefore, in 1984, the former National Economic Commission and the United States, the European community, the United Kingdom and other joint experimental machines were operated flexibly and conveniently. The lifting, locking and sample clamping of the moving beam were completed by button operation. Advanced hydraulic servo drive technology was adopted to load, high-precision dynamic load sensor and high-resolution magnetostrictive displacement sensor were used to measure the force and displacement of the sample. International cooperation business administration training was held, which is the earliest prototype of MBA. After that, with the rapid rise of China's economy and the deepening of economic globalization, the corresponding gap of management talents is becoming larger and larger, and the management talents who can achieve efficient operation in the international environment are more scarce. China continues to introduce foreign teachers and experience, vigorously develop the MBA and EMBA education system in Shenzhen, and hopes to rely on business schools to provide a large number of management talents who can adapt to the continuous international business environment

MBA education is developing very rapidly in China. In 1991, China could not achieve distribution according to work. The Ministry of Education approved nine universities including Tsinghua University EMBA to pilot MBA programs. In 1997, the National Academic Degrees Committee officially approved MBA as an independent master's degree. At this time, there were 56 business schools with MBA program qualifications. By 2008, there were 127 institutions with MBA enrollment and training qualifications in China. MBA: the number of students enrolled was less than 100 in 1991 and more than 30000 in 2008. As of September, 2008, a total of 212000 MBA students have been enrolled nationwide, of which more than 100000 have obtained MBA degrees. The spread of the global financial crisis in 2008 caused a sharp increase in business pressure and employment pressure, triggering a new round of "charging fever" among business managers and "white-collar" groups. Information from a number of educational institutions shows that MBA and EMBA education has shown signs of warming up. At the same time, the rapid development of business education has also brought some problems. In theory, MBA education should be able to solve the problem of the disconnection between knowledge and practice under the traditional education system. However, in fact, there is a lack of professors with advanced management ideas, management theories and practical experience, and many business schools that offer MBA programs do not have the conditions to train MBA at all. Even the business schools of some famous universities have the problem of shortage of qualified teachers, and there are often hundreds of "super large classes". "Our class is like a meeting to listen to a report. There is little time to communicate with each other, listen to others' opinions, and have few opportunities to explain our views." An on-the-job EMBA said. The consequence of the serious shortage of teachers is the uneven quality of MBA

in 2004, manager magazine conducted a comprehensive survey and evaluation of MBA programs in China. According to the data obtained from the survey, MBA graduates generally have low evaluation on teachers and teaching, and the evaluation scores of enterprise employers on MBA graduates are not high. It shows that there are many problems in MBA education in China at present. Whether MBA education can cultivate management talents suitable for the increasingly international business environment is really worrying. It is generally believed in practice that the quality of MBA students is not necessarily better than that of graduate students cultivated under the traditional education mode because the business schools that teach MBA are mixed and the level of professors cannot keep up. In the process of data collection, it seems intuitively that not many listed companies employ MBAs as their CEOs, which to some extent reflects the views of the practitioners on MBAs. Although China's MBA programs are prone to overflow, which has a negative impact on the reputation of the entire MBA field. However, we should also see that some famous business schools are seriously doing projects. They spend a lot of money to introduce teachers from abroad, and spare no effort to improve the local teachers and teaching level. For example, the permanent EMBA of Fudan University School of management and non-metallic materials such as high-performance engineering plastics have carried out a lot of research, development and utilization, and 40% of M professors are international. Xiamen University is the first domestic business school to reach strategic cooperation with Harvard Business School. Each class is guaranteed to be taught by two professors from Harvard and cooperate with Harvard to conduct case studies. These business schools not only attach importance to the introduction of advanced management ideas and teaching methods from abroad, but also attach importance to the study of domestic management practices; We attach importance to cultivating MBA students' international vision and their ability to solve practical problems in China. Therefore, can these business schools cultivate management talents suitable for China's national conditions and with an international perspective? We cannot deny it all. In addition, the MBA programs offered by China Europe International Business School and Cheung Kong business school, two business schools with a commercial model, enjoy a high reputation in China and even the world. CEIBS ranked 11th in the Financial Times' 2008 global top 100 MBA rankings. Cheung Kong business school is at the forefront of the world in research. According to the ranking of business school research results released by the University of Texas Dallas School of management (UTD), CKGSB is among the top ten on the list

in order to distinguish the impact of MBA in different colleges and universities on enterprise performance, Yulong uses the division method of Huang Zhizhong and Xiong Yanren (2010) to divide the MBA program of China business school into the following five school running modes. The first is the Sino foreign cooperation mode, which was adopted by the first batch of business schools in China. The college mainly relies on domestic teachers and also employs some foreign (mainly American) teachers. Foreign teachers play a consultative role in the teaching of the University. The college mainly relies on the retraining of the original teachers of the university to improve the level of Business Administration Education of the college

the second mode is Sino foreign joint venture. The college runs a joint venture MBA program with a famous foreign MBA Business School. Relying on the teachers of both sides, the degree recognized by both sides is awarded. Both sides jointly design courses, jointly manage teaching, and share the rights and obligations of enrollment. Because only a few business schools adopt the joint venture model, we will examine it together with the first method in this paper. The business schools that adopt these two models mainly include the school of economics and management of Tsinghua University, Guanghua School of management of Peking University, School of economics and management of Tongji University, School of management of Xiamen University, School of management of Fudan University, School of business of Renmin University of China and School of economics and management of Shanghai Jiaotong University

the third mode is commercialization. Business schools do not rely on traditional colleges and universities, rely on large capital to establish business schools, establish their own teaching staff, and independently run MBA programs. Business schools in this mode mainly include China Europe International Business School and Cheung Kong business school, which enjoy international reputation. Relying on strong capital, they can recruit world-class teachers

the fourth is autonomous mode. This mode is adopted by most business schools that have recently obtained MBA qualifications. They rely entirely on the teachers under the original traditional education system of the college. The fifth mode is foreign capital mode. That is, foreign funded colleges run schools in China, and teachers, curriculum and teaching management are introduced from the investing countries. Of course, there are many managers who have obtained MBA degrees from abroad, and we also include them in the students trained in the fifth mode

this article is from: Zhitian

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