Tag: Full-time MBA



In Bloomberg Businessweek’s first joint ranking of global MBA programs, WashU Olin placed 37th among the world’s full-time, two-year programs. WashU’s MBA had previously ranked 32nd in the publication’s ranking of US-based programs—up four spots from our 2017 ranking.

The publication’s US ranking was released November 8. Bloomberg Businessweek’s new global ranking—released late St. Louis time on December 10—combined for the first time its previously separate rankings of US and international programs.

In addition to survey results from schools, students, alumni, and corporate recruiters, the publication relied on five new assessment criteria to evaluate the full-time MBA programs: income, learning, networking, diversity, and transformation.

Olin’s strong placement among global programs in compensation—where the school placed 28—helped drive the 37th-place ranking in the overall global list.

Bloomberg will continue to publish its US-only ranking. Here is a rundown of other recent ranking results for WashU Olin Business School.

  • On December 2, the Financial Times ranked WashU Olin eighth—a jump of nine spots—in its list of top b-schools of the Americas, a composite of its postgraduate rankings for full-time MBA, Executive MBA, and executive education programs.
  • In early November, Bloomberg Businessweek ranked WashU Olin’s full-time MBA 32nd in the country, up four places from the previous year.
  • The Financial Times global MBA ranking in March, in which WashU Olin jumped 18 places, landing the school in the world’s top 50.
  • In the FT’s global ranking of executive MBA programs last month, our Shanghai Executive MBA moved up to sixth in the world.
  • In November’s ranking of entrepreneurship programs by the Princeton Review, WashU held firm on its No. 7 ranking for undergraduate programs and moved up four spots to rank No. 18 in the graduate program ranking.
  • The Economist’s 2018 global ranking of MBA programs, also in October, placed WashU Olin 37th in the world, up six places from the previous year.
  • Poets & Quants’ undergraduate ranking in 2017 had WashU Olin placed in the top two in the nation along with Wharton.
  • The TFE Times master of science in finance rankings placed WashU Olin fourth in the United States in 2018.
  • The debut Times Higher Education ranking released December 6 put WashU Olin’s full-time MBA at No. 20 and our master of science in finance at four (requires paid account).



Guest post on behalf of CELect by Tyler King, MBA ’19; Tim Parrington, JD ’19; Samantha Sansone, BSBA ’21; and Wolf Smith, JD ’19. The students in the CELect Entrepreneurship Course, held at the T-REX startup accelerator, are sharing their team projects.

St. Louis-based TopOPPS uses artificial intelligence software to enable clients to increase accuracy and efficiency in sales forecasting and sales pipeline management. Sales teams using TopOPPS-integrated technology can more precisely target their efforts, resulting in more sales wins and faster sales cycles.

Since its founding, TopOPPS has been working with sales organizations to demystify the notoriously unpredictable arena of sales forecasting and help sales teams execute sales periods with more confidence and accuracy. TopOpps engaged WashU’s CELect program to better quantify its success and move forward in the young market space.

As a part of the 2018 fall CELect class, our team is analyzing TopOPPS’ client data to provide specific quantifiable evidence highlighting the increased efficiencies of using the artificial intelligence in sales forecasting and pipeline management.

Our team’s approach analyzes client data from companies in different industries and incorporates a larger market analysis of artificial intelligence sales forecasting software. TopOPPS can then use the analysis to create evidence-based marketing materials of the product’s success and the value proposition for clients.

This CELect project has been a challenging but rewarding experience for each member of the team. Through this unique hands-on project, we have gained valuable insight into the challenges and opportunities inherent in launching a novel startup company into a young marketplace.

We appreciate the opportunity to work with and learn from the experienced executives at TopOPPS. Furthermore, we are grateful to the CELect program and WashU for giving us the opportunity to engage with the fascinating world of startups in the area, and for allowing us to give back to the St. Louis community.

Pictured above, from left: Tim Parrington, Samantha Sansone, Wolf Smith, and Tyler King.




Olin students at the Net Impact conference in Phoenix in 2018.
Mariah Byrne, MSW/MBA '20

Mariah Byrne,
MSW/MBA ’20

Mariah Byrne, MSW/MBA ’20, wrote this on behalf of Olin’s chapter of Net Impact. It is republished with permission from the chapter’s own blog.

In the middle of a semester dedicated to finding my footing among a sea of new topics—ranging from Porter’s Five Forces and economies of scale to throughput and Net Present Value—attending Net Impact was a refreshing reminder of why I chose to pursue my MBA. I wanted to use the power and resources of business to address today’s largest social problems.

Coming from three years of experience in nonprofits, I felt like I was back in my element for the three days I spent at the conference in Phoenix. However, the workshops, panels, and keynotes transcended any one career path or industry.

Conference themes

Throughout the weekend, I was reinvigorated hearing how racial equity and inclusion work is being undertaken in industries ranging from food services and entertainment to consulting and investment banking. I also loved learning about how supply chain management at companies like 3M and Pearson Education is being leveraged to pursue the United Nation’s Sustainable Development Goals and how popular brands like Lush and Ben & Jerry’s are harnessing their brand equity to make impactful social change.

(On a side note, the highlight of the weekend was scooping ice cream with Jeff Furman, one of the original members of the Ben & Jerry’s leadership team and the former chair of the Board of Directors.)

Interactive workshops

I also greatly appreciated the opportunity to put all this new knowledge directly into practice through the conference’s interactive workshops. In these sessions, I teamed up with graduate students and young professionals from across the globe to experiment with potential ideas for sustainable community development near Microsoft’s data centers. This challenged me to think about what kinds of social and environmental issues could be solved with a one-time $10 million investment.

Perspective on impact

While I used the conference to dive deeper into my personal passion for creating inclusive workplaces and promoting progressive, ethical business practices, I was additionally inspired to broaden my understanding of the impact I have, often regardless of my intentions.

Keynotes from Antony Bugg-Levine, CEO of Nonprofit Finance Fund, Steven Ritz, chief eternal optimist of Bronx Green Machine, and Paul Dillinger, VP of global innovation at Levi Strauss & Company (BFA ’94) challenged me to consider my role as a consumer in food systems and fast fashion as well as the impact I can have when investing my personal funds.

Connecting with Olin classmates

Equally as valuable as the knowledge I’m bringing back, however, are the deep connections I made with both my classmates who were also in attendance and other conference participants. As I move through the rest of my MBA, I am encouraged knowing that I am part of a global community of change-makers and having learned more about the potential career opportunities available in leveraging the invaluable skills Olin provides to work toward solving society’s toughest issues.




Guest blog post written on behalf of the CELect program by Victoria Gravett, MBA ’19; Paul Tychsen, PMBA ’19; Thomas Rogers, JD ’19; Jack Terschluse, JD ’19; and Jack West, JD ‘19.

St. Louis-based Finlocker is a secure, reusable, financial locker that smoothes the application process for a consumer loan. With the click of a button, the consumer can share their information when they want, with who they want, and for long as they choose.

Instead of the arduous process of a paper application, the consumer can upload and securely submit their documents online, saving time and money for both the bank and the consumer during loan origination.

In addition to helping consumers navigate the loan application process with transparency, security, and speed, Finlocker provides personal financial management tools to help consumers build their financial profile, manage their finances, and plan for the future.

As part of the fall 2018 CELect class, our team of JD and MBA students are collaborating to develop innovative features to improve “stickiness”—increasing consumer usage and further creating clients for life.

After surveying the competitive landscape, the team brainstormed new features to develop and potentially implement. The goal is to provide Finlocker with features that will allow them to take the next step in becoming a financial tool that consumers use daily.

Pictured above: Paul Tychsen, Victoria Gravett, and Jack West working on their project. Thomas Rogers and Jack Terschluse, also in our group, are not pictured.




Staci Thomas is one of the Olin faculty members who has grown accustomed to "flipping the classroom" — assigning "knowledge transfer" to the homework and spending classroom time on interactive projects and engagement.

We live in a world of change and disruption in all spheres of life. In particular, technology has had a largely positive effect on all aspects of our lives—personal and professional. Education is no exception.

While the pace of technological innovation appears to be accelerating, innovation itself is not altogether new. Over the centuries we’ve moved from scrolls to codex books and more recently toward digital reading technology such as the Kindle and the iPad, and most classroom instructors have replaced dusty chalkboards with more modern alternatives.

Yet the standard process of knowledge transfer in universities—the lecture—hasn’t changed much in around the last 1,000 years, since the rise of the university in the early European Renaissance. This is beginning to change around the world—and at Olin, in classrooms run by professors such as Andrew Knight and Staci Thomas, who adapted classes that used to rely on classroom lectures and projects that students worked on outside of class.

“I thought I needed to flip the classroom so the lectures become the homework,” said Staci, a lecturer in communication. “Class becomes more like a workshop. We do presentations or create communications plans collaboratively. I can see it. I can hear it. I can offer suggestions to improve.”

Now, basic knowledge transfer happens outside of class, through short video clips, video conferences and other technological tools. It’s important to note however, that this method of knowledge transfer is a complement to rather than a substitute for face-to-face interaction. First, we use behavioural science to fine tune knowledge transfer outside of class, based on known attention spans and the creative use of mental stimuli through technology.

Then we use the face-to-face classroom experience to assimilate that knowledge, taking it in more deeply and fully understanding its implications and uses in a range of contexts and collaborative situations, using real-time case studies, seminars and group discussions.

Creating tools to encourage change

At Olin Business School we are building a custom-made e-learning platform tailored to the school’s needs. Equipped to give instructors and classmates the tools to collaborate from around the world, it will seamlessly integrate course materials, online learning experiences, recorded materials and innovative assessment, in an online environment which is uniquely Olin.

Two months ago, three new colleagues joined the Olin team and have already spent time engaging business school stakeholders—students, faculty, staff and alumni—about how a new digital learning platform can best serve everyone. Our goal is to launch a world-leading platform by the time the next full-time MBA students begin their new global immersion just seven months from now (check out my earlier blog post for more about the new MBA programme).

“Our eyes lit up when we saw the focus on teamwork in the MBA redesign,” Simon Harper told me. He’s director of platform operations and service for Olin, part of the three-person team of developers, e-learning experts and information design specialists leading the work. “We see that the tools can easily support collaboration across geography.”

Andrew Knight, associate professor of organizational behaviour, is eager to have additional tools to carry on the transition he’s begun to make in his classroom, where he uses 60 to 80 percent of his classroom time with first- and second-year MBAs on interactive teamwork and leadership exercises.

“I try to use the classroom time to practice teamwork and leadership through experiential exercises to get experience and feedback from their peers,” Andrew said. “I’d like to use class time and technology to shift the one-way flow of information from me to multimedia content and use our time in the classroom in a 100 percent interactive fashion.”

Integrating students, alumni, staff, faculty

What we’re doing at Olin is exciting, but I want to be candid as well: It’s not the first time I’ve been involved with such an effort. It wouldn’t take much sleuthing to know I led a similar effort during my time as dean of Warwick Business School. And I will build on that experience.

The digital platform we will build at Olin will knit together all aspects of the school, tracking students through the whole programme from operations to registration, from class scheduling to faculty scheduling, from the classroom experience to our connections with Olin alumni. We will also build and equip state-of-the-art studios to capture online content.

“We are experienced in this,” Harper said. “It’s our expertise, but it goes beyond that. We’re keen to create new things once we learn the needs, unlocking the further potential of the faculty here.”

Might Olin eventually offer an online degree? Perhaps. Stay tuned. Right now, the plan is to build from the ground up a next generation virtual learning environment to support the new MBA, our professional MBA and, eventually, all our programmes, as well as a platform through which our alumni can better engage with one another.

It’s the right thing to do as we continue to enhance Olin’s global standing. And our students expect nothing less.

Pictured above: Staci Thomas is one of the Olin faculty members who has grown accustomed to “flipping the classroom” — assigning “knowledge transfer” to the homework and spending classroom time on interactive projects and engagement.