navin_c
MP Guru
Yale School of Management
Why Yale SOM?
The Yale integrated MBA curriculum has received a lot of attention around the globe-and appropriately so, given both the time and the energy people have put into making it worthy of that attention, as well as the appropriateness of the curriculum for our times. But I would hate it if anybody came here just because they thought, "This is the place to go because of the curriculum."
The curriculum is not an end. In fact, it is a place to begin. The curriculum is the means, and the end is the leaders that this school is helping to develop.
When I get asked what's distinctive about Yale graduates-and I get asked that about four times a day-I talk about what I see as a distinctive model of leadership. Our vision is that a graduate of this institution is an inspiring, broadly engaged, values-based leader who owns and solves hard problems that matter.
Each piece of that statement is important. Some leaders may motivate through fear or extrinsic incentives. We want to motivate through inspiration. And that means that our graduates have to have a personal vision and a passion and a conviction about what they're doing that others experience as inspiring. "Broadly engaged" suggests a breadth of perspective in the way problems are approached, a willingness not just to focus on any particular part-financial, economic, political, marketing-but to focus on all parts simultaneously, because the important problems are ones that have complex and nuanced dimensions. The school challenges students to think hard about what commitment to their values really implies. It's easy to have values and equally meaningless to have values if they're never challenged and never put into practice. "Values-based" implies choice and it implies sacrifice.
One doesn't have to look much beyond the front page of the newspaper in order to see that there are certainly many hard problems that matter, that are challenging leaders in business, that are challenging leaders of NGOs and in government, and that's where we want our graduates to be motivated. That's what the word "owns" means. Regardless of what others do to address those problems, we want our graduates to see themselves as accountable for finding solutions.
All business and management schools talk about leadership. It's in part what we are all engaged in; it's our common venture. Yet, as you look at schools, you should think very hard about the explicit or implicit model of leadership at any institution you are considering, and evaluate the degree to which that model fits who you are.
As a school, we're not going to be in the position of telling students which problems they should be pursuing. But we insist that they find a hard problem whose solution is going to be a significant benefit to the world, and start pursuing that. Part of starting to pursue that is investments that our students need to make in themselves. We have no illusion that the day that they graduate they will be in a position to command the resources to address these significant and knotty problems, but we do think that, over their time here, they should become increasingly attuned to the path that they need to be on.
source:-http://mba.yale.edu
Why Yale SOM?
The Yale integrated MBA curriculum has received a lot of attention around the globe-and appropriately so, given both the time and the energy people have put into making it worthy of that attention, as well as the appropriateness of the curriculum for our times. But I would hate it if anybody came here just because they thought, "This is the place to go because of the curriculum."
The curriculum is not an end. In fact, it is a place to begin. The curriculum is the means, and the end is the leaders that this school is helping to develop.
When I get asked what's distinctive about Yale graduates-and I get asked that about four times a day-I talk about what I see as a distinctive model of leadership. Our vision is that a graduate of this institution is an inspiring, broadly engaged, values-based leader who owns and solves hard problems that matter.
Each piece of that statement is important. Some leaders may motivate through fear or extrinsic incentives. We want to motivate through inspiration. And that means that our graduates have to have a personal vision and a passion and a conviction about what they're doing that others experience as inspiring. "Broadly engaged" suggests a breadth of perspective in the way problems are approached, a willingness not just to focus on any particular part-financial, economic, political, marketing-but to focus on all parts simultaneously, because the important problems are ones that have complex and nuanced dimensions. The school challenges students to think hard about what commitment to their values really implies. It's easy to have values and equally meaningless to have values if they're never challenged and never put into practice. "Values-based" implies choice and it implies sacrifice.
One doesn't have to look much beyond the front page of the newspaper in order to see that there are certainly many hard problems that matter, that are challenging leaders in business, that are challenging leaders of NGOs and in government, and that's where we want our graduates to be motivated. That's what the word "owns" means. Regardless of what others do to address those problems, we want our graduates to see themselves as accountable for finding solutions.
All business and management schools talk about leadership. It's in part what we are all engaged in; it's our common venture. Yet, as you look at schools, you should think very hard about the explicit or implicit model of leadership at any institution you are considering, and evaluate the degree to which that model fits who you are.
As a school, we're not going to be in the position of telling students which problems they should be pursuing. But we insist that they find a hard problem whose solution is going to be a significant benefit to the world, and start pursuing that. Part of starting to pursue that is investments that our students need to make in themselves. We have no illusion that the day that they graduate they will be in a position to command the resources to address these significant and knotty problems, but we do think that, over their time here, they should become increasingly attuned to the path that they need to be on.
source:-http://mba.yale.edu