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AIT School of Management (SOM)

Contours of transformational journey

Professor Sue Dopson Dean (Faculty)

Said Business School University of Oxford, UK

Professor Lalit Johri Senior Fellow

Said Business School University of Oxford, UK

(Chair)

Mr. J R Klein Emeritus CEO Finance Fund

USA

Dr. Sathit Limpongpan Chair

Economic Reforms Committee

National Reform Steering Assembly (NRSA),

Thailand

Mr. Cherian Mathews, Regional Director of

Oxfam GB- Asia, Thailand

Professor Kasuo Yamamoto

Vice President for Resources

Development Asian Institute of

Technology Chair, SOM

Dean Search Committee

April 2015

USA, UK, Japan, Thailand

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Contents

Preamble 3

I Context 4 II Aim, Strategic Goal and Niche Role 5 III Strategic Directions 6 IV Guidance

A. School governance and operating structures 7

B. Dimensions of school culture 9

C. Program portfolio strategy 10

D. Curriculum framework for MBA and PhD 11

E. Faculty recruitment strategy 13

F. School-Corporate Relations 15

References 16 Appendices

Findings from Graduate Management Admission Council GMAC Surveys, 2015 17

Comparing AIT SOM MBA Programme with programme offered by 5 leading schools in South East Asia and India

19

AIT School of Management: Post Devastating Floods Trends since 2013

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“Everything must have a beginning ... and that beginning must be linked to something that went before.” MARY SHELLEY,

Frankenstein

Preamble

The Board of Trustees of AIT have entrusted AIT Management team to “rejuvenate AIT School of Management (SOM) as a reputable business school in

Asia by implementing a transformational strategy”.

AIT Management team has invited a voluntary group of academics and practitioners with rich international experience in education and leading social,

business and governmental organisations to suggest contours of transformational strategy. This voluntary group is referred in this document as SOM

Strategy Development Group (SSDG).

SSDG has followed “strategic thinking” approach to develop contours of transformational journey of SOM during the next 5 to 10 years. This is not a

strategic plan.

To develop contours of transformational journey for the School, the SSDG have

o Mapped current activity profile of the School1

o Compared School’s MBA programme with similar programmes offered by 5 recognised schools in South East Asia and South Asia2

o Used findings from Recruiters Survey 2015 3and Prospective Students Survey 2015 by GMAC4.

SSDG has not developed the investment plan and operating budgets. These projections will be developed by SOM leadership team.

There is strong empirical evidence between success of transformational change and employee engagement.5 The present and future SOM leadership,

academics and professional staff should craft and implement specific strategies, resource and action plan and projects.

1 Based on information provided by SOM

2 Information sourced from the websites of the schools

3 GMAC Corporate Recruiters Survey 2015

4 GMAC Prospective Students Survey 2015

5 What successful transformations share: McKinsey Global survey results, March 2010.

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I Context

The demand for management graduates continues to grow in Asia Pacific as companies embark on growth trajectories in terms of launching new

products and services, adopting new technologies and entering new markets.6 7

The business schools (or read management schools) operate in a very competitive environment world over. The rivalry amongst schools in Asia and

Pacific is very strong and is increasing with highly ranked schools expanding their MBA Programmes and adopting innovations to enhance learning

experience of students8.

During periods of economic slowdown hundreds of weak business schools are forced to shut down.9

The business schools are increasingly seen as institutions for social and economic change in the society.10

The talent market for management educators is characterised by massive shortages. The market is borderless and qualified experienced educators seek

attractive jobs around the world.

School leadership team, academics, professional staff, alumni and student play key roles in the success of schools.

Media and press play a very important role in shaping perceptions of the prospective students and new faculty in search of jobs.

The business schools invest heavily in continuous development of curriculum, content, teaching and learning resources and delivery systems to enhance

learning experience.

Rejuvenating and building schools requires large injection of capital and all round support of stakeholders.

Digital learning platforms are disrupting the conventional delivery models of management education.

6 Ibid GMAC

7 In India, more than 200 hundred thousand prospective students had registered in Common Admission Test 2015 for admissions in a management programme.

8 Wei Gu, Harvard Business School Dean Fights to Keep M.B.A. Relevant, The Wall Street Journal, January 2015 9 http://www.businessbecause.com/news/mba-india/2558/hundreds-of-schools-forced-close-as-indian-business-bites

10 http://sloanreview.mit.edu/article/finishing-school-for-social-intrapreneurs/

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II Aim, Strategic Goal and Niche Role

Aim

Grow SOM as a wholly autonomous, decentralised sustainable entity within the AIT strategic framework and with accountability to AIT Management

(President, Vice President and Director-Finance) and Board of Trustees.

Strategic Goal

Be perceived as a school with a societal purpose to educate young leaders who will make a difference in their societies.

Enter the brand category - highly respected schools in Asia Pacific

Position as an innovative challenger and a formidable competitor in the Asia Pacific region

Niche Role

As the centre of global economy is shifting towards Asia, there is a growing appetite for knowing the Asian Way of leading and managing organisations in

public, private and social domains. SOM can play a niche role as the hub for seeking authentic knowledge on business and leadership practices in Asian

context.

GMAC survey indicates that the regional economic growth trajectory is based on market flexibility of products, services, efficiencies, and performance.

Corporate recruitment of MBA students is increasing with most hiring falling in the mid-level employee ranges. This stages a demand opportunity for SOM but

also for its competition, which is dramatic. In addition the disruptive nature of digital platforms is challenging the existing academic model. So the

identification of niche is critical.

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III Strategic Directions

Take the high road11 and invest for institutional growth

Invest in leadership team, academics, learning resources, students, professional staff, systems and infrastructure

Build on advantages and opportunities embedded in AIT system and SOM

Build teaching, research and consulting capacity

Nurture a culture of high aspirations, innovations, commitment and accountability

Raise the game – focus on existing strengths and divest ungovernable and underperforming features of the School and altogether stop inefficient and

unproductive policies, practices and activities.

Aim to attract promising students, qualified faculty with international research, teaching and consulting experience.

Focus on building active relationships with institutions internationally and stakeholders.

Engage actively with direct and indirect stakeholders.

Build strategic alliances with top regional business school for teaching and research collaboration.

Invest in digital learning platforms.

Adopt multiphase funding arrangements to meet investment requirements.

Resource constraint is a practical reality of educational institutions in Asia; SOM leadership, academics and professional staff need to prioritize choices in

short, medium and long term as long as the institution moves forward in a certain and guided direction. SOM

Pursue accreditation would recalibrate the school’s position and add value.

o Perception is reality and whether relevant or not the lack of third party validation frames perception.

o It should help with recruitment; i.e. faculty and students

o It should allow for a more commensurate tuition pricing

o It will intrinsically add elements considered credible by the community

Use EQUIS self-assessment framework and process manuals to monitor the preparedness for EQUIS accreditation12.

In combination with accreditation the school should position itself for eventual global ranking.

11

Thomas A Kochan, Taking the High Road, MIT Sloan Management Review, vol 47 no.4, Summer 2006 12

https://www.efmd.org/images/stories/efmd/EQUIS/2016/EQUIS_Process_Manual.pdf

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IV Guidance

(based on practices in leading schools)

a. School governance and operating structures

a. School is run under Responsibility Centre Management (RCM) protocol with academic autonomy13. The success of (RCM) is contingent upon strong

governance policies and practices. Participation, transparency and accountability are keys. In this section SSDG proposes structure for governance and operations. The detailed policies and procedures should be developed by the SOM leadership team.

b. SOM Board to (i) audit school’s competitiveness and its performance; (ii) offer guidance on future direction; (iii) act as a watchdog. The 9 member

board will comprise – AIT Vice President, SOM dean, 1 corporate leader, 1 alumnus, 1 faculty representative, 1 student’s representative, and 1 staff

representative.

c. SOM Academic Council to oversee excellence and integrity of academic affairs of the school

d. SOM Budget and Finance Committee to manage financial affairs

e. SOM Administration Committee to manage administrative affairs including employees training.

f. SOM Infrastructure Development Committee to guide development of technical, teaching and physical infrastructures

g. SOM Faculty Recruitment Committee responsible for faculty recruitment and training

h. SOM Research Committee to steer research agenda of the school

i. SOM Admissions Committee responsible for recruiting students

j. SOM Faculty Forum to lead on curriculum framework, course design and content, learning and teaching experience, research and consulting

k. EQUIS Accreditation Preparedness Monitoring Committee to lead on the progress towards seeking EQUIS accreditation

Research, Teaching and Consulting Centres in School

Strengthen research as the basis for reputation, curriculum enhancement, fundraising revenue, and potential commercial revenue streams.

Seek funding and sponsorships from leading corporations, trust or foundations to start research centres:

13

Evanthia Kalpazidou Schmidt and Kamma Lanberg, Academic Autonomy in a Rapidly Changing Higher Education Framework - Academia on the Procrustean Bed?, European Education, vol. 39, no. 4, Winter 2007–8

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a. Centre for Learning, Teaching and Case Development

b. Centre for Product, Process and Business Model Innovations c. Centre for Social Entrepreneurship14 and Change

d. Centre for Supply Chain Management15 e. Centre for ASEAN Business Leadership

f. Centre for Governance and Business Ethics

g. Alliances with Thailand, Singapore, and India based startup incubators

Internships and Campus Recruitment

To organise / arrange internships and campus recruitment activities encourage faculty and students to launch and manage Career Development Centre.

14

J. Gregory Dees, The Meaning of Social Entrepreneurship, Fuqua School of Business, Duke University, 2001 15

Madhur Jha et al., Global supply chains: New directions, Standard Chartered Bank, 2015

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b. Dimensions of school culture

a. Entrepreneurial school16 17

b. Cultural diversity: students, faculty and professional staff

c. Focus on academic excellence

d. Collaboration and teamwork amongst faculty, staff and students

e. Learner centric culture: encourage critical thinking, innovation and actionable learning grounded in new research and established knowledge

f. Rigorous and collaborative team learning

g. Student as Leaders and Innovators: students to run Finance & Investment Club; Marketing and Advertising Club; Supply Chain Club; Business Plan

Competition)

h. Industry involvement in the school: Live case studies; student consulting projects; internships; campus recruitment

16

The Entrepreneurial University: From Concept to Action, National Centre for Entrepreneurship in Education, UK, 2013 17

A Guiding Framework for Entrepreneurial Universities, OECD, 2012

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c. Program portfolio strategy

Phase 1

Build, grow and consolidate existing programmes, namely MBA and PhD

Phase 2

Revive, grow and consolidate EMBA and DBA programmes

Launch Post Graduate Diploma programmes in emerging fields e.g.

i. Global Supply Chain Design and Management

ii. Value creation, Risk Management and Growth

iii. Strategic Branding and Marketing

iv. SME Management

Build and grow short duration custom and open programmes for middle to senior executives on contemporary themes e.g.

v. Digital Marketing

vi. Strategies for Business Success in ASEAN

vii. Strategies for Business Success in China and India

viii. Technology Led Disruptive Strategies

ix. Public Private Partnerships: Opportunities, Challenges and Strategies

x. Corporate Governance in 21st Century.

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d. Curriculum framework for MBA and PhD

MBA Programme

14 month MBA programme 20 month MBA programme

Tuition

Higher compared to 20 month MBA programme

Tuition

Increase as the perceptions of prospective students about SOM improve

Entry requirements

Master’s degree and 4 years’ experience

Admission test or GMAT or GRE score

2 reference letters and 1 essay(statement of purpose)

Telephone or face to face interview

Entry requirements

Bachelor’s degree and 2 years’ experience

Admission test or GMAT or GRE score

2 reference letters and 1 essay(statement of purpose)

Curriculum

Core courses: 12 courses; 30 hours each; taught over 5 weeks (allowed to sub core course with an elective subject to clearing prequalification test)

Electives: 12 courses; 24 hours; taught over 4 weeks

Student Consulting Project (Team): 1 course

Start-up Venture Project (Team): 1 course

Exchange programme (optional)

Study and take credits from other schools e.g. NUS Singapore, HKUST Hong Kong, CEIBS Shanghai, IIM Ahmedabad (3 to 4 courses)

Curriculum

Core courses: 12 courses; 36 hours each; taught over 6 weeks

Electives: 12 courses; 30 hours each; taught over 5 weeks

Student Consulting Projec18t (Team): 1 course

Start-up Venture Project (Team): 1 course

Internship: Minimum 6 weeks

Exchange programme (optional)

Study and take credits from other schools e.g. NUS Singapore, HKUST Hong Kong, CEIBS Shanghai, IIM Ahmedabad (3 to 4 courses)

Campus recruitment support

Yes

Campus recruitment support

Yes

18 James Heskett, How Can Business Schools Be Made More Relevant? HBS Working Knowledge, 2005

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PhD Programme

36 month PhD programme

(Dissertation)

40 month PhD programme

(Published papers)

Entry requirements

Master’s degree and 4 years’ teaching experience

Admission test

2 reference letters

Essay: Statement of Purpose

Telephone or face to face interview

Entry requirements

Master’s degree and 4 years’ teaching experience

Admission test

2 reference letters

Essay: Statement of Purpose

Telephone or face to face interview

Curriculum

Core courses: 6 courses on Research methodology

Electives: 4 courses in the field of research

Writing Case studies (2 courses):

1 research case and corresponding analysis

1 teaching case with teaching note

Tutoring MBA students (100 hours)

Exchange programme (optional)

Curriculum

Core courses: 6 courses on Research methodology

Electives: 4 courses in the field of research

Writing Case studies (2 courses):

1 research case and corresponding analysis

1 teaching case with teaching note

Tutoring MBA students (100 hours)

Exchange programme (optional)

Advancement to candidacy exam

Required

Advancement to candidacy exam

Required

Submission

Dissertation (set max word limit)

Submission

3 published papers in designated refereed journals

Integration paper: My research and its significance (set max word limit)

Final examination

International referee / examiner

Final defence

Final examination

International referee / examiner

Final defence

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e. Faculty recruitment strategy

School Leadership

a. Academics, students and staff are the key actors in reputed business schools. The faculty play a significant role in attracting talented students, research and consulting projects and funding.

b. The success of proposed transformational strategy is contingent upon faculty – their diversity, expertise and commitment can transform the

culture of the school and enhance its reputation. Therefore faculty are important investment towards building the reputation of a school

Faculty, faculty, faculty – this is the primal element of success!

Attracting Faculty Talent

a. A natural response to any transformational change is – why? Secondly, with recent setbacks suffered by SOM, attracting talent will be a challenge. The AIT leadership will need to develop a strong propositions to prospective leadership and faculty candidates -

o by accepting the challenge of transforming SOM you are going to educate young and bright leaders who will make a big difference in their societies

o SOM as an autonomous school offers opportunities, resources and incentives for innovations and excellence

o Personal and professional visibility and growth as the school grows.

Recruitment

a. For driving teaching, research and consulting agenda, recruit a mix of full time (70% equivalent of workload) and visiting faculty (30% equivalent of workload). While full time faculty provide stability the visiting faculty often bring unique content and expertise.

b. Recruit faculty with diverse cultural backgrounds and nationalities.

c. Recruit a mix of “only academic” and “academic cum practice” faculty.

d. Offer places and support services to faculty on sabbatical from leading business schools.

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Instrumentalities

a. Adopt flexible and competencies based compensation packages with performance based (research and teaching evaluations) yearly

bonus and merit based incentives over a 5 year cycle.

b. Each full time faculty is allocated an annual budget for presenting papers at accredited international conferences – maximum 2.

c. Access to School research fund for writing teaching cases involving desk research and field work.

d. Provision for research staff and teaching assistance.

e. Establish annual awards: Innovation in Teaching Award; Excellence in Teaching Award.

Academic collaboration

a. Encourage academic (research and teaching) collaboration between SOM faculty and corporate leaders and policy makers as a means to address to , .

Promotion

a. In addition to academic achievements and impacts, a new criteria for promotion is to recognise the impact faculty’s research and

teaching has made on the society.

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f. School-Corporate Relations

a. Corporate Advisory Board with a membership fee of US$ 7,500 for 3 years. In return the members can have a voice in guiding the strategy framework of the school and have privileged access in recruiting students for internship and final job offer.

There will be additional value in a more proactive near term approach that will enhance the development of the culture. This approach includes

interactive dialog lecture with invited corporate executives,

connecting curriculum to corporate innovation with guest experts,

corporate sponsorship of relevant curriculum,

corporate support of faculty research

recruiting corporation involvement in building course offerings that address current corporate issues. The GMAC surveys tell us that there is a

strong demand for MBA graduates in the regional market and reasonable expectation of remuneration. consider naming endowed chairs and/or naming right for assets including SOM buildings .

b. School Alumni Board with a membership fee of US$ 5,000 for 3 years. In return the members can have a voice in guiding the strategy

framework of the school and play crucial role of SOM’s brand ambassadors. Alumni will have privileged access in recruiting students for internship and final job offer.

c. SOM SME Forum: A 2-day annual conclave for business owners and SME managers

d. SOM Media Relations Panel: To guide school on disseminating research and innovations to public at large. The media panel will assist school leadership in designing an integrated communications strategy using traditional and digital channels.

“Our doubts are traitors, and make us lose the good we oft might win, by fearing to attempt.” (William Shakespeare)

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References

1. GMAC Corporate Recruiters Survey 2015

2. GMAC Prospective Students Survey 2015

3. What successful transformations share: McKinsey Global survey results, March 2010.

4. http://www.businessbecause.com/news/mba-india/2558/hundreds-of-schools-forced-close-as-indian-business-bites

5. Gregory Unruh, Finishing School for Social Intrapreneurs, MIT Sloan management Review, November 2015

6. Thomas A Kochan, Taking the High Road, MIT Sloan Management Review, vol 47 no.4, Summer 2006

7. James Heskett, How Can Business Schools Be Made More Relevant? HBS Working Knowledge, 2005

8. Evanthia Kalpazidou Schmidt and Kamma Lanberg, Academic Autonomy in a Rapidly Changing Higher Education Framework - Academia on the

Procrustean Bed? European Education, vol. 39, no. 4, Winter 2007–8

9. J. Gregory Dees, The Meaning of Social Entrepreneurship, Fuqua School of Business, Duke University, 2001

10. Madhur Jha et al., Global supply chains: New directions, Standard Chartered Bank, 2015

11. The Entrepreneurial University: From Concept to Action, National Centre for Entrepreneurship in Education, UK, 2013

12. A Guiding Framework for Entrepreneurial Universities, OECD, 2012

13. Warren Bennis and James O’Toole, How Business Schools Lost Their Way, HBR, May 2005

14. Jon Eckhardt and James C. Wetherbe, Making Business School Research More Relevant, HBR, December 2014

15. Wei Gu, Harvard Business School Dean Fights to Keep M.B.A. Relevant, The Wall Street Journal, January 2015

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Appendices

Findings from Graduate Management Admission Council GMAC Surveys, 2015

Survey 1: GMAC Recruiters Survey Findings – Asia Pacific

Sample size: 119 corporate recruiters (Australia, China, Hong Kong, India, Japan, Kazakhstan, South Korea, Malaysia, Philippines, Singapore, Taiwan,

Thailand)

Key findings:

Majority of companies are on growth trajectory by adding new products and services and by expanding in international markets.

Asia Pacific region is amongst the fastest growing economies in the world; however as growth slows down marginally on short term basis companies

are also involved in productivity and performance improvement and cost reduction.

There is increase in the recruitment of MBAs. Three fourths of the sample companies had planned to hire MBAs in 2015.

The main areas for hiring MBAs was General Management; Business Development; Operations and Logistics; Marketing and Finance; and Data

Analytics.

A large majority of companies place recent business graduate hires at mid- level followed by senior and entry level.

Half the sample companies were not planning to increase the salary; only one third companies planned to increase MBA base salaries to keep with

inflation; one forth companies planned to increase MBA base salary above rate of inflation.

The recruiters use a mix of MBA recruit methods: Employee referrals; recruit interns; head hunters; on campus recruitment and working closely with

schools, universities and student clubs.

Employers visit between five to twenty campuses for MBA recruitment.

Globally the top criteria for recruitment are: proven ability to perform; oral communication skills; technical and quantitative skills; past work

experience and increasing job responsibilities; writing skills and academic success.

Source: Corporate Recruiters Survey, Graduate Management Admission Council, 2015

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Survey 2: GMAC Prospective Students Survey Findings – Asia Pacific and Central and South Asia

Sample size:

(1) Asia Pacific: 2, 750 respondents: (Australia, Brunei Darussalam, Cambodia, China, Fiji, Indonesia, Japan, Lao(s) People’s Democratic

Republic, Malaysia, Mongolia, Myanmar, New Zealand, North Democratic People’s Republic of Korea, Papua New Guinea, Philippines, Samoa, Singapore, South Korea, Sri Lanka, Taiwan, Thailand, Vietnam.

(2) Central and South Asia: 2,102 respondents: Afghanistan, Bangladesh, Bhutan, India, Kazakhstan, Kyrgyzstan, Nepal, Pakistan, Turkmenistan, Uzbekistan.

Key findings:

In Asia Pacific, a large majority of prospective students’ career goals is career enhancement or switching career; where as in Central and South Asia,

a larger majority aims to become entrepreneur or switch career.

In Asia Pacific one third prospective students prefer 1 year MBA and slightly more than one quarter prefer 2 year MBA programme; where as in

Central and South Asia two thirds prefer a 2 year MBA and slightly more than one half prefer 1 year MBA.

In the last five years, there has been a drop in US being the preferred country for management studies; Several South Eastern Asian and South Asian

countries are emerging as possible countries for pursuing graduate studies in management. An increasing percentage of prospective students prefer

to study outside the country of their citizenship.

In Asia Pacific most preferred programmes for study are Master of Finance and two year and one year MBA Programmes; In Central and South Asia

the most preferred programmes are two year and one year MBA and Executive MBA.

For the global sample as a whole, most tapped sources of information on MBA programmes are: school website; friends and family; published

rankings; current students and alumni; and school admission professionals.

A great majority of prospective students in Asian Pacific and Central and South Asia belong to the generation referred as millennials. This is the last

born generation in 20th Century. Very confident, optimistic, tech savvy, social networking and concerned with social causes.

In terms of preference for school culture, the millennials (globally) prefer: collaborative; heterogeneous; active learning; team learning; egalitarian;

rigorous; close knit; formal; small class; personal. Somewhat equal emphasis on research – teaching; interdisciplinary-concentrated.

Source: MBA.com Prospective Students Survey, Graduate Management Admission Council, 2015

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Comparing AIT SOM MBA Programme with programme offered by 5 leading schools in South East Asia and India

AIT SOM

Thailand and Vietnam Asian Institute of Management,

Manila IIM Ahmedabad

SASIN Graduate Institute of Business Administration,

Thailand

Indian School of Business, Hyderabad

NUS Business School, Singapore

Portfolio of Programmes

MBA EMBA (No enrolment in Bangkok Campus since 2012) PhD DBA (No enrolment since 2013)

MBA EMBA

MBA EMBA PhD

MBA EMBA PhD (being restructured)

MBA EMBA PhD

MBA EMBA PhD

Accreditation None AACSB EQUIS AACSB EQUIS

AACSB AACSB EQUIS

Global Ranking (MBA)

None None since 2011

Economist(2015): 60th in the World

Financial Time(2016): 24th in

the World

Financial Times (2016):

29th in the World

Financial Times (2016): 32nd in the World

Regional Ranking (MBA)

Eduniversal Masters (2015-16): 14th in Far East Asia

Eduniversal Masters (2015-16): 8th in Far East Asia

Eduniversal Masters (2015-

16): 2nd in Far East Asia

MBA: Length of the programme (months)

22 Months 16 Months 24 Months 19 Months 12 Months 17 Months

MBA Curriculum

Total Credits: 48 (1 credit=12 hours) Required course credits: 26 (8-9 courses of 2-3 credits) Option 1: Only electives (22 credits) Option 2: Electives (16 credits) plus project (6 credits) Option 3: Electives (12 credits) plus research study (10 credits)

Core courses: 12 Capstone:

(1) management Research Report

(2) Alternate Learning Experience

Internship Study tour Electives: 8 t0 10 courses

Core courses: 31 Internship Electives: 17 to 20 courses including independent study and research

Core courses: 12 Internship Electives: 14 courses including Action Learning course

3 day Leadership Development Programme Core Course: 16 Electives: 18 to 21 credits (7 to 10 courses) including Practicum Courses

Core courses: 13 (9 courses run for 42 hours and 4 courses run for 21 hours) Electives: 7 courses

MBA: Residential or Non residential

Residential Residential Residential Residential / Non residential Residential Residential / Non residential

MBA tuition and other fees

US$ 21,500 US$ 35,200 US$ 36,000 US$ 47,000 US$. 38,250 US$ 45,200

MBA entry requirements

4 years Bachelor Degree 1. Bachelor's degree 2. Proficient in oral and written

1.The candidate must hold a bachelor’s degree

1. Bachelor Degree with minimum 1 year experience.

1.Bachelor Degree Minimum 2 years of work experience

1.Bachelor Degree 2. Full-time work experience of

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minimum CGPA 2.75

IELTS 6 or equivalent

Minimum one year relevant work

experience

English (IELTS Band 6 for applicants from non-English speaking countries) 3. A minimum of two years of post-undergraduate professional experience4.GMAT or GRE Score

2. Pass Admission Test 2.GMAT Preferable 2.GMAT OR GRE Score 3.IELTS/Toefl score

2 years. 4. GMAT/GRE Score

Sources: (1) AIT School of Management (www.som.ait.asia); (2) AIM (www.aim.edu); (3) IIM Ahmedabad (http://www.iimahd.ernet.in/); (4) SASIN (www.sasin.edu); (5) ISB India (www.isb.edu); (6) NUS Graduate School of Business (http://bschool.nus.edu/)

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AIT School of Management: Post Devastating Floods

Trends since 2013 Faculty

The number and the nationality spread of full time faculty have been declining.

After experiencing a small decline the number of visiting faculty has gone up.

Corporate involvement in the school The number of speakers from corporate world has gone up.

Media and Publicity School has minimal interaction with media.

International exchange programmes

The School has 12 active exchange / dual degree programmes with international schools.

In 2015, twenty four students (inbound -19; and outbound -5) took advantage from these programmes.

Research

There are currently no research centres functioning in the school; there is no research staff.

The School has not organised academic conferences.

After a decline, the number of publications by doctoral students (PhD and DBA) in refereed journals has been going up.

Overseas Centres Currently the School has one overseas centre in Vietnam;

The enrolment of the students has seen a fall.

Programme Portfolio Full time MBA programme: After a fall, there has been a steady increase in the student enrolment in the MBA programme. The school has a

scholarship programme for the prospective students.

EMBA programme (Bangkok campus): no enrolment since 2011.

EMBA programme (Vietnam campus): a significant fall in student enrolment.

PhD programme continues to attract students. Since 2013, twenty five graduates have been awarded doctoral degrees.

DBA programme: no enrolment since 2012.

Executive Education programmes: No offerings.

Revenue and Costs

The revenue of the school (including the overseas centre) has been declining.

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The school administration has managed to contain and reduce the costs and correspondingly the surplus of the school has been rising steadily.

The School has paid its due share of operating overheads to parent organisation – Asian Institute of Technology.

Programme Revenues Revenue from MBA programme has been decreasing.

In Vietnam campus there has been a significant fall in enrolment and revenue from the EMBA programme.

The PhD programme revenue has been maintained.

There is no consistent trend in revenues from sponsored research and consulting work.