Job Placement At The Best Undergraduate Business Programs

Job Placement At The Best Undergraduate Business Programs by: Nathan Allen on January 03, 2017 | 0 Comments Comments 17,541 Views January 3, 2017Ask business majors why they are studying business and many will have a similar response. They want to land a meaningful job and have a fulfilling career. Compared to other majors that can be paths to graduate school, the business degree is largely for the no-nonsense job seeker. So when we gathered  data for our first ever ranking of undergraduate business schools, we asked schools  to report the percentage of students accepting jobs within three months of graduation. Among the top 50 schools, the best employment rate was extremely high: 99% at the top. But the lowest rate was equally surprising, especially for a top 50 school: Just  under 35% at the bottom.The school with the best 2016 track record on the job front was Northeastern Universitys DAmore-McKim School of Business at 99%. Buoyed by a cooperative education (co-op) prog ram, Northeasterns curricular design is to get students real-world experience that leads immediately to a job. Up next was Michigan State Universitys Eli Broad College of Business, which placed 98.5% of its class of 2016. Rounding out the top three was Georgetown Universitys McDonough School of Business, with a 98% placement rate.Overall, the placement rates are pretty  frothy, reinforcing todays parental nudging on their children to major in a subject that ends up with a job. More than 10 schools placed their 2016 graduates at a clip of 95% or greater. Exactly half (25) of the 50 to-ranked schools boasted  placement rates at 90% or higher. In fact, the employment rates at many of the top 50 schools were so high that world-class institutions of learning, such as UC-Berkeleys Haas School of Business and the University of Pennsylvanias Wharton School, were effectively ranked 18th and 19th on our list, with employment rates of 92.5% and 91.7%, respectively.ONLY TWO TOP 50 SCHOOLS F AILED TO PLACE MORE THAN HALF THEIR GRADUATING CLASSAll but two schools saw more than half of their class of 2016 employed within three months of graduation. The average for all 50 schools was 85.4%. According to data from the National Center for Education Statistics, 89% of 20- to 24-year-olds with a bachelors degree or higher were employed in 2015.Of course, it goes the other way, too. Graduates of the class of 2016 from Arizona State Universitys W. P. Carey School of Business had a placement rate of 34.9% — lower than any other school. Rutgers Business Schools Newark campus didnt fair much better with a placement rate of 38.1%. When we published a similar list in 2014, the lowest placement rate was 30% at Providence College.Since that time, a few schools have made some major leaps in their placement rates. Boston Universitys Questrom School of Business went from 52% of the class with job offers in 2014 to 90% job acceptances in 2016. The College of New Jersey went from 62% to 80% during the same time. Elon Universitys Love School of Business jumped from 75% to 88%. One thing to consider, however, is the 2014 numbers were job offers three months after graduation instead of job acceptances for this years list. That is likely why no school had a 100% rate compared to 2014 when the University of Texas-Austin, Syracuse University, and Tulane University all had perfect offer rates.MOST SUCCESSFUL SCHOOLS DO WELL ON GETTING INTERNSHIPS FOR STUDENTSWhat the employment data fails to disclose, of course,  is whether the job a student landed was the job he or she really wanted. It also doesnt show starting salary or bonus, something weve covered in other articles (see What You Can Expect To Make With Your Undergraduate Business Degree). What is clear is that schools that are able to get their students internships the year before graduation tend to do exceptionally well when it comes to full-time job offers and acceptances. At Indiana Universitys Kelley School of Business, the largest source of job offers in 2016 were internships, accounting for 37% of all accepted offers, followed by on-campus interviews and job postings (21%). At Wharton, some 31% of the class received job offers as a result of their summer internships.Wharton, which has one of the most transparent career reports of any undergraduate business school, more than three of four students had job offers in hand by the Christmas break, a full five months before graduation (see table below on when students received their offers). Some 95% received an offer prior to May 2016 graduation. One reason why Whartons acceptance rate three months after graduation trails 18 other schools is because the market for Wharton grads is so good that some students prefer to hold out for their dream jobs and wont accept offers that graduates of other schools might love to have.Though the Wharton stats are impressive, there is also evidence of a slowing of the economic recovery. The number of emp loyers conducting on-campus job interviews fell 10.5% this year to 334 from 373 a year earlier. The total number of interviews declined by 19.3% to 8,910 from 11,046 in the previous year. Moreover, prestige investment banker Goldman Sachs hired far fewer Wharton undergrads this year. Goldman cut its hiring in half to 11 from 23 last year. Still, most undergraduates should be so fortunate to effectively have a job guaranteed within three months of graduation.INDUSTRY CHOICES OF GRADS VARY GREATLY BY SCHOOLSo what kind of jobs are business undergrads getting? That obviously varies by school. At Indianas Kelley School of Business, for example, the top hiring industries in 2016 were public accounting (26%), consulting (12%), retail (9%), and investment banking (9%). The Big Four accounting firms alone accounted for four of the five largest employers at Kelley this year, with Ernst Young taking 79 grads, PwC, 54, Deloitte, 36, and KPMG, 21.At Wharton, the numbers were almost the opposit e of Kelleys, with just .3% of the Class of 2016 going into accounting. Instead, 49% of Wharton grads landed jobs in finance, 22% in consulting, 13% in technology, and 3% in manufacturing. Whartons top five employers in 2016 were Boston Consulting Group, with 19 hires, JP Morgan Chase with 15, Morgan Stanley and McKinsey, with a dozen hires each, and Goldman Sachs, with 11 grads newly on the payroll.And at Washington Universitys Olin School, its yet another story. The top industry employer was consulting, hiring 21% of the Class of 2016, followed by both technology and healthcare/pharma, which both claimed 15% of the graduates, consumer products, with 13% of the hires, and finance, with 12% of the grads. Public accounting at Olin did better than it did at Wharton but it wasnt even close to Kelley. Some 6% of Olin grads accepted jobs with accounting firms.WHEN CLASS OF 2016 WHARTON STUDENTS GOT THEIR  JOB OFFERS  Source: Wharton Undergraduate Class of 2016 Career Plans Survey Rep ort( To see  the  placement rates for the class of 2016 at the  PoetsQuants top 50 undergraduate business programs turn to the following page) Page 1 of 212 »

The Era Of Music During Beethoven And Dido And Aeneas By...

Music is a crucial part of life. Conducting, composing, or listening to music are things most people do everyday. Music exposes feelings and portrays a part of history. Listeners enjoy different genres. They may like music of different tempos or dynamics. Many composers may only focus on one instrument to perfect. Regardless of taste or need for music, it is all important. Two of the important pieces learned in the beginning music class are Symphony No. 5 in C minor by Beethoven and Dido and Aeneas by Henry Purcell. A major historical event was well underway when Beethoven was born. The Age of Enlightenment was upon the world. The peak of the period was happening right as Beethoven was born. Philosophy, science, and politics were changed. Many believe this helped the Romantic period also (Enlightenment). During Beethoven’s early life, music was mainly classical. However, Beethoven was the main ingredient on changing his era of music. Beethoven studied under Haydn and Mozart, b ut they were not valuable relationships to him. Beethoven was mostly known for his great piano work. After branching out from more than the piano, Beethoven’s work took on a more Romantic feel. He put more emotion and expression in his work than he, or most artists, did previously. This grasp between stages was very productive for Beethoven; most of his best work was completed during this time (Brief). Ludwig van Beethoven was assumed to be born in Bonn, Germany, on December 16, 1770. He died in

The And Of The Bible - 1249 Words

Living in a nation today where people of my own skin color are being discriminated against is a hard fact to grasp. Personally, by the grace of God, I have never encountered a situation where the color of my skin has been a problem. This does not deny the fact there is this problem out in the world. Discrimination can be in many forms race, gender, national origin, religion, disability, and even age. These many forms of discrimination would cause a division in our nation. Now the church has tried to find ways to mend this division that is created between people. In Paul’s letters to the Ephesians he addresses this issue. With Peter’s letter to the Ephesians he takes a look at the division between the Jews and then the Gentiles. In the biblical commentaries of the book of Ephesians done by Harold Hoehner and James Boice, they discus two ways that these verses are talked about. 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The Poisonwood Bible is the story of a missionary named Nathan Price and his family. Nathan was Reverend and he was mean to his wife and children. Nathan and his family lived in the Congo. He was disrespectful to his wife and hisRead MoreThe Bible And The Interpretation Of The Bible910 Words   |  4 PagesAlthough the interpretation of the Bible is the particular task of the exegetes, it does not belong, however, as a monopoly, since it involves, in the Church, aspects that go beyond the scientific analysis of the texts. The Church, in effect, does not consider the Bible simply as a set of historical documents concerning its origins. She welcomes it as the Word of God that directs her and the whole world, in the present time. This conviction of faith has as a consequence the practice of updating

A Note on the Arts and Crafts Schools of Germany Essay Example For Students

A Note on the Arts and Crafts Schools of Germany Essay Tive and therefore charming small canvas by D. W. Try on, â€Å"Evening—Septem ber†; J. Francis Murphy shows a small work delightfully interpretative entitled â€Å"Showery Day†; J. Alden Weir is seen at his best in Autumn,† and William Lathrop in â€Å"A Stretch of Salt Marsh land.† Emil Carlsen’s â€Å"Wood Interior† has decorative quality aside from pro nounced beauty both of theme and treat ment; Charles H. Davis’s â€Å"Summer in the Hills† combines classical spirit with modern spontaneity. Among the painters of winter, the interpreters of sunlit frosty air—Schofield, Redfield and Gard ner Symons—are as usual to the fore. Daniel Garber’s prize winning picture shows, not only admirable transcription of the subtleties of light and air, but feeling for design and a fine sense of color. Leonard Ochtman, Willard Met calf, Ben Foster, Bolton Jones and Hobart Nichols send notable canvases. That subject is of less importance than treatment is manifested by two paint ings, one of a â€Å"Sow and Pigs† in a barn yard by Horatio Walker, the other of â€Å"Porpoise† leaping through a wave, by Clifford W. Ashley—each individual in treatment but equally engaging in effect. Excellent examples of still life paint ing are shown. Chase sends another brilliant painting of fish, which almost straightway upon the opening of the ex hibition found a purchaser; H. R. Riten berg, Alice Worthington Ball, Hugh Breckenridge, Carl Schmitt and Aline Solomons each contributes a study which helps to uplift the average of merit. Following the custom of past seasons the Corcoran Gallery has made purchases from this exhibition for its permanent collection acquiring the following seven works before the doors were open to the public: â€Å"My Daughter† by F. W. Ben son, â€Å"Incoming Tide† by R. N.Brooke, â€Å"Woods in Winter† by John F. Carlson, â€Å"Late Autumn Moonrise† by Ben Foster, â€Å"Cape Porpoise† by Chauncey F. Ryder and Autumn† by J. Alden Weir. NOTE ON THE ARTS AND CRAFTS SCHOOLS OF GERMANY Casual American who wanders JL into a room labeled â€Å"Kunst-Gewerbe Schule† in one of the many German in dustrial exhibitions, looks with idle if ad miring eye at the cases of jewelry, etch ings and embroidery, vainly tries to puzzle out the signs on the wall refer ring to â€Å"Metal Arbeit,† â€Å"Druckerei† and Sticherei,† and passes on ignorant of the fact that he has seen the results of one of the most remarkable elements of the complex German school system. The details of this system differ in each of the several cities of Germany, but in the main the plan is the same. It is one which endeavors to select by searching examination young, ambitious and talented artisans, and to train them under instructors of the highest grades of artistic knowledge and technical skill. The time given to this training varies, though it is rarely less than four years, and in some cases is prolonged for six or seven. The candidates come from a variety of sources, many of them from the Craft or Gewcrbe schools, estab lished to train the lads that have al ready had some artistic foundation in schools for â€Å"Lchrling† as apprentices. The Lchrling† schools give a little drawing with the elements of a general education to the apprentice who has left the â€Å"Folk† school at fourteen. The Gewerbc† or Craft school gives much more in the way of artistic workman- ship and practical skill, but it is re served for the â€Å"Kunst-Gcwcrbc† school to take the pick of the young people, those with the keenest artistic sense and ability, and train t hem to produce work of the highest technical order and excel lence. Numbers do not count in these schools—one rarely finds an attendance of more than two hundred or so in the day school and perhaps as many more in special and evening classes, while the faculties are large, often twenty-five to thirty professors and assistants giving lessons at different times throughout the week. Arts And Crafts EssayThe work must be right†Ã¢â‚¬â€ nothing hurried or shabby will pass for an instant. If these things need a week, take a week†Ã¢â‚¬â€what is a week in four years’ training for mastership! So also we shall find affairs in other shop-studios. In the textile room we may see beautiful pieces of embroidery or perhaps a table-cover of charming color and design; in the pottery room, vases of fine shape and line, jars of quaint conceit of form and color—of course made and fired in the school kiln. The professor of the printing arts will show us etchings, dry prints, mezzotints, and lithographs made by his little group of experts, and the professor of sculp ture will exhibit a half dozen projects all in development, or may, as in Vien na, take us out into the public garden back of the school and show the decora tions in â€Å"Calk-Stone made by his pupils. Perchance, we may come to one room where only a couple of students are at work and wonde r whether a course so scantily patronized is considered a suc cess. There we should make the easy error of estimating success in numbers, rather than in fine craftsmanship. A word to the director will set us right. Ah, this course, yes. We have few students with the right talent, but as long as we have one we must have the course. That one may mean much for our art in the years to come. Here is the seed idea of the German Arts-Crafts school. It is a school for the cultivation of the highest taste and skill in the highest type of worker, that worker and state may enjoy the fruits of this deter mined scheme to raise the artistic value of the products of German industry â€Å"yes—that one may mean much for our art in the years to come.† THE COLLEGE ART ASSOCIATION The infant among college societies is the College Art Association, which drew its first breath in Cincinnati last May, developed forthwith a good consti tution and was ready for active work December 27th and 28th, in Pittsburgh. The object of the Association is to pro mote art interests in all divisions of American colleges and universities.† This makes the organization militant rather than reflective, concerned perhaps more with teaching than with research. It is inclined to take for granted its own in terest in things artistic, and to bend its endeavor to arousing a similar interest in others. This is fairly apparent from the na ture of the program presented at Pitts.