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Times Higher Education & Wall Street Journal rank 3 programs

Times Higher Education, Wall Street Journal : 3 programmes de GEM classés
Published on
11 December 2018

On December 6th 2018, The Times Higher Education released the first edition of its Business Rankings in partnership with the Wall Street Journal. This new ranking includes Grenoble Ecole de Management Full-Time MBA, Master in International Business (MIB) and MSc Finance.

The results for this new ranking are based both on school data and Alumni Data. The Times Higher Education surveyed our Alumni between 2017 and 2018. They collected their opinions during this period compare them to responses from all other programs worldwide.

Master’s in Finance Ranking

GEM's MSc Finance was ranked 12th Worldwide, 8th in Europe and 2nd in France.

This program achieved the highest score in France on the “Outcomes” criteria. Thanks to a 69.8/100 score on this criteria, the MSc Finance scored higher than the worldwide average by 6.7 points and by 8.6 points on the French average on the “Outcomes” criteria. The calculation includes the graduate’s salaries, opportunities provided by the degree and the school, Entrepreneurial and other skills acquired during the program, its added value and the motivation it provides graduates with to have an impact on society. 

Master’s in Management Ranking

The MIB was ranked 14th worldwide, 12th in Europe and 2nd in France.

This program scored 10.13 points higher than the worldwide average on the “Environment” criteria. The 71.4/100 score highlights the multicultural diversity of the GEM MIB cohorts as this criteria includes international representation, gender representation and economic diversity representation amongst both students and faculty.

2 year MBA Ranking

The Full-Time MBA was ranked 49th worldwide, 2nd in Europe and 1st in France.

This program achieved a score of 85.3/100 on the “Engagement” criteria. This criteria includes the Alumni’s recommendations, the relevance of the program to the current world, the interaction between teachers and students, the students’ level of participation in class and the impact of research in the class.

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