Georgetown Executive MBA Maintains #1 Rank in Washington Region, #6 in the United States in Latest Financial Times Listing

The Georgetown McDonough Executive MBA continues to be the top-ranked program in the Washington region and is now 6th in the United States in the 2019 Financial Times Executive MBA ranking. Georgetown’s Executive MBA also moved up two positions globally to rank 40th in the world.

In addition, among U.S. schools, the Georgetown program was listed as:

• 1st for both career progress and the percentage of students who are female; 
• 2nd for the percentage of global experiences in the curriculum and for alumni aims achieved; 
• 6th for prior work experience among participants and for the percentage of faculty who hold passports from outside the United States; 
• 7th for incorporating corporate social responsibility topics into the curriculum; 
• 8th for salary increase three years after graduation;
• 9th for the percentage of faculty who are women; and 
• 10th for faculty research in top journals.

Among global programs, McDonough’s EMBA received top-20 rankings for the percentage of female students (4th), alumni career progress (6th), and alumni aims achieved (12th). 

“At Georgetown, you can expect to be challenged by our curriculum, supported by our community, and transformed by an experience that will prepare you to lead your organization through the complex issues facing business now and into the future,” said Bardia Kamrad, senior associate dean for Executive Degree Programs. 

Financial Times produces the Executive MBA ranking through surveys of alumni and business schools. Programs are evaluated on the following criteria: alumni salary figures and percentage salary increase, alumni career progress and aims achieved as a result of their degree, classroom time dedicated to corporate social responsibility, faculty research, the percentage of faculty with doctorates, percentage of international and women faculty members, student work experience, percentage of international and women students, international course experience, percentage of international and women board members, and number of languages students are required to speak upon graduation.