Financial Times Names Georgetown Executive MBA #9 in the United States

Executive MBA Ranks 9th in Financial Times

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The Georgetown McDonough Executive MBA continues its tenure as a top-10 program, ranking #9 in the United States in the 2021 Financial Times Executive MBA ranking.

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

  • 5th for the percentage of faculty who hold passports from abroad; 
  • 6th for the salary increase percentage of alumni;  
  • 6th for the percentage of course content that explores environmental, social, and governance (ESG) issues; 
  • 6th (and 15th in the world) for the percentage of women students enrolled in the program; 
  • 8th for the international course experiences; and
  • 9th for alumni who report the program helped them achieve their goals. 

“By studying at the heart of the Georgetown campus, our students gain access to the business and policy networks and institutions located in the global capital city of Washington, D.C., as well as an interdisciplinary community of scholars from across the university,” said Bardia Kamrad, senior associate dean for Executive Degree Programs.

“The program provides a well-rounded experience to our students beyond the classroom, including connections with international firms and entities through their global consulting projects, a network of classmates and alumni with valuable experiences and insights, and a business education rooted in our Jesuit values,” he added. “As a result, our graduates are ready to lead organizations as they address the most pressing issues at the intersection of business, government, and policy.”

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 ESG issues, 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.