Allison Nahomy Argueta

Resultado escalofriante de la autopsia de Allison Nahomy Argueta de 9 años.

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With over 395 universities, the United Kingdom is the world’s second-largest educational centre and a paradise for international students seeking world-class education. MBA in the United Kingdom is one of the most prestigious and sought-after programs in the world. Its universities offer a wide range of MBA specializations like Supply Chain Management, International Business, and Entrepreneurship for a duration of one to two years. Here are some of the best two-year MBA programs in the UK.

Why Pursue an MBA in the UK?

The United Kingdom has one of the world’s most developed economies. Universities are designed with the goal of providing students with the necessary skills and knowledge in a specific field. When it comes to choosing the UK for higher education, there are a number of key factors that make it an excellent choice, particularly for a master’s degree in business and administration. Here are some of the key factors that make the United Kingdom a desirable place to pursue an MBA:

Excellent Education: MBA programs at UK universities combine theoretical and practical learning to provide students with essential skills and knowledge. Students benefit from constant lectures and workshops from renowned business leaders, allowing them to learn from experienced professionals and broaden their exposure and knowledge of a specific industry.
Industry Connections: One of the most significant benefits of pursuing an MBA in the UK is the opportunity to meet leading industry experts and professionals at university-organized conferences, events, and lectures.
Scholarships: Studying for an MBA in a foreign country has a number of financial implications. Scholarships are available at a number of universities in the United Kingdom.

Prepare to lead with a Schulich MBA.
The Schulich MBA will equip you with the specialized knowledge and leadership skills you need to gain a competitive advantage. Hone your skills in your field of interest through our extensive selection of 18 areas of specialization in management functions, industry sectors and special business issues.

Ranked #1 in Canada by The Economist, Forbes & CNN Expansion, Schulich offers Canada’s preeminent MBA Program.

Customize your MBA: Flexible study options allow you to switch between full- and part-time enrolment, take classes uptown at the Keele campus or at our satellite campus in downtown Toronto. Accelerate your MBA and complete the program in as little as eight months with advanced standing. For working professionals interested in a full-time program, there’s now a Weekend and Evening MBA.

Real-World Experiential Learning: The Schulich MBA combines classroom learning of fundamental and advanced management concepts with real world experience, including a two-term strategic consulting project where you work with clients on real business problems and solutions.

Whether it’s a career as a Capital Markets Associate, Management Consultant, Brand Manager, Business Analyst, Commercial Banking Associate or Operations Analyst – the Schulich MBA will provide you the knowledge and network to succeed.

Throughout the MBA program, you will have access to the Centre for Career Design (CCD). As Schulich’s in-house team of certified Career Coaches and Industry Advisors, the CCD offers a wealth of innovative resources, individualized mentoring and coaching to help advance your career. Meet alumni, recruiters and industry leaders at corporate information sessions and other CCD events, and receive online access to the very best career tools available.

Recruiters value the communication, interpersonal and leadership skills that Schulich MBA graduates possess, and regularly hire Schulich MBAs.

The MBA curriculum includes 33.00 credits of core courses designed to equip students with a common set of capabilities necessary for effective management in the private, public, and nonprofit sectors.

In addition to foundational core courses, students have the opportunity to complete 27.00 credits of electives, allowing for deeper exploration in a particular area of focus, completion of a specialization or pursuit of a diploma.

As the capstone of the program, students will participate in the Strategy Field Study. In this exciting consulting project spanning two terms, teams conduct a strategic assessment of an organization and its environment, and present recommendations to senior management.

Learn more about the Strategy Field Study.

Students are eligible for graduation upon their successful completion of 60.00 credits. Students may shorten the duration to complete their MBA if they receive Advanced Standing.

Why Choose A Two-Year MBA Program in the UK?
Traditional format students are said to have a richer college experience. You can stay in the academic environment for longer periods of time, which allows you to interact with your peers and professors more.
Although knowledge and understanding can be gained quickly, developing competence takes time. To gain in-depth knowledge, you must devote time to digesting and integrating information. You must read, apply the material, create presentations, study, write exams, and apply the material in real-world situations.

Future Scope after 2-year MBA in the UK
Obtaining an MBA from a UK university is a sure way to success. MBA degrees from UK universities are highly valued in the job market. It serves as a lead magnet for employers all over the world. In the United Kingdom, there are over 6 million business entities with excellent potential for MBA graduates.

Q1. Is it worthwhile to pursue a 2-year MBA in the United Kingdom?
Ans. Yes, pursuing a two-year MBA in the United Kingdom is worthwhile because the profits can be as high as 202,000 GBP(20,324,634 INR) each year. The two-year gap allows overseas students to acquire professions and responsibilities where they can make good money while also gaining useful experience.

Q2. Is it possible for me to work in the United Kingdom after completing my MBA?
Ans. Yes, it is possible to work after completing MBA in the UK. Students have access to a post-study work visa for 2 years.

Q3. Is an MBA in the United Kingdom in high demand?
Ans. MBA programs focused on specific industries, including hospitality, finance, international business, and marketing, are in high demand in the United Kingdom.

Want to pursue two-year MBA programs in the United Kingdom? Then contact our Leverage Edu experts on 1800 572 000 and get all your queries about the study abroad programs and destinations sorted out.
Two-year students concentrate on their studies with few distractions and begin by looking at the big picture. It means you’ll be an excellent candidate for management fast-track programs, entry-level consulting positions, or any other graduate-level position in the business.
The two-year format is less intense than the one-year format, and it includes a wider range of electives, placements, and study trips, allowing you to focus more precisely on your studies.

Expand the menu below to see detailed degree requirements.

IVEY
MBA
Begins each
March in
London, ON,
Canada.
A LIFE-LONG
ADVANTAGE.
A YEARLONG MBA.
in Canada for
student
assessment
of career
services
#1
MBA program
#1
in Canada *
in Canada
for education
experience ‡
‡
#1
Features
“If I were to summarize Ivey in one word, it would
be transformational. You’ll notice how you change
as the days and months go by, to the point that
you are thinking in ways that astound you, and
make an impact on those around you.”
A TRANSFORMATIONAL
EXPERIENCE.
Carlos
– Carlos González Meyer, MBA ’18
Marketing Manager, Standards-Memberships,
2 / Ivey MBA
Events & Government Relations, CSA Group
IVEY NETWORK
Join an outstanding
alumni network of
more than 31,000 that
believes in paying it
forward and giving back.
18
GETTING STARTED
Start your journey
towards an Ivey MBA.
24
BY THE NUMBERS
Our reputation, by
the numbers.
20
YEAR AT A GLANCE
Everything you need to
know about your year
at Ivey.
22
LEADERSHIP
ESSENTIALS
Discover the five
elements that are
at the core of
everything we do.
12
REAL-WORLD
LEARNING
Hands-on, experiential
learning sets us apart
and is brought to life by
award-winning faculty
using our renowned
Case-Based approach.
4 8
WORLD-CLASS
CAREER OUTCOMES
Our Career Advisors
help you chart a path
from the moment you
start at Ivey through
to graduation.
6
STUDENT
LIFE
The Ivey student
experience is one
built on close-knit
community and
diverse perspectives.
16
IMAGINE WHAT ONE
YEAR COULD DO
Your year at Ivey will be
immersive, enriching,
and supportive.
Discover what it can
do for you.
YOUR
FIRST CASE
Experience a real case
and discover why CaseBased learning is the
foundation of the
MBA Program.
14
‡ The Economist Full-time MBA Ranking 2021
* Bloomberg Businessweek MBA Ranking 2014-2019, 2022
As Canada’s leading business school, you are investing in yourself when you
choose the one-year Ivey MBA Program.
Our one-year program will minimize your time away from the workforce. You’ll
immerse yourself, without distractions, in our world-class curriculum. And you’ll
form strong bonds with exceptionally talented and diverse classmates from around
the world. Throughout your journey here, you can count on a supportive team to
help you advance to your next career goal. The result: you’ll achieve more than you
ever thought possible, all in one year.
IMAGINE WHAT ONE YEAR CAN DO
Give yourself a
year. Get back
more than you
imagined.
“The strength of Ivey’s network, the
undeniable culture of ‘paying it forward,’
and the people I met have genuinely
inspired me to be a better person. The
personal growth I experienced and the
relationships I fostered have become the
most valuable part of my Ivey journey.”
Kwang
– Kwang Pithayachariyakul, MBA ’17
Vice President, Investment Banking,
TD Securities
4 / Ivey MBA
Career support
at Ivey. Career
outcomes for life.
WORLD-CLASS CAREER OUTCOMES
You have a vision of your future – and we have
the resources and expertise to help you get there.
From the moment you start at Ivey, our world-class
Career Management team will be by your side to help you
build a personal plan and ensure you achieve your high
career aspirations.
Your career goals are central to your success; that’s
why Career Management is integrated throughout the
MBA Program. Classroom activities are combined with
innovative experiences like Ivey’s renowned annual
networking event.
Our job offer rates are consistently over 90 per cent.
Year over year, our students, alumni, and recruiters give
us top scores when evaluating our Career Management
services.
From admissions to graduation and throughout your
career, we’re here to help you every step of the way.
“Career Management support at Ivey was invaluable.
Regular meetings with my career advisor on how
to approach networking was truly life-changing in
helping me with jobs after my MBA.”
Keisha
– Keisha Bailey, MBA ’15
Vice President,
TD Asset Management
† The Economist Full-time MBA Ranking 2016-2021
in the world for student assessment
of career services, five years running†
20 T
O
P
6 / Ivey MBA
Learn by doing
– a leadership
advantage.
Hands-on, experiential learning gives Ivey students an advantage.
Through a diversified roster of projects, activities, and more than 300
business cases, the Ivey MBA experience is all about real-world learning
for real-world problems. From the moment you graduate with your Ivey
MBA, you are prepared to take on real business challenges, and the
difference will be noticeable throughout your career.
REAL-WORLD LEARNING
“When I meet Ivey students or alumni,
I know that they’ve been tested and
thrived; I know that they’ve received
first-class professional and career
management training. And, that they
know what it means to lead, to problemsolve, and to pursue excellence.”
Gillian
– Gillian Fletcher, MBA ’15
Regional Business Manager,
Johnson & Johnson
8 / Ivey MBA
“Case discussions offer perfect ‘aha!’ moments
to weave insights from the case at hand, to my
research in digital transformation, and to the
students’ work experiences.”
Nicole
– Nicole Haggerty, HBA ’89, PhD ’04
Associate Professor,
Ivey Business School at Western University
Real-world
learning is
the norm, not
the exception.
REAL-WORLD LEARNING
Case-Based learning sets Ivey, and its students, apart.
Real-world examples form the foundation of the Ivey
education experience. Cases are dissected, discussed,
and debated in a stimulating environment.
Guided by world-class professors, and enriched by your
fellow students, your classroom conversations will be
dynamic and immersive. Case-Based learning is at the
heart of how Ivey’s students learn. The approach will
allow you to practise the leadership skills that mirror
real-life situations. The result is a transformation in
thinking, and lifelong leadership essentials.
Teaching faculty matters.
Their real-world business experience and expertise is
demonstrated not only in the classroom, but by the
business cases they write, and the research they do
with organizations. Ivey faculty will get to know you as
an individual, and they are highly committed to your
success. They love teaching, and it shows.
10 / Ivey MBA
Ivey’s five
Leadership
Essentials.
LEADERSHIP ESSENTIALS
The Ivey MBA opens your mind to how
the business world really works and
prepares you to take challenges head-on.
Develop Leadership Essentials
With a focus on experiential learning,
you will accelerate your leadership
capabilities. We call these five capabilities
the Ivey Leadership Essentials. They are
at the core of everything we do.
The five interlinked Leadership
Essentials give you not just the business
fundamentals that you would expect
from an MBA program, but also the
leadership capabilities required to turn
concepts into decisions, knowledge into
action, and ideas into change.
Leadership
Essentials
Take action
Knowledge is a
commodity. Today,
leadership is about
applying your
learning effectively.
At Ivey, you’ll gain the
confidence to turn
knowledge
into action.
Communicate persuasively
Effective communication isn’t about
winning. It’s about sharing your ideas
persuasively in the classroom, in teams,
and ultimately in the boardroom. At Ivey,
you are coached in your communication
effectiveness, your skills honed to the
place where you can communicate
effectively in any circumstance.
Leverage team talent
The strength of a leader is in knowing
your weaknesses. Through hundreds of
cases, you’ll learn how to approach difficult
problems with confidence, work effectively
with people of diverse perspectives and
skills, and solve problems by effectively
engaging your team.
Manage priorities
Great leaders must
be able to focus their
organizations on what
matters now in the midst
of competing choices.
Ivey’s experiential
learning, challenging
program, and demanding
schedule teach you
to navigate these
competing priorities for
the best outcomes.
Embrace complexity
A business case is real, complex, and
challenging. It doesn’t come in the
textbook titled Marketing or Finance.
A case study puts you in the position
of decision-maker, and demands you
understand how to manage the details
to get to the right solution.
12 / Ivey MBA
YOUR FIRST CASE
With more than 4.5 million listings in more
than 65,000 cities and 121 countries, Airbnb
is a household name, synonymous with
unique and affordable accommodation
offering “authentic experiences” from local
hosts. And it all began with one listing:
from their small apartment offering three
airbeds, founders Brian Chesky and Joe
Gebbia began in earnest in 2007 to develop
a new business model in short-term rentals.
This case study profiles the startup from
its inception to its rise in the mid-2010s, as
Airbnb took the leap from small upstart in
a highly competitive market to visionary
leader, fending off competition with
innovative approaches to marketing, social
media, and stakeholder engagement.
Your first case.
Ivey faculty use cases to expand
your perspective on the way
issues impact an organization
by using cross-teaching and
an integrated approach to
curriculum planning. Students
prepare for class by reading the
case and answering a series
of questions. The real learning
begins in the classroom where
the professor acts as a conductor
facilitating the discussion. You
can experience a real Ivey case
study with this Airbnb case.
9B16M186
AIRBNB: BUSINESS MODEL DEVELOPMENT AND FUTURE
CHALLENGES1
Sayan Chatterjee wrote this case solely to provide material for class discussion. The author does not intend to illustrate either effective
or ineffective handling of a managerial situation. The author may have disguised certain names and other identifying information to
protect confidentiality.
Copyright © 2016, Richard Ivey School of Business Foundation Version: 2016-11-24
In 2007, Brian Chesky and Joe Gebbia founded Airbnb. Chesky and Gebbia had met several years earlier
as students at the Rhode Island School of Design. After initially working in Los Angeles after graduation,
Chesky decided to move to San Francisco, where Gebbia was living. The two shared an apartment but were
struggling to pay their rent. While brainstorming ideas to earn more money, they came up with the idea to
rent out the three airbeds they had available. There was an upcoming design conference in their
neighbourhood, and all of the nearby hotels were sold out. They set up a quick website to advertise their
offer for an overnight stay on an airbed in their apartment, along with breakfast in the morning. One would
normally expect to find a few younger 20-somethings who might be interested in sleeping on someone’s
couch during the conference. However, the three people who stayed with them were a 45-year-old father
of five from Utah, a 35-year-old woman from Boston, and a man from India. Given the interest in their
apartment airbeds from a wide variety of people, Chesky and Gebbia decided to expand their small idea
and Airbnb was formed. Engineer Nathan Blecharczyk was added as the third co-founder.
2
From this serendipitous beginning, Airbnb grew into a business that spanned 16 countries and was valued
at $10 billion3 in the most recent round of financing in 2014. However, as of early 2014, its business model
had hit a major road bump. At the request of the State of New York attorney general, Airbnb was forced to
hand over anonymous listing information of hosts who rented out apartments in New York City. While the
listings were anonymous, the attorney general was determined to subpoena some of the hosts that might
have violated a New York law that prohibited any private rentals under 30 days where the host was not
present.4 This caused some consternation among hosts based in New York, and some pulled their listings.
The founders had to evaluate if these short-term rentals in large cities, which drove the majority of their
rentals, had suddenly become vulnerable. They also had to decide whether to defend their business model
in a court of law and in the court of public opinion, or change it.5
CONFERENCE PUSH
For the first year of its existence, Airbnb needed to focus entirely on the gaps between the number of
available hotel rooms and conference attendance. The founders did not seek out hosts that listed their
properties in perpetuity but instead focused on conferences and, later on, other events. The first major
conference they targeted was the 2008 South by Southwest conference and festival in Austin, Texas. To
help market the site and garner interest in Austin, they executed an online public relations campaign.
Because they had no budget to advertise, they relied on getting coverage from various blogs. They initially
Read the full case
14 / Ivey MBA
Our small class size, non-commuter campus, and close-knit
community provides the basis for an exceptional MBA experience.
And because Ivey attracts some of the most talented young
professionals from all over the globe, with diverse cultural and
business backgrounds, the Ivey MBA classroom consistently raises
the bar for its learning environment.
The shared experience you’ll have with your Ivey classmates
creates the foundation for a lifetime of personal and professional
connections you’ll cherish.
.
STUDENT LIFE
Becoming an
Ivey MBA student
means immersing
yourself in a unique
environment that
is friendly, spirited,
supportive,
and unforgettable.
Christina
– Christina Rupsingh, MBA ’16
Senior Manager, Insight and Thought Leadership,
Future of Work, RBC
“Ivey’s class sizes are considerably smaller than other
MBA programs, which meant I knew every single one
of my classmates on a first-name basis. Also, since Ivey
isn’t a commuter school, you get the time to develop
great friendships with your classmates.”
A LIFE-LONG
CONNECTION.
A SHARED
EXPERIENCE.
16 / Ivey MBA
IVEY NETWORK
“The Ivey Network brings enormous
value to your career. Not only will you
be part of the Ivey family, but you’ll
also learn how to network, a valuable
skill that often gets overlooked.”
Erik
– Erik Lapointe, MBA ’17
Chief Commercial Officer,
Tidal Health Solutions
The Ivey Network.
A lifelong connection.
The word Ivey alumni hear most is “yes.” Yes to discussing an
opportunity. Yes to giving advice. Yes to networking with other grads.
Ivey alumni have a habit of saying and hearing “yes” because there
is a strong culture of giving back and paying it forward throughout
the Ivey community. Our grads value the Ivey difference. Regardless
of graduation year, the shared Ivey experience is a connection that
sticks with you throughout your career. With an Ivey MBA, you will
have a network that will last a lifetime.
18 / Ivey MBA
#13
in the world for
networking*
* 13=, Bloomberg Businessweek Best B-Schools Global Ranking 2022-23
Reputation
matters.
“Ivey’s reputation as the number one
business school in Canada was a
key factor in choosing my MBA.”
Maksym
– Maksym Levytskyy, MBA
’19
Director of Investments,
Clarke Inc.
BY THE NUMBERS
20 / Ivey MBA
Ivey’s ranking
#1
among Canadian
MBA programs for
7 years.*
of Ivey MBA grads made at
89%
least one career transition
(Change in industry,
function, or geography).
#1
in Canada for student
assessment of career
services.
†
in Canada for
employment rate
3 months after the
program.
‡
in the world for student
rating for education
experience for
4 years in a row.
‡
10
TOP
#1
‡ The Economist Full-time MBA Ranking 2021 †
Financial Times Global MBA Ranking 2022
* Bloomberg Businessweek MBA Ranking 2014-2019, 2022
#1
program in Canada for
value of money.
†
ONE YEAR
The Ivey MBA –
Year at a glance.
Preparatory
Knowledge Program
To make sure you get the most out
of your MBA class time, we provide
optional courses before the official
program work begins.
These courses are a great way
to refresh your knowledge of
business basics, reacquaint
yourself with a school routine,
and get to know some
of your classmates.
Business
Essentials
Your transformational year
begins in the spring. To ensure
you have a solid foundation in
the core subjects, the first four
months of the Ivey MBA Program
consist of courses including
Strategy, Leadership, Finance,
Accounting, Information Systems,
Operations, Marketing, Analytics,
Communications, and Economics.
View courses
Leading
Cross-Enterprise
This capstone module pulls together
everything you’ve learned and
connects it to today’s real-world
leadership challenges.
You’ll examine some of the “big”
questions like “Who leads best and
how do they do it?;” “How are great
leaders developed?;” and “What are
some of the major forces and trends
that will affect business in the
21st century?”
Real-World
Projects
Put your learning to the test
when you participate in the Ivey
Field Project. You can choose to
develop a new venture or work
with an existing organization to
develop new business solutions.
Career-Focused
Electives
Our elective courses are
designed to support your
career goals and satisfy
your professional and
personal interests.
Learn more
International
Experiences
Participate in an optional study trip
to Asia and Latin America as part of
the elective cycle. You can also
pursue volunteer opportunities
through The LEADER Project where
you will coach promising
entrepreneurs in frontier markets.
If you want to experience an
international study exchange, you
can take advantage of this in the final
semester. This is a great opportunity
to immerse yourself fully in another
culture and to expand your
global network.
MAR APR MAY JUN JUL AUG SEP OCT NOV DEC JAN FEB
YEAR AT A GLANCE
22 / Ivey MBA
There are three qualities that we look at first when considering
prospective students for an Ivey MBA.
Leadership: From career success and promotion, to volunteer work
and community initiatives, or other interests like athletics or the arts
— we are looking for candidates who have demonstrated strong
leadership orientation, and can bring that into the Ivey classroom.
Strong Academic Record: Our assessment of this is based
on your academic history in combination with your GMAT
or GRE score.
Progressive Work Experience: At least two years of quality, full-time
work experience ensures that you and your classmates will have
experiences to contribute to team and class discussions, along with
the context and maturity to apply this learning in a professional setting.
Ready to
get started?
“The Ivey MBA is a fantastic program and
if it is the program for you, make sure you
come in motivated and ready. It is a very
rewarding experience.”
Kanwar
– Kanwar Randhawa, MBA ’17
Director, Enterprise Strategy,
RBC
GETTING STARTED
“We are committed to help you in any way
we can so that you can make a decision that
is best for you and your career. Please feel
free to contact us at any time if you have
questions about the Ivey MBA Program or
MBA programs in general.”
J.D.
– John-Derek (J.D.) Clarke, MBA
Executive Director, Masters Programs
Recruitment and Admissions,
Ivey Business School at Western University
24 / Ivey MBA
Take note
GETTING STARTED
Our recruitment and admissions team’s job is to
help answer any questions that you might have as
you navigate your MBA research and, in particular,
any specific inquiries you have about the Ivey
program or application. Contact a recruiter today!
Contact Info
Lindsay Lippmann
Associate Director, FT MBA Recruiting & Admissions
llippmann@ivey.ca
linkedin.com/in/lindsaylippmann
Aimee Froude
Associate Director, FT MBA Recruiting & Admissions
afroude@ivey.ca
linkedin.com/in/aimeefroude
Anna Creery
Associate Director, FT MBA Recruiting & Admissions
acreery@ivey.ca
linkedin.com/in/annacreery
26 / Ivey MBA
NOTES
For more
information:
Ivey Business School
Western University
1255 Western Road
London, Ontario, Canada
N6G 0N1
Telephone: +1.519.661.3212
Toll free: 1.866.878.4839
Fax: +1.519.661.3431
mba@ivey.ca
iveymba.ca
Visit: iveymba.ca
Profile assessment: go.ivey.ca/resume
Attend an event – online and in person: go.ivey.ca/events
The Ivey MBA is a one-year, full-time MBA program
beginning each March in London, Ontario, Canada.
• Located between Toronto and Detroit
(approx. 200 km from each)
• City population of 400,787
• Western University and student population is 40,000 with
more than 5,800 international students from 128 countries

12-MONTH PROGRAM STARTING IN JANUARY
smithqueens.com/ftmba
Small class sizes
outstanding
faculty, state-of-the-art business
school facility
Powerful
network of
alumni in
150+ countries
Study on-campus in Kingston
at Smith School of Business at
Queen’s University – one of
in Canada
Pioneering
leadership
and team
development
programs
Be ready for fall job interviews and
among the first MBA graduates on the
market with this 12-month
January.
AN MBA UNLIKE ANY OTHER
TECHNICAL EXPERTISE + TEAM DYNAMICS + SPECIALIZATIONS +
INTERPERSONAL SKILLS + CUSTOMIZED COACHING + CAREER SUPPORT
There are a lot of MBA programs
that provide a quality business
education, but very few rival
Smith’s team-based approach,
personalized coaching, and
tight-knit culture. I really felt
I was learning something new
every day in terms of business
acumen, leadership skills
and self-discovery. I would
absolutely recommend this
program to anyone looking
for a transformative MBA
experience.”
Kim Fulton, MBA
Principal
Kearney
Toronto, ON
“
2 | FTMBA
TECHNICAL
EXPERTISE
The MBA from Smith School of Business provides
outstanding foundational management skills
including analytics, accounting, financial theory,
marketing management, information systems,
strategy and more.
In addition, Smith is the pioneer and leader in
fostering the personal and team skills necessary to
excel in business today including group dynamics,
adaptability, communications, leadership,
resilience, and cultural intelligence.
Surveys* of CEOs and corporate recruiters
underscore that it is this combination of technical
management capacity and interpersonal skills that
is most highly valued.
Take the first step and connect
with your application advisor at
smithqueens.com/ftmba
INTERPERSONAL
SKILLS
The MBA unlike any other. It delivers both the
technical expertise and the interpersonal skills
development that employers require today.
*GMAC Corporate Recruiters Surveys
THE
POWERFUL
ADVANTAGE
FTMBA | 3
The Program
Complete your MBA in 12 months and get into
the workforce with the knowledge and skills to
begin advancing your career.
The first six months is foundational curriculum covering
the core management skills required to lead in business.
In the second six months you take elective courses and can
also select an area of specialization (eg. consulting, finance,
marketing & sales, digital transformation, management
analytics, entrepreneurship & Innovation). You will earn
a supplemental certificate in the area of focus.
Substantial team and individual project assignments
allow for deep learning and practical application.
Approach
A multi-faceted approach to teaching
ensures engagement, high-value and impact.
Class instruction is balanced with group
discussion, simulations, team assignments,
and real-world business projects. In addition,
Smith’s Living Case Studies provide a unique
and modern teaching approach immersing
you in business challenges in real time.
For more about our faculty,
go to smithqueens.com/ftmba
Faculty
Smith School of Business faculty work together as
teachers, researchers, and consultants. Together they
create a tightly integrated academic plan for you.
Faculty have outstanding academic credentials and
are also best-selling authors, award-winning teachers
and editors of leading academic journals. Canadian
Business, Bloomberg BusinessWeek, and The Financial
Times have recognized Smith faculty as among the
top management educators in the world.
+ EXPERIENTIAL LEARNING
+ REAL-WORLD BUSINESS PROJECTS
+ SIMULATIONS
+ LIVING CASE STUDIES
+ CLASS INSTRUCTION & DISCUSSION
4 | FTMBA
Options
Pre-MBA Preparatory Sessions
For advance grounding in core concepts and skills,
Smith offers non-credit, one-day sessions in topics such
as Accounting, Finance and Statistics, working with
MBACase, and more.
Certificate in Social Impact
By completing certain courses and participating in key
events and volunteer activities, you can earn a Certificate
in Social Impact and demonstrate engagement in
responsible leadership.
Double-degrees
You can apply MBA credits to other degrees from Smith
School of Business and Queen’s University including
Master of Finance, Master of Management Analytics, Juris
Doctorate, and Master of Science in Healthcare Quality.
Professional Designations
You can begin earning qualifications towards the
following professional designations:
The MBA program was a life changing experience from start
to finish. The diversity of people was incredible — diversity
not only of thought, but of life experiences. Interacting with
and learning from so many unique people provides a great
base for a future career. The program jump started my career
into an exciting new path with a disruptive growth-focused
company. I truly have been overwhelmed by the opportunity
for personal and professional growth.”
Josh Tovey, MBA
Senior Operations Manager
Amazon
Raleigh, NC
“
FTMBA |
5
Team Skills
Smith School of Business pioneered the team-based
learning approach that prepares you for the reality of
today’s workplace. You are assigned a team for the core
of the program and a dedicated professional coach helps
you perform collaboratively at the highest level. You
will have many opportunities to develop your personal
leadership capacity.
Executive Coaching
Become your best self with one-on-one coaching
to maximize your effectiveness in the workplace.
Coaching is an integral part of the Smith School
of Business offering and will give you a greater
understanding of yourself, your strengths and your
weaknesses. This will have a powerful impact on your
performance and your working relationships. Coaching
covers a range of areas from conflict resolution to
anxiety management to mindfulness.
Experiential Learning
‘Learn by doing’ through participation in the TriColour
Venture Fund (TCVF), Canada’s first student-advised
venture capital fund. Students meet with potential
portfolio companies, assess the opportunities,
conduct due diligence and make recommendations
to the Investment Advisory Board – a committee of
seasoned entrepreneurs, angel investors, and venture
capitalists. Deals are syndicated in conjunction with
some of Canada’s leading venture capital companies
and angel investors.
Queen’s University Alternative Assets Fund (QUAAF)
is Canada’s first student directed portfolio of hedge
funds managing a portion of the university’s endowed
funds. Each generation of QUAAF members is
responsible for ensuring sustainable operations
and financial stewardship of the fund, providing
outstanding practical experience.
Our program is unique in its focus on
developing the ‘whole you’ to be as
successful as possible in your career.
THE SMITH
DIFFERENCE
6 | FTMBA
The MBA experience at Smith helped me further refine
the type of leader I wanted to be. It also gave me the
confidence and the tools to successfully pivot into
a completely new career that would not have been
available to me otherwise. My year was truly a lifechanging experience where I not only gained a wealth
of contacts through the alumni network, but also
made lifelong friends.”
Roxane Ducasse, MBA
Project Manager
End-to-End Supply Chain at Walmart
Mississauga, ON
Lifestyle Coaching
Prepare for the fast pace and high demands of
your business career with the optional lifestyle
coaching program Fit to Lead™ that addresses
physical, mental and emotional well-being.
Cultural IQ
In today’s diverse and global business environment,
cultural intelligence is critical. Smith has partnered
with the Cultural Intelligence Center to teach
how culture influences behavior and thought
processes, and effective strategies for managing
in a multicultural environment.
International Opportunities
Study opportunities, available at more than
30 of the world’s top business schools, provide
an exceptional experience in a region of interest
to you.
“
FTMBA |
7
Recruitment & Career Support
You want to find the job that showcases your skills and
capabilities and accelerates you on an exciting career path.
The Smith School of Business Career Advancement Centre
will work with you from the start of your MBA to identify
your passion and help you secure a great job. The Centre
maintains strong relations with outstanding organizations
across Canada and around the world, and recruiters are
regularly on campus meeting with students.
A personal Career Coach will work with you one-onone to help you prepare and manage your job search
process. Coaches have specialized experience, training
and connections in specific sectors.
“
At graduation you join a powerful network of Smith
and Queen’s alumni in more than 150 countries.
Regular events and meeting opportunities help you
build valuable connections that will last a lifetime.
Smith is also the Official National Business Education
Partner of the Canadian Olympic Committee.
Join a Powerful Alumni Network
Anything you do in life that is challenging gives you
the opportunity to grow. After retiring from the Canadian
Women’s Rugby Team, I researched potential career paths in
business which led me to Smith. I enhanced my knowledge of
business theories, concepts and skills transference and I feel
I’m better prepared to pursue a career or start a business.”
Megan Lukan, MBA
RBC Olympian
Associate Financial Advisor
Black Star Wealth
Halifax, NS
8 | FTMBA
The team-based approach to the
curriculum really excited me. For
the first six months of the program,
while you’re going through the
core foundational courses, you’re
assigned to a team. Our team was
incredibly diverse. What I thought
was really beautiful about that was
that everyone brought a unique
approach and perspective to the
problem. It was challenging at
times because you needed to find
common ground, but I think it
made the quality of the product
and the learning that much better.”
Hanif Shariff, MBA
Consultant
McKinsey & Company
Vancouver, BC
“
Smith School of Business
Smith School of Business at Queen’s University
is renowned for its excellence, innovation and
leadership in business education.
From establishing the first undergraduate business degree
a century ago to creating ground-breaking programs and
courses in emerging areas including artificial intelligence,
fintech, analytics, cultural diversity, team dynamics, social
impact and more, Smith is at the forefront of preparing
you for the business marketplace.
In addition to its rich tradition of academic and teaching
excellence, Smith is known for delivering an outstanding
learning and development experience. Small class
sizes, personal attention, individual and team coaching,
opportunities for specialization, and a deep commitment
to student success characterize the Smith experience.
Recognized as a top global program by
FTMBA | 9
I chose to pursue my MBA at Smith because
of the team-oriented curriculum, the caliber
of the alumni network, and the renowned
academic vigour of the school. I’m pleased to
say that these criteria were met and exceeded.
Prior to Smith, I was playing professional
football in the CFL and working as a project
director for a non-profit. I used the MBA as
a catalyst to make a transition that many
athletes find difficult, and with the support of
the program I was able to thrive during this
precarious time of my life.”
Andrew Lue, MBA
Consultant
Boston Consulting Group
Toronto, ON
“ Smith’s team-based approach
and small class size enabled me
to build strong relationships with
classmates. I learned something
new from teammates every day and
we helped each other to become our
best selves. The skills I gained from
the team experience allowed me to
interact and work effectively with a
diverse group of people. These skills
ultimately helped me transition
from engineering to investment
banking. I would definitely
recommend the program.”
Lina Yang, MBA
Senior Financial Analyst
Teck Resources Limited
Vancouver, BC
“
10 | FTMBA
Canada is a thriving and welcoming
environment for business students. It was
ranked #1 for Best Quality of Life (2020, U.S.
News & World Report) citing its economic and
political stability, strong job market, diversity,
quality of education system, and safety.
Kingston is a dynamic small city
with great amenities, resources,
events and attractions.
Smith attracts students from more than
40 countries including full-time, exchange
and international double-degree students.
Our Application Advisors can assist you in
understanding requirements for studying
in Canada.
For current and future events,
go to visitkingston.ca
and kingstoncanada.com
Studying in Canada
FTMBA | 11
GLOBAL
PERSPECTIVE
We prepare you to thrive in an increasingly global business environment
— through Cultural IQ, an exchange opportunity and a global alumni
network. Typically more than 40 per cent of your MBA classmates will
come from outside Canada. Expand your perspective and build strong
connections as you work in class, in teams, and on projects.
Cultural IQ
Smith School of Business has partnered
with the Cultural Intelligence Center to
help our MBA students strengthen their
Cultural IQ, which assesses your ability
to relate and work effectively in diverse
situations. Learn how culture influences
behaviour and thought processes, and
gain effective strategies for managing in
a multicultural environment.
International Alumni Network
On graduation become part
of the powerful Smith School
of Business and Queen’s
University alumni network in
more than 150 countries.
Outside Front

FTMBA | 13
ARGENTINA Buenos Aires Torcuato Di Tella University,
Di Tella Business School
AUSTRALIA Brisbane Queensland University
of Technology
AUSTRIA Vienna WU, Vienna University of
Economics and Business
BELGIUM Brussels Solvay Brussels School of
Economics & Management
BRAZIL São Paulo FGV EAESP, São Paulo School
of Business Administration
CHINA
Beijing
Cheung Kong Graduate
School of Business
Peking University, Guanghua
School of Management
Tsinghua University, School of
Economics and Management
Shanghai
China Europe International
Business School (CEIBS)
Fudan University, School
of Management
Shanghai Jiao Tong
University, Antai College of
Economics & Management
Shanghai Jiao Tong University,
Shanghai Advanced
Institute of Finance
Tongji University, School of
Economics & Management
DENMARK Copenhagen Copenhagen Business School
FINLAND Mikkeli Aalto University,
School of Business
FRANCE
CergyPontoise ESSEC Business School
Lyon EMLYON Business School
GERMANY
Leipzig HHL Leipzig Graduate
School of Management
Mannheim University of Mannheim,
Business School
Vallendar WHU — Otto Beisheim
School of Management
HUNGARY Budapest
Corvinus University
of Budapest, Corvinus
Business School
INDIA
Bangalore Indian Institute of
Management Bangalore
Ghaziabad Institute of Management
Technology, Ghaziabad
Hyderabad Indian School of Business
ITALY Milan Università Bocconi
JAPAN
Nagoya Nagoya University of
Commerce & Business
Tokyo Waseda University,
Faculty of Commerce
MEXICO Mexico City Universidad Panamerica,
IPADE Business School
NETHERLANDS Rotterdam Erasmus University, Rotterdam
School of Management
NORWAY Bergen NHH Norwegian School
of Economics
RUSSIA St. Petersburg
St. Petersburg University,
Graduate School of
Management
SINGAPORE Singapore
National University
of Singapore, NUS
Business School
SOUTH AFRICA Bellville University of Stellenbosch
Business School
SWEDEN Stockholm Stockholm School
of Economics
SWITZERLAND St. Gallen University of St. Gallen
THAILAND Bangkok
Chulalongkorn University,
Faculty of Commerce
and Accountancy
UNITED
KINGDOM
Birmingham Aston University, Aston
Business School
London London Business School
International Exchange
Smith’s MBA program offers exchanges at more than 35
partner business schools around the world. Through this
extensive international partnership network, there are
enough places for every MBA student to participate in a
short or long-term exchange.*
Inside Back
Inside Front
*Seats at individual exchange partners cannot be guaranteed.
FTMBA | 14
CLASS AND CAREER
.
Outside Front
Accelerating Your Career
Our faculty, staff, coaches and Career Advancement Centre team work
closely with you to help you find the post-graduation job that showcases
your skills and capabilities, and accelerates your career.
$120,852 CAD
average total compensation
accepted a job offer within
3 months of graduation 98% (100% reporting rate)
Class of 2021
FTMBA | 15
Class Profile
59%
male 40%
female
Sample of Companies that Hire Our MBAs
36% Financial Services
26% Consulting
Technology 13%
Healthcare 6%
Retail 5%
Consumer Goods 4%
Government 2%
Non-Profit 2%
Real Estate 2%
Telecommunications 1%
Marketing Services 1%
Other 2%
Employment by Industry
Class of 2023
Class of 2021
CONSULTING
• A.T. Kearney
• Accenture
• Boston Consulting Group
• Capgemini
• Deloitte
• EY
• KPMG
• McKinsey & Company
• PricewaterhouseCoopers
CONSUMER PACKAGED
GOODS/FOOD/
PHARMACEUTICAL
• Johnson & Johnson
• McCain
• Maple Leaf Foods
• Molson Coors
• PepsiCo
• Pfizer
• Reckitt Benckiser
• Unilever
TECHNOLOGY &
COMMUNICATIONS
• Amazon
• Adobe
• Bell
• Google
• IBM
• Microsoft
• Rogers
• Telus
• Uber
• Xerox
ENTERTAINMENT/
MEDIA/ INFORMATION
• Disney
• Nielsen
INVESTMENT &
FINANCIAL SERVICES
• Bank of America
Merrill Lynch
• BMO
• Brookfield Financial
• Capital One
• CIBC
• CPPIB
• Credit Suisse
• Dundee Capital Markets
• Equitable Bank
• HBC
• Mackenzie Investments
• Macquarie Group
• Manulife
• National Bank
• RBC
• Scotiabank
• Sun Life Financial
• Travelers
• TD Bank
• Waterton Global
Resource Management
CONSTRUCTION/
INFRASTRUCTURE/
REAL ESTATE
• Aecon
• Cadillac Fairview
• Emma Capital
• Oxford Properties
MANUFACTURING/
INDUSTRIAL/ CHEMICAL/
ELECTRONICS
• DuPont
• Dow Chemical
• GE
• Honeywell
• Tenaris
• Texas Instruments
ENERGY & RESOURCES
• Atomic Energy of Canada
• Haliburton
• Imperial Oil
• Shell
• Suncor
• Teck Resources
• TransCanada
LUXURY GOODS
• Christian Dior
HEALTHCARE
• Hamilton Health Sciences
• Harvard Medical School
• Health Canada
• Heart & Stroke
• The Hospital for
Sick Children
• John Hopkins University
• University Health Network
RETAIL
• Canadian Tire
• Indigo
• Loblaw
• Staples
• Tim Hortons
• Walmart
We’ll Help You Get Started
We provide a highly personalized experience from
initial inquiry, through the admissions process, during
the program, and after graduation.
Contact us through smithqueens.com/ftmba or
at 1.888.393.2622 to work one-on-one with an
Application Advisor.
Inside Back
Inside Front
average base salary
delta vs. pre-MBA job
of grads made at least
one career transition
(industry, function or city)
69% 93%
4.2
average years of
work experience
78
students
28
average age
The Full-time MBA has deliberately small class sizes and diverse student
backgrounds which make for an outstanding learning experience.
From countries including: Bangladesh,
Bulgaria, Cameroon, Canada, China, Costa
Rica, India, Ireland, Kenya, Lebanon, Mexico,
Nigeria, Pakistan, Peru, Philippines, Portugal,
Serbia, Turkey, and USA.
Academic backgrounds include arts, business,
economics, engineering, healthcare, law,
sciences, technology, and more.
58%
Canadian
students
42%
International
students
1%
non-binary
FTMBA | 16
CURRICULUM
Complete your MBA in 12 months and re-enter the workforce
with the knowledge and skills to begin advancing your career.
Our modern curriculum features relevant courses that align
with employer needs. Through specializations including Digital
Transformation and Management Analytics, you will gain a broad
understanding of the global business environment and be equipped to
handle today’s business challenges. Our integrated approach to teaching
encompasses a variety of methodologies. This will allow you to develop
a full understanding of business functions applicable to any industry.
There are two modules: the Foundations Level, which provides an
overview of business fundamentals; and Mastery Level, which enables
you to choose an area of interest.
Upon completion of the MBA, you may then choose to advance to
the Expert level by pursuing a second Master’s degree in this area
of specialization.

Outside Front
FTMBA | 17
Business
Fundamentals
Career
Concentrated
Electives
Business Pre-MBA
Preparatory Sessions
Expert Level:
Double-degrees
Smith offers optional non-credit, one-day sessions in topics such as Accounting,
Finance and Statistics, case preparation, and more.
The Expert Level enables you to apply some of your MBA credits to a second Master’s degree.
Currently there are five options:
• Master of Finance
• Master of Management Analytics
• Juris Doctorate
• Master of Science in Healthcare Quality
• Master of Management in Artificial Intelligence
There are multiple ways to pursue a second degree.
Foundational curriculum covering the core management skills required to lead in business.
Take eight elective courses and an optional
area of specialization. Earn a supplemental
certificate in that area of focus.
Substantial team and individual project
assignments allow for deep learning and
practical application.
Specializations are offered in the areas
of highest demand such as:
• Consulting
• Finance
• Marketing and Sales
• Entrepreneurship and Innovation
• Management Analytics
• Digital Transformation
• Business Analytics
• Business and Corporate Strategy
• Business, Government and the Global Economy
• Economics and Industry Analysis
• Finance Fundamentals
• Financial Accounting
• Introduction to Digital Business
• Leading with Integrity
• Managing Human Capital
• Marketing Fundamentals
• Negotiations & Conflict Management
• Operations and Supply Chain Management
• Professional Communication Skills
• Integrated Team Project*
JUL
JAN
FEB
MAR
APR
MAY
JUN
AUG
SEP
OCT
NOV
DEC
Inside Back
Inside Front
* Our project based courses offer a unique opportunity to work with Small to Medium Size
Enterprises (SME) and put into practice what you are learning throughout the program.
NEW
ELECTIVES
• Advanced Portfolio
Management
• Analytical Decision Making
• Consumer Focused Marketing
• Corporate Valuation &
Mergers and Acquisitions
• Creating & Executing
Market-Based Strategy
• Decision-making
in Competitive
Environments NEW
• Digital Execution NEW
• Digital Transformation NEW
• Diversity and Inclusion
in Organizations NEW
• Dynamic Strategy Analysis NEW
• Finance Strategy
• Financing of New Ventures
• Global Strategy
• Management Accounting
• Managing Agile Projects
• New Venture Management
• Organizational Intelligence
& Strategy NEW
• Pricing Analytics
• Risk Management
• Sales Management
• Strategic Problem Solving
& Insights NEW
• Strategic Service Operations
• Strategy Implementation
& Change
• Topics in Analytics NEW
• Tri-Colour Venture Fund
• Individual Project (mandatory)*
FTMBA | 18
Let Us Help You Get Started
We provide a highly personalized experience from
initial inquiry, through the admissions process,
during the program, and after graduation.
Contact us through smithqueens.com/ftmba or
at 1.888.393.2622 to work one-on-one with an
Application Advisor.
The Stephen J.R. Smith School of Business
Goodes Hall, Queen’s University
Kingston, Ontario, Canada, K7L 3N6
Toll-free: 1.888.393.2622
PROFESSIONAL DESIGNATIONS
While completing your MBA at Smith, you
can begin a professional designation:
Options
CERTIFICATE IN SOCIAL IMPACT
Participating students have an opportunity to augment
their degree with exposure to the dynamic world of social
impact — exploring areas such as sustainability, social
finance, social innovation, social entrepreneurship, and
values-based leadership. By completing certain courses
and participating in key events and volunteer activities,
you can earn a Certificate in Social Impact.
FTMBA | 19
ADMISSIONS
We are looking for exceptionally talented and motivated individuals.
Academic strength, career progress, leadership potential, and strong
interpersonal and communications capacity are just some of the
characteristics we are seeking for Smith’s MBA Class of 2024.
Successful applicants will typically meet the following requirements:
• A four-year (or international equivalent) undergraduate
degree from a recognized university;
• Two years relevant work experience;
• An acceptable and complete GMAT or GRE score;
• If applicable, an acceptable score on an approved English
proficiency test (TOEFL, IELTS, PTE, or MELAB);
• Two professional references; and
• Completion of two video questions and one written response.
In compelling cases, exceptions may apply. Candidates who meet the
core requirements may be invited for an admissions interview.

FTMBA | 20
Fees and Scholarships
The MBA fee includes program enrollment,
all books, case materials and other
instructional supplies, events like case
competitions, career related non-academic
events, and executive coaching.
The fees for Class of 2024 (starting January
2023) are $83,444 CAD for domestic and
$104,100 CAD for international students.*
All qualified candidates who submit a
completed admissions application will be
automatically considered for a number of
entrance scholarships.
There is no application fee.
The Time is Now
Admission to the Smith MBA
is competitive. Applicants are
encouraged to apply early as space
and academic scholarships are limited.
Complete applications are reviewed
immediately upon receipt and
admissions decisions are rendered
after references are checked.
Key Program Dates
• Classes start — January
• Early round major scholarship
decisions — May 1
• International application
deadline — September 1
• Late round major scholarship
decisions — October 1
Let Us Help You Get Started
We provide a highly personalized experience from
initial inquiry, through the admissions process, during
the program, and after graduation.
Contact us through smithqueens.com/ftmba or
at 1.888.393.2622 to work one-on-one with an
Application Advisor.
The Stephen J.R. Smith School of Business
Goodes Hall, Queen’s University
Kingston, Ontario, Canada, K7L 3N6
Toll-free: 1.888.393.2622
A22.0043
Financing
Domestic students
Smith School of Business has partnered with
RBC to offer a student line of credit tailored
to your needs.
Those accepted into the Full-time MBA
Program can now apply for the Ontario
Student Assistance Program (OSAP).
Visit smithqueens.com/ftmba for detailed information
on fees, scholarships and financing options.
*Fees are subject to final approval from the Queen’s Board of Trustees
FTMBA | 21
At Smith School of Business
we provide a highly personalized
experience from initial inquiry,
through the admission process,
during the program, and after
graduation.
From the start we will work with you to
assess your fit for the program and help
you apply for admission. We’re looking
for outstanding individuals with stellar
academic capacity, a great work ethic,
the ability to work effectively in teams
and strong interpersonal skills.
For more information on
the admission process
and requirements go to
smithqueens.com/ftmba
LET US
HELP
YOU GET
STARTED
The Stephen J.R. Smith School of Business
Goodes Hall, Queen’s University
Kingston, Ontario, Canada K7L 3N6
Toll-free: 1.844.533.1651
smithqueens.com/ftmba
A21.0064 Information in this brochure is accurate at time of publication.

The Montreal advantage
• Top 5 Best student cities in the world
(QS Best student cities ranking)
• #1 Safest city in North America
(Statistics Canada)
• #1 Most affordable major city in Canada
and the U.S. (UBS Prices and earnings, 2018)
Bienvenue à Montréal!
Montreal consistently ranks as one of the world’s
best student cities. Safe, clean and cosmopolitan,
it offers a high quality of living at a low cost. In
an affordable city with a vibrant atmosphere,
Montrealers thrive on great food and culture,
getting around by using its world-class cycling and
public transportation infrastructure.
Located in the vibrant heart of downtown
Montreal, Concordia University’s John Molson
School of Business is one of Canada’s leading
business schools.
Practical. Flexible. Experiential
The John Molson MBA is a practical program
in every possible way. We look at management
practices from a holistic and interdisciplinary
perspective. Our flexible program allows you
to create a schedule that fits your life while
you acquire the comprehensive skills employers
want through our case-based and experiential
learning approach.
MBA 650
Crafting and Implementing Successful Strategies
MBA 647
Managing People
in
Organizations
MBA 648
Business Process
Management
MBA 649
Strategic
Managerial
Accounting and
Control
MBA 643
Managerial
Analytics
MBA 644
Marketing
Management
MBA 645
Economics
for
Organizational
Decision
Making
MBA 646
Financial
Management
MBA 642
Financial Reporting for Responsible Decision Making
MBA 641
Responsible Manager
MBA 640
On Ramp (no credit)
Class profile
Designed as a two-year, 45-credit
program, the John Molson MBA may be
completed in as little as 16 months by
taking summer classes. It covers a wide
array of business topics to strengthen
your strategic decision-making and critical
thinking abilities.
On-ramp
Comprised of several quantitative
modules, this online course will give you
invaluable tools to prepare for the rest of
the MBA program.
Core (30 credits)
Our case-format core begins with an
overview of ethics, sustainability, and
the role of organizations in society. You
will then develop the practical expertise
needed to manage specific business areas
and finally apply it to cross-functional
business problems.
Join a diverse network
Expand your network and learn from
students who come from all over the
world, bringing together a diverse range
of backgrounds. Our small class size allows
for close-knit interactions with your peers.
Seize the opportunity to gain practical skills while earning credits toward your degree. The hands-on
experience, practical knowledge and network developed through these options add tremendous value to
your profile. Personalize your experience by tailoring the program according to your interests, motivation
and career goals.
Electives (15 credits)
Compete Experience Explore
ICOP Social Business
Case Competition
Live Case Challenge
MBA Case Competition Organizer
and Participant
MBA International Case
Competition Executive
Van Berkom Small-cap Investment
Case Competition
CEO shadowing
Co-op paid internship
Concordia Small Business
Consulting Bureau
Community Service
Initiative
Van Berkom Investment
Management Program
International exchange
Business research paper
Elective courses in:
• Accounting
• Business Technology
Management
• Data Analytics
(SAS certification available)
• Finance
• Management
• Marketing
• Supply Chain Management
• Surgical Innovation
CEO shadowing Unique to JMSB is the opportunity to learn to lead by shadowing a top executive. This special feature of the Co-op paid
internship program allows MBA students to work alongside the CEO of a small or medium-sized enterprise for up to 15 weeks.
Tap to learn more
Continue developing your skills and leadership style
by getting involved outside of the classroom. Every
year, our students participate in a wide array of case
competitions, community initiatives and networking
activities, taking their education and careers to the
next level by applying what they have learned in a
practical way. Getting involved in extra-curricular
activities is an excellent way to set yourself apart
while making connections that will last a lifetime.
• International Community Outreach Program
• John Molson Graduate Student Association
Speaker Series
• John Molson Entrepreneurship Club
• John Molson Graduates Investment Club
• John Molson Sustainable Business Group
• John Molson Women in Business Club
• MBA Case Competition Committee
• MBA Society
• Briscoe Business Ownership Club
• John Molson Project Management Club
Experiential learning was the highlight
of my MBA. Case competitions exposed
the intricacies of a wide range of industries
and inspired me to pursue a career in
sustainable investing. Many opportunities
and important insights arose out of my
involvement and I feel privileged to be a
part of the JMSB community.
Winnie Hu (MBA’19)
Get involved as an organizer or compete against
the world’s very best teams. Open to top business
schools worldwide, the John Molson MBA
International Case Competition is recognized
as the largest case competition of its kind. Our
annual, not-for-profit event welcomes 36 teams
from universities across the globe for a weeklong competition at the start of January and is
organized by a team of MBA students.
As part of the John Molson International
Case Competition, I gained access to
incredible mentorship from a board of
directors composed of C-Level executives.
Their advice and outlook on the challenges
we faced as a team had a huge impact on
my professional development. It was also
through ICC that I built my strongest and
most lasting friendships in the MBA.
Evan Baker (MBA’20)
Tap to learn more
Dedicated to your success, Career Management
Services supports all students and alumni in their
professional endeavours and provides relevant
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sustainability
Article
An Explanatory Study of MBA Students with Regards
to Sustainability and Ethics Commitment
Marian Buil 1,*, Juan Pedro Aznar 2
, Jorge Galiana 3 and Alba Rocafort-Marco 4
1 Entrepreneurship and Innovation Department, Escola de Ciències Socials i de l’Empresa-Tecnocampus,
Universitat Pompeu Fabra, Mataró 08302, Spain
2 Economy, Accounting and Finance Department, ESADE Business & Law School, Barcelona 08034, Spain;
juapedro.aznar@esade.edu
3 Accounting Department, LaSalle Barcelona, EAE Business School, Universitat Politècnica de Catalunya,
08015 Barcelona, Spain; jgaliana@ub.edu
4 Politics, Philosophy and Economics Departament, University of Manchester, Manchester M13 9PL, UK;
albarocafort@gmail.com
* Correspondence: mbuil@tecnocampus.cat; Tel.: +34-670677288
Academic Editor: Giuseppe Ioppolo
Received: 15 January 2016; Accepted: 11 March 2016; Published: 18 March 2016
Abstract: (1) Background: The consequences of the recent economic crisis have shown the need for
promoting certain key skills in future entrepreneurs to create enterprises that are capable of producing
added value, generating employment and remaining solvent or growing in a competitive and highly
volatile environment. Therefore, the issue is not simply a matter of creating more businesses, but
rather, a model based on organizations with strong sustainable values in the long term. (2) Methods:
The originality and new approach of this article is to establish, through an empirical approach,
the link between the entrepreneurial skills and environmental and social commitment in times of
crisis. Based on the analysis of a questionnaire answered by MBA students and using structural
equation modelling, the relation between entrepreneurial skills, social and environment commitment
are tested. (3) Results: The statistical analysis proved the existence of a positive relation between
entrepreneurs’ skills and environmental and social commitment pointing out the importance of
sustainability commitment as a source of high added value activities. (4) Conclusion: The paper
demonstrates that investing in the promotion of entrepreneurial skills in education systems has
positive effects on how future entrepreneurs will manage their firms. Therefore, this sustainably
depends on the present education policies.
Keywords: entrepreneurship skills; social commitment; environmental commitment; sustainability; ethics
1. Introduction
The consequences of the recent economic crisis have shown the need for promoting certain
key skills in future entrepreneurs to create enterprises that are capable of producing added
value, generating employment and remaining solvent or growing in a competitive and highly
volatile environment. Such an example is the European Commission’s statement, which in
mid-2009, already considered that developing an economic, social and educational environment
that fostered entrepreneurial skills among young people and that provided a proper environment
for entrepreneurship was the main action plan to combat youth unemployment [1]. To that end,
countless measures have gone into effect in Spain, with more or less success, starting with Act 14/2013
of Support to Entrepreneurs and Investors (Ley de Emprendedores) promoted by the Government of
Zapatero and ending with a large number of programs of study and university studies adapted and
more oriented to the labor market and entrepreneurship [2–4].
Sustainability 2016, 8, 280; doi:10.3390/su8030280 www.mdpi.com/journal/sustainability
Sustainability 2016, 8, 280 2 of 13
However, in taking a first glance at the media, one may observe that the global economic and
financial crisis has resulted in a marked crisis of values, a certain lack of ethics and, in some cases, a
significant disregard for the legal, environmental and even social setting [5–9].
International cases, such as Volkswagen (prosecution falsifying pollution levels in some of their
models) and Lehman Brothers (product commercialization without any ethical consideration), or
national cases, such as Bankia (they sold toxic financial products), highlight that, in times of crisis,
certain business leaders place their self-interest above the interests of other stakeholders and, naturally,
above those of the general public. They prioritize results based on individual benefits over stakeholder
or customer interests, with scarce considerations in terms of sustainability or ethics. This phenomenon
is the so-called short-term culture [10–13]. Therefore, the issue is not simply a matter of creating more
businesses, but rather, a model based on organizations with strong sustainable values in the long term.
Confronting this dichotomy, the present study aims to clarify the effects of promoting
entrepreneurial skills in future leaders and, more precisely, to observe whether, in a crisis environment,
negative consequences prevail in the form of short-termism for the future entrepreneur/manager or, on
the contrary, whether entrepreneurial skills have a positive effect on the future entrepreneur/manager’s
perception as regards managerial sustainability, which is defined as the achievement of economic goals
that are socially and environmentally responsible [14–16].
A survey was developed and distributed to contrast the present theory. A total of 339 students
who had taken a Master’s of Business Administration (MBA) in 2013–2014 and 2014–2015 responded to
this survey; they were asked about relevant aspects related to entrepreneurial skills, the commitment
to the environment and the commitment to society. It is precisely in this respect that the present
study adds value to the existing academic literature. [17] emphasize the scarcity of studies relating
entrepreneurial skills to social and environmental values in different environments and the lack of
articles focused on sustainable entrepreneurship from the perspective of the organizational leader’s
skills and values instead of the traditional managerial perspective.
MBA students present a suitable profile for performing this type of study, because their academic
background is very diverse, and additionally, once they finish their studies, they typically perform
tasks in which entrepreneurial skills are very present [18], either because some of the MBA students
decide to create their own business or because they tend to be employees occupying executive positions.
The analysis of aspects related to skills and entrepreneurial initiative has already been explained in
prior studies with MBA students [19–22].
This article makes a series of original contributions to research conducted in different ways.
First, the study analyzes the impact of entrepreneurial skills on the disposition to begin a sustainable
business venture. Second, it also analyzes a group destined to be an essential part of the future business
sector: MBA students. Third, it performs an empirical study in a crisis environment. Forth, the study
incorporates a methodological novelty by utilizing a second-order construct that adds the primary
entrepreneurial skills to the model to contrast. Fifth and finally, it introduces future lines of research
that, to date, have not been addressed and may provide useful and necessary information for a proper
definition of the public policies intended to promote the creation of sustainable enterprises.
The rest of the article is organized as follows. Section 2 offers a literature review regarding
entrepreneurial skills and sustainability. Section 3 describes the methodology through an empirical
study. Section 4 presents a quantitative analysis. The last section of this document is devoted to the
analysis of the obtained results, the conclusions based on the empirical study and the proposals for
future lines of research.
Sustainability 2016, 8, 280 3 of 13
2. Literature Review
2.1. Entrepreneurial Skills in a Crisis Environment
Economic crises are a recurring subject in economics [23]. They are characterized by periods of
limited growth, recession or stagnation of the GDP (gross domestic product), with consequences in the
distribution of resources and a range of social effects [24].
During the years 2008 and 2009, the global economy experienced its most severe financial crisis
since the 1930s [25–27]. This recession led to the collapse and government bailout of some of the most
important financial institutions in Europe and the U.S., in some cases, forcing the partial nationalization
of these institutions, in addition to the reformulation of the main monetary and fiscal policy programs
and the adoption of structural measures [28,29].
The effects of this crisis have been thoroughly studied in the literature, although there is no
consensus on establishing how the economic crisis affects entrepreneurial activities. According to [24],
the crisis situation may act as an agent of change for discovering new opportunities and generating
innovation. However, for other authors, such as [30], crisis situations negatively affect entrepreneurial
attitude, reducing the recognition of new opportunities and the investment in innovation; therefore,
one of the characteristics observed is the decline in entrepreneurship in these moments of crisis [31].
Other studies regarding the crisis conclude that, in times of deep recession, businesses adopt
a series of internal measures to maintain their profitability [32] and ensure their long-term survival.
Some of the internal measures described by [32] are imitated by entrepreneurs who create enterprises
in times of crisis [33].
In addition to the internal measures, several external factors favor the creation of enterprises in
certain areas and cities, such as policies supporting entrepreneurial initiative [34]
To outline policies that foster entrepreneurship [4], one must be aware of basic competences, so
that entrepreneurs can perform their role efficiently. In this context, a thorough understanding of such
skills helps guide educational policies and curricula, taking into account the growing weight of the
subjects and content related to the entrepreneur’s skills and the entrepreneurial projects not only in
business schools and economics and business faculties, but also in the field of science [2,3,21].
Due to the increasing significance of entrepreneurship in the educational system, the question that
arises is which entrepreneurial skills are required and which educational approach is the best. In one of
his most cited studies on entrepreneurial skills, [18] concludes that, for the entrepreneur to be successful
in an entrepreneurial initiative process, he or she does not require a single skill, but a set of skills
that should show a certain balance amongst them. Amongst these required competences, three major
entrepreneurial skills, recognized by the academic literature, can be distinguished. [35] propose three
basic skills that are necessary to perform a successful entrepreneurial task. One skill is the competency
of alertness, which measures the entrepreneur’s ability to recognize new business opportunities where
others cannot identify them. The second is the creative competency, which measures the ability to
provide a different and innovative approach when faced with a new problem; and finally, there is
self-consciousness, which is a competency of self-criticism and the ability to evaluate your own ideas
and the ideas of others with the aim of improving.
The available empirical evidence shows that students who possess such entrepreneurial skills
generally obtain more rapid entry into the job market than those who do not possess them, added
to the fact that their positions match their academic and competency-based profile, reducing youth
unemployment generated by the economic crisis [4].
Therefore, based on the existing literature, the following hypotheses are proposed:
H1: Creativity is a part of the basic competencies that an entrepreneur should possess, and
therefore, it has a direct and positive effect on entrepreneurial skills.
H2: Alertness is a part of the basic competencies that an entrepreneur should possess, and
therefore, it has a direct and positive effect on entrepreneurial skills.
Sustainability 2016, 8, 280 4 of 13
H3: Self-consciousness is a part of the basic competencies that an entrepreneur should possess,
and therefore, it has a direct and positive effect on entrepreneurial skills.
2.2. Sustainability
Sustainability references the transformation of an organization’s management model towards the
achievement of economic goals in a socially- and environmentally-responsible manner [14,16].
Management is not any more about trying to maximize profits. Some practices by managers
during the financial crisis without taking into account environmental and ethical considerations have
been overwhelmingly rejected by the society. There is an increasing demand for leadership and
management that considers social objectives and includes in the definition of the company aims
some related to the environment. Through their innovations and business practices, businessmen
and entrepreneurs with a profound sensitivity to sustainability have an impact on greater social
awareness about other ways of managing and determining organizational goals [17]. The introduction
of environmentally-responsible objectives and social aims into their business facilitates long-term
sustainability and has positive effects on customers and society. Therefore, the term sustainable
entrepreneurship has been introduced to refer to entrepreneurs who incorporate these concerns into
their way of acting.
Sustainable development is characterized by activity that is less focused on models of management
and technical procedures and more oriented toward personal initiative and the individual or
entrepreneurial group skills to achieve corporate success and social change through social and
environmental innovation [14,36]. Therefore, in addition to their entrepreneurial skills, sustainable
entrepreneurs should possess an environmental and social consciousness [37]. The combination of
entrepreneurial skills and environmental and social commitment enables sustainable entrepreneurs
to consider their professional life as a creative act [38]. In addition, these entrepreneurs possess the
capacity to modify and prioritize organizational goals so that social and environmental objectives
become a relevant part of the organizational objectives. Consequently, sustainable entrepreneurship is
performed by innovative businesses that offer products and services with social and environmental
benefits to a specific portion of the market who value these benefits [39], for example green
consumers [40].
Sustainable entrepreneurship includes both social and environmental aspects, and both have been
analyzed by the existing academic literature. On the one hand, the literature on social entrepreneurship
defines it as the achievement of social objectives and its financing [41–49], thus contributing to solving
social problems and creating value for society [17]. On the other hand, the literature on environmental
entrepreneurship defines it as the search for profitable business opportunities that solve environmental
problems [50–54]. Both social and environmental entrepreneurs have effects that go beyond their
business, playing the role of social change agents, as well.
This type of entrepreneurship has recently emerged as a managerial initiative that contributes to
sustainable development, including both social and environmental aspects [55–59].
However, contrary to the above-mentioned literature regarding sustainability, there are certain
studies that state that, in times of crisis, short-term goals related to personal survival prevail over
ethical, social or environmental aspects [10–13].
Therefore, based on the contribution made by most of the existing literature, future managers
should possess entrepreneurial skills and environmental and social commitment, which contribute to
the sustainability of the firm. Accordingly, the following hypotheses are proposed:
H4: The entrepreneurial skills possessed by entrepreneurs have a direct and positive effect on
their environmental commitment.
H5: The entrepreneurial skills possessed by entrepreneurs have a direct and positive effect on
their social commitment.
To summarize, Figure 1 displays the model to be contrasted. The model suggest the existence
of a relation between entrepreneurial skills that can be understood as a combination of at least three
Sustainability 2016, 8, 280 5 of 13
different skills (creativity, alertness and self-consciousness); and environmental and social commitment
by entrepreneurs and managers. The existence of such a relation would be important because firm
performance and community welfare increase when firms make a decision and define strategies
including these two dimensions.
Sustainability 2016, 8, 280 5 of 13
Figure 1. Model to be contrasted. CREAT, creativity; CONC, self‐consciousness; ENV, environment;
ENT, Entrepreneurial; SOC, social; COM, commitment.
3. Methodology
3.1. Sample and Data Collection
With the aim of contrasting the hypotheses noted above, a sample of 339 students who obtained
a Master’s in Business Administration (MBA) at Spanish universities during the 2013–2014 and
2014–2015 academic years has been analyzed. In the academic literature regarding entrepreneurship,
it is commonplace to utilize MBA students as study subjects because these students have chosen
studies that allow them to hold managerial and decision‐making positions, and they are supposed to
embark on entrepreneurial efforts for themselves or for others. As examples of the academic
literature using MBA students to contrast the entrepreneurial hypotheses, the authors who can be
cited include [19,20]. In terms of academic studies, work experience and scope of employment, the
main characteristics of the students in the sample are displayed in Table 1.
These students completed a survey composed of different items that intended to value the
different skills that an entrepreneur should possess, in addition to the social and environmental
commitment of each respondent, all in accordance with the relevant academic literature in this area.
The design of the survey took into account prior surveys documented by the academic literature.
Answers to the questions are established according to a 7‐point Likert scale with values ranging
from 1–7, 7 being the highest degree of identification with the proposed question. Table 2 displays
the mean values for the different questions that help define the three skills under consideration and
social and environmental commitment.
Table 1. Profile of survey respondents.
Variable N = 339
Age: mean 38
Education level:
‐ University degree/Bachelor’s degree 78.59%
‐ Master’s or Ph.D. 18.24%
‐ Other 3.17%
Work experience:
‐ <1 year 10.03% ‐ Between 1 and 5 years 19.77% ‐ Between 5 and 10 years 54.62% ‐ >10 years 15.58%
Current job:
‐Executiveteam65.49%Figure 1. Model to be contrasted. CREAT, creativity; CONC, self-consciousness; ENV, environment;
ENT, Entrepreneurial; SOC, social; COM, commitment.
3. Methodology
3.1. Sample and Data Collection
With the aim of contrasting the hypotheses noted above, a sample of 339 students who obtained
a Master’s in Business Administration (MBA) at Spanish universities during the 2013–2014 and
2014–2015 academic years has been analyzed. In the academic literature regarding entrepreneurship, it
is commonplace to utilize MBA students as study subjects because these students have chosen studies
that allow them to hold managerial and decision-making positions, and they are supposed to embark
on entrepreneurial efforts for themselves or for others. As examples of the academic literature using
MBA students to contrast the entrepreneurial hypotheses, the authors who can be cited include [19,20].
In terms of academic studies, work experience and scope of employment, the main characteristics of
the students in the sample are displayed in Table 1.
Table 1. Profile of survey respondents.
Variable N = 339
Age: mean 38
Education level:
– University degree/Bachelor’s degree 78.59%
– Master’s or Ph.D. 18.24%
– Other 3.17%
Work experience:
– <1 year 10.03% - Between 1 and 5 years 19.77% - Between 5 and 10 years 54.62% - >10 years 15.58%
Current job:
– Executive team 65.49%
– Entrepreneurs/other 34.51%
Sustainability 2016, 8, 280 6 of 13
These students completed a survey composed of different items that intended to value the different
skills that an entrepreneur should possess, in addition to the social and environmental commitment
of each respondent, all in accordance with the relevant academic literature in this area. The design
of the survey took into account prior surveys documented by the academic literature. Answers to
the questions are established according to a 7-point Likert scale with values ranging from 1–7, 7
being the highest degree of identification with the proposed question. Table 2 displays the mean
values for the different questions that help define the three skills under consideration and social and
environmental commitment.
Table 2. Measures of the variables that form the model.
Dimension Code Definition Average
Alertness
ALERT1 Frequent interactions with third parties
to acquire new information 4.51
ALERT2 I pay attention to new business opportunities 4.66
ALERT3 I actively search for new information 5.00
ALERT4 I maintain ongoing contact with resource centers
(chambers of commerce, business incubators, etc.)
4.23
Creativity
CREAT1 My point of view is often different from that of others 4.78
CREAT2 I often provide new ideas and approaches for different problems 4.75
CREAT3 I see relationships between parts that are apparently unrelated 4.62
CREAT4 I am good at connecting different points of view 4.27
Self-Awareness
CONC1 Detecting business opportunities is inherent to my personality 4.84
CONC2 I have an intuition regarding potential opportunities 3.59
CONC3 I can distinguish between profitable
and unprofitable opportunities 4.63
Social
Commitment
SOC COM1 I strongly believe in job preservation and the
positive effect of a good work environment 5.81
SOC COM2 I believe businesses should offer equal compensation
to people who perform the same task 5.41
SOC COM3 Businesses should be committed to their community 4.86
Environmental
Commitment
ENV COM1 I do not understand a business that does not
have a sustainable environmental approach 5.14
ENV COM2 Employees should be trained and encouraged to
promote positive environmental initiatives 4.66
ENV COM3 I believe in environmental marketing 4.54
ENV COM4 Businesses should quantify environmental savings and costs 5.37
3.2. Measures
The literature review has helped determine the variables that compose the model to contrast;
thus, the different items have been grouped in Table 2, measuring each variable according to the items
detailed below:
‚ Alertness (ALERT): frequent interactions with third parties to acquire new information; being
alert to new business opportunities; and active search for information and ongoing contact with
resource centers related to entrepreneurship, such as chambers of commerce, business incubators,
universities, Research Results Transfer Offices, etc.
‚ Creativity (CREAT): the diversity of approaches when facing a situation; the emergence of new
ideas for different problems; the ability to relate parts with no apparent connection; and the ability
to connect different points of view.
Sustainability 2016, 8, 280 7 of 13
‚ Self-consciousness (CONC): the inherent ability to recognize business opportunities; intuition
regarding potential opportunities; and the ability to distinguish between profitable and
unprofitable opportunities.
‚ Social commitment (SOC COMM): the belief in job preservation and the positive effects on
the work environment; equal pay for equal work; and the commitment of the business to the
community where it operates.
‚ Environmental commitment (ENV COMM): training and encouraging employees to promote
positive environmental initiatives; the belief in environmental marketing; and quantifying
business environmental savings and costs.
4. Results
The statistical analysis was divided into two distinct parts. Through a factor analysis of the survey
variables, the first part aimed to determine the different dimensions that formed the model to contrast.
Once the dimensions were defined, the second part aimed to test the validity of the proposed model
through structural equations. The work performed in each of these parts is detailed below.
4.1. Factor Analysis
Based on an exploratory factor analysis (EFA), the variables that best explained each of the
dimensions that form the model were selected. In addition, as indicated in the literature [60],
the variables with values lower than 0.5 were eliminated from the model. As a result of this first
analysis, it can be observed that the variables were grouped into five different dimensions.
Once the composition of the dimensions was determined, each dimension was subjected to a
confirmatory factor analysis (CFA) to refine each construct. Drawing from this analysis, several factors
were eliminated because they did not surpass the threshold value of 0.7 demanded by the literature,
reducing the model to 18 factors and five dimensions. These dimensions were subjected to analysis
through Cronbach’s alpha, which in all cases surpassed the required value of 0.7 [61].
The penultimate stage for this first part was an analysis of the consistency, reliability and
convergent validity of the dimensions. In all cases, the internal consistency surpassed 0.6 [62]; the
average variance extracted (AVE) surpassed 0.5; and convergence validity was confirmed based on [63].
The results and main statistics from this first part may be observed in Table 3:
Sustainability 2016, 8, 280 8 of 13
Table 3. Factor analysis of the dimensions. AVE, average variance extracted.
Dimension Code CFA Internal Consistency and
Reliability Statistics
Alertness
ALERT1 0.767
ALERT2 0.803 Cronbach’s alpha: 0.828
ALERT3 0.812 Composite reliability: 0.878
ALERT4 0.822 AVE: 0.642
Creativity
CREAT1 0.756
CREAT2 0.784 Cronbach’s alpha: 0.809
CREAT3 0.816 Composite reliability: 0.871
CREAT4 0.815 AVE: 0.629
Self-Awareness
CONC1 0.781 Cronbach’s alpha: 0.812
CONC2 0.776 Composite reliability: 0.829
CONC3 0.802 AVE: 0.618
Social Commitment
SOC COM1 0.763 Cronbach’s alpha: 0.821
SOC COM2 0.808 Composite reliability: 0.837
SOC COM3 0.812 AVE: 0.631
Environmental
Commitment
ENV COM1 0.796
ENV COM2 0.777 Cronbach’s alpha: 0.808
ENV COM3 0.785 Composite reliability: 0.867
ENV COM4 0.791 AVE: 0.620
Finally, once the dimensions were defined and tested, a final discriminant validity analysis was
conducted, demonstrating in all cases that each construct was more related to its own dimensions rather
than to the dimensions of the other constructs. Table 4 shows the statistics that confirm this situation.
Table 4. Discriminant validity.
Alert Creat Conc Soc Com Env Com
Alert 0.801 *
Creat 0.488 0.793 *
Conc 0.315 0.311 0.786 *
Soc Com 0.598 0.402 0.546 0.795 *
Env Com 0.253 0.411 0.186 0.304 0.787 *
* Square root of the AVE in the diagonal.
4.2. Contrast of the Model
Via EQS 6.1 software (Multivariate Software, Inc., Temple City, CA, USA) and utilizing the robust
model of structural equations, the validity of the proposed model was tested, confirming its aptitude
through the observation of the main statistics. According to the literature, [64] establish that having
three statistics available among the recommended values is sufficient to test the validity and the
explanatory ability of the defined models in accordance with this methodology. This model surpasses
the minimum requirements, proving the model’s robustness and explanatory power. Table 5 shows
the results for the main statistics and their ideal values according to the literature.
Sustainability 2016, 8, 280 9 of 13
Table 5. Main statistics.
Statistics Result Ideal Value
x
2/degrees of freedom 2.730 <3 BB-NFI (Bentler–Bonnet normed fit index) 0.863 >0.8
BB-NNFI (Bentler–Bonnet non-normed fit index) 0.919 >0.9
CFI (comparative fit index) 0.921 >0.9
RMSEA (root mean square error of approximation) 0.082 <0.06 * Satorra–Bentler-scaled chi-square. To conclude the section regarding the results and as a summary, Figure 2 represents the model and the statistics of the causal relationships derived from this model. Via EQS 6.1 software (Multivariate Software, Inc., Temple City, CA, USA) and utilizing the robust model of structural equations, the validity of the proposed model was tested, confirming its aptitude through the observation of the main statistics. According to the literature, [64] establish that having three statistics available among the recommended values is sufficient to test the validity and the explanatory ability of the defined models in accordance with this methodology. This model surpasses the minimum requirements, proving the model’s robustness and explanatory power. Table 5 shows the results for the main statistics and their ideal values according to the literature. Table 5. Main statistics. Statistics Result Ideal Value x2/degrees of freedom 2.730 <3 BB‐NFI (Bentler–Bonnet normed fit index) 0.863 >0.8
BB‐NNFI (Bentler–Bonnet non‐normed fit index) 0.919 >0.9
CFI (comparative fit index) 0.921 >0.9
RMSEA (root mean square error of approximation) 0.082 <0.06 * Satorra–Bentler‐scaled chi‐square. To conclude the section regarding the results and as a summary, Figure 2 represents the model and the statistics of the causal relationships derived from this model. Figure 2. Standardized solution of the causal model. ** p‐value significant at the 0.05 level. 5. Analysis of the Results and Conclusions The statistical analysis validates all of the hypotheses proposed in the present study. First, it is important to highlight that, as suggested by [35], entrepreneurial skills, i.e., creativity, alertness and self‐consciousness, have a strong presence in future entrepreneurs, mainly the skills of creativity and awareness. The obtained results prove the validity of Hypotheses H1, H2 and H3 and reaffirm the results obtained in other works, such as that by [24]. Future business leaders who were trained in times of crisis possess a greater ability to detect new business opportunities that were most likely not previously considered [37]. In addition, the present study seems to indicate that the subjects of the study have developed an inherent ability to solve problems and face difficult situations by applying differential perspectives as a consequence of an adverse environment. It seems logical that, in a crisis environment where adversities prevail over good news, any actor who works efficiently in this environment can develop the required skills to confront these problems. In this manner, creativity prevails as a basic entrepreneurial skill in hostile environments. Everything seems to indicate that educational policies, such as reorienting programs of study and public policies for entrepreneurial development, have at least managed to maintain the main Figure 2. Standardized solution of the causal model. ** p-value significant at the 0.05 level. 5. Analysis of the Results and Conclusions The statistical analysis validates all of the hypotheses proposed in the present study. First, it is important to highlight that, as suggested by [35], entrepreneurial skills, i.e., creativity, alertness and self-consciousness, have a strong presence in future entrepreneurs, mainly the skills of creativity and awareness. The obtained results prove the validity of Hypotheses H1, H2 and H3 and reaffirm the results obtained in other works, such as that by [24]. Future business leaders who were trained in times of crisis possess a greater ability to detect new business opportunities that were most likely not previously considered [37]. In addition, the present study seems to indicate that the subjects of the study have developed an inherent ability to solve problems and face difficult situations by applying differential perspectives as a consequence of an adverse environment. It seems logical that, in a crisis environment where adversities prevail over good news, any actor who works efficiently in this environment can develop the required skills to confront these problems. In this manner, creativity prevails as a basic entrepreneurial skill in hostile environments. Everything seems to indicate that educational policies, such as reorienting programs of study and public policies for entrepreneurial development, have at least managed to maintain the main entrepreneurial skills in business leaders and future entrepreneurs, despite the adverse effect that the crisis could cause on these individuals, as noted in the literature [4,65–68]. However, the main contribution of the present study lies in the fact that it confirms that entrepreneurial skills are positively related to a greater environmental commitment and socially responsible management. The statistical analysis validates Hypotheses H4 and H5, which assert the existence of a positive relationship between entrepreneurial skills and entrepreneurs’ social and Sustainability 2016, 8, 280 10 of 13 environmental commitment. Therefore, it is clear that future leaders bet on sustainability as a business model and that the crisis did not make them eliminate these two ethical values from their business scope. The present study cannot claim that the crisis was beneficial or detrimental to social and environmental commitment, given that the methodology applied and the available data do not allow such an analysis. However, the study can affirm that the crisis has not affected these basic values and can also affirm that entrepreneurial skills have a positive effect on management as regards business ethics. Environmental commitment and a business that takes into account social aspects represent significant positive externalities and are aligned with a growing opinion trend in favor of another type of resource management, wherein general interests prevail over self-interest. It involves a social commitment demanded by a growing fraction of the population, for whom consumers or workers value a business commitment beyond the generation of profits. The increasing significance of corporate social responsibility is a clear example of this trend. The obtained results allow for certain recommendations that can guide decisions on educational policies and continuing training. On the one hand, there is the need for programs of study and teaching methodologies that take into account the promotion of entrepreneurial skills, in addition to the necessary reflection on the social and environmental implications of the different types of management. On the other hand, in the current context of continuous change, growing youth unemployment and economic crisis, continued training becomes a relevant tool. The opportunity cost associated with the use of these resources implies the need for managerial efficiency. The results of this study suggest that training in entrepreneurial skills could improve students’ abilities to find a job or start a business venture [4] and also helps them to manage businesses following the values demanded by our society. Consumers are demanding from companies that the firm has behaved considering its environmental and social impact [69], but also, there is an increasing number of rules and new regulations that push in favor of this commitment (World Business Council for Sustainable Development, 2000 [70]). The balance between regulation and consumers’ demands depends on the cultural and social context. Europe is a clear example with some common regulations according to the European Union regulation, but different pressure from consumers depending on the country. Public policies will increasingly take into account the UN sustainable development goals. Entrepreneurs have to consider that our cities and communities must be sustainable, be aware of the climate change effects of our decisions in terms of productive process and consumer behavior and the importance of reducing social inequalities, for instance facilitating access to new technologies, or education to everyone, or to promote gender equality inside the organizations. The way we teach our future managers needs to include that they learned how to take into account these items in their decision-making process. These development goals do not only apply to education, the industrial policy designed to support the growth of small and medium-sized companies also will consider the contribution of these firms to the goals of common society. This study invites future studies on the subject. For example, it might be interesting to add other constructs to the model, more precisely in its final section, analyzing the effect of entrepreneurial skills not only on social and environmental commitment, but also on the commitment to quality management practices, fulfilling the triple bottom line business model. Another possibility might be to segment the sample by gender or source study to detect possible differences between sub-samples. Finally, it is important to note that this study is subject to the limitations of the methodology employed. The main limitation resides in the fact that the surveys were conducted in a certain area; thus, it might be difficult to extrapolate the results to other countries due to the different economic situations or legal environments. Acknowledgments: The authors would like to thank the anonymous reviewers for their contributions. 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