sangeet chowfla

© 2015 Graduate Management Admission Council® (GMAC®) All rights reserved.

GMAC Pan-African Assessment in the Story of African Success in

the 21st Century Sangeet Chowfla, President and CEO, GMAC

AABS Connect Annual Conference

Johannesburg, South Africa May 19, 2015


Graduate Management Admission Council® Interna(onal Associa(on •  212 governing Business Schools •  6,000+ programs •  80+ countries •  mba.com

GMAC is known for: •  The GMAT® Exam available in 115 countries •  Research, surveys, and market intelligence •  Professional development and networking opportuniPes •  In Africa – Student pipeline development iniPaPves


GMAC® Vision & Mission Vision GMAC will be the global leader in connec%ng talent and aspiraPon with opportunity. Mission GMAC believes that business and management are criPcal to the economic and social well-‐being of people worldwide. We provide informa%on and insights to improve decision making about the discovery and evaluaPon of talent. At GMAC, we do this to contribute to the effecPve use of human, natural, and financial resources throughout the world.


Connect

Fill

Convene

Find

Understand

SCHOOLS

CANDIDATES

INDUSTRY PROFESSIONALS

Purpose


Topics to cover today

GLOBAL GME ADMISSIONS TRENDS •  Global trends •  Africa-‐specific trends

VALUE OF A COMMON ASSESSMENT •  GMAC assessments in the global context •  Role of a Pan-‐African assessment in enhancing African school market place

UPDATE ON PAN-‐AFRICAN ASSESSMENT •  Progress to date •  Plans to pilot & launch assessment

1

2

3


Global GME Admissions

Worldwide-‐trends and Africa-‐specific trends, Vis-‐à-‐vis the GMAT and GMAC survey research

1


Strong demand for the full-time MBA

80%

64%

41%

28%

43% 50%

61%

2008 2009 2010 2011 2012 2013 2014

Source: GMAC Application Trends Survey 2014. Note: previous year data may differ slightly from public reports due to late survey respondents. Differences, however, would be minor.

% of Global FT MBA Programs Reporting Growth


Slowdown in masters applications

0%

25%

50%

75%

100%

2009 2010 2011 2012 2013 2014

% of US Specialized Masters Programs Repor(ng Growth

M.Mgmt. M.Acct. M.Fin.

Note: GMAT Examinees by CiPzenship; TY2012 and TY2013 smoothed to adjust for IR tesPng spike in TY2012 Source: 2009-‐2014 ApplicaPon Trends Survey

TY2014 Scores sent to specialized masters degrees by ci%zenship

•  Europe: 52% •  Asia-‐Pacific: 39% •  Middle East & Africa: 19% •  North American: 18% •  LATAM: 13%

Only 15% of examinees sent scores to both MBA and specialized masters programs.


English speaking graduates by African country

Libya

Tunisia

Algeria

Morocco

Guinea Bissau

Mauritania

Egypt

Chad

Niger Eritrea

Sudan

Central African Republic

Nigeria

Mali Senegal

Liberia

Togo

Cameroon

Ethiopia Somalia

DjibouP Gambia

Sierra Leone

Guinea

Ivory Coast

Benin Zaire – Dem. Rep. of Congo Uganda

Gabon Kenya

Burkina

Ghana Equatorial Guinea

Congo Rwanda

Tanzania

Mozambique

Angola

Zambia

Burundi

Malawi

Madagascar

Botswana

Zimbabwe Namibia

South Africa

Lesotho

Swaziland

More than 75,000

10,000 – 75,000

2,000 – 9,999

Less than 2,000 Cape Verde

MauriPus

Seychelles

No data

Candidate Pipeline Size

University graduates

% of English speaking graduates

Western Sahara

Source: CIA World Factbook; Wikipedia; LBS alumni interviews; Wolframalpha; Africa UPENN; internet search


GMAT TY2014 Test Volume: African Residents

Southern Africa: 920, 24% 1.  South Africa: 897 2.  Botswana: 23

Northern Africa: 924, 24% 1.  Egypt: 659 2.  Morocco: 218 3.  Tunisia: 47

Eastern Africa: 703, 18% 1.  Kenya: 422 2.  Uganda: 91 3. Zimbabwe: 64 4.  Tanzania: 43 5.  Ethiopia: 42 6.  Zambia: 25 7.  MauriPus: 16

Western Africa: 1,245, 32% 1.  Nigeria: 773 2.  Ghana: 428 3.  Senegal: 28 4.  Ivory Coast: 16

Middle Africa: 69, 2% 1.  Cameroon: 69

Source: GMAT® Exam Data


4 182

1 821

1 885

846

55

56

29

23

4 018

1 888

1 807

521

65

36

28

23

0 500 1 000 1 500 2 000 2 500 3 000 3 500 4 000 4 500

United States

Africa

Western Europe

Canada

Australia and Pacific Islands

East and Southeast Asia

Central and South Asia

Middle East

TY2010 TY2014

Regional score sending Regional Score-Sending,

TY2014 & TY2010 African Residents

Source: GMAC® Score Sending data TY 2014

Growth

-‐3.5%

4.1%

4.3%

62.4%

-‐15.4%

55.6%

3.6%

0.0%


Proportional Change in Score-Sending, TY2014 vs. TY2010 African Residents


3,3%

0,9% 0,7% 0,4% 0,4%

-‐0,8% -‐1,0%

-‐1,9% -‐2,4%

-‐5,0%

-‐3,0%

-‐1,0%

1,0%

3,0%

5,0%

Canada France Germany South Africa Kenya United States

Nigeria Egypt United Kingdom

Proportional score-sending

846 491 94 1,163 403 4,182 32 221 829 # of scores sent, TY2014


Africa as GMAT Score-‐Sending Des(na(on

ü  Programs in Kenya, Egypt,

Morocco, Nigeria, Tanzania and South Africa received GMAT score reports in TY2014.

ü  In total, 30 programs received 1,936 scores, versus 23 programs and 2,039 scores in TY2010.

Study destination preferences by country

0%

0%

2%

19%

38%

48%

100%

100%

98%

81%

62%

52%

Ghana

Morocco

Nigeria

Egypt

Kenya

South Africa

GMAT Score-‐Sending Des(na(ons by Country of Residence

% in Africa % Abroad



38% Women

23% Age 31 to 39

8% 0 years of

work experience

Africa Average

Regional demographic variation

4%

7%

10%

39%

6%

3%

EGYPT

GHANA

KENYA

MOROCCO

NIGERIA

SOUTH AFRICA

EGYPT

GHANA

KENYA

MOROCCO

NIGERIA

SOUTH AFRICA

EGYPT

GHANA

KENYA

MOROCCO

NIGERIA

SOUTH AFRICA



Motivations and reservations

72% 67% 64% 62%

55%

0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%

Top 5 mo(va(ons for b-‐school

46% 40%

35% 31%

17%

0% 10% 20% 30% 40% 50% 60% 70% 80% 90%

100%

Cost Time/energy Limit Pme for VIPs

Debt Postpone personal plans

Top 5 reserva(ons about b-‐school

African residents seeking to study in Africa

Vs. 54% worldwide

Vs. 26% worldwide

KSAs – Knowledge, Skills, AbiliPes Source: 2015 mba ProspecPve Students Survey data on African residents

seeking to study in Africa (N = 200)


Value of a Common

Assessment How a common assessment contributes to a

thriving GME marketplace

2


Leader in global GME assessments

Countries where GMAT is delivered

115

Countries where GMAT scores are sent

86

Countries of ciPzenship of GMAT candidates

186


Quant & Verbal

Data Sufficiency

Cri(cal Reasoning

Computer AdapPve TesPng (CAT)

Analy(cal Wri(ng

IR

Automated Scoring

Palm Vein &

One-‐to-‐M

any Matching

Test Improvements Technology Enhancements Global Plarorm

Capability and technology evolution


Global market intelligence through other services

Helps schools find candidates that meet

their admissions criteria

Helps schools and candidates assess

so8-‐skills

Helps schools understand market trends, candidate

pipeline and compe;;ve landscape


Economic factors indicate need

16,7 15,9

13,4

5,0

1,7 1 2

10

17 21 20

25

44

26

33

79 73

46

57

44

USA Europe China India Africa 12

1,6

0,1

7,7

5,1 4,7

GDP (PPP $ Tr)

GROWTH (%)

STRUCTURE (Mix, Ag/Mfg/Svcs)


Demographic factors indicate need

318

511

1356 1236

528

44 57

199 224 104

37,6

NA

36,7

26,9

18,7

82%

NA

51%

31% 38%

POP (Mn, Total, 15-‐24)

AVG AGE (Years)

URBAN POP (%)


A consistent assessment to identify talent in growing pool

Growth of 20-‐29 year old popula%on – 2012-‐2022 (million)

-‐60

-‐40

-‐20

0

20

40


Globally integrated

Student pipeline

Globally recognized

GMAC quality – Emerging markets relevance African admissions community

Global and domesPc recogni(on African standards

Greater access for all students Intra regional mobility

Regional talent growth & reten(on

Benefits to African schools

Market Intelligence

IdenPfy candidate trends Consistent standards for schools

Peer benchmarking


Issues to keep in mind

•  Roll out and acceptance

•  Broad parPcipaPon needed

•  Regulatory acceptance

•  TransiPon issues


Update on Pan-African Assessment

Update on the development of an assessment for a global and domes%c African pipeline

3


Last November: test design, quality, performance…

Validity and reliability

Test length and reliability

Test use, design and efficiency

Item analyses Differen(al item func(oning

Monitoring item performance


… and test development process, delivery and security


Formalized our partnerships

GMAC has become an affiliate member of both AABS and SABSA

These organiza%ons represent quality conscious African schools, and GMAC is closely aligned with them and collabora;ng with

them to create a representa%ve Pan-‐African assessment


Acquisition of NMAT in March


64 %

36 %

Female Male

Nearly 50,000 unique candidates have taken more than 62,000 NMAT tests in 2014.

West, 29%

North, 39%

East, 11%

South, 15%

Central, 6%

31

Diverse candidate pool


Making NMAT global Expand within Indian Market Build Pan-‐African Assessment Expand to SE Asia & more


Expand within Indian Market Build Pan-‐African Assessment Expand to SE Asia & more

Gurgaon

Making NMAT global


Making NMAT global Expand within Indian Market Build Pan-‐African Assessment Expand to SE Asia & more

Site for GMAC Africa HQ to be determined


Making the NMAT global Expand within Indian Market Build Pan-‐African Assessment Expand to SE Asia & more

•  Expand on exis(ng GMAC physical presence in Singapore

•  Explore other SE Asia geographies


Phase I – Skills Inventory

Phase II – Pilot with Students

Market Knowledge / Overview

March – July ‘15 July – Dec ‘15

April – Sep ‘15

Multi-phase plan


Phase I: Skills inventory

Faculty nominaPon by Deans Skills review

Faculty survey to idenPfy key skills Analysis

Thank you for your par(cipa(on!

30 schools 225 faculty

Please encourage your faculty to fully par(cipate

in this exercise!


Phase 2: Pilot with students

IdenPfy school sites for pilot

Recruit students

Design assessment

Pilot assessment

Hold student focus groups

Ideal on-‐site considera(ons:


Working together to launch

•  Broad adop(on of the test by African schools

•  Con(nued collabora(on to refine

•  Process / Administra%on •  Regional outreach •  Assessment research & analysis •  Deriva%ve materials & services

Depending on the community of African business schools to help us bring this important ini%a%ve forward


Questions

?


THANK YOU

sangeet chowfla

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