Law School Admissions Tip: Going Beyond School Websites

June 8th, 2011

This weekly law school admissions tip comes to us from our friends at Clear Admit. For more expert law school admissions advice, check out their blog.

Today we want to offer some tips on engaging the community of one’s target programs. Communicating with law school insiders can be beneficial for a number of reasons: in addition to learning about a given school and your potential fit, you can also generate material for your personal statement, demonstrate your interest in the program, and perhaps even make an ally or two. In your efforts to go beyond the schools’ websites and promotional materials, we recommend reaching out to individuals in a few key groups:

Current Students – People who are currently enrolled in a given program can obviously provide the clearest picture of the present state of the school community. They are often more capable of evoking their school’s overall culture than brochures put out by the admissions offices and can describe to prospective students the ins and outs of academic and extracurricular options, the type of students at the school, and the merits of their career services offerings.

Alumni – While students offer a great view of the program itself, a school’s alumni can often provide the best perspective on just how far a law degree from a given program can get you in a certain field. Meeting with alumni working in your target post-graduation field may help you anticipate the program’s strengths and weaknesses in setting you on the right professional course. You might also gain some valuable insight that will help you to refine your career goals and how to achieve them.  Law schools are typically happy to give you the names of local alumni near you who have volunteered to discuss the program with prospective students.

Faculty – Law school professors may be less accessible than students and alumni, but if you have identified someone whose research interests match yours or sat in on a class that you found particularly intriguing, there’s no harm in sending a note to let the faculty member know that you find his or her work appealing and would like to speak if possible. These individuals, who are responsible for designing and teaching the curriculum, can offer great insight into the specific skills and lessons you would learn from one class to the next, and may help you to refine your understanding of the ways that a law degree will help you achieve your goals.

Current law school applicants should consider each of these options in the months ahead. Not only are many individuals quite pleased to discuss their experiences with prospective students, admissions committees also like thoroughly informed applicants.  Of course, in all cases, patience and manners are of great importance.  It’s important to send thank you notes or e-mails to each of the key people with whom you interacted, as this is not only appreciated by the recipients but may also help you in the admissions process.

For additional information about your target law schools, make sure to check out the Clear Admit Law School Guides, available for immediate download.  These guides offer information on student body demographics, independent research opportunities, study abroad offerings, and more.

What’s Adaptive Learning? Ask a 7-Year-Old. (Video)

June 8th, 2011

Ever wondered what “adaptive learning” really is? So did Brianna, our resident seven-year-old, on a recent Bring Your Child to Work Day at the Knewton offices. Watch as we teach her about adaptive learning, using adaptive learning, of course! What do you think? Is this the future of education?

Video Starring:
Brianna Miron as Herself
Jason Siegel as The Computer
Filming: Ian Parker and Jess Nepom
Production: Stephen Johnson

MBA Admissions Tip: Selecting Your Recommenders

June 8th, 2011

This weekly MBA admissions tip comes to us from our friends at Clear Admit. For more expert b-school admissions advice, check out their blog.

Since many of our readers are just beginning the business school application process, we wanted to offer some basic tips on a critical variable in the MBA admissions equation: recommender selection.

When choosing your recommenders, remember that it can be seen as a test of judgment – selecting a recommender whose letter is ineffective or who appears dubious about your qualifications may raise doubts about your ability to judge your interactions with others or to select the right person for a job.

In order for your letters to be as effective as possible, you should look for several qualities in a recommender.  First, your recommenders should have greater seniority than you unless the school specifically asks for a peer recommendation.  The adcom gives greater weight to statements made by your superiors than by a peer because a peer is assumed to be essentially a friend and therefore predisposed to write a positive recommendation.

As we discuss in greater depth with our clients, the most persuasive recommendation letters are those which contain specific examples and anecdotes.  Because of this, you should select recommenders who are very familiar with your work and with whom you interact(ed) on a regular basis.  This usually means that you should choose current or former direct supervisors, rather than someone whose title you think will impress the adcom.  Choosing a recommender based on their name or title can imply that you put an undue emphasis on such qualities instead of thinking about who would be the best person for the job.  In addition to picking people who know you well, you should also pick recommenders with whom you have a positive relationship, since if they like and respect you, their letters are likely to be much more positive and persuasive.

When deciding amongst your current and former supervisors or mentors, there are several factors to consider.  First, the people you select should be able to provide the adcom with a fairly comprehensive and up-to-date perspective on your professional experiences.  Often, it makes sense to ask your current supervisor and a supervisor from the job you held immediately prior to your current position.  If you find that it works best to choose two recommenders from the same employer, you should make sure that they can talk about different aspects of your experiences so as to provide letters that are complementary rather than repetitive.  In such a case, you should talk to each recommender about the anecdotes and traits each of them would like to cover.  Alternatively, if you decide to choose a recommender with whom you worked some time ago, you should choose a person with whom you have maintained a strong relationship so that they can speak positively to your continued professional development as well as to your past accomplishments.

Ideally, you would also choose recommenders who can write well and who are receptive to input.  Strong writing skills are obviously important because an articulate letter is more effective than an inarticulate one.  In addition, an openness to input is important so that your recommenders can build upon and reinforce the general message of your candidacy.

These tips should offer a good starting point for readers who are beginning to think about recommendations.  For those candidates looking for more guidance, we direct you to the Clear Admit Recommendation Guide.   After years of one-on-one work with clients in coaching their recommenders in producing the most supportive endorsements possible, we’ve made our MBA recommendation best practices available to the applicant pool at large.  The Clear Admit Recommendation Guide will teach you to strategically select the best possible recommenders, help them understand the characteristics of a strong recommendation, and exert some influence over the content of their comments to arrive at complementary documents that reinforce the strengths of your candidacy and alleviate its weaknesses.   This 29-page PDF file, which includes a set of guidelines you can print and share with your recommenders, a list of frequently asked questions and two full sample recommendations, is available for immediate download.  Buy this guide.

Student Spotlight — Afton Mielke: High School Junior in Love with Seattle and SAT Shortcuts (but not Justin Bieber)

June 7th, 2011

Name:

Afton Mielke

Hometown:

Conrad, Montana

Current grade:

Junior

What kind of college do you want to go?

I’m hoping to go to an urban area. I’m really, really crossing my fingers for a college near the Seattle area. I’ve only been there twice, but I fell in love!

Do you know what you want to major in? What would be your ideal job after college?

I’m hoping to major in both Biology and Psychology and maybe get a Ph.D. My ideal job would be in Cognitive Neuroscience, or Cognitive Psychology.

Can you tell us a little about your SAT prep experience?

My SAT prep experience was great! I would recommend it to anyone! My teacher was personal and very helpful. After a computer malfunction, he stayed an extra hour after with me, just to make sure I understood what we were going over. This happened on a couple of occasions, and he was so willing to help me! I took quite a bit of time out to study. If you want to include a five hour practice and two two-hour classes each week, I probably spent an average of thirteen hours a week practicing. It paid off so much, though! I felt super confident while taking the test, and I had a lot of fun taking the practice tests. Analyzing what I had learned in class was really fun for me! My favorite strategy was Plugging in Numbers in the math section. You don’t have to try every question, and it’s super satisfying when you figure out that an answer really works out with your work! Also, for some reason whatsoever, in the Reading Comp section, I love, love, love zoning. I love how easy it made answering the questions. I got a little peek at each question each time without stressing about it. I loved it. It made the reading seem like a little break between each “real” section. Their tips and tricks were really fun and awesome. I got excited to apply them to each five hour test I took on the weekends.

Have you taken the SAT yet?

I took the SAT May 7th, 2011, and I felt so confident while taking it. Using my Knewton skills was so much fun.

Any Knewton teacher shout-outs?

Arlo! You’re the best!

Lightning Round: Favorite song right now?

Right now? Umm… Arms by Christina Perri

Favorite TV show?

The Big Bang Theory. I also LOVE the Walking Dead when I can find a time that it’s on!

Justin Bieber: Love or hate?

…Let’s not even go there.

Harry Potter or Twilight?

…Ew.

How to Approach Rate Problems on GMAT Quant

June 6th, 2011

UW Madison 4x100 AnchorOne of the most common areas of frustration for my GMAT students is rate problems.  This seems a general extension of the challenges that word problems overall pose to students, but rate problems are particularly tricky. They require intensive setup and often rely on your realizing an implicit piece of information.

As a basic example, suppose I tell you that two joggers run a single lap around the same track.  Aaron runs at a rate of 5 meters per second and takes 80 seconds to complete the lap.  I then ask you to calculate the differences in the two runners’ times for a single lap if Ben runs at a rate of 4 meters per second.  On any rate problem involving distance, rate, and time, you can always default to standard formula (d = r*t) and use that as your guide.  But even knowing that is only part of the battle; you must then recognize the implicit information that helps you set up the problem.

In this case, the implicit information is relatively easy to identify:  the two runners each ran a single lap around the same track, which implies that the distances are equal.  So if we were setting up the equation, it would look something like this:

d_aaron = d_ben   (i.e. the distance Aaron runs is the same as the distance Ben runs)

Since d = r*t, we can do a substitution:

(r_aaron) * (t_aaron) = (r_ben) * (t_ben)

(5 m/sec) * (80 sec) = (4 m/sec) * (t_ben)

When we isolate Ben’s time, we find that it is equal to 100 seconds, leading to a 20-second difference in the two runners’ times.

Now, let’s apply the same principle to a question from the official GMAT materials and see how this common-sense approach can aid us:

Car A is 20 miles behind Car B, which is traveling in the same direction along the same route as Car A.  Car A is traveling at a constant speed of 58 miles per hour and Car B is traveling at a constant speed of 50 miles per hour.  How many hours will it take for Car A to overtake and drive 8 miles ahead of Car B?

(A) 1.5 (B) 2.0  (C) 2.5  (D) 3.0  (E) 3.5

If you set this up immediately with d=r*t, you could label the times for each car as equal, since we start at the same instant (when Car A is 20 miles behind) and finish at the same instant (Car A is 8 miles ahead).  But you’d then have to acknowledge that the distance Car A travels is 28 miles greater than the distance B travels, and that leads you to something like d_a = d_b + 28.  Setting this all up immediately in a system seems like a daunting and confusing prospect.

But before we overwhelm ourselves with variables, let’s look at the prompt a little more closely and see if some good old-fashioned common sense can bail us out:

We know Car A and Car B travel at 58 mph and 50 mph, respectively.  So the difference in speed is 8 mph.  Now, what does that mean in real-world terms?  It means that in one hour of travel, Car A will gain 8 miles on Car B.  We also already know that in the amount of time in question, Car A travels a distance 28 miles greater than that of Car B.   So really, we’ve changed the frame of reference to include differences in distance and rate, rather than individual distances and rates.

So applying the standard formula to these changes in distance and rate:

d = r * t

28 mi = (8 mi/hr) * t

t = 28/8  hr  = 3.5 hr   (final answer: E)

Added note for all the science enthusiasts: This is a basic illustration of the Relativity of Simultaneity principle explored by Einstein and Lorentz. Those of you who have done higher math might have seen Lorentz Transformations.

Now for some homework! Take a look at this OG question, and before you set up any equations, see if you can find a clever way to short-circuit the problem:

Car X and Car Y traveled the same 80-mile route.  If Car X took 2 hours and Car Y traveled at an average speed the was 50 percent faster than the average speed of Car X, how many hours did it take Car Y to travel the route?

(A) 2/3  (B) 1  (C) 1 1/3  (D) 1 3/5  (E) 3

Leave your answer and explanation — along with the short-cut you found for the problem — in the comments! We’ll be back next week with a full explanation.

 

EdTech News Roundup: EdTech Assessibility Concerns, the Wikipedia Initiative, and New ED Rules for For-Profit Colleges

June 6th, 2011

In this week’s EdTech News Roundup, read articles about new collaborations between academics and Wikipedia, concerns over the accessibility of new educational technology, and the debate over whether schools are sharing too much information with parents.

1. Academics, in New Move, Begin to Work with Wikipedia

While academics and Wikipedia have traditionally gone together like oil and water, the Association for Psychological Science’s Wikipedia Initiative is bringing the two into close contact. The initiative, which encourages academics to ensure that psychology articles on Wikipedia are accurate and up-to-date, plans to encourage professors to incorporate writing and editing Wikipedia articles into graduate coursework. Read more in this article from The Chronicle of Higher Education.

2. EdTech Not Immune from Civil Rights Obligations, Feds Advise

As more and more classrooms adopt educational technology, the U.S. Department of Education is reminding school leaders of their responsibility to ensure that all students — including those with disabilities — have equal access to the new tools. Read more in this article from THE Journal.

3. Do Schools Share Too Much with Parents?

In recent years, most schools have implemented some sort of student data management system to manage student information and keep parents up to date. Now, some parents are saying that there’s too much information available, taking away student autonomy and breeding antagonism between parent and child. Read more in this article from CNN.

4. Are New ED Rules an ‘Unconditional Surrender’ to For-Profit Colleges?

Some are claiming that the U.S. Education Department’s new rules for for-profit colleges like the University of Phoenix and Kaplan University are much less stringent than expected. Read more in this article from eCampus News.

5. K-12 Budgets Begin Shift Toward Cloud

More K-12 schools in the United States have begun allocating their IT budgets toward cloud technologies. Read more in this article from THE Journal.

 

MBA News Roundup: GMAC iPhone App, Rising Popularity of MBA Rankings, and What HBS Professors Are Reading at the Beach

June 6th, 2011

Reading and relaxingWelcome to another installment of Knewton’s MBA News Round-up! This week, check out articles on the new GMAC iPhone App, the rising popularity of MBA rankings with recruiters, and what HBS faculty are reading at the beach.

1. GMAC Releases Official GMAT App for iPhones, iPods, and iPads

The $4.99 app is a mobile version of everyone’s favorite “official guide.”

2. Students Juggle Entrepreneurship and MBA Life

Several weeks ago, we outlined the advantages of starting your own business while in b-school. Check out this Financial Times article to get the lowdown on the daily reality of juggling a start-up with MBA life.

3. Rising Popularity of MBA Ranking Raises Eyebrows

It’s no surprise that MBA rankings are important to driven b-school students. But how important are rankings to recruiters? This fascinating piece from a human resources magazine takes us into the mindset of recruiters and what exactly they’re looking for.

4. What Harvard Business School Faculty Are Reading at the Beach

From Michael Pollan’s The Omnivore’s Dilemma to Orhan Pamuk’s My Name is Red, this HBS faculty reading list is eclectic and stimulating.

6. How Executive MBA Programs Evolved to Meet the Needs of the Business World

The MBA is one of the world’s most flexible and versatile degrees. Over the years, UCLA’s executive program (and others like it) have adapted to ensure that their students receive a rigorous and comprehensive education.

7. More Summer Reading for Business Students

From history to self-help to Shakespeare, this robust reading list covers it all – the business world, culture and technology, and leadership over the ages.

5 Tips for Business School Campus Visits

June 3rd, 2011

Guide MeWhile visiting prospective business schools isn’t necessary, seeing a school in person can definitely help you get a better feel for the program’s culture. At some schools (often smaller ones), expressing your interest via a campus visit might marginally increase your chances of admission. And visiting the campus of any business school will almost certainly help improve your application: you’ll gain knowledge about the specific program to draw from when answering the inevitable essay question: “Why Business School X?”

If you don’t have the time or money to visit business schools, don’t worry too much about it — it’s still possible to get a good sense of business schools from their websites and/or talking to alums and current students.

If you have the time, funds, and inclination to visit b-school campuses, however, here are a few things to keep in mind.

1) Visit while school is in session.

Sure, seeing a b-school campus in person will give you some sense of the school’s setting and size. But the most important part of your campus visit involves meeting people: talking to students and professors, sitting in on classes, and observing the general routine of the students. You won’t be able to do any of these things if you visit the campus during school breaks. If the schools you’re interested in don’t have summer sessions, then your best bet is probably to wait until the fall.

If you’re set on visiting campus, but can only make it during school breaks, then by all means make the trek — but realize that you won’t necessarily be getting a complete picture of the school. See if you can talk to an alumni or current student in your area to supplement your visit.

2) Supplement the official info session with your own “research.”

You should definitely take advantage of any information sessions, class meetings, or student meetings facilitated by the admissions office on your visit (check out the school’s website to see what’s available). However, be sure to conduct your own research too. The students affiliated with the admissions office are likely some of the most satisfied, positive students at the school — which doesn’t mean that they won’t be honest about their experiences, but might mean that they’re not the best people to talk to if you’re looking for a diversity of perspectives.

If you have any friends, acquaintances, or former co-workers who now attend the business school you’re looking at, be sure to get in touch with them ahead of time to talk to them about their experiences. Don’t know anyone at the school? Strike up a conversation with students at one of the school’s social hubs (the dining hall, a student lounge… ). If you’re interested in a certain area of business — say, luxury marketing — you might ask the admissions office to put you in touch with students who head up the school’s Luxury Marketing club.

3) Sit in on a class.

This one might not always be possible, but make sure you take advantage of the opportunity if it’s available to you. Ask the admissions office for more information on arranging class visits. If you are able to sit in on a class, be sure to strike up conversations with the other students and even the professor if possible. If the school has a policy against class visitors at certain times of the year, see if you can set up a meeting with a professor instead.

4) Be polite.

This one seems like a no-brainer, but we’ll say it anyway: be courteous to everyone you encounter on your campus visit. Not only is it the right thing to do, but being pushy or rude to the admissions office staff or tour guide certainly won’t help your chances of admission.

4) Don’t be afraid to ask “soft” questions.

Questions about quality of life, housing, culture, and social activities are just as important as those about classes and job placement statistics. You’re considering spending two years of your life in this place: you want to make sure that it will be fulfilling and suitable to your lifestyle on more than just a professional level. If you’re married with kids, seek out a student in a similar situation to answer your questions about the program’s family-friendly factor; same goes if you’re single and want to make sure that they’ll be enough bar nights to fill your social calendar!

5) Explore the entire campus and surrounding areas.

In addition to taking a tour of the b-school campus, be sure to get a broader look at the school and the surrounding area. Again — you could be spending two full years of your life at this place! Though you’ll definitely be in the b-school building(s) a lot, chances are that you’ll also spend your time elsewhere. Ask a current student to recommend somewhere off-campus to grab dinner so that you can check out the surrounding area, and be sure to investigate public transportation options if that’s important to you. Ask questions about living arrangements; if there’s student housing, see if you can take a tour of a typical apartment. Like getting outdoors? Ask about nearby hiking trails, beaches, or parks and swing by for a visit if possible.

The bottom line: Like many things in life, business school campus visits are what you make of them. Don’t be pushy, but take advantage of every opportunity to get a deeper understanding of the school; it’ll help you when writing your applications and if you get in, it’ll help you decide whether it’s really the right school for you.

Groupon Is a Straight-Up Ponzi Scheme

June 3rd, 2011

I would love to be wrong about this. Especially given the fallout in the tech economy if Groupon blows up. But isn’t it really pretty obvious that Groupon is a massive Ponzi scheme?

Let me first say that Groupon filing to go public is not proof of a tech bubble. There is no tech bubble, just a micro bubble here or there. Nor is the Groupon story even particularly interesting or important compared to what’s happening in Europe right now. But since it has filed for IPO and since all of us in the tech economy now must spend the next years hearing the breathless gossip, IPO hysteria, and requisite recriminations over the inevitable implosion — let us briefly examine the tulip mania that is Groupon.

Why is Groupon not merely a tech-bubble datum but a Ponzi scheme? Simple: Groupon has found that you can get local merchants to try anything once if it brings them new customers. A few local merchants in Chicago get them started, and Groupon shows good revenues. In fact, Groupon immediately remits half of those “revenues” back to the local merchant — they were never Groupon revenues in any meaningful sense of the word. But, optically, Groupon revenues look high — which they use to raise a financing round at a high valuation. Then they use the proceeds to hire vast armies of salespeople to dig deeper into Chicago’s local merchant community and repeat the trick in other cities.

Meanwhile, many early-adopting merchants find that the burst in customers immediately disappears, and since they can’t perpetually discount 75%, those merchants stop using Groupon. But Groupon’s sales force adds many more new merchants than it loses (for now). And Groupon goes out and raises another round at an even higher valuation; they hire even more salespeople and expand into even more virgin territory. Lather, rinse, repeat.

The model is only sustainable if it pays off for local merchants — and to justify Groupon’s current size, it now must pay off for local merchants ubiquitously and flamboyantly. If not, Groupon is mostly a Ponzi scheme.

Groupon argues that it helps merchants attract new customers who become loyal patrons, and that pays for the expense of winning them via Groupon. This is the fundamental argument Groupon’s sales force uses to close local merchants. Let’s get past the sales speak to what this really means. The typical Groupon “deal” is 50 percent off retail, with half of the proceeds going to Groupon. So the merchant gets 25 percent of the revenue s/he would have received if the same number of customers had arrived via walk-in traffic. Except that all that Groupon revenue is unprofitable — so more and more Groupon revenue is actually bad.

The vast majority of local merchants can’t discount more than 10 percent. Some can go maybe 25 percent in special situations. But 75 percent is a wholly unsustainable number. If all local merchants begin using Groupon then it can’t send loyal customers to anyone; Groupon can only send discount chasers to merchants. Which means that as Groupon grows, both local merchants and their competitors will find that Groupon’s main argument no longer works (if it ever did) — Groupon simply can’t send them loyal new business. So they all stop using Groupon in its current form.

Perhaps Groupon management thinks it is creating a sustainable Prisoner’s Dilemma, one that ultimately destroys value for the local merchant ecosystem but benefits Groupon. In other words, Groupon could grow so big that local merchants have to use it, even though it ultimately hurts them. In game theory terms, Groupon creates an equilibrium point at “All Local Merchants Defect,” and then, having forced merchants into this value-destroying equilibrium, takes a cut for having rigged the game. Obviously, Groupon couldn’t share this thinking publicly. They would just continue to use the attract-loyal-new-customers argument even though it no longer makes any sense for a ginormous Groupon.

This may sound cynical. But if this is Groupon’s game plan, it isn’t cynical. It’s naïve. Most local merchants simply don’t have enough value in their collective ecosystem to share anything remotely like this much value with Groupon. This isn’t a stable equilibrium, it’s a suicidal one. The local merchants will have to stop using Groupon en masse not long after they first start experimenting with it.

Due to its size, Wal-Mart can squeeze its suppliers on price and its suppliers will comply. Lower prices create value for Wal-Mart’s customers. But it’s sustainable only because it also creates value for Wal-Mart’s suppliers who are large enough that they can find efficiencies in their manufacturing processes (generally by outsourcing manufacturing to low-wage economies like China). That’s bad for American workers. But it’s value-creating for Wal-Mart suppliers because they get to sell stuff through Wal-Mart (which means they can sell more of it) at margins that are acceptable due to reduced manufacturing costs.

But most Groupon local merchants are nothing whatsoever like Wal-Mart’s suppliers. They generally have no margin to spare or wiggle room in their operating costs. Therefore, they cannot continue using Groupon.

Let’s consider the exceptions because there are some. A local merchant with huge gross margins — 70 to 90 percent — can use Groupon sustainably (though it still isn’t clear that they should). Or, a large local merchant who does a lot of expensive customer acquisition (i.e., local television) can use Groupon sustainably but only if Groupon is better than its traditional customer acquisition methods (doing both and doubling customer acquisition costs will not double the local market size).

This is why Groupon must ultimately implode — there just aren’t that many business that fit either of these descriptions.

Groupon’s management publically avers that “local merchants come back” — well, sure, some of them do. For a while. But what do the audited numbers look like? Just what percentage of local merchants come back? How many times? Do local merchants show a strong tendency to decline in participation over time?

Groupon management won’t release these numbers, and certainly won’t release thoroughly audited and vetted versions of these numbers. Instead, what Groupon management is doing is withdrawing an astonishing amount of cash out of the company. It’s also creating a new class of B shares so that it can keep control of the company in the hands of management — all the better to keep the Ponzi scheme going for as long as possible.

Again, there isn’t a bubble in tech. High valuations for many of the big tech companies like LinkedIn, Facebook, and Twitter make sense due to those companies’ incredible network effects and the fact that, fundamentally, these companies are creating value and will get better over time at monetizing that value. Net-net, Groupon is unsustainably destroying value and will implode sometime in the next five years. When that happens, it will almost certainly, and totally unfairly, wreak havoc throughout the tech ecosystem.

Should You Get an MBA If You Want to Be an Entrepreneur?

June 2nd, 2011

freshDo you really need an MBA? It’s an age-old business question, one we’ve discussed before and that every expert has weighed in on at least once. The debate over whether an MBA is worth the investment becomes even more heated when the question becomes more specific: do you need an MBA if you want to be an entrepreneur?

The most accurate answer is: it depends. Here are some of the pros and cons of getting an MBA before you start a company. At the bottom of each consideration, you can see if the “pro” or “con” applies specifically to your case.

PROS:

1. Networking opportunities

Whether you’re looking for investors, partners, or mentors to help you start your venture, schools like MIT Sloan, Stanford GSB, and Chicago Booth will offer enormous student, alumni, and faculty networks. In business, success often comes down to execution, and your network can help you perfect it. The right kind of insight or partnership could put you ahead of your competitors and help you avoid mistakes along the way.

  • Disregard this “pro” if: you’re a powerhouse networker or have already built an outstanding network from previous employment.

2. Legitimacy and shared vocabulary

If you don’t know how to communicate with other business people, you’ll have trouble engaging potential partners and investors. “Vocabulary” isn’t just a superficial matter; having the right language to express an idea may help you clarify your thoughts (which translates into more productive decisions). Also know that some people consider the pedigree of the founders when evaluating the potential of certain business plans.

  • Disregard this “pro” if: you are skilled at self-directed study and have built up such a record of achievement that an MBA wouldn’t confer any additional prestige.

3. Range of skills developed

Yes, you can always partner with someone who excels in areas in which you are more deficient, but you should have something to offer, too. Business school will give you time to develop your skills in your area of interest, as well as provide you with an understanding of basic business principles. Also, the depth and range of a business education may give you ideas you simply would not have had otherwise.

  • Disregard this “pro” if: you have built a deep understanding of accounting, finance, operations, strategy, and marketing in addition to whatever you ultimately specialize in.

4. Access to job opportunities that offer good apprenticeships.

As serial entrepreneur Steve Blank points out, one of Silicon Valley’s most pervasive myth is that “all winning startups are founded straight out of school by 20 year olds from Stanford or Harvard.” Sure, the media loves to talk about young entrepreneurs, but in truth, most successful entrepreneurs are older, with at least a few years experience as apprentices at established companies under their belts. An MBA can help increase your chances of securing a job that will provide you with the experience, skills, and mentors you need to start your own successful company someday.

  • Disregard this “pro” if: your resume is already studded with powerful brands and you are ready to break out of apprenticeship mode.

5. Venture/business plan contests.

HBS offers prizes that total $170,000 in their annual Business Plan Contest and Wharton offers $10,000 to “Venture Award” Winners. Though you certainly shouldn’t go to business school expecting to win a contest, know that many successful businesses have been launched with the cash won in b-school contests and the momentum that the win provided. Plus, even if you don’t win a contest, you may receive valuable feedback from the judges that helps refine your idea and make it more attractive to potential VCs.

  • Disregard this “pro” if: you already have access to a large amount of cash.

CONS:

1. Cost and forgone salary.

Business school is expensive. And while going to school early may put you on the fast-track to success, it can also pressure you to take the highest paying position out of school instead of exploring other options (check out what our CEO Jose Ferreira has to say on the matter). So, if you haven’t saved up a good deal from previous employment and value your short-term financial freedom, you might want to hold off on pursuing an MBA.

  • Disregard this “con” if: money isn’t an issue, or you don’t mind waiting a few years post-MBA to start your own company.

2. Less hands-on experience.

What comes to mind when you think of entrepreneurs? People who solve problems, capitalize on opportunities, and recognize the needs of consumers and move quickly to fulfill those needs. Hands-on experience is essential to developing these skills.

  • Disregard this “con” if: you already have experience and want to refine your skills with a formal business education before starting your own venture.

3. You won’t necessarily be surrounded by like-minded classmates.

This is a point John Warrilow brings up in his article, 4 Reasons an MBA is Bad for Entrepreneurs. He argues that most students in top-tier MBA programs will have gotten to that program “by answering the questions correctly, not by examining the efficacy of the question itself” — in other words, they’re more concerned with being right than with being creative. It’s certainly true that more b-school grads go into consulting and banking than become entrepreneurs.

  • Disregard this “con” if: you don’t mind seeking out a niche of like-minded peers, or if you’re looking at b-schools with dedicated entrepreneurship programs. These places are almost certain to attract like-minded peers.

Bottom line: Salesmanship is a necessary part of being an entrepreneur. Be confident that you can sell yourself and your business idea to potential partners, investors, and customers whether you choose to pursue an MBA or not.