Four key differences between European and American business schools
In today’s global economy, it’s now fairly commonplace for business professionals to find work outside of their home countries. But it’s not just workers who move abroad to pursue their careers.
Published: 25 February 2020 08:33 CET
The ESCP class of 2022 includes students from over 50 different nationalities. Photo: ESCP Business School
Even before they reach working age, bright and talented students around the world are increasingly casting their net beyond their home countries when choosing where to pursue their undergrad business degrees.
With the QS University Rankings placing the majority of the world’s best business schools in either the United States or Europe, many students may consider crossing the pond to get their business degree. Likewise, students from Asia, the Middle East and South America also often look to the US or Europe for the right business school.
While neither location is short of highly-respected institutions, there are some significant differences between European and American business schools.
ESCP has campuses in Madrid (pictured), Berlin, London, Paris, Turin and Warsaw. Photo: ESCP Business School
Cost
Not least among these is cost. Tuition costs in the United States have more than doubled since the late 1980s and now range from just over $10,000 per year for public, in-state universities to over $35,000 per year for private universities. While tuition costs in Europe vary quite a bit depending on the country, and whether or not the students come from within the EU or not, costs at European business schools are on the whole much lower than their American counterparts.
This price difference is even more pronounced when you consider that bachelor’s programmes in the US typically take four years while at European schools a bachelor’s degree is completed in just three years. Does that extra year of education better position graduates from American universities for a successful business career? Not if you ask Shirley Lui, the Marketing and Recruitment Manager for the Bachelor in Management programme at the prestigious ESCP Business School.
“Our undergraduate programme is three years compared to the traditional four years in the US, so students are out in the workforce a year earlier. And because we require internships to be completed in second and third year, students are fully equipped with experience on their CV and necessary contacts to be employable,” Lui said.
ESCP’s Bachelor in Management programme is the only one in the world that requires students to rotate to a new campus each year. Photo: ESCP Business School
Global outlook
Lui said that European universities tend to be more international in their focus while American universities are more geared toward priming students for a business career within the United States. The international outlook of European business schools is particularly pronounced in a programme like ESCP’s Bachelor in Management (BSc) programme, in which undergrads spend three years in three different countries, immersing themselves not only in a new culture year after year but also studying alongside fellow students who come to ESCP from near and far.
“Ours is the only undergraduate programme in the world where students are required to rotate and move to a new country every year. With campuses in Berlin, London, Madrid, Paris, Turin and Warsaw, we have some very attractive cities so we draw students from different parts of the world. Everyone is very open minded about learning from each other and actively experiencing their new home city, especially if they moved abroad,” she said.
ESCP’s Class of 2022 includes students over 50 different nationalities covering the Americas, Africa, Europe, Asia, Middle East, and Oceania. In addition to their main business studies, those students also have the local language built into their curriculum, something Lui said makes them adaptable for international careers anywhere in the world.
“Our students speak multiple languages and get an international outlook and approach that will help them in the workplace and make them excellent leaders,” she said. “It is often overlooked, but soft skills and interpersonal skills are very important aspects as people work differently around the world.”
Imagine studying in not one but three historic European cities. Photo: ESCP Business School
History
With the United States still a relatively young country, another major difference between American and European universities is their age. Not only is Europe home to nine of the ten oldest universities in the world, it’s also where students can find the world’s very first business school: ESCP.
ESCP Business School was established in 1819 in Paris and was France’s only business school for some 50 years. The school’s unique multi-country concept began in the 1970s with the establishment of campuses in the UK and Germany. Other campuses were added through the years, with the most recent expansion being the establishment of a sixth European campus in Warsaw.
“Our six urban campuses are firmly located in very international and corporate metropolitan cities, which gives students a different vibrant experience each year,” Lui said.
While Lui said that American business schools like Harvard and the Wharton School of Business are clearly among the best institutions in the world, those schools are better-known for their postgraduate programmes. She said that even though ESCP also offers a number of highly-ranked Masters programmes itself, the BSc in Management more than adequately prepares students for the real world. A big reason for that is the mandatory 12-week internships that students complete in their second and third years. There’s also the optional choice of doing an eight-week internship in the first year.
“Because we have such a heavy emphasis on school projects, internships and social impact projects, students are constantly challenged with using their creativity and entrepreneurial spirit to take initiative and solving problems,” she said. “Students work on practical, real-life cases and business simulations forcing them to think on their feet. But because of the diversity of our cohorts, they also get to learn from their peers who have different approaches, too.”
While Lui said that Europe and the United States are both home to numerous quality institutions, she naturally thinks that ESCP has distinguished itself from the pack with a unique BSc in Management unlike any other. She said the rotational model of the programme, and the immersive language and cultural learning that comes with, is an unparalleled enriching experience.
“Our international focus and our diverse cohort are things students can’t find in an American school. You get to move to a different country every year and you do it with classmates are going through the same thing as you,” she said. “How great is that?”
English-language programmes at Danish universities face cuts
Denmark's government has agreed on a plan to significantly reduce the number of courses offered in English in the country's universities.
Published: 2 July 2021 16:31 CEST
Life sciences faculty hold an open house at Copenhagen University. The university is now expected to reduce admissions as part of a plan to decentralise higher education in Denmark. Photo: Thomas Lekfeldt / Ritzau Scanpix
At the end of June, the plan aims to reduce the number of English-language higher education programmes while also expanding educational opportunities outside of Denmark’s major cities.
The exact number of courses to be cut – and where they will be cut – depends on the future employment of graduates.
Cuts to English-language programmes
The reduction of English-language programmes at institutions of higher education is rooted in an effort to reduce rising costs of state educational grants (SU) in Denmark. Despite attempts to reduce SU expenses, the cost is expected to rise to 570 million kroner by 2025, far above the cap of 449 million kroner set in 2013.
There are a number of cases in which non-Danish citizens are entitled to SU, from moving to Denmark with one’s parents, marrying a Danish citizen, residing in Denmark for more than 5 years, status as a worker in Denmark, and more.
The reduction is targeted at English-language programmes where few English-speaking students find employment in Denmark after graduation, according to Denmark’s Ministry of Education and Research.
Among the targeted programmes are business academies and professional bachelor programmes, where 72 percent of students are English-speaking and only 21 percent find work in Denmark after completing their education.
However, programmes where higher proportions of English students enter the Danish workforce, and those that have a unique significance on the regional labour market, will be exempt from the reduction. This amounts to 650 education institutions around the country.
In 2016, students demonstrated against cuts in SU. Photo: Emil Hougaard / Ritzau Scanpix
The agreement also establishes a financial incentive for institutions that graduate English-speaking students who remain to work in Denmark.
According to a June 10 analysis from consulting firm Deloitte, EU students who receive higher education in Denmark contribute an average of nearly 650,000 kroner to Denmark’s public coffers over a lifetime.
However, the report notes, a student’s positive or negative contribution depends on how long they stay in Denmark. Although students who leave Denmark shortly after graduating constitute a cost to the Danish state, the analysis found that the contribution of students who stay in Denmark to work offsets the cost of those who leave.
The analysis expressed concern that reducing opportunities for English-language higher education could “have a number of unintended negative consequences,” including deterring students who might stay in Denmark to work from moving in the first place. There’s also the risk that it will become more difficult to recruit foreign researchers to Danish universities, which could impact education quality, the analysis claims.
The UCN professional school in Thisted is expected to open one new training program as a result of the decentralisation plan. Photo: Henning Bagger/Ritzau Scanpix
Decentralisation of Danish education
The plan to decentralise higher education in Denmark not only expands educational opportunities outside of Denmark’s major cities, but it also aims to reduce enrollment in higher education within major cities by 10 percent by 2030 (but not more than 20 percent).
For example, a law programme will be established in Esbjerg, a medical programme in Køge and a veterinary programme in Foulum.
Minister of Education and Research Ane Halsboe-Jørgensen said the goal was to offer students educational opportunities regardless of where they live within Denmark and strengthen the economy outside of major cities.
However, the Danish Chamber of Commerce, Dansk Erhverv, expressed concern that the decentralisation plan doesn’t factor in labour demands within Denmark’s major cities.
Mads Eriksen, head of education and research policy at Dansk Erhverv, said it was “unwise” for programmes to reduce acceptance rates to in-demand fields in that particular city.
“They are trying to solve a problem with labour in the countryside, but at the same time they are creating labour problems in the cities,” Eriksen said. “The English-language programme cuts are far more aligned with the demands of the labour market.”
Denmark has utilised unemployment-based admission for higher education since 2015. Programmes whose graduates experience unemployment consistently 2 percent higher than average are subject to a 30 percent admission cut.
Eriksen thinks it shouldn’t be a matter of reducing admissions across several universities by
“For example, we have five philosophy education programmes in Denmark, each of which have high unemployment rates among graduates,” Eriksen said, referencing a recent Dansk Erhverv analysis.
He would prefer to see resources concentrated into making a couple of those programmes the best they can be and closing the rest, versus reducing admissions in all five programmes. “We have to be ready to close programmes that continue to have high unemployment, not just reduce them.”
In 2018, the University of Southern Denmark closed one English-language program and converted two from English to Danish. Photo: Tim Kildeborg Jensen / Ritzau Scanpix
Opposite impacts on provincial institutions
Gitte Sommer Harrits, vice chancellor at VIA University College, shared concern that although the decentralised education aspect of the plan aims to increase the number of students at provincial universities, the reduction of English-language programmes is likely to have the opposite effect.
A report from the organisation Akademikerne in early June found that international students have played a significant role filling educational institutions outside of Danish cities. Nine of the 10 educational institutions with the largest proportion of English-speaking students are outside the country’s largest cities.
The University of Southern Denmark in Sønderborg has the highest proportion of international students; 40 percent of its 628 students are not affiliated with Denmark or other Nordic countries.
While significantly larger with nearly 37,000 students, Copenhagen University has 5.2 percent international students.
Already in 2018, the University of Southern Denmark closed one English-language programme and converted two others from English to Danish after the Danish government ordered universities to reduce the number of international students.
Harrits said she found the possible closure of English-language programmes drawing international students to provincial areas to be puzzling when paired with the intention to decentralise education.