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Traditionally the Master in Business Administration (MBA) was THE postgraduate education in general management. But within the first decade odthe new millennium a new programme type with a same focus emerged: the Master in Management (MiM).

Its key trigger was the so-called Bologna reform by which European countries since 1999 exchanged their traditional 5-year academic programs for the Anglo-Saxon bachelor-master system. As the bachelor in business required a consecutive master in business in order to offer students the same qualification as the old diploma the Master in Management was born jointly with other business masters. But nowadays the Master in Management is not just a follow-up program for business students nor is it offered only in Europe: Instead, business schools all over the world offer Master in Management programs to graduates of all academic areas. By this, however, the Master in Management became a severe threat for the MBA, and many business schools offer both types of education following the strategy maxime – better cannibalizing yourself before yourcompetitors do it.

But are the Master in Management and the Master in Business Administration really the same? Here are the most important differences.

1. Difference between MiM and MBA: Age

MiM programs usually do not require professional experience although they are open to young professionals who have been working for some time, mostly up to a year. As a result, the MiM students are generally much younger than fulltime MBA students, at some schools the average age is 23 years (with a range from 20 to about 27 years) compared to the average age of 27 to 32 in MBA programs.

2. Difference between MiM and MBA: Professional experience

Accordingly, the professional experience of MiM students does not play a major role during the studies whereas MBA programs gain a lot of value from the professional experience their students bring into the course discussions. In a nutshell: Master in Management programs are primarily designed for talents in their early career stages right after their undergraduate degree or after about one year in job. MBA programs in contrast target people with about three to five years of professional experience.

3. Difference between MiM and MBA: Tuition fees

As for the tuition fees, the MiM programs are cheaper than MBA programs. Whereas the most expensive fulltime MBA program in Europe – offered by the London Business School – sums up to € 60,000 the most expensive MiM programs cost only about half of that. This may have to do with the different target groups: young people who have not yet been able to earn and save much money on the MiM side and experienced people in or aiming at leadership positions on the MBA side.

4. Difference between MiM and MBA: Curriculum

As for the curriculum, MiM and MBA programs seem to lap up to a large degree depending on the respective program. Both offer general management courses, integrated team work, case studies, and a practical oriented approach. MiM programs, however, seem to focus a bit more on certain management disciplines and offer specialization areas whereas MBA programs offer some electives in addition to the core courses but without a distinctive specialization.

5. Difference between MiM and MBA: Admissions criteria

As for the admissions criteria, for MBA programs business schools generally attach great importance to GMAT scores and professional experience no matter what academic background the prospective students have. In contrast, the majority of MiM programs (though not all) and especially of the shorter programs require a first degree in business or economics.

Master in Management or MBA – what to chose?

Overall, the MiM is a further qualification for young talented and ambitious people who comprehend their bachelor degree as not sufficient for their early career plans. MBA students on the other side usually have started their careers already and want or need new knowledge, analysis tools, and networking opportunities for example to change their function or line of business or to meet the challenges of a promotion. An overview of the Master in Management can be found at the Master in Management Compass.

 

Source: Master in Management Compass

Times Tables are the most basic building blocks of maths and we all have to know them. When your children start school, it will be the first things taught to them. How well your children learn the times tables has a very direct effect on how they progress in maths and other subjects at school.

Your children’s confidence can be boosted massively by learning the multiplication tables properly and accurately.

The majority of children do not learn their multiplication times tables properly and as a consequence, many lose confidence in maths. This lack of confidence can spread to other subjects. Children may just end up losing interest in maths, and no longer make an effort becoming unreceptive in other subjects too, and all because they have not been taught in a way that makes times tables easy to remember.

The question is why do some children learn multiplication tables properly and easily remember them, why others do not.

At school, the system teaches multiplication times tables in a traditional rote manner, and this is a long and time consuming method. Children, on the other had, think and behave in a different way. They have a vivid and colourful imagination, are a bundleful of energy, and find it difficult to focus on one top for too long, which in turn can be very disruptive for rote learning .

If a simple, easy to use method is used, that also mirrors the way a child works, this may be the way forward.

Rote learning is a very linear method for teaching multiplication times tables. The problem with it is that the answers are also retrieved by your child from their memory in a linear fashion This method is time consuming and it takes effort to get to the correct answer.

If getting to the answer becomes, or seems to be, too much effort, your children will simply give up and not do it anymore. At this point, it becomes harder and harder to effectively learn the times tables and the confidence in the ability to learn them is lost.

Schools have no choice but to follow a set cirriculum, and a very traditional method of teaching times tables is used, their lessons are not designed to try anything different.

We know that concentration over a period of time is not easy for children and school lessons are not designed around this. This can often lead to concentration problems.

Some parents understandably become frustrated at their children not being able to remember the simplest of tables. This often results in negative comments which can be discouraging for children, and they end up feeling bad at maths, and this reduces their confidence

Belief and confidence needs to be built from the beginning. This can easily be done with multiplication times tables and as they are learned early on they are therefore an ideal place to start building confidence in maths. Maths is a very simple subject in terms of answers – they are either right or wrong, making it very easy for children, and the more correct answers they get, the greater their level of self confidence – a very good motivator for confidence building.

Your children should be able to recall their times tables instantly – without working out the answer in their head – especially if they use a new method to learn and recall them instantly and correctly – you will see a positive tranformation in confidence and the belief that they are now good at maths. Confident children are happy children. Happy children enjoy learning far more.

A strong and positive attitudes is created, along with good habits not only in maths, but also in other subjects. The importance of this cannot be under estimated – create confidence and motivation starting with the times tables.

Learn Times Tables – quick, easy, fun, and 100% instant recall. Tried and tested in the classroom over many years. Go to www.timestablesmaths.com/learntimestables to find out more.