Some MBA programs emphasize research productivity; others emphasize teaching quality; but most business schools strive for a balance of research and teaching. Each school’s focus determines, to a large extent, what type of faculty it attracts.

A well-known faculty promotes a business school’s identity and strengthens its ties to industry. A school that has a strong focus on research may provide more timely and relevant course content.

Examine your expectations of faculty in an MBA program. Do you expect a lot of personal attention from your professors? How accessible do you want faculty to be (or how much would you like to interact with them in and out of class)? Are you interested in working as a graduate research assistant? Is faculty renown important to you, at least in your area of concentration? If there were a low student-to-teacher ratio, would you take advantage of it?

The student-to-teacher ratio is the most widely publicized statistic related to faculty. A ratio of 15:1 indicates that for every 15 students, there is one faculty member.

These ratios, like other statistical data, can be misleading. Some ratios are derived by adding up the total number of faculty teaching in the business school (both undergraduate and graduate students) and comparing it to the total number of MBA students. This translates into low student-to-teacher ratios but does not necessarily mean that MBA students have the best access to faculty. In order to get an accurate picture, make sure you investigate the following issues:

• Where did the numbers come from?
• What degree-seeking students are included in the student head count to compile the data reported? (Does the number include MBA students only, or others?)
• What is the total number of faculty who teach only MBA students? Faculty members who teach only MBA students provide different levels of service from those who teach undergraduates or other students.

Ultimately, your access to professors when you need them is more important than student-to-teacher ratios.

Business schools vary in their use of teaching styles. As part of your research, it is important to familiarize yourself with the mix of instructional techniques that each school uses. For instance, in a case-method approach to teaching, student input in class is the central activity around which the learning occurs. In a lecture approach, the teacher delivers the subject matter.

As you compare schools, also consider the following.

• the program’s balance of quantitative and qualitative material
• whether the school’s teaching and grading styles are uniform within the program or whether they are determined by individual teachers
• whether students are allowed to participate in teaching and course evaluations
• how group work is viewed and measured

A school’s prestige and ranking may be linked to its reputation for cutting-edge research, with the theory being that such research leads to more relevant and timely course content. At some schools, faculty members are required to publish books and articles in scholarly research journals. Although such research and writing is valuable, it may limit the amount of time faculty members have to devote to their students.

The advantage of attending a research-focused school is that research can help strengthen the value and reputation of programs and form strong ties to industries that can provide jobs for graduates. The potential disadvantage may be limited interaction with faculty members.

Some schools put more emphasis on teaching quality than on faculty research. Certain teachers are drawn to schools where they are not as pressured to publish because teaching and developing rapport with students are more important to them. They may not help the school acquire more fame in academic circles, but these teachers can create a rich learning environment for students.

Some schools strive to have the best of both worlds by giving equal weight to research and teaching. Their philosophy is that high-quality research leads to highly relevant teaching.

At these schools, students may get involved in the research interests of one or more faculty members, enjoy extensive interaction in class, and occasionally see their teachers in the academic or popular business press.