Show Summary
In this episode, Bruce DelMonico, Assistant Dean of Admissions at Yale School of Management, shares an overview of the Yale School of Management. The program offers a distinctive two-year, full-time MBA program emphasizing an interdisciplinary, integrated curriculum to prepare students for leadership in business and society. Bruce discusses how aspiring applicants can prepare for and approach the extensive application process, which includes a GMAT/GRE test score, written essays, a resume, a video component, a behavioral assessment, and an interview.
Show Notes
Welcome to the 598th episode of Admissions Straight Talk. Thanks for tuning in. You are invited to take the free six question quiz at accepted.com/mapMBA and see how prepared you are to actually apply. You’ll also gain access to relevant other resources, both free and paid, that can help you develop your application strategy for acceptance.
It gives me great pleasure to have back on Admission Straight Talk Bruce DelMonico, Assistant Dean of Admissions at Yale School of Management. He has been on the admissions team at Yale SOM since 2004, became the Director in 2006, and the Assistant Dean in 2012.
Bruce, welcome back to Admissions Straight Talk. [1:52]
Thank you so much, Linda. It’s great to be here. I always enjoy it.
Let’s start with my usual question. Can you give a basic overview of the Yale SOM MBA program for listeners who may not be that familiar with it, focusing on its more distinctive elements? [2:00]
Here at Yale, it’s the flagship MBA. It’s a two-year, full-time MBA, so some of the same things you’ve experienced at other programs, but I think some of the distinctive things, I would point out maybe three things that I think are particularly distinctive. Our integration to the larger Yale University, our distinct, we think distinctly, global posture, and I think our curriculum, or the way we actually teach the material that you learn, is actually somewhat distinctive, and we think prepares you particularly well to be a leader in the 21st century.
So I think just to dig in just briefly, when you come to Yale, you really come to the entire university. And so, one of the ways that’s manifest, you actually can take as many electives as you want at the rest of the university. You can take all of your electives outside of SOM. So, really the university is open to you, and that extends to the co-curricular opportunities, the alumni networks, those types of things so I think that’s great.
On the global front, we do have our global network for advanced management. Actually, as we’re speaking, exams are happening, winding down. And then Global Network Week is happening, which means our students are going to one of the 30 different global network schools around the world that are a part of this network that we’ve developed and started, it’s now taken on a life of its own, but it’s among the very distinctive global opportunities that exist here at Yale.
And then the curriculum, we might talk about this more, but we teach in a much more interdisciplinary, much more integrated, holistic way than other programs. We think that does uniquely prepare our students to be effective leaders for the 21st century and for business and society, which is our founding mission.
Obviously, during COVID, people weren’t traveling, but as I recall, part of the idea behind the global network was that students at Yale actually participated in, they didn’t necessarily travel to the schools, but they were taking classes with students from other countries. Is that still true, even if they don’t physically go to other schools or other campuses? [3:51]
That is true.
I think one of the cornerstones of it is the travel piece, because being part of that network… So we have 30 schools on five continents, and so you can travel to Coach University in Turkey or you can go to… So you can go to [inaudible 00:04:32], or you can go to Redmond, or across the globe. But even in addition to the physical travel, there are virtual courses that are part of the global network. And so there are opportunities to take virtual global network courses with students from the other global network schools, and so I think that’s also a really unique opportunity. I think it does help train you very well.
Obviously a lot of work that’s done now is not getting on a plane and flying somewhere, but it’s actually being on Zoom like we are, connecting virtually across time zones, across geographies, and so having that experience when you’re a student, I think, is very valuable.
You mentioned in your first answer, and throughout the site there’s an emphasis on, the mission of Yale SOM, which is educating leaders for business and society. How is that mission manifested in the program and the curriculum and the classroom? [5:11]
That’s a great question. I think in a lot of ways, and really I invoked it, you just asked about it. So the mission that really is the touchstone for the school, it’s the founding mission to educate leaders for business and society. It’s a broad, ambitious, multi-sector mission. And it does, we can talk about other aspects, but it really does inform the classroom experience.
Our curriculum, we call it our integrated curriculum, and it teaches a lot of the same materials, but it goes beyond business concepts into other disciplines. So you’re going to learn not just cashflow analysis, and weighted average cost of capital, and those types of things, but you’ll learn how the law, and medicine, and the environment, and psychology, sociology, all these other disciplines inform business. And so it’s very integrated in that way. And material also is organized in a way that really has our students thinking across disciplines, across sectors.
Can you give an example? [6:35]
I’m happy to. So we actually have our own case writing team here and we teach what we call raw cases, which are different than the cooked cases you get at other schools where the case writing team will distill down all the relevant information into the seven or 10 page document. Our raw cases are much messier.
The idea is that we give… The case writing team assembles all the materials and then gives those primary materials to the students, because in the real world, that’s what you’re dealing with. You’re not dealing with… You don’t have a case writing team that does all that work for you, you have to do that work. So this is all preamble to say a lot of the material the first year is taught by the raw case method.
One of the raw cases as an example, that student study is on the Norwegian Sovereign Wealth Fund. And so that’s someone… We actually have a faculty member who has advised Norway on their Sovereign Wealth Fund. And so we have some firsthand experience. But that’s an example that I think is international. It’s not a white, male, US protagonist, it’s international. It’s got elements of finance, the fund, it’s got the public sector because a Sovereign wealth fund, it’s used for social purposes, some of the funds, so it really is an example of a case that spans the sectors, is global in nature, and it touches on a lot of the aspects of the school that I think are quite unique.
We were talking about the integrated nature of the program, especially the core, and that core culminates in a course called the Executive. Can you discuss both the integrated nature of the core, and specifically the Executive course? [7:58]
Happy to do that. I talked a little bit about some aspects of the curriculum, but the heart of the first-year core curriculum are what we call our Integrated Perspectives courses. And so again, that takes a lot of the material that you would learn at other schools but organizes it differently, and so it organizes instead by discrete functions, which is how other schools tend to be organized, which I think made sense 50, 60 years ago when MBA graduates would go to large, multinational corporations and work within a single function within that organization. But now, obviously, graduates have much different careers, and so the curriculum’s meant to reflect that. So these organizational perspectives… Really, they organize the material according to stakeholders, so things like customer, employee, investor, innovator is their [inaudible 00:09:07] and the Executive is like the capstone course.
So each individual course takes a different stakeholder perspective, there are about a dozen in total. And so one example I give is the customer class here is sort of like the marketing class, but it goes beyond that. So instead of just teaching the four Ps and the marketing function, it incorporates the marketing function, but then adds HR, it adds operations, it adds technology. So the other disciplines that you would think of, there’s psychology, sociology to understand the customer experience and how all parts of an organization need to work together to satisfy the customer experience. And so that’s a stakeholder. And then those all ladder up into the Executive, which is the capstone. And then that’s where you think about all the different stakeholders together and the various trade-offs you need to make.
So if you’re doing something that satisfies the investor, what does that do to the employee, and how is the customer experience affected by what you do in the operations engine? So that’s where you really think about it all together.
Yale has an innovative and multifaceted application, requiring a test score. either GMAT or GRE. There are written components, there’s a resume, a video, a behavioral assessment, and an interview, which is by invitation only. The behavioral assessment is quite distinctive on the MBA scene. What is it? What’s the format, what’s the reason for it? [10:31]
To give a little distant history, so we go… This is over a decade, I can’t even remember how far back, maybe 12 or 15 years. This started with Tom Kolditz, who was head of the leadership team at West Point, Leadership Department at West Point. He joined us and led our leadership development team here for a while. And when he came on board, he helped develop a test that ultimately was purchased by ETS, and became the behavioral assessment.
When he was here. We actually worked with him to develop it, and pilot it, and then we’ve rolled it out since. It’s now been again at half dozen years, we’ve fully been using it, but we’ve been piloting it for over a decade. The idea behind it’s a non-cognitive assessment. So unlike the GMAT or the GRE, which are cognitive assessments, this is non-cognitive. It’s not meant to be an EQ test or soft-skills test, which I think some people think it is. It’s meant to measure intra and interpersonal traits that are additive to our assessment of your academic preparation for the program. So again, not meant to measure soft skills, it’s meant to measure your academic preparation.
The idea is we bring in lots of fantastic candidates, and there’s some people, who based on their grades and scores, perform better than you would expect and some people based on the grades and scores who perform not as well as you would expect. This isn’t a perfect science, but we’re always trying to get better at it and do a better job with in this prediction. And the behavioral assessment is meant to help us identify secondary and tertiary traits that will better refine how we’re looking at your academic preparation.
And the thing we’re really trying to do is, we know that there are lots of really fantastic candidates who might have more modest academic profiles and whom we might want here at Yale for other reasons. They perform wonderfully in the workplace, they have great potential. We want to make sure, obviously, they get through the program in the short term, and so the behavioral assessment can give us more confidence that maybe someone with a more modest academic profile who has lots of other fantastic qualities, we can bring them into the program. So actually we use it to expand the pool of candidates we can consider.
The test itself, it maybe takes maybe 20, 25 minutes to complete. It’s a forced choice test, which means what happens is you get a pair of statements that are meant to describe a person that could be too positive, too negative, and you have to choose which one is most like you. And then there are 130 pairs. So you go, and it’s adaptive, so no two people get the same one. And you go through these statements. You’re supposed to go quickly, obviously 130 pairs, 20, 25 minutes, you’re not going to… Don’t need to think about it, you don’t need to prepare for it. It’s just, I see this statement and this statement, which one’s more like me? I choose that one and then keep going. And over that course of 130 builds a profile of you that we use to, again, inform our assessment of your academic preparation for the program in a way that hopefully is expansive and allows us to bring in more people to the program with more diverse backgrounds.
Going along with the assessment arena of admissions, what about GMAC’s business writing assessment? Do you have any plans to require that? Are you requiring that? [14:26]
No, we’re not requiring that. We’ll have to see. We don’t have any firm plans now. I know that it’s being developed and is out there. We don’t have a requirement.
We were comfortable with the things that we’re currently requiring and the elements we currently are using to measure candidates’ preparation for the program. But certainly we’re always looking at other things that might be helpful, but we’re not requiring it now.
I was going through Yale SOM’s application guide, which is excellent, and listeners interested in applying to Yale, you definitely need to read it. It seems that you have an optional information question, and a background information question, as well as a required essay with three options and a 500-word limit. Is the background information required? [15:08]
The background information is not required. That’s all optional information.
What’s the difference between these three elements? What would you like to see them cover? You don’t want them to duplicate each other, I’m sure. [15:36]
So for the required essays there are three prompts. You get to choose which of the three that most speak to you, and then that’s the required essay. And it’s about the biggest commitment you’ve made, the greatest challenge you’ve faced, or the most meaningful community you’ve been a part of. And we used to have the commitment essay was the single one we had for a number of years, and then we found that we didn’t want people to have to conform to that prompt, and so that’s why we added the community and the challenge to allow people really to write about the thing that’s most meaningful to them. So that’s the required essay that everybody writes, under five hundred words.
The optional information is really more if there’s something… A typical optional, if there’s something about your candidacy that you think we should know about, but it’s not captured anywhere else, that’s your opportunity to provide the information there. And then the background information is something we’ve been building out for a number of years.
We recognize that people are not applying in a vacuum, so everybody is informed, influenced by their experiences that they had growing up, the opportunities that were available to them, the challenges they were facing, and the specific circumstances of their upbringing and their educational backgrounds. And so background information, it’s optional, you don’t have to fill it out, but it asks information about the context in which you’ve lived, more information about some of your familiar background, some of your own personal background, to help us understand your circumstances so that we can have that in mind as we’re making decisions.
Because we know, again, when you think about a test score or academic performance, those, as I said, those don’t exist in a vacuum. A single score can mean different things depending on the context in which someone has lived, and worked, and operated. So that’s why we ask for that background information. For a lot of people, there’s nothing to share, but for some people there is, and so that’s where we invite people to share it if they have anything to do.
Would the optional information question typically be, you had a drop in grades due to illness or a family situation? Would that be typical of the optional information question? [17:40]
Yes, that can be.
And we actually have a separate question specifically for a gap in employment. We took that out because we know we want to make sure we’re leveling the playing field, because sometimes people would put it, sometimes they wouldn’t. So we asked specifically for gaps of three months or more so that we’re getting consistent information. So that’s actually in the work experience section. There’s a question for that.
The optional information doesn’t include that, although we do ask for it. But yes, so grades other things, other circumstances that might be explained, academic performance or other professional pieces that other than those gaps, that’s where actual information would be helpful.
Let’s talk about the video component. You’ve had it for a long time now. How is it valuable to you and do you have any tips for it? [18:27]
So the video question’s there now; there are post-submission elements. So the behavioral assessment, after you hit submit, then you will be sent links to both the behavioral assessment and the video questions. And we have had those for a number of years. At Core, we used that to evaluate English language, and that’s actually when we introduced these years ago. We eliminated the English language test requirements, so we don’t require the TOEFL and the IELTS, and we felt that much like the GMAT and the GRE there, they were generally good, but they were sometimes a little off. People would score well, but actually in reality didn’t speak so well. People who had modest scores, but actually were fine. So we wanted a way to assess that directly in a way that actually was cheaper, and easier, and less of a burden for candidates.
Although I know that they take, we have to take, sometimes I have to take the TOEFL, IELTS for other schools, but for us, this takes another 20 minutes or so. 20 minutes of doing this as opposed to studying for and paying for the TOEFL, IELTS seems like a good trade. But they are three questions that we have prerecorded. We have three tranches, as we call them, with multiple questions that are then randomly drawn. And so you will answer questions… Very not meant to be trick questions a little bit, but to get to know you more, so it’s about your MBA aspirations, a behavioral question, and then there tends to be a question that gets at some interest of yours, a little bit more of your personality. So it’s a core English language, but we also want to get a sense of how you interact and speak extemporaneously and a little bit of that, your personality.
What is Yale’s SOM’s perspective when it comes to use of AI in the application process? Do you ever, when you’re watching a video think, “This does not sound like the person in the essay?” [20:25]
For this year, we actually put out a statement on AI in the application. And the basics of it is you should use AI. We don’t prohibit it, but we think you should use it wisely. You should use it the same way you would as a friend or a family member, in terms of thinking about how to brainstorm, how to get some rough organization, or organizing your thoughts. It shouldn’t be writing your essay for you, or answering questions for you, but it could be a tool you use and use it wisely.
We actually, interestingly that our statement on AI was developed in conjunction with AI. So we’re practicing what we’ve preached. And specifically in terms of the video questions and even for the interviews, we currently, we welcome people to campus to interview, but a lot of our interviews are still virtual over Zoom. And in both contexts, sometimes we do see people who are reading, they’re clearly… They’ve got prepared answers, whether it’s AI or otherwise, whether AI based or otherwise, and our advice is definitely don’t do that. We would rather have a less perfect but genuine answer than something that’s scripted and mechanical. That’s just not what we’re trying to do. You might not be able to connect with your interviewer or with the responses the same way if you’re just reading a response, so we feel as though maybe an imperfect response that is you as opposed to something that you’re reading is definitely preferable.
Do you have any suggestions for how to prepare for the video component? [22:12]
So there really isn’t certainly the behavioral assessment, there’s nothing to prepare. You’re just answering questions about yourself. Video questions are similar to that. I think there is a little bit of, because we want to get a little bit of a sense of your reasons for getting the MBA, and there is a behavioral question component, you might want to think about, go back to your application, just brush up on some typical admissions or job interview types of questions. So successes, failures, teamwork, challenges, those types of things, those typical behavioral areas, and then a little bit about why you want to get an MBA, what you want to do with it, those types of things.
But really not any heavy preparation. It should hopefully be pretty straightforward. No trick questions. And what I tend to say for both of these components, but certainly with the video question, we very consistently tell candidates that this is not going to determine the outcome of your candidacy. So I know it can be a little bit stressful. I think it’s gotten less stressful post-pandemic, because people are used to being on Zoom. Before we did this before the pandemic, that interaction was maybe more foreign, a little bit less comfortable.
I think this generation is used to being on camera. [23:26]
I think that’s right. So I think this is less of a stressor than it used to be, but I think even so I would say don’t feel as though this is like your whole candidacy is riding on this. We use it, as we say, with a light touch.
In terms of the format, do students have a few seconds to think about or organize their thoughts? [23:41]
Yes. So the way it works is we will ask the question. These are pre-recorded questions, and then you have usually either 20 or 30 seconds, or what we call “think time” to think about your response. And then, depending on the question, either there’s 60 or 90 seconds to respond. So it’s all very short, but you have a little bit of time. It’s meant to approximate an interview. So it’s not a perfect approximation, because in live interview you don’t sit there for 20 seconds and think about your response. But in this format, it’s helpful just to have a little bit of time just to gather your thoughts.
Even in a live interview, you can say, “let me think about that for a second,” and just organize your thoughts. [24:16]
It’s a little bit like that.
And speaking of the interview, what can applicants expect if they’re lucky enough to be invited to interview, the real interview, the in-person or Zoom interview like we’re talking? [24:25]
That’s a good point because, as you mentioned earlier, the video questions are part of your initial submission. And so everybody does the video questions and then we do, as we’re reviewing that applications, then we invite people to interview. And so the interviews are separate from, it’s not, the video questions are our replacement for the interview. Interviews, we’re currently in our first round as we’re speaking. And we are extending those invitations as we speak.
When you’re invited to interview, assuming you’re invited to interview, these are 30-minute interviews. The interviewer has only seen your resume, they have not read your full application, the idea is for these to be as [inaudible 00:25:13] possible, which when I do interviews, I remind people, “You can talk about things you talked about in your application. It’s all new information to me.” And they are… Actually admission staff do some, it’s mostly trained second year students who conduct these interviews, as well as some recent alumni who were themselves interviewers, and then staff. But I think the second years are the primary. They do most of these interviews.
The interviews themselves are again, pretty straightforward. They’re not meant to be trick questions. They’re structured in nature. We ask the same questions in the same order, because we know that that is important for the fairness and the predictive nature of the interviews. If it’s unstructured, then it really has no predictive value at all. And again, the questions are not meant to be tricks, not meant to trip you up, but again, preparing for them. Think about why you want to get an MBA, what you hope to do with it, maybe be a little bit about why you help, how you hope to contribute to our community. And then some behavioral questions.
Again, as I mentioned before with the video questions, thinking about any sort of work experiences you’ve had in terms of teamwork, and challenges you faced, overcoming obstacles, successes, those types of things, it’s good to have those examples ready, the typical examples you would want, you would think about for a job interview or an MBA interview.
What are some common mistakes you see that applicants make in their applications? [26:35]
That’s a good question. When we talk about that, I think we might talk about that a little bit in the application guide, too. And we actually did add some, I don’t know if anyone will… This will be a bonus, but we do some videos that, and I’m in there, where I think we do talk about some mistakes. And I think a couple that I would point out, one, which you might hear from others, and it’s not an uncommon thing, but it’s a really significant thing is we do sometimes see candidates who try to present a candidacy that they think we’re looking for in whatever dimension they think, “Oh, this is…” And this happens I think at other schools, too. “Oh, this is the finance school, or the marketing school, or the tech school, or the operation school, and so I’m going to be that candidate.” I don’t think that helps you from a game theory perspective. I think if you’re making yourself look more like everybody else who’s applying, that’s not the way to differentiate yourself.
But, at a more fundamental level, having done this for 20 years, it’s very clear that you will position yourself best when you talk about things that really matter to you, that you really present your truest self. When you’re trying to present yourself as someone who’s not who you really are, it falls flat. And so I think there are fewer people who are doing that now than when I started. I think people understand that that’s not a winning formula, but I think there are still some people who try to present the version of themselves that they think we want to see. So that’s one.
And then one other thing, if I can, I would say is we often… It sounds counterintuitive, but I do tell people try to embrace your mistakes, which isn’t necessarily the lead with your mistakes, and there’s no such thing as a perfect candidate. Everybody has strengths and weaknesses. If there’s a weaker part of your profile, obviously there’s no such thing as one size fits all advice. I can’t say exactly how to do in every situation, but I would think about if you have a weakness, helping us understand that they may… The optional information section is a place for that, helping contextualize it, helping us get past it as opposed to ignoring it, and then having us maybe make more of it than is truly there.
There’s this wonderful gift that we all have as human beings, and it’s called the ability to change. And so A, there’s providing context, as you mentioned, and B, there is showing that that’s not really you. Either the circumstances that contributed to the decline in grades or whatever bump in life you had, weakness, no longer exists, or that you’ve shown how to deal with them, and that is the gift of change.
So I think your point is very well taken, that if there is a blemish, a weakness, whatever you want to call it, something you’re not so proud of in your profile, you’re going to present everything that’s great about you, but own the mistake, own the whatever it is, and like you say, provide the context and show that it doesn’t really represent you. There’s other stuff out there that’s a much better representation of you. [29:09]
I think you put it very well. And the idea of learning and growing, if you were a perfectly formed human being, you wouldn’t be coming to get an MBA, you’d already know it all, but you’re doing this for a reason. You’re trying to grow by doing this. And so how have you done that up till now? I think that’s a great way to put it.
For people who made a mistake or had a weakness and are reapplying to Yale, what advice do you have for them? [30:29]
We have a good number of candidates who do that. I want to say, I don’t know if this is exactly right, if this is current information, but I think about 10% of our applicants are re-applicants. So it’s not an uncommon thing.
Is their acceptance rate comparable or higher? Do you know? [30:53]
Historically it’s been comparable. So there’s no stigma or bias against re-applicants. It’s roughly comparable to first-time applicants. And usually, we actually… We will invite people to seek feedback. And so we will give you feedback over the summer between your previous application and your subsequent application, or if you applying the next year, sometimes people wait more than one year, but we’ll give you feedback for you to work on.
And I guess that’s in the vein of learning and growing. That’s a good sign, regardless of what the outcome, if you take the feedback and try to work with it, that’s always a good sign. And so what I tend to tell re-applicants is think about your second application, or third, we have people who apply three times and sometimes the third time is the charm, but think about that as a continuation of your previous application in the sense that we’re not necessarily going to look at them side by side, or we’re not necessarily going to go back and look at the previous one, although we might refer to it if we need to.
But I guess there are two extremes. You could either just submit the same application and hope the outcome is better this time, or… We have some people who do that, and that seems like not quite the recipe for success. And then the other extreme, we have people who are so radically different, you don’t even recognize them. And they say before they wanted to go on private equity and now they want to go and start a nonprofit. You’re like, “What happened?” And so I think you want to think about the application’s extension. It’s not going to be exactly the same as the previous one, but it can be an expansion of, or a build out of, the previous application.
Can the re-applicant assume that you’re going to look at the previous application? [32:37]
It’s interesting. We used to more consistently look at the previous application, and now we don’t do it as consistently. We treat it as its own, but we will refer back at times. So I think you can assume that we might look at it, but not that we know that we’re like… Don’t refer to your previous application as though it’s a dialogue with the two applications. It should be a new application.
What advice would you give to people looking ahead to apply in fall 2025 or 2026? [33:10]
I think to the extent you’re starting to think about the process, first of all, congratulations, because very early on the game, and I think that’s always good. There are lots of different pieces of advice to give for different aspects of the exploration process.
But one of the things I would think about is have conversations, do some research, talk to students, talk to alumni, family, friends, colleagues who’ve been to business school, whether the specific schools you’re interested, you’re interested in or think you’re interested in, or more generally, it’s helpful to know why they went, what they got out of it. You can start to learn about maybe some specific aspects of the schools, but just having conversations about the MBA, what it can do is always a good thing.
We have, and I know other schools do as well, we have student ambassadors who will talk about their experience and share what their life is like here at Yale, here in New Haven, and those are always helpful. If we have events, we have virtual events, so you don’t have to go anywhere. If you want to come to campus, you can, but you don’t have to. But there are lots of ways to engage. And so doing that research I think can be very helpful.
Great advice. What would you have liked me to ask you? [34:30]
Oh, gosh. It was pretty comprehensive. We touched on a lot of things. I’m trying to think if there’s anything. I guess one thing I would say, maybe in the vein of the background information and the context and the behavioral assessment, trying to expand opportunity, we have done a number of things to try to be more expansive and to open the doors here at Yale to a wider range.
And one thing that we’ve, I guess two things we’ve done this year are increase, or expand our fee waiver application, fee waiver program, to over 700 schools that have 35% or higher PELL eligible students, so really to open up that opportunity. And we actually just launched a new Aspire Fellowship program, so scholarships for incoming students who have overcome significant challenges. And we’re going to offer $5 million through that program. So we’re really trying to do what we can to, as I think when we announced the Aspire, I think one of the things I said, which I believe is talent is everywhere, but opportunity doesn’t always match talent, and we’re trying to close that gap as much as we can. So those are a couple of things we’ve been doing this current cycle to try to further those efforts.
Where can listeners and potential applicants learn more about Yale SOM’s MBA program? [35:53]
Definitely our website, yale.som.edu. You mentioned the application guide for those who are specifically interested in applying. We put a lot of effort into that, so hopefully that’s helpful. And then obviously you can always email us at mba.admissions@yale.edu, or we’re happy to engage directly.
