The BT-MDRA India’s Best B-Schools Ranking has highlighted the top business schools in India, with IIM Ahmedabad and IIM Calcutta securing the first and second positions, respectively. This ranking involved 270 business schools, and the competition was close, with only a 0.6-point difference between the top two institutions. The other schools in the top five include IIM Lucknow, SP Jain Institute of Management and Research, and IIM Indore. Among these ten institutions, six are government-owned Indian Institutes of Management (IIMs), while four are privately managed.

Despite a stable ranking at the top, there are significant shifts within India's B-school landscape. Demand for business education remains high as students seek opportunities for corporate careers; however, challenges persist due to global economic uncertainties and rapid technological advancements like artificial intelligence (AI). The average batch size at the top 100 B-schools increased from 1,076 in 2024 to 1,173 in 2025.

Placement statistics indicate a downturn; average salaries at the Top 25 B-schools fell from ₹23.12 lakh (approximately $27,800) in 2023 to ₹22.7 lakh (around $27,500) in 2025. This decline coincides with rising tuition fees that have increased nearly by 23% over five years.

In response to these challenges, some leading firms like McKinsey continue to actively recruit from top B-schools despite broader hiring slowdowns across industries. Business schools are adapting by enhancing their curricula through practical experiences such as case studies and industry collaborations while also focusing on developing leadership qualities relevant to modern corporate environments.

One notable initiative is NMIMS's "One MBA" program aimed at integrating multiple campuses into a cohesive educational experience through shared syllabi and collaborative teaching methods.

Furthermore, there is an increasing emphasis on ethical leadership within business education as organizations navigate complex decision-making environments influenced by global dynamics. Business schools are urged to rethink their objectives to better prepare graduates for responsible roles in society.

Overall, while demand for management education remains robust amid economic fluctuations and evolving job markets, B-schools must innovate continuously to maintain relevance and effectiveness in preparing future leaders.

Original article (nmims) (mckinsey)

The article provides a comprehensive overview of the current state of business schools in India, particularly focusing on rankings, challenges, and trends. However, it falls short in several areas when it comes to providing actionable information for readers.

Firstly, actionable information is limited. While the article discusses the rankings of various B-schools and highlights initiatives like NMIMS's "One MBA" program, it does not offer clear steps or choices for prospective students or professionals looking to enhance their education or career prospects. There are no specific instructions on how to choose a business school or prepare for admission into one. It merely presents facts without guiding readers on what they can do with that information.

In terms of educational depth, the article touches upon important statistics such as average salaries and batch sizes but does not delve into the implications of these figures. For instance, while it mentions a decline in average salaries at top B-schools, it does not explain why this trend is occurring or how it might affect students' decisions regarding their education investments. The lack of context around these statistics limits their educational value.

Regarding personal relevance, the information primarily targets individuals interested in pursuing business education; however, its impact is somewhat narrow. The challenges faced by B-schools due to economic uncertainties may resonate with some readers but do not directly address broader concerns that could affect a wider audience.

The public service function is also minimal. The article recounts trends and statistics without offering guidance on navigating these changes effectively or responsibly. It fails to provide warnings about potential pitfalls in choosing a business school during uncertain economic times.

Practical advice is lacking throughout the piece. Although there are mentions of firms actively recruiting from top B-schools and schools adapting curricula to meet modern needs, there are no concrete steps provided for students looking to enhance their employability or make informed decisions about their education paths.

In terms of long-term impact, while the article discusses ongoing trends within business education that could influence future decision-making for students and educators alike, it does not equip readers with tools to plan ahead effectively based on this information.

The emotional and psychological impact appears neutral; however, without constructive advice or clarity on navigating challenges within business education today, readers may feel overwhelmed by uncertainties rather than empowered.

Lastly, there are elements of clickbait language present as certain phrases emphasize competition among schools without providing substantial insights into what this means for prospective students beyond mere rankings.

To add real value that was missing from the original article: individuals considering business school should conduct thorough research beyond rankings—looking at alumni networks and job placement rates can provide insight into real-world outcomes post-graduation. Engaging with current students through forums can offer firsthand perspectives on programs’ strengths and weaknesses. Additionally, assessing one's career goals against industry demands will help tailor educational choices more effectively—considering fields where growth is expected despite economic fluctuations can lead to better long-term outcomes in employment opportunities after graduation.

The text uses the phrase "significant shifts within India's B-school landscape," which sounds dramatic. This choice of words can create a sense of urgency or concern about the state of business schools, even if the actual changes are not specified. The wording makes it seem like there is a major crisis when it may just be normal fluctuations in rankings and demand. This could lead readers to feel more worried than necessary.

When discussing placement statistics, the text states that "average salaries at the Top 25 B-schools fell from ₹23.12 lakh... to ₹22.7 lakh." The way this is presented suggests a clear decline in value without providing context for why this might be happening or how it compares to other economic factors. By focusing solely on the drop in salary, it may mislead readers into thinking that business education is becoming less valuable overall without considering other influences like inflation or job market conditions.

The statement "some leading firms like McKinsey continue to actively recruit from top B-schools despite broader hiring slowdowns across industries" implies that these firms are doing well while others are struggling. This wording can create an impression that top B-schools still hold significant value and prestige, which may not reflect the overall hiring climate accurately. It emphasizes a positive aspect for elite institutions while downplaying challenges faced by graduates entering a tougher job market.

The phrase "ethical leadership within business education" suggests that there is currently a lack of ethics being taught, which could imply wrongdoing among current practices at these schools. This framing can lead readers to believe there is an urgent need for change without providing evidence of unethical behavior in existing programs. It positions business schools as needing reform while not addressing what specific issues exist.

In discussing tuition fees increasing nearly by 23% over five years, the text does not provide details on how this compares with inflation rates or average salaries over time. By omitting this context, it creates an impression that tuition hikes are unreasonable and burdensome without showing whether they align with broader economic trends. This selective presentation can shape reader perceptions about affordability and access to education unfairly.

The mention of NMIMS's "One MBA" program as an initiative aimed at integrating multiple campuses presents it positively but does not discuss any potential drawbacks or criticisms of such programs. By highlighting only one side—the benefits—it gives an incomplete picture of what such initiatives entail and how they might affect students negatively as well as positively. This could mislead readers into thinking all educational innovations are inherently good without critical examination.

Overall, phrases like “demand for management education remains robust” suggest stability and growth but do not acknowledge underlying challenges faced by students and institutions alike due to economic uncertainties mentioned earlier in the text itself. The contrast between perceived demand and actual difficulties creates confusion about what “robust” truly means in this context, possibly misleading readers regarding future prospects for graduates from these programs.

The text conveys a complex array of emotions that reflect the current state of business education in India. One prominent emotion is pride, particularly evident in the mention of IIM Ahmedabad and IIM Calcutta securing the top two positions in the BT-MDRA ranking. This pride is reinforced by phrases like "India’s Best B-Schools Ranking," which emphasizes excellence and achievement. The strength of this emotion serves to instill confidence in the quality of education provided by these institutions, encouraging readers to view them as prestigious choices for aspiring business leaders.

Conversely, there is an underlying sense of concern regarding the challenges faced by business schools, highlighted through phrases such as "global economic uncertainties" and "rapid technological advancements." This concern is strong, as it addresses potential obstacles that could impact students' futures. By presenting these challenges alongside rising tuition fees and declining average salaries, the text evokes worry about affordability and job security for graduates. This emotional appeal aims to resonate with prospective students and their families, prompting them to consider these factors seriously when making educational decisions.

Another notable emotion is hope, illustrated through initiatives like NMIMS's "One MBA" program aimed at enhancing collaboration among campuses. The mention of adapting curricula to include practical experiences reflects a proactive approach to education amidst difficulties. This hopefulness suggests that despite current issues, there are efforts underway to improve business education, inspiring readers with a sense of optimism about future developments.

The text also touches on urgency regarding ethical leadership within business education. Phrases such as "navigate complex decision-making environments" indicate a pressing need for responsible leadership training in response to global dynamics. This urgency encourages readers—especially educators and policymakers—to rethink objectives within B-schools urgently so they can better prepare graduates for societal roles.

These emotions collectively guide readers' reactions by creating sympathy for students facing economic pressures while also fostering trust in leading institutions striving for improvement. The use of emotionally charged language—such as “significant shifts,” “downturn,” or “actively recruit”—heightens awareness about both achievements and challenges within this educational landscape.

To persuade effectively, the writer employs various rhetorical tools such as contrasting successes with emerging difficulties (e.g., stable rankings versus declining salaries), which amplifies emotional impact by highlighting disparities between expectations and reality. Additionally, emphasizing collaborative initiatives fosters an image of innovation amidst adversity, steering attention toward positive change rather than solely focusing on problems.

Overall, these emotional elements work together not only to inform but also to inspire action among stakeholders involved in higher education—encouraging them to support reforms that enhance both student experiences and outcomes while addressing urgent societal needs through ethical leadership training.