MBA is a professional master's degree, which is different from general master's degrees. First of all, the training goals are different: MBA is to cultivate pragmatic, compound and applied high-level management talents who are qualified for the high-level management of industrial and commercial enterprises and economic management departments, while other master's degree students are to cultivate people with solid theoretical foundation and strong scientific research. and high-level scientific research and teaching talents with teaching ability; secondly, the training targets are different. MBA enrollment targets are generally cadres of state agencies and institutions and industrial and commercial enterprise managers and technical personnel who have graduated from a university and have more than three years of practical work experience. , while other master's degree students can recruit fresh graduates or in-service personnel; the third is the different training methods. MBA education is essentially a kind of vocational training, with special emphasis on mastering modern management theories and methods. Business case analysis, practical observation, analysis and decision-making skills training, etc. cultivate students' practical skills, allowing students to accept challenges in knowledge and skills, personality and psychology, goals and aspirations, etc., and have more professional competitiveness, while other graduate students Focus on theoretical learning and academic research. Although there are differences between MBA and other graduate students in the above aspects, the current admissions and teaching management at the school are basically the same: they must take the national unified admissions examination and be admitted according to the admission lines defined by the country; after obtaining After enrolling in the program, teaching and management will be carried out according to regular postgraduate standards; you will obtain a degree after writing a thesis and passing the thesis defense. The most important feature of MBA education is practicality, which does not focus on instilling knowledge, but on the training of decision-making and practical management skills. Therefore their courses vary from country to country and from university to university. The content is constantly being supplemented and updated to more accurately meet the needs of students and today's corporate organizations. In addition to helping students establish a comprehensive knowledge structure, it also provides training in business case analysis, practical observation, analysis and decision-making skills. , Cultivate students' operating skills. Many students believe that the biggest gain that MBA brings to them is that it gives them an inspiration for new things, the ability to think, and broadens their horizons, allowing them to have new views and understandings of problems that have arisen in their previous work; The classroom allows them to accept challenges in knowledge and skills, personality and psychology, reality and aspirations; at the same time, it makes them stronger and have higher goals for their future careers and positions. MBA education has a history of more than 80 years since its birth. In the changes of more than a century, MBA education has gradually moved from experience education to maturity, and formed a relatively complete subject education system. In the process of its emergence, development and maturity, MBA has always been a leading role in the world's education, business and even A hot topic that is of great concern to the public and public opinion circles. Its theoretical basis is economics, its knowledge structure is an organic combination of disciplines in different fields, and its research objects cover various aspects such as financial management, fund raising, investment, marketing and effective allocation of resources in the economic operation of enterprises, fully It embodies the typical characteristics of market economy operation. l. History of MBA Development It is generally believed that the earliest management school in the United States was The Wharton School of Finance and Economics established at the University of Pennsylvania in 1881; while the MBA Program (MBA Program) was born later at Harvard University. When management education first started, it mainly emphasized the cultivation of temperament and character rather than actual professional knowledge. There was no enthusiastic response from the business community. By the end of the 19th century and the beginning of the 20th century, the introduction of management education in the industrial and commercial circles had begun to develop. After the end of World War II, management education flourished. This was mainly due to the obvious separation of ownership and management rights of American companies during the two world wars, which resulted in rapidly expanding requirements for business managers. At the end of the war, the economy transformed into a peacetime economy. People's consumption power was greatly released and the market prospered, which brought a lot of expansion opportunities for enterprises. Many veterans entered college in accordance with the Veterans Education Act, and many of them chose to study MBA in business schools. Harvard University's glorious class of 1947 was the leader of this "outstanding generation". The sudden increase in demand eventually exposed many weaknesses in the goals, means and academic level of American management schools. In 1958, the respective comprehensive reports of the American Foundation and the Ford Foundation unanimously clarified the practical nature of management education and advocated strengthening quantitative analysis. Ability, and basically formed a structured curriculum system that later became widely influential. After that, in the 1960s and 1970s, the focus of American education was on MBAs. The number of MBA degrees awarded in the United States each year accounted for more than 20% of the total number of master's degrees awarded, and it once again entered a period of unprecedented prosperity. In the 1980s, as represented by the 1984 Harvard Business Review’s critical opinion that “the unsatisfactory management education of management schools is responsible for the decline in the international competitiveness of the United States”, criticism of the status of MBA education in the United States aroused management Deep reflections from the dean of the college.

But this time it did not move towards a unified model, but towards individual explorations, which formed the innovations in management education in the 1980s, including: internationalization; integration of courses; strengthening the training of leadership, team awareness and management skills. Enrich students' scientific and technological knowledge; pay attention to business and entrepreneurial ethics; practice of online universities and distance teaching (Virtual Bschool); etc.