Traditional MBA Comparison

The New Mexico Institute of Mining and Technology (New Mexico Tech; NMT) MEM program differs substantially from a conventional MBA program.

These differences may be generally summarized as follows:

NMT/MEM

  • Orientation Analytical
  • Focus Technical Innovation, Project Management
  • Target Audience Engineers and Applied Scientists
  • Career Positioning Project/Innovation Management
  • Semester hours 30
  • Independent Project Required
  • MBA

    • Orientation: Conceptual
    • Focus: Stategic Issues
    • Target Audience : General Audience
    • Career Positioning:General/ Strategic Management
    • Semester hours: 36-48
    • Independent Project: Not generally Required

    Included in this document are brief summaries for 5 MEM courses
    and comparisons with conventional MBA courses. Also provided are
    brief summaries of current and recent independent study projects.

    A key component of the New Mexico Tech (NMT) Master of
    Engineering Management (MEM) graduate program is the theoretical
    foundation underlying all courses. This theoretical exploration is
    very different from the conceptually-oriented graduate education in
    general MBA programs at conventional business schools.
    The other key difference between the Tech MEM program and a
    general MBA program is that Tech offers greater depth, rather than
    breadth, in its curriculum. The MEM program is focused on issues
    associated with the management of technology and innovation.
    This is reflected in the program’s focused coursework and in the
    independent study requirement.

    Many MBA programs, partly because of the heterogeneous
    backgrounds and interests of their students and faculty, are breadth
    oriented, where a conceptual approach to a wide variety of business
    and management situations defines the curriculum.

    In the MEM program, there is an emphasis on assessing student
    learning outcomes to evaluate the effectiveness of individual classes
    as well as the overall program. While assessment is traditionally
    undertaken as a required component of accreditation, the MEM
    program has taken a different approach from many conventional
    MBA programs in protectively evaluating student learning as part
    of the ongoing quality process. The assessment process is utilized
    to gauge how effectively the student learns individual core course
    content by clearly defining and measuring the subject knowledge
    at the beginning of each course. Students further demonstrate their
    longer term understanding of these core and elective course materials
    by the application of the analytical capabilities taught throughout the
    program to the students’ required independent study projects at the
    conclusion of the program.