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This paper provides statistics on women and graduate management education for 2012. This paper contains two parts: (1) Women in the Business School Talent Pipeline; and (2) Women in Business. "Women in the Business School Talent Pipeline" discusses: (1) GMAT[R] Examinees; (2) B-School Demand from Younger Women; (3) MBA, Masters & Other Intended Degrees; and (4) Female Quants (Interest in Quantitative and Specialized Degrees). "Women in Business" discusses: (1) Jobs; (2) Value of Graduate Management Education; (3) Industry Preferences; (4) Study-Work-Life Balance; and (5) Geographic Focus and Regional Comments. (Contains 7 resources.)

This paper presents the results from the 2012 Corporate Recruiters Survey conducted by the Graduate Management Admission Council[R] (GMAC[R]). Conducted annually since 2001, this survey examines the job outlook for recent graduate business students as well as employer needs and expectations. The objectives of this study are to obtain a picture of the current employment landscape, gauge the demand for master's-level business graduates, better understand employer needs, and provide insight into hiring practices and trends across industries and world regions. Responses to this 11th annual survey of graduate business student employers were collected from mid-February to mid-March 2012. Data reflect the responses of 1,096 recruiters representing more than 800 companies in 40 countries worldwide. Respondents in the United States represent firms in 37 states plus the District of Columbia. This broad representation of the employer spectrum was possible through the efforts of the 128 business schools in 30 countries that facilitated the survey administration. Key findings include: (1) Not only are more companies planning to hire recent MBAs in 2012 (79%, up from 72% in 2011), but they expect to increase the number of new hires from 13 in 2011 to 17 per firm in 2012, on average; (2) Growth is most notable in the Asia-Pacific region, where 54 percent of companies plan to hire Master of Accounting graduates in 2012, up from 38 percent in 2011; (3) Small companies (fewer than 1,000 employees) account for the largest proportional increase in demand for MBAs; (4) MBA graduates will continue to command higher starting salaries compared with other master's graduates in the United States in 2012; (5) Regional job placement data provide insight into where graduate business students might work beyond company headquarters; (6) When selecting which job candidates to interview from business schools, recruiters most often consider the candidates' previous work experience; and (7) Employers predominantly seek new graduate business hires with leadership skills in 2012. (Contains 8 tables, 21 figures and 19 footnotes.)

Teaching strategies are outlined for teachers of English as a second language to use in improving students' listening and reading comprehension skills specifically for two standardized tests: the Test of English for International Communication (TOEIC) and the Test of English as a Foreign Language (TOEFL). The strategies presented are not intended to be specific to any one section of the tests, but can be applied throughout both tests. First, overviews are given of the formats of the TOEIC and TOEFL, the importance attached to students' test results in foreign countries, particularly Asia, and similarities and differences in the two forms of assessment. Then test-taking strategies to be taught are outlined, including general strategies and those specific to listening comprehension, structure, written expression, and reading comprehension, taking into account the way items in each area are constructed. Communicative activities relevant to the structure, written expression, and reading comprehension sub-units are also discussed briefly. (Contains 10 references.) (MSE)

This curriculum module presents information for an introductory course designed to develop a cross-cultural awareness and appreciation of the rich opportunities for growth in interior design and related fields that has resulted from the expansion of the global marketplace. First, the instructional goals of the course are outlined, suggesting that students should develop an awareness and appreciation of cross-cultural interplay, recognize the ways in which geographic, climatic, and socio-economic factors impact architecture and design, expand their knowledge of the design elements used in various countries, adapt American structural and interior furnishing materials to the living environments of foreign countries, and develop their understanding of the global economy. Next, the instructional objectives, assignments, activities, and evaluation methods are detailed, indicating that course readings, library research, field trips, a research paper, design projects, and pre- and post-tests would be included as part of students' activities. A description of the audiovisual resources that are to be used as an introduction to the module, the course pre-test, and a list of expected connections to be made beyond the classroom by students are included as well. The final sections contains annotated bibliographies and lists of additional resources for both students and instructors. (MAB)

This monograph, one of four in a series, contains materials on a particular aspect of literacy training. Developed from reports, papers, and case studies from the Regional Literacy Workshop (November 29-December 20, 1979) held in Udaipur, India, the monographs are suggested for use in training programs for literacy personnel as background materials, an exercise in materials production, or a course of lectures. This monograph focuses on development of followup materials for adult literacy programs. The need for followup materials and the functions and objectives of such materials are discussed. Concepts and principles of followup materials are then addressed, including the role of followup materials in adult literacy programs, types of materials, and the language factor in the production of followup materials. The process of developing materials is considered in terms of the agencies for the development of followup materials, media available for material development, advantages and disadvantages of television and radio, need analysis and problem identification, draft formulation, audiovisual materials, and materials testing. Research, evaluation, and followup activities are also discussed. Sample followup materials are appended. (YLB)