Dartmouth College - Tuck School of Business

There is no rest for the weary at Tuck, where the “intensive academic core for first-years is accelerated and rigorous.” During the elongated (thirty-two-week) school year, students take eighteen courses, two of which are electives. One of these is Tuck’s trademark FirstYear Project, a course in which student teams develop new business ventures or act as consultants in existing ventures, and in which grades rest on the final presentation and other outcomes. This method reflects Tuck’s emphasis on “academic deliverables, such as group papers, projects, and presentations.” The second year consists of 12 elective courses, which may reflect well-rounded interests or a specialization. For example, Tuck recommends that a student interested in nonprofit and sustainability management take Corporate Social Responsibility, Entrepreneurship in the Social Sector I and II, Ethics in Action, the Tuck Global Consultancy international field study, and Strategic Responses to Market Failure. One student reports, “I feel completely prepared to take on my career post-Tuck. The school does a fantastic job of working students hard in the first year, teaching them the core fundamentals of business, and letting them craft their own paths during the second year.” One student notes, “Tuck could update its core curriculum and case study assignments to reflect the current business environment, i.e., more standard courses to better understand the private-market investment climate, corporate ethics, digital media/entertainment, and emerging economies.”

Tuck operates through “full immersion.” Students “do a lot of work in study groups, which are assigned and required for first-years.” Mandatory team rotation forces each student to work closely with a wide swath of his or her peers during the first year. The small class size and rural location reinforces class cohesiveness and fosters intimacy between MBA students and Tuck faculty and staff. Professors host social “gatherings at their homes and get involved with student organizations.” “I have had lunches, dinners, or drinks with the majority of my professors,” reports one second-year, “and I am treated with a respect that goes beyond [typical] teacher-student interactions.” Administrators are “the nicest people on Earth.” Some have even been known to “come in on a Sunday evening and bring food and coffee for us when we have exams.” The overall “quality” of faculty and administration alike is “extraordinary.”

Tuck is “very focused on helping students land the jobs they came here to get.” “The Career Development Office works tirelessly on behalf of students,” though this benefit is most useful for students pursuing “traditional career paths (i.e., consulting, finance, general management).” However, “students interested in other opportunities (i.e., marketing, retail) may need to do more work outside the Career Development Office.” Dartmouth is a magnet for recruiters, and “one of the best parts of Tuck is that visiting executives spend meaningful time with us. They don’t stop by on their way to another meeting; rather, they have lunch and/or dinner with us, hold individual office hours, and make an effort to share their experiences with members of the class.” Recruitment is Northeast focused, but the career office “is continually trying to reach out to West Coast firms”—the ones who often “recruit locally at Stanford and UCLA”—”and does a couple of treks for students interested in returning to the West.” The tides may be turning; one student reports seeing “Google, Microsoft, and PG&E on campus this year,” a possible “indication that a more diverse lineup of firms [is] coming to Tuck.”

Students seeking jobs in “nontraditional” vocations and regions will have better luck with Tuck’s extremely strong, supportive alumni network. One student told this story of success: “I emailed a Tuck alum who is a managing director at a bulge-bracket investment bank in London, and he called me five minutes later to talk. He arranged a personal office visit… and actually talked HR into sending me straight to second round interviews, because the firm’s London office didn’t recruit on campus…all because I put ‘Tuck’ in the subject line.” Tuck’s most recent graduating class reports a median total annual compensation of $179,000.

Students call posh, pretty Hanover “the quintessential small, New England, Ivy League town,” “within a short drive of many great ski resorts” and far removed “from the hustle and bustle of a big city.” Unlike at many schools, most first-years live on campus. Couples and families live in the Dartmouth-owned Sachem Village housing complex or elsewhere off-campus. The environment is extremely “intimate” and “supportive.” Tuckies consider their school very family-friendly, telling us that partners are an integral part of the social scene, and note that “classmates who have children while at Tuck” are surrounded by a “phenomenal support network.” Tuck is very inclusive of gay and lesbian students and partners.

The isolated location and clustered housing contribute to “a great deal of school spirit” and “strong camaraderie” in a “work-hard, play-hard environment.” “Tuck students really transplant their lives to be here...we make friends quickly here and socialize a lot with our classmates.” Students belong to more than sixty clubs, teams, and publications, and attend numerous social functions every week. “The end of the week is typically characterized by social mixers (Tuck Tails), small group dinners…and the occasional full-blown party (winter and spring formals, Tuck Vegas, beach party).” Students report that “sports are very much a part of life at Tuck.”

No one gripes about the intimacy, which results in great friendships and means close busi- ness ties in the future. “I have had a substantive conversation with each of my 240 class- mates and will feel very comfortable calling any of them after graduation for career advice and/or business counsel,” reports one Tuckie. The class of 2013 was 34 percent international and an additional 14 percent minority, however, sometimes students note they wish there was a bit more diversity.