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申论题题库:(76)University of IOWA

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University of IOWA

Since these responses are your opportunity to express aspects about yourself that may not be revealed in your academic record, prepare them carefully and limit each response to one typed page or less.

Essay 1

1. Discuss your specific career objectives, how an Iowa MBA fits in with your plans, and explain which aspects of Iowa's MBA program most appeal to you.

Essay 2

2. Give an example of a situation or an action that describes your potential for success in a professional environment (e.g., communication skills, entrepreneurial interests, leadership ability, etc.)

Essay 3

In answering the following questions, feel free to give detailed responses.

1. Adverse conditions.
If you feel that adverse conditions have played a substantial role in your educational development and if you would like the Admissions Committee to weigh the factors involved, please describe your situation and give a brief explanation of its impact on your academic record. Examples of circumstances which could merit consideration are significant economic, social, physical, or cultural factors in your background.

1a. If you believe that your score on the GMAT does not reflect your ability because you do not do well on standardized tests, indicate the scores you received on the ACT, SAT, or any other standardized test taken before entering college or graduating.

Essay 4

1b. If you believe that your undergraduate grade-point average does not accurately reflect your ability, please specify the condition (e.g., illness) or obligations (e.g., employment) that interfered with your performance and why. If employment was the cause, indicate why you worked; how many hours per week you worked each semester; and the type of employment.

Optional Information

1c. Describe anything you have done since your graduation from college or graduate school that you believe reflects your ability to perform competently in the Iowa MBA program more accurately than your GMAT score and grade-point average indicate.

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