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Top 10 position for Executive Education in Financial Times ranking

23 May 2016

London Business School custom programmes ranked fifth in the world

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London Business School takes a top ten spot (6) in the combined Financial Times Executive Education ranking 2016, with its custom programmes ranked fifth in the world. 

The top five result for custom programmes reflects improvements on six out of ten programme criteria, including programme design. The School also ranks fourth globally on the new skills and learning component, which is the key to helping companies to apply new, cutting-edge ideas and achieve real business impact.

The School’s open programmes rank 12th this year, climbing 5 places with improvements on nine out of ten programme criteria. 

David Brown, Executive Director of Client Solutions, London Business School, said: “We are delighted with an impressive set of results. The gains on both open and custom programme criteria reflect our commitment to the continual development of programme design and to a close and genuine partnership with our clients, which delivers ground-breaking business impact. It is wonderful to see this recognised with a top ten ranking.”

Executive Education partners with its open and custom clients to develop learning solutions that deliver transformative business impact to individuals and companies. 

The FLARE™ design framework ensures that programmes use world-class thought leadership and research to drive sustainable behavioural change and enable participants to have a profound impact on the way their companies operate.

Earlier this month, the School was ranked among the top 100 universities for the third consecutive year in a row in the Times Higher Education World Reputation Rankings. 

The World Reputation Rankings 2016 use the world's largest invitation-only academic opinion survey to provide a list of the top 100 most powerful global university brands, based on the judgement of senior, published academics.

The FT rankings are based on the satisfaction of participants and client organisations, diversity of participants and faculty, and the schools’ level of international engagement.