Today’s guest post is co-authored by Pauline Jennett, a Doctoral Candidate in the Educational Leadership Field. A former associate director of admissions from Harvard Business School, Ms. Jennett evaluated and interviewed domestic and international applicants. Prior to joining The MBA Exchange as an Admissions Consultant, she served as director of recruitment and admissions for non-profit career development organization Management Leadership for Tomorrow, an alumni officer for Boston University, and in sales and marketing management roles with Coca-Cola, Gillette, Procter & Gamble, and IBM. Ms. Jennett earned her MBA from The Wharton School, where she was a member of the Dean’s Graduate Student Advisory group and studied at Instituto de Estudies Superiores de la Empresa (IE). She has a master of divinity degree cum laude from Boston University, and bachelor of business administration degree from Baruch College where she was a Baruch Scholar. She has traveled to 36 countries on 5 continents and is conversant in Spanish.
In my educational leadership doctoral program, I am taking a fascinating class on Psychological Testing. In the textbook “Assessment Procedures for Counselors and Helping Professionals” (Drummond, 2010), the authors note that “despite the lack of a clear definition of intelligence, assessing intelligence typically encompasses measuring one’s ability to understand
complex ideas, adapt effectively to the environment, think abstractly, learn from experience, learn quickly, and engage in various forms of reasoning.” Any student who has ever taken the SAT, GMAT, GRE, or LSAT, among other school admissions exams, can see remnants of these factors in the testing sections and question paradigms.