Mini-MBA Oversea Program

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Mini MBA UK

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Mini MBA US

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Mini-MBA EU

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Mini MBA AU

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Mini-MBA SG

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Mini MBA CHINA

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学而践行,全球胜任

商业,远比你想象的更有趣、更重要!每个人都应具备商业远见

英国|美国|欧洲|新加坡 多天丰富体验和学习

洞察海外国家最前沿、最具活力、最有趣的行业形态

国际组织、政府部门、金融机构、跨国企业、艺术体育、世界名校参访探索

世界公民、商业研修、艺术人文、城市调研、大学体验五大课程模块

可获英国教育部授权的个人能力权威认证证书

UCAS 加分打造英、美、加、澳等名校留学申请竞争优势

Introduction

Mini MBA

Mini MBA

International perspectives and effective communication are paramount in contemporary society. The MiniMBA program, embodying the mantra "learn by practice with a global perspective," endeavors to nurture future leaders and innovators by exposing them to the latest industry trends and facilitating exchanges with seasoned professionals from diverse backgrounds.For secondary school students contemplating an overseas education and eager to delve into various industries and cultures, immersive real-life experiences are indispensable, allowing them to grasp the workings of societies abroad, gain insights into pioneering industries, and appreciate diverse cultures.

Students will embark on five journeys to the UK, the EU, Australia, and Singapore to gain profound insights into British classic academy, the Europrean culture diversity, the green fintech in Singapore, the ecological protection in Australia; engage in dialogues with prestigious universities, such as the Cambridge University, the Oxford University, NUS and the University of Sydney; and take indepth visit to international institutions and organizations such as the Euporean Union. Ultimately, nearly all participants attested to having a better understanding of overseas cultures after the experience, helping them foster a global mindset characterized by greater acuity and collaborative thinking, improving their language proficiency, and enriching their pre-study abroad adventure.

Gain industry insights through diverse perspectives

World famous
university

Commercial
finance

Sports
magnate

Humanities
museum

Food
manufacturing

Engineering
machinery

Fashion
art

Video

Why US

Agenda

Academic Credentials for Application

Ⅰ . Standard Outcomes and Certificate: ASDAN Research Certificate

Tailored for: Students who focus on activities and diverse experiences
Universities abroad are more focused on the research capabilities in academic fields, including the ability to pose questions of depth and originality, employ scientific methods and logical thinking in independent research, and generate conclusions and outcomes of academic value. In the program, students acquire these skills by studying foundational primary and secondary research methods, interviewing techniques, information collection, and academic report writing. Upon the completion of the research report, they will be awarded an ASDAN Research Certificate officially accredited by UCAS. Students will also produce standardized research articles and videos to present their findings.
The research outcomes not only have wsignificant academic improvement value but can also be further explored under the guidance of an EPQ instructor. By participating in the EPQ program, students can obtain additional points for university applications and lower requirements. (More details on the web: http://www.seedasdan.com/epq)

ASDAN Research Certificate

Ⅱ . Advanced Outcomes and Certificate (optional): ASDAN AoPE Certificate and UCAS Points

Tailored for: Students over 16-year-old and with an IELTS score of 5.5 or above, have some research experience, and can actively participate in report writing before and during the trip
PEQ, (Personal Effectiveness Qualifications), accredited by the Office of Qualifications and Examinations Regulation (Ofqual), and the Universities and Colleges Admissions Service (UCAS) certifies authoritatively three core skills: individual research, independent learning, and teamwork. Upon completion of the PEQ report and approval by ADSAN, students will receive an PEQ certificate and 8 UCAS Tariff Points.
If you do not pass the accredition and approval by ASDAN, you can get the University Award certificate (subject to official audit and issuance).

Personal Effectiveness Qualifications

Outcomes

关于伦敦成为世界金融中心之一的原因分析
Analysis and assessment of the factors that could make London one of the world's financial center cities
文章主要探讨了伦敦,将从英国国内生产总值的历史变化、英国过去到现在的金融市场容量、英格兰银行的黄金持有量以及英国政府过去对市场的宏观政策等方面,对伦敦成为世界主要金融中心之一的因素进行了分析。

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学生成果
哪种广告风格最能吸引英国年轻人?
Which style of advertising can attract young people the most
毋庸置疑,一些别出心裁的广告确实能吸引不同风格的年轻人。这篇报告里,我将选取英国年轻人作为调研对象,介绍我的分析过程和研究结果。

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学生成果
哈佛学生如何看待网络对于青少年成长的影响
Which style of advertising can attract young people the most
作为数字一代的一员,我见证了互联网如何改变了青少年学习、社交和感知周围世界的方式。我对网络带来的潜在的好处很感兴趣,当然,我也认识到了它的潜在弊端,因此我想关于这个话题进行探讨。

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学生成果
布鲁塞尔居民对于名牌影响力的看法
What factors determine the mega brand impact?
品牌影响力是指对消费者、利益相关者和整个市场的直接影响,它不仅仅是推广产品或服务。此外,它是关于目标人群和目标品牌之间的心理关系。我对于品牌是如何扩大影响力的产生了很大的兴趣。

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学生成果
LSE 学生认为应如何增加化妆品的销量
How to increase makeup sales?
美容品牌越来越多,竞争也越来越激烈,如何才能推广自己的产品,让更多的消费者购买自己的产品呢?这也是我此次调研想探索的问题。

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学生成果
英国居民的生活花销
The Expenses of British Resident
我想通过这次实地项目,了解英国居民的真实花销是怎样的。

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学生成果

Testimonials

As this was my first time visiting the UK, I explored many places I had never been to before, gaining a deeper understanding of British culture. We also visited many prestigious universities such as Oxford, Cambridge, UCL, and LSE, which allowed me to understand the facilities of each university and further solidified my future direction. Additionally, we visited the British Museum, street graffiti art, and the Natural History Museum, where I learned a lot of fascinating new knowledge. Overall, this trip taught me a great deal and enhanced my abilities in teamwork, individual research, and problem-solving.

— Gao UK

In New York, we visited the economic and financial center of the global village, broadening our horizons, which is commendable and gratifying. We also visited the Hershey Chocolate Factory and the United Nations Headquarters. Conducting field investigations in different environments with different companions enabled us to achieve the same goal - refinement and growth.

— Zhang US

Through this program, I gained a comprehensive understanding and firsthand experience of the customs and cultures of different European countries. The overall pace of life in Europe is quite slow and comfortable. I particularly enjoyed the city of Amsterdam, where, besides delving into its rich cultural connotation, I also got to feel the freedom and happiness of the city. At the chocolate factory in Belgium, we got to make chocolate ourselves and learn about the process from cocoa beans to the finished product. During our visit to the EU, we experienced a day in the life of an EU parliamentarian. In Switzerland, our team collaborated on street interviews, where the locals were very friendly. We even met a local girl who gave us commemorative bracelets; they were adorable. Overall, I feel like I gained invaluable experiences.

— Li EU

I've come to understand the significant differences between Chinese and American cultures. As young people in this new era, we should cultivate our ability to engage in cross-cultural communication. What left me the deepest impression was when we visited Yale University under the guidance of our senior classmates, where we learned about the differences in educational ideas between China and abroad. Our driver was also very friendly, sharing with us a lot of American cultural history and life experiences! Moving forward, I need to be braver in expressing my thoughts.

— Yao US

I enjoyed all the interesting activities, especially visiting various museums. Some artifacts in the British Museum and the Natural History Museum deeply impressed me. The interviews at universities also gave me valuable experiences, helping me better determine my future academic direction and learn about the cultural history of universities. I'm interested in art and soccer, so I'm glad to learn about street art in the UK and Manchester clubs. Overall, in two weeks, I enriched my life experiences, broadened my horizons, and gained insights into various aspects of the UK.

— Qian UK

This experience was truly amazing! My strengths lie in effective communication and coming up with innovative ideas during discussions; however, my weakness is often focusing too much on my ideas. But within the team, I learned to listen to others' thoughts and make balanced judgments. In Switzerland, our teamwork during street interviews taught us the importance of collaboration. My favorite visits were to the Mercedes-Benz Museum and the Champagne Estate, where under the guidance of our teachers, we understood how to navigate interpersonal relationships in the cultural environment of Europe. From initially feeling lost and even a bit fearful to eventually enjoying, and immersing ourselves, I fell in love with this program and all the teachers who led us.

— Wu EU

Experiencing a tour of European countries is a rare opportunity in life. The seamless entry into another country without border checks or passport inspections made me deeply feel the integration of Europe. My favorite part was the experience at Mountain Stoos, riding the cable car up the mountain, and overlooking the natural scenery from above. The scenery at the mountaintop with misty clouds and emerald lakes allowed me to appreciate the natural beauty of Europe. This journey not only broadened my horizons but also improved my spoken English expression and teamwork skills. As an interviewer and financial manager, I completed group tasks with a sense of accomplishment.

— Wei EU

I was most impressed by the Natural History Museum, where I saw many fossil specimens and animals that I had never seen before, as well as learning about the creation of geological hazards. At the same time, I found the university visit and the farm experience very good. The university visit motivated me to study well and let me better understand the application process of the world's most famous universities and the university environment, while the farm experience was very interesting because I had never been to such a place

— Liu UK

Since I was young, I've always enjoyed watching airplanes take off and land, but there weren't many opportunities for that in Beijing. Being able to visit the observation deck at Manchester Airport and lying on the grass to watch planes come and go were a precious memory for me. Visiting the fashion factory helped me understand how the British combined the most primitive sewing machines with the most advanced AI technology. I also discovered that the UK art field is at the fashion forefront. I feel very fortunate to participate in the Mini MBA, which has allowed me to learn all these things.

— Hou UK

As an international metropolis that has been thriving since the first Industrial Revolution, the cultural connotation of the UK is profound. This journey enabled me to understand various industries in the UK. During the full-day group research segment, I initially lacked the courage to interview strangers due to my lack of confidence in my spoken English. However, with encouragement from my teammates, I successfully interviewed at least three people. This experience brought about significant changes and profound benefits for me. I truly felt the power of teamwork and became more confident. This program allowed me to make friends from all over the country, providing a great opportunity to expand my social circle.

— Yuan UK

Every moment is inspiring! Visits to the United Nations Headquarters, Wall Street, and the Freedom Trail left a lasting impression on me. I had never before had the opportunity to stand inside the United Nations General Assembly Hall to experience the solemn, serious, and national atmosphere, which is not something one encounters in everyday life. During group activity days, experiencing the American way of life and survival, as well as conducting street interviews and research, enhanced my research skills.

— Shen US

The most impressive thing is that several students from different regions, who don't know each other and are not even in the same group, got together and became good friends because of common hobby - football! As well as we also went to the car museum, saw different time period of the British car, understand from the past to the modern car culture, explored the mystery of the machinery, in front of the 007 film and television car we took a lot of pictures.

— Sun UK

Our story

Group work

 

Moments

Information

Participation

The Mini-MBA is tailored for high school students in grades 9 and over who are interested in top universities in all walks of life, English language, pre-overseas-study experience. Overseas activities and learning will focus on English communication with translation provided by group leaders (if necessary).

Registration Process

Step 1: Registration and Passport Application

Please apply for a passport if you don't have one. Scan the QR code below to sign up.

Step 2: Contract Signing Protocol

Parents should sign the contract and pay the required fees by bank transfer. For more details to see the program contract.

Step 3: Visa

Students who need united visa services should prepare the relevant materials.

Step 4: Academic Training

Professional pre-trip training and guidance.

Step 5: Participate in the Mini MBA Program

Students should participate in the Mini MBA programs and complete the report.。

Step 6: Receiving Results

The final results will be delivered within 2-3 months. Students who have passed the assessment will gain the AoPE Certificate.

Q&A

1. Is participation in this project a guarantee for extra credit?
Participation alone does not guarantee extra credit. All students must complete the ASDAN report, and the final decision is made by ASDAN UK based on performance and the report quality. Our academic team, all trained in ASDAN PEQ Level-3, provides targeted guidance to improve students' soft skills—such as teamwork, research, and problem-solving—thereby increasing their chances of passing. However, success ultimately depends on the student’s own diligence and overall quality. Detailed explanations are available on the UCAS website. https://www.ucas.com/ucas/undergraduate/getting-started/entry-requirements/tariff/tariff-tables/1216
2. If I don't pass the ASDAN assessment, is that the end of the opportunity?
You can participate in ASDAN projects multiple times. As long as you pass the ASDAN certification and obtain the PEQ Level-3 certificate before your formal university application, you can earn 8 UCAS Tariff Points. If you do not pass the final UK review, you may still receive an ASDAN Research Certificate based on your completed work (such as teamwork or individual research components) as proof of your participation in an international program.
3. If a student does not pass PEQ Level-3, can they receive partial credit (less than 8 points) based on specific performance?
No. There are only two outcomes for the PEQ Level-3 assessment: PASS or FAIL. Those who pass receive 8 UCAS points; those who do not pass receive 0 points. There is no possibility of receiving partial credit (e.g., 4 or 6 points). This assessment method is authorized by UCAS and conducted by ASDAN.
4. How is the awarding of credit determined?
Students who pass the PEQ Level-3 course receive 8 UCAS points. Following the International Elite Program (Mini MBA), the list of passing students will be published on the official ASDAN website. Successful students will receive a certificate issued by ASDAN. When applying to universities via UCAS, simply list "ASDAN PEQ Level-3" under the "Qualification" section of the "Education" tab, and the points will be automatically added during the admission process.
5. If my academic grades are average or if I am in a lower grade, is there still hope to obtain the PEQ Level-3 certificate?
Yes. UCAS authorizes ASDAN to conduct extracurricular certifications specifically to provide a comprehensive evaluation standard that differs from traditional academic grades. The ASDAN project is not an IQ test or a knowledge-based exam; rather, it is training and guidance for comprehensive competencies. It is not reserved only for top-tier academic students or seniors. Any student who participates actively, works diligently, and demonstrates growth and high overall quality has the opportunity to earn the extra credit.

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