Value of Integrated Reasoning

More than 50 years of research data show the GMAT™ exam is a valid predictor of academic performance in graduate management education core courses.

The GMAT exam, now with Integrated Reasoning, gives schools another data point to differentiate among candidates while providing continuity with previous GMAT scores.

The 30-minute Integrated Reasoning section tests skills that a survey of 740 management faculty worldwide identified as important for incoming management students:

  • Synthesizing data presented in graphics, text, and numbers
  • Evaluating relevant data from different sources
  • Organizing data to see relationships and to solve multiple, interrelated problems
  • Combining and manipulating data to solve complex problems that depend on information from one or more sources

"We are seeing in the recruitment process of many companies, a similar component to the integrated reasoning test which has already been introduced into their assessment centers or recruiting process. Integrated reasoning gives us an idea of how our students might perform in this kind of process. "

Phan Yang
Associate Director
IESE Business School

Advisory Group

The GMAT exam, now with Integrated Reasoning, has been developed with the guidance of program directors, faculty, and admissions professionals. Special thanks goes to the members of these advisory groups, and the schools they represented, for their guidance and support.


  • David Bergheim, University of San Diego, School of Business Administration
  • Dawna Clarke, Dartmouth College, Tuck School of Business
  • Stephanie Fujii, University of California-Berkeley, Haas School of Business
  • Joakim Grundberg, Stockholm School of Economics
  • Leila Murat, INSEAD
  • Sherring Ng, Hong Kong University of Science and Technology
  • Bill Sandefer, University of California, Davis, Graduate School of Management
  • James Frick, Carnegie Mellon, Tepper School of Business

Program Directors & Faculty

  • Kathie Amato, Duke University, Fuqua School of Business
  • Jacqueline Doyle, University of Virginia
  • Jonathan Feinstein, Yale School of Management
  • Julia Min Hwang, University of California-Berkeley, Haas School of Business
  • Peter Klibanoff, Northwestern University, Kellogg School of Business
  • Paul Oyer, Stanford Graduate School of Business
  • Luis Palencia, IESE
  • Jochen Runde, Cambridge University, Judge Business School
  • Vinod Singhal, Georgia Institute of Technology
  • Sabine Vinck, London Business School