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How we find your perfect MBA fit

Cultural Fit Map is the third step in our unique process of finding your perfect MBA program. See how it works or browse through other steps:


Get to know French MBA programs at your own pace.


Use AI to create your personalized list of top 10 matching schools.


Compare cultures at different business schools to find where you belong.


Ask our experts everything you need to know about an MBA in France.


Learn about the MBA experience first-hand with online events.


The Cultural Fit test tells you the top 3 business schools that share your beliefs and values. Take less than 5 minutes to complete our survey and you will immediately get your personalized results in your profile. The test also generates a unique Cultural Fit map that portrays your results visually and compares them to business schools in France.


Get your list of 3 schools that have the best cultural fit for you (out of all the French schools featured on Unimy).


We perfected our methodology with a 2-year study in organizational behavior and business school culture.


This is the first tool of its kind to explore and measure school culture for prospective MBA students.


With this tool, you can discover more about your own cultural beliefs. Take the next step and find out if the environment of a particular business school meets your expectations. To access your unique Cultural Fit map, fill in the survey - fast, easy, and free. Then, it will be stored safely in your profile for your convenience.

Start by signing up or logging into your account. For best results, keep your answers as accurate as possible to access the top 3 schools that will help you feel at home.

Get Your Unique Culture Map

See the 3 business schools that best share your values.

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Please, describe your ideal business school by answering the questions below:

Everybody should dress the way he/she prefers without any explicit or implicit pressure to follow some uniform style

In your ideal business school:

Romantic relationships between students should not be viewed well

In your ideal business school:

The students should tend to dress in a formal way

In your ideal business school:

There should be a clear uniform etiquette (a set of ‘good manners’) that most people feel obliged to follow

In your ideal business school:

Spending time with classmates for coffee and snacks during breaks, after classes or on non-study days, should be considered a good investment of one‘s time by many

In your ideal business school:

It should be easy to approach and talk to any student or alumni even outside one’s class

In your ideal business school:

Group members should take pride in the individual accomplishments of their group leader

In your ideal business school:

Group leaders should take pride in the individual accomplishments of group members

In your ideal business school:

The alumni should feel loyalty to the business schools

In your ideal business school:

It should be a common practice at the end of a meeting or a session to provide a summary of what has been discussed, in addition to the structured agenda written beforehand

In your ideal business school:

Any communication concerning goals and tasks should be delivered in written form to ensure there will be no ambiguity

In your ideal business school:

Students should be able to easily obtain authority to make some important decisions if they want to

In your ideal business school:

Regarding study content, in some cases the opinion of students should be considered more important than that of professors

In your ideal business school:

Students should be expected to:

In your ideal business school:

It should be considered as acceptable a student to add a professor on Facebook

In your ideal business school:

Events should be usually

In your ideal business school:

Applying innovations to improve performance should be generally

In your ideal business school:

Most students should set challenging study and work goals for themselves

In your ideal business school:

Most of the work should be highly structured, which leads to few unexpected events

In your ideal business school:

Keeping with tradition should be the first consideration when defining a common practice


Structured vs. Flexible organization

This dimension measures comfortable structuredness within the business school as an organization, revealing how faculty, administration, and students tend to deal with unknown potential situations.

To what extent faculty, staff, and students feel appropriate to establish and follow rules and procedures? How tolerable is leaving freedom to find their own way instead? Formal processes, and established procedures are characteristics of a more structured environment. In a more flexible organization, people have fewer generalized guidelines and embrace spontaneity.

In organizational theory, this concept is referred to as Uncertainty Avoidance.

For example, a structured environment would emphasize clarity, order and rules, while a flexible structure encourages adaptability and individual variation in the behavioral responses to one and the same situation.

Explicit vs. Intuitive communication

This dimension is a measure of the communication preferences within the organizational practices: explicit and detailed vs. subtle and context-dependent. It reveals some characteristics of the communication style in a particular business school community. To what extent is communication precise and clearly expressed? If greatly so, then the environment is one that embraces explicit communication. On the other hand, if communication tends to be subtler, allowing room for interpretation depending on context, the environment is one of intuitive communication and will require more interpretation from individual members.

In organizational theory terms, this scale evaluates Low vs. High Context.

In an explicit environment, for example, class assignments are written in great detail so that students clearly understand everything that may be expected of them.

Personal Contribution vs. Collective Accomplishment

This dimension measures the degree to which organizational practices support the collective interest and a cooperative course of action, as well as the immersion of individuals in the group identity. It characterizes the extent to which the business school enables members of its community to position themselves and achieve success, and it reveals how much the organization encourages individual achievements vs. collaboration. Certain environments will value group over individual recognition, while others will recognize individual merit in addition to—or more than—group achievement.

The corresponding concept in organizational theory is Individualism vs. Collectivism.

For example, in a culture of team spirit, the learning and achievement of the class is stressed over the performance of any single individual.

Long-term vs. Ad Hoc orientation

This dimension offers insight into the extent to which individuals are encouraged to engage in future-oriented behaviors such as planning and investing in the future. How does the business school community expect its members to relate to the future in order to achieve the desired results? To what extent does the community value investing time and energy in advance planning? When it does, this is an environment with a long-term orientation. One that tends to act according to the current situation has a greater ad-hoc orientation.

This concept in organizational theory is referred to as Future Orientation.

For instance, in an environment with long-term orientation, the accepted norm is that one plans ahead to be successful.

Formal vs. Informal Relationships

This measure reveals the acceptable degree of inequality practices based on the formal roles of the organizational members, such as students and professors. What is the acceptable degree of formality between roles? How does the community expect relationships between members to be initiated and conducted? In more official organizations, the relationship between a student and professor is more formal, with greater distance. In organizations with friendly organizations, less-formal communication and role expectations may be found between professors and students.

In organizational theory, this dimension measures the Power Distance in a culture.

In a friendly environment, for example, a student may contact a professor via email or in person at any time of the day, while in a formal environment, an appointment for office hours may be the norm.

Liberal vs. Classical Style

This dimension unveils the degree to which members of the business school community follow role-defined etiquette, established traditions on behavior and conduct, and a common style. A classical style is based on established etiquette, while a liberal style may have evolving traditions and more acceptance for a range of individual conduct.

Sample question:
Agree or disagree: It is acceptable for a professor to come to class dressed in a t-shirt.


Why is fit an important factor in the decision process?

Over the last few years, our team of experts has seen the phenomenon of university or program culture become more and more important in students’ application and decision-making processes. The right fit enhances your educational experience. Because ‘culture’ can be a complex concept—and sometimes difficult to understand from the outside—we have created a unique exploratory and mapping process to help you make the right decision when it comes to your school of choice. All matches are made with business schools ranked in the top 100 globally by the Financial Times rankings.

How long does the survey take?

Our survey takes about 2-4 minutes to complete. It asks you to imagine your ideal business school environment.

How do you use my answers?

Your responses are used to map your values and expectations on six dimensions. Then, your results are overlaid onto three top school matches using our extensive data set and psychometric methods.

Tell me more about the science behind my Cultural Fit Map?

All results use extensive research from organizational behavior and industrial psychology to match you with schools ranked in the top 100 globally by the Financial Times. Four of the scales in the Cultural Fit Map derive from the theoretical and methodological framework of the GLOBE Project (House et al 1996, 2004), used with permission from the GLOBE Foundation. The other two scales were developed with expert researchers specifically for Unimy and have been tested with a robust sample of nearly 700 respondents who are current students at or alumni of the top 100 business schools globally as ranked by the Financial Times.