Dubai Business School Welcomes Second Cohort, Expanding Educational Opportunities

Dubai-Based Business College Doubles Student Body as Alternative Education Model Gains Global Traction

Tetr Business College has officially welcomed its second cohort of 206 students from 50 countries in Dubai, marking a 100% increase from its inaugural class and signaling growing demand for entrepreneurship-focused education that bypasses traditional university pathways. The expansion reflects a broader shift toward practical, real-world learning as students and employers question the value of conventional higher education.

Multi-Country Learning Model Attracts High-Caliber Students

The Class of 2029 brings impressive credentials, with an average SAT score of 1490 and includes nine national-level athletes across sports from cricket to gymnastics, collectively commanding over one million social media followers. Perhaps more tellingly, 30% of incoming students already have entrepreneurial experience before starting their studies.

Tetr's unique model requires students to travel across seven countries while building and scaling real businesses during their academic program. This approach contrasts sharply with traditional business schools that often rely on case studies and theoretical frameworks rather than hands-on company creation.

Geographic Diversity Reflects Emerging Market Entrepreneurship Boom

The cohort's composition tells a story about where global entrepreneurial energy is concentrating. South Asian students represent the largest segment at 34%, followed by Central and Latin America at 26%, while the US and Europe account for just 21%. The Middle East and North Africa contribute 11%, with Southeast Asia making up the remainder.

This distribution mirrors broader venture capital and startup trends, where emerging markets increasingly drive innovation and business creation. Countries like India, Brazil, and Mexico have produced unicorn companies and entrepreneurial ecosystems that rival Silicon Valley in certain sectors.

Real-World Results Drive Enrollment Surge

The dramatic growth stems from tangible outcomes from Tetr's first cohort, which launched 44 actual businesses in their first year and attracted investment from established investors. This track record differentiates Tetr from traditional programs where student ventures often remain academic exercises.

Founder Pratham Mittal emphasized the momentum: "We've seen tremendous interest following our first cohort's launch. Students didn't just create over 44 real projects in their first year; they also secured investments from prominent investors. These strong results led to a sharp increase in applications and nearly doubled our second cohort size."

Notable Student Profiles Signal Program's Ambitions

Individual student backgrounds illustrate Tetr's focus on combining diverse skills with entrepreneurial drive. The cohort includes a US speed skating and swimming competitor who invented biodegradable 3D-printed shoes, a Colombian NFT entrepreneur blending blockchain with philanthropy, and a Qatari student who has mentored over 10,000 young people in e-commerce.

Other standouts include a Brazilian founder of an AI-powered educational platform, a Portuguese student accepted to both Carnegie Mellon and MIT, and a Saudi racing driver preparing for Formula 4 competition with sponsor backing.

Market Implications for Higher Education

Tetr's growth reflects broader questioning of traditional higher education's return on investment. With student debt reaching crisis levels in many developed countries and employers increasingly valuing skills over degrees, alternative education models are finding market opportunities.

The program's Dubai base also positions it within the UAE's broader strategy to become a global hub for innovation and entrepreneurship, competing with Singapore, London, and other international business centers for young talent and startup activity.

The success of Tetr's model could influence how other institutions approach business education, particularly as remote work and global connectivity make location-independent learning more viable. Traditional business schools may need to incorporate more practical, results-oriented elements to maintain their competitive position.