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The GMAT as a predictor of MBA performance: Less success than meets the eye
Journal of Education For Business
Abstract
Consistent with previous research, the authors found that the combined use of undergraduate grade point average and the Graduate Management Admission Test (GMAT) verbal and quantitative sections successfully predicted performance in a master of business administration (MBA) program. However, these measures did not successfully predict the competencies that underlie managerial effectiveness, including communication, teamwork, decision making, leadership initiative, and planning and organizing. These competencies were better predicted, albeit imperfectly, by the analytical writing section of the GMAT. These findings are discussed with regard to the curriculum of MBA programs.
... The conclusion that the GPA of a student is a predictor of a graduate's success was questioned by Kass, Grandzol, and Bommer (2012). This is the case despite the claim by Howard et al. (2015) that students improved their critical thinking skills the most when students' GPA was higher and that these skills are an important indicator of a student's success in a work environment. ...
... This is the case despite the claim by Howard et al. (2015) that students improved their critical thinking skills the most when students' GPA was higher and that these skills are an important indicator of a student's success in a work environment. Kass et al. (2012) argued that students should instead focus on developing skills that allow them to lead, solve problems, and innovate, as these skills are predicted as being most important in a managerial capacity. It does appear, however, that all of these skill sets are important for student graduates to develop to make them more marketable to employers in today's highly competitive marketplace. ...
... having a stronger sales result in this study. This was the case despite the fact that the GPA of a graduate as a predictor of success in the work environment was questioned by Kass, Grandzol, and Bommer, (2012). ...
A Correlation Study of Education and Pharmaceutical Sales. This study compares actual sales results of pharmaceutical sales representatives with the type of school attended based on whether it was online or on-ground. It also compares actual sales results to GPA, level of education, and years of service in the pharmaceutical sales industry.
... This fosters entrepreneurial ability and innovative instincts that determines success and failure of enterprises (Chadavi & Sirothiya, 2018). On the other hand, a many studies support the finding that MBA course and students" performance in it does not predict any managerial competency and skill (Kass, Christian, & Bommer, 2012;Bohra 2013). The management education in India seems to be a victim of its own success. ...
... Some major factors affecting the academic performance of the students are: gender (Dayioglu & Turut-Asik, 2007;Ekpenyong, 2015;Hettler, 2015); ethnicity, i.e. religion, race, language, nationality, etc. ( (Naz, Bagram, Khan, 2012); etc. The academic performance of students is also affected by the student"s performance in previous courses (Christensen et al., 2012); performance in admission test such as GMAT (Kass et al., 2012); personality type (Russo & Kaynama, 2012); and duration of the study (Katsikas & Theodore, 2010). The ultimate goal of an educator is to improve the students" learning, which is generally measured in terms of scores they earn in the course (Guru-Ghana & Flanagan, 2012). ...
... Research studies around the world exhibited conflicting results regarding the academic performance of the MBA students and development of the employable skills, salary package, and career growth. Many scholars expressed that the students GPA i.e. grades in examination and employability has no relationships with each other (Rubin & Dierdorff, 2011;Kass et al., 2012). ...
Since a long time, researchers have been exploring various dimensions of students’ academic performance, including-various factors influencing academic performance and the nature of relationship among them; methods of improvement; the impact of academic performance on the students’ career, country, community, etc. The study in hand investigated the report cards of 1645 newly admitted MBA students (enrolled in 29 different institutions of Knowledge Park, Greater Noida, Uttar Pradesh) and tested the authenticity of few popular presumptions about the academic performances of students in Indian society. The research used a descriptive research design and a judgmental sampling technique. The data-sets were cross tabulated and analyzed using the tools of descriptive statistics. The hypotheses were tested using two tailed t - tests (i.e. paired - samples t-test and independent - samples t- test) for large samples. Finally, the research provided statistical evidence to accept or reject the validity of few popular presumptions about Indian students. The research disapproved a popular presumption that ‘the students who perform well in internal examinations will also perform well in external examinations. ‘Further, the research provided a rationale to validate the presumption that ‘the females are more studious and perform better than male students,’ Further, the research also approved another presumption that ‘the origin of the students’ religion does not indicate or hint at their academic performance.’. © 2018, Associated Management Consultants Pvt. Ltd. All right reserved.
... Another study that investigated the predictive validity of GMAT is that of Kass et al. (2012), which focused on 72 non-U.S students who were admitted onto a Master of Business Administration (MBA) programme at a university in Pennsylvania in the U.S. They used these analyses in their study: sequential regression, correlations and stepwise regressions. ...
... Engineering and Business (Kass, Grandzol & Bommer, 2012;Shaw et al., 2012;Sireci & Talento-Miller, 2006;Wait & Gressel, 2009). This focus upon particular academic disciplines is similar to the position within Arab countries (e.g. ...
Universities face numerous challenges each year, including the process of making decisions concerning the admission or otherwise of applicants (Tesfa, 2013). This could be compounded by an increase in student numbers and a decrease in university resources, predicting future academic success (Alghamdi, 2007). Educators and admission officers together try to decide what leads to the success of learners at certain colleges or on particular majors within universities. Administrators responsible for the admission policy need to be accurate and objective when making such decisions, using suitable admission standards which help in reaching a decision characterised by equity, accuracy, and objectivity (Alsaif, 2005). The purpose of the present study is to investigate the predictive validity of the current admission standards applied at the College of Education at KFU in Saudi Arabia and explore which score among the current criteria used offers the strongest contribution to students’ academic success. Furthermore, since this study attempts to include students from both gender groups, and very few studies have included both genders at the general level, and, to the best of my knowledge, none has been done in the Saudi context, this study aims to explore any possible variation between the criteria items in terms of gender grouping. Additionally, since none of the previous studies have addressed the issue of students changing their major after initially being admitted to certain majors at the university, this study attempts to explore the academic performance of students who changed their major after starting their university study. The participants in this mixed methods research largely drew on two resources: the first resource refers to the data that was collected from the Admission and Registration Office in the Education College. The database includes all fulltime students (males and females) who have attended the Education College at King Faisal University from the academic year 2010 up until their graduation in 2014. The sample did not include students who had left the Education College at KFU before the end of the academic year 2014 and any students who had not graduated by the end of the academic year 2014. The total number of participating students was 693. In addition, the researcher conducted face-to-face interviews with 8 academics who work at the Education College in KFU and who teach a number of education courses. These lecturers and professors were interviewed about a range of experiences and practices. Results indicated that a statistically significant relationship exists between the student accumulative rate in High School (SGPA) and the accumulative rate in the College of Education (CGPA) at King Faisal University at Alahsa (r = 0.562, p<0.01), between the General Aptitude Test (GAT) and Education College GPA (r = 0.324, p<0.01), and between the Achievement Test (ACT) and Education College GPA (r = 0.268, p<0.01). High School GPA is the most important factor in predicting the performance of students in the Education College, followed by the Aptitude Test, then the Achievement Test. Beta coefficients were 0.512, 0.163 and 0.006 respectively. Regarding the result, it was clear that females exhibited better performance compared to males in both the General Aptitude Test and the High School percentage. In addition, the students who changed major had a higher High School percentage mean compared to those that did not change major, and the mean difference was statistically significant. On the other hand, for the General Aptitude Test, those that did not change major had higher mean scores compared to those that changed major, and the mean difference was statistically significant.
... Thus, higher scores should predict future success, and therefore the strongest candidates should have the highest GMAT scores. While many have argued in favor of using the GMAT due to its validty (e.g., Kuncel et al., 2007), the test itself has met with controversy about its overall usefulness and utility as a predictor (e.g., Gropper, 2007;Kass, Grandzol, & Bommer, 2012) and its bias (e.g., Aggarwal, Goodell, and Goodell, 2014). ...
... Clayton and Cate (2004) examined graduation rates and found that neither the GMAT nor GPA was a good indicator of program completion. Previous research conducted by one of the authors on this paper found that while GMAT did predict GPA, it did not successfully predict the competencies that underlie effective management, including communication, teamwork, leadership initiative, and decisionmaking (Kass, Grandzol, and Bommer, 2012). ...
The purpose of this research was to determine if the GMAT actually mattered for MBA student performance. A waiver option was recently instituted in our MBA program based on GPA and/or professional experience, providing the ability to compare group differences (GMAT vs non-GMAT students) on several relevant outcome variables, including: (1) graduate GPA, (2) a managerial in-basket assessing managerial competencies, and (3) the MBA ETS, a standardized measure of knowledge of MBA program content. Results revealed that there were no differences in scores on the outcomes measures between groups, questioning the validity of the GMAT as a selection tool, particularly for students with high GPAs and/or significant work experience.
... This is why cognitive predictors should be supplemented in South Africa with tests of learning potential or culture-free non-verbal assessments (see, e.g., Foxcroft & Roodt, 2018). The controversy regarding the use of the GMAT (Kass, Grandzol, & Bommer, 2012;Pratt, 2015) necessitated a broader perspective on performance, and the search for a more relevant combination of admission criteria. Not only is predictive utility important for the performance and success of the student, but it also impacts graduation and retention rates at universities and is an important determinant of university funding as well as the maintenance of academic standards (Kotzé & Griessel, 2008). ...
Purpose: The main aim of this research was to investigate the relationship between the five-factor model (FFM) personality trait measurements and Master of Business Administration (MBA) academic performance in a triple-crown accredited university in order to assess the effectiveness of current admission systems for a globally accredited MBA degree.
Design/methodology/approach: A quantitative database analysis of the academic records and personality profile scores of MBA graduates was conducted. The sample consisted of 663 participants who successfully graduated from the programme during the period 2014–2019. Their final academic results for their MBA and their FFM personality traits (as measured by the Occupational Personality Questionnaire as part of their admission criteria) were analysed.
Findings/Results: In the correlation analysis, Openness to Experience and Agreeableness had the strongest correlation (positive and negative, respectively) with academic performance. In the regression analysis, Openness to Experience, Conscientiousness and Emotional Stability were identified as the best predictors of performance.
Practical implications: Three per cent of the variance in academic performance was attributable to personality traits. This supports the necessity of further exploring the best predictors of academic performance. Academic institutions may consider re-evaluating their current practice and choice of tests used as part of the admission criteria, and rather focus on assessing and capacitating students in terms of resilience and motivation.
Originality/value: This study adds to the debate regarding the ideal selection criteria for MBA candidates, and indicates that the current selection criteria, also those considered more nuanced and culturally sensitive (e.g. personality assessments), may be flawed.
... The HBR case studies also demand qualitative and teamwork skills. While an inverse relationship between math performance and a team grade may appear counterintuitive, Kass, Grandzol, and Bommer (2012) similarly identify negative correlations between GMAT-Q and variables measuring both communication and teamwork. For universities without an R 1 Carnegie Classification, typically only a few students have top tier GMAT scores, thus forcing an admissions judgment regarding the adequacy of quantitative and non-quantitative skills. ...
This research examines the relationship between prerequisite algebra knowledge and graduate corporate finance course performance. Standardized math questions designed for an undergraduate introductory finance course also predict quantitative performance metrics among 128 business graduate students. Results demonstrate that prerequisite math skills, while to a lesser extent than with undergraduate finance courses, do remain an obstacle for the quantitative performance metrics of a graduate corporate finance course. However, math skills demonstrate an inverse relationship with team-based case study performance, thereby obscuring the overall impact of any math skills deficiencies. This research presents a three-question course-embedded assessment tool to support finance course assurance of learning in an AACSB context.
... Most of the world's best minds pursue management education because it is a surefire way to high-paying jobs with promising futures (Harsolekar & Munshi, 2018). The academic success of students in higher education can be shaped by a combination of complex forces (Phang et and entrance exam (Kass et al., 2012); study duration (Katsikas & Theodore, 2010); etc. Few of these factors can be studied thoroughly by analysing report cards and other available documents. ...
Report cards not only attest to students' academic performance in a program, but they also contain several valuable insights. The study was based on the analysis of information readily available on the report cards of MBA Ist semester students. Report cards of 1301 students enrolled in Dr APJ Abdul Kalam Technical University, India (Asia's largest affiliating University) affiliated institutions were examined. The study identified two types of courses: quantitative courses and non-quantitative courses. Furthermore, students' performance varied significantly between categories, and quantitative courses were more difficult to score than non-quantitative courses. Decision models capable of predicting 'overall academic performance' were developed using multiple linear regression analysis. Report cards were used to collect data on the dependent variable (overall academic performance) and five predictor variables (gender, ethnicity, and students' performance in three quantitative courses, namely managerial economics, business statistics, and business accounting). Finally, the study discovered that the predictor variable 'AGP in Managerial Economics' had the most significant impact on overall academic performance. Then came 'AGP in Business Statistics', 'AGP in Business Accounting', and the gender of the students.
Keywords: Academic performance; quantitative courses; gender; ethnicity; AGP (Average Grade Points)’; SGPA (Semester Grade Point Average).
JEL Classification: I20, I23, M00, M10
... The HBR case studies also demand qualitative and teamwork skills. While an inverse relationship between math performance and a team grade may appear counterintuitive, Kass, Grandzol, and Bommer (2012) 12 level, between the three-question math quiz and poor team skills indicated by the Case Flag variable. Table 6 does not indicate that math skills directly reduce Cases performance, but rather under a reversion to the mean paradigm, students admitted on the strength of quantitative skills may possess below-average non-quantitative skills that are relevant to Cases performance. ...
This research details the relationship between prerequisite algebra knowledge and graduate corporate finance course performance. Standardized math questions designed for an undergraduate introductory finance course also predict quantitative performance metrics in a graduate finance course. Results demonstrate that prerequisite math skills, while to a lesser extent than with undergraduate finance courses, do remain an obstacle for the quantitative performance metrics of a graduate corporate finance course. However, math skills demonstrate an inverse relationship with team-based case study performance, thereby obscuring the overall impact of any math skills deficiencies. This research presents a three-question course-embedded assessment tool to support finance course assurance of learning in an AACSB context.
... Following the extant literature (Kass et al., 2012;Kuncel et al., 2007;Oh et al., 2008), we group MBA admission criteria of UGPA, GMAT total and subtest scores (verbal, quantitative, and analytical writing assessment) as independent variables or input into four models as shown below to predict MBA student academic performance indicated by GGPA or as output for ANNs, OSL, and logistic regression, respectively. We exclude other non-contributing information (i.e., gender, age, race, and undergraduate institution) from our final data set after running the initial validity checks. ...
MBA has become one of the most popular and vital professional degrees internationally. The MBA program admission process’s essential task is to choose the best analysis tools to accurately predict applicants’ academic performance potential based on the evaluation criteria in making admission decisions. Prior research finds that the Graduate Management Admission Test (GMAT) and undergraduate grade point average (UGPA) are common predictors of MBA academic performance indicated by graduate grade point average (GGPA). Using a sample of 250 MBA students enrolled in a state university with AACSB accreditation from Fall 2010 to Fall 2017, we test and compare the effectiveness of artificial neural networks (ANNs) against traditional statistical methods of ordinary least squares (OLS) and logistic regression in MBA academic performance prediction. We find that ANNs generate similar predictive power as OLS regression in predicting the numerical value of GGPA. By dichotomizing GGPA into categorical variables of “successful” and “marginal,” we identify that ANNs offer the most reliable prediction based on total GMAT score and UGPA while logistic regression delivers superior performance based on other combinations of the predictors. Our findings shed light on adopting ANNs to predict academic performance potential with a strong implication in MBA admissions to select qualified applicants in a competitive environment.
... For instance, previous researchers (Gupta and Turek 2015) indicated that undergraduate grade point average (GPA) and GMAT scores are two of the most common criteria used for MBA admissions today. Kass et al. (2012) found that the combined use of undergraduate GPA and the verbal and quantitative sections of the GMAT successfully predicted performance in an MBA program. Shepherd et al. (2008) also noted that the MBA selection procedures rely heavily on GMAT scores and prior work experience. ...
Although the research on student selection criteria has been very rich up to now, the role of the level of foreign language played in the admission selection of a non-native spoken program is still receiving little attention. This study intends to explore the issue through three research methods: (1) two-sample test of a hypothesis; (2) multiple linear regression analysis; (3) machine learning algorithms (Ridge regression, SVM, Random forest, GBDT). The case about 549 students enrolled in the Shanghai International MBA Program in China from 2007 to 2014 was used as empirical research samples. Through three methods of analysis and comparison, it was found that Oral English fluency played a key role in the admission selection of the English spoken MBA program in China. It is confirmed that the criteria, such as Rank of the graduated university, Company Nature, Latest Highest Degree, Math Exam, Sponsor (Tuition provider) and Stress management, have very good effect in predicting the final grades of students when graduation. This study also shows that the methods based on machine learning algorithm modeling such as ridge regression and SVM are suitable for student selection decision modeling.
... All studies highlight limitations with their findings, based on issues described earlier. Studies involving a comparison between high and low academic performers with respect to wages Donhardt (2004) and the use of grades to predicate competencies which underpin managerial effectiveness, such as leadership initiative Kass, Grandzol, and Bommer (2012) also indicated no significant difference between the two groups, and report similar limitations. ...
Educational institutions often specify eligibility criteria for student participation in Work-Integrated Learning (WIL) programs including paid industry placement experiences designed to improve student learning and employability outcomes. The criteria may be based solely on the completion of a preliminary stage of course work or include additional academic quality performance measures. Although it is acknowledged that eligibility criteria are required to assist in determining student preparedness for the industry experience, this paper argues that imposing academic quality criteria such as credit or distinction grade averages, in addition to course work completion, may be at odds with the overall objectives of WIL. Using the example of a 12 month paid industry placement program within the health and science discipline areas, this paper examines the implications of adopting this type of quality criterion for the three key WIL stakeholder groups: the university, employers and students.
... One of these hurdles in graduate business education is the requirement for taking the GMAT (Graduate Management Admissions Test) which requires considerable effort in exam preparation. Studies on GMAT as a predictor of MBA performance indicate that while the GMAT verbal score is positively correlated with graduate GPA level of MBA students, it is in fact the prospective MBA student's undergraduate GPA and work experience which are the stronger predictors of academic performance in an MBA program (Fairfield-Sonn, Kolluri, Singamsetti & Wahab, 2010;Kass, Grandzol & Bommer, 2012;Pratt, 2015;Hammond, Cook-Wallace, Moser, & Harrigan, 2015). Waiving the GMAT requirements for applying to an online MBA program may encourage a greater number of applications, resulting in higher demand for the program and the ability of the program to charge higher tuition levels. ...
The number of online MBA programs has increased in recent years while the demand is stabilizing. In light of this trend, the pricing of online MBA programs is an important issue for university administrators and policy makers, who are concerned about program competitiveness and public access to higher education. This study examines the drivers of tuition levels for online MBA programs. Utilizing data from 149 programs in the United States, the influence of various variables on tuition levels is empirically established. The findings indicate that residency and GMAT requirements, as well as enrollment size and student-to-faculty ratio, are important determinants of tuition for online MBA programs. The empirical framework presented in this paper allows university administrators to establish if the tuitions charged for their programs are consistent with market norms, and thereby determine the potential need for adjustment in tuition levels.
... ( This is based on the finding that quantitative measures, despite being the most predictive of graduate success, only explain 20%-25% of the graduate CGPA ( Ahmadi and Raiszadeh 1997;Braunstein 2002;Braunstein 2006;Carver and King, 1994;Dekro and Woundenberg 1977;Hoefer and Gould, 2000;Kass, Grandzoi and Bommer 2012;Sulaiman and Mohezar 2006;Yang 2001). This gap in the predictability of these quantitative measures has led researchers to suggest the inclusion of qualitative factors when making admissions decisions. ...
... The GMAT measures essential skills in business and management, such as analytical writing and problem-solving abilities, and addresses data sufficiency, logic and critical reasoning. The test consists of three sections: quantitative, verbal, and analytical writing (Kass, Grandzol, & Bommer, 2012); however, most studies examine only the verbal and quantitative sections as evidenced in other meta-analyses (Kuncel et al., 2007;Oh, Schmidt, Shaffer, & Le, 2008). ...
This paper reports a review of studies on admission criteria for MBA programs. The method consisted in a literary review based on a systematic search in international databases (Emerald, ABI/INFORM Global, ProQuest Education Journals, ProQuest European Business, ProQuest Science Journal, ProQuest Research Library, ProQuest Psychology Journals, ProQuest Social Science Journals and Business Source Complete) of studies published from January 1990 to December 2013, which explore the academic performance of students or graduates of MBA programs. A quantitative review was performed. Results show that most researchers studied relations between GMAT (Graduate Management Admission Test) and UGPA (Undergraduate Grade Point Average) as predictors of GGPA (Graduate Grade Point Average). On the other hand, work experience and personal traits (such as personality, motivation, learning strategies, self-efficacy beliefs and achievement expectations) and their relation with GGPA had been less studied, and results are not consistent enough to consider them valid predictors of student performance at this time.
... Kass, Grandzol, and Bommer (2012) MBA students 69 ...
Digital information literacy (DIL)—generally defined as the ability to obtain, understand, evaluate, and use information in a variety of digital technology contexts—is a critically important skill deemed necessary for success in higher education as well as in the global networked economy. To determine whether college graduates possess the requisite knowledge and skills in DIL, higher education institutions must be able to administer and use results from valid assessments of DIL. In this paper, we provide a comprehensive review of existing definitions of this construct in major frameworks from higher education and the workforce and propose an operational definition of DIL. Next, we provide a review of existing assessments of information literacy and related constructs, including features of the assessments, construct alignment, and psychometric properties (i.e., reliability and validity evidence). Finally, we discuss challenges and considerations surrounding the design, implementation, and use of next-generation assessments of DIL. We offer this review as a resource for higher education institutions in selecting among existing assessments or in designing their own measures.
... It should be noted that such results are not limited to the area of music achievement. Academic achievement also has shown to be a predictor of success in the following cognitive areas outside music: (a) performance in a master of business administration program (Kass & Grandzol, 2012;Sulaiman & Mohezar, 2006), (b) success in accelerated mathematics courses (Young, Worrell, & Gabelko, 2011), (c) completion of a nursing program (Rogers, 2009), (d) success in high school computer courses (Baloglu, Abbassi, & Cevik, 2009), (e) success in a doctor of pharmacy program (McCall, Allen, & Fike, 2006;Sansgiry, Bhosle, & Sail, 2006), (f) total SAT scores (Marchant & Paulson, 2005), (g) admission to medical school (Julian, 2005), and (h) success in college (Harackiewicz, Barron, Tauer, & Elliot, 2002;Watt, Huerta, & Alkan, 2011). ...
The purpose of this study was to test a hypothesized model that proposes a causal relationship between motivation and academic achievement on the acquisition of jazz theory knowledge. A reliability analysis of the latent variables ranged from .92 to .94. Confirmatory factor analyses of the motivation (standardized root mean square residual [SRMR] = .067) and jazz theory (SRMR = .063) measures indicated a good fit of the predicted model to the observed data. Results of the latent path model indicated good fit (χ2 = 20.08, p = .692, df = 24, N = 102) and large, positive, and statistically significant direct effects of motivation (β = 0.65) and academic achievement (β = 0.56) on jazz theory knowledge acquisition. The successful identification of this proposed model lends enough support for continued investigation into the process surrounding the acquisition of jazz theory knowledge.
We can overcome uncertainty with uncertainty. Using randomness in our choices and in what we control and hence in the decision making process could potentially offset the uncertainty inherent in the environment and yield better outcomes. This methodology is suitable for the social sciences since the primary source of uncertainty are the members of the system themselves and presently, no methods are known to fully determine the outcomes in such an environment, which perhaps would require being able to read the minds of everyone involved and to anticipate their actions continuously. Admittedly, we are not qualified to recommend whether such an approach is conducive for the natural sciences, unless perhaps, bounds can be established on the levels of uncertainty in a system and it is shown conclusively that a better understanding of the system and hence improved decision making will not alter the outcomes. We consider a number of examples and develop both the theoretical framework and empirical tests where such an approach might be helpful, with the common prescription, "Don't Simply Optimize, Also Randomize, perhaps best described by the term - Randomoptimization". 1. Newsvendor Inventory Management Problem 2. School Admissions. 3. Journal Submissions. 4. Job Candidate Selection. 5. Stock Picking.
The authors' purpose was to investigate the predictive value of faculty salaries on outgoing salaries of master of business administration (MBA) students when controlling for other student and program variables. Data were collected on 976 MBA programs using Barron's Guide to Graduate Business Schools over the years 1988–2005 and the Princeton Review's The Best 295 Business Schools 2014 edition. A hierarchical linear regression analysis was conducted with student and program characteristics as control variables, faculty salary as the predictor variable, and average outgoing salary as the dependent variable. In general, higher faculty salaries were associated with higher starting salaries for MBA students upon graduation. Potential explanations and limitations are discussed.
The use of standardized tests as a piece of outcomes assessment has risen in recent years in order to satisfy external accrediting bodies such as the Association to Advance Collegiate Schools of Business International. The authors explore the value added by the Graduate Major Field Test in Business (GMFT-B) for assurance of learning in a master of business administration (MBA) program. The results indicate that the GMFT-B can be considered a valuable tool for outcome assessment because it provides enough unique information above that of MBA grade point average and GMAT scores. However, the GMFT-B should be used in conjunction with other assessment methods because it had little relationship to the competencies associated with effective management.
Written communication is considered one of the most critical competencies for academic and career success, as evident in surveys of stakeholders from higher education and the workforce. Emphasis on writing skills suggests the need for next-generation assessments of writing proficiency to inform curricular and instructional improvement. This article presents a comprehensive review of definitions of writing proficiency from key higher education and workforce frameworks; the strengths and weaknesses of existing assessments; and challenges related to designing, implementing, and interpreting such assessments. Consistent with extant frameworks, we propose an operational definition including 4 strands of skills: (a) social and rhetorical knowledge, (b) domain knowledge and conceptual strategies, (c) language use and conventions, and (d) the writing process. Measuring these aspects of writing requires multiple assessment formats (including selected-response [SR] and constructed-response [CR] tasks) to balance construct coverage and test reliability. Next-generation assessments should balance authenticity (e.g., realistic writing tasks) and psychometric quality (e.g., desirable measurement properties), while providing institutions and faculty with actionable data. The review and operational definition presented here should serve as an important resource for institutions that seek to either adopt or design an assessment of students' writing proficiency.
Current literature about interdisciplinary education research is focused on three points: conceptual definitions of interdisciplinarity, the need for interdisciplinary research to tackle the advent of problem-based research and the positive curriculum outcomes to be gained from interdisciplinary research. While this research is important, it does not always include an account of the often complex and politicised interactions that might affect the outcomes of interdisciplinary research groups. This paper provides one possible ‘roadmap’ for successful interdisciplinary collaboration. It is based on a reflective case study of the authors’ own formation of an interdisciplinary research group and the practical resolutions to both the theoretical and the practical issues involved in achieving interdisciplinarity in education research.
Masters of business administration (MBA) programs are being met with escalating criticism from academics, students, and various organizational stakeholders. Central to these criticisms is the contention that the MBA is wholly out-of-touch with the "real world" and is irrelevant to the needs of practicing managers. Examining this contention, we investigated the relevancy of MBA curricula in relation to managerial competency requirements. Relying on an empirically derived competency model from 8,633 incumbent managers across 52 managerial occupations, our results showed that behavioral competencies indicated by managers to be most critical are the very competencies least represented in required MBA curricula. Findings further indicate that institutional factors such as media rankings and mission orientation have no effect on the alignment of MBA curricula with critical managerial competencies.
Recent research in the field of meta-analysis has provided a procedure of improved accuracy to correct for range restriction, which allows for more accurate calibrations of the validities of various admission and selection tools. For illustrative purposes, we reanalyzed the database meta-analyzed by Kuncel, Credé , and Thomas (2007) on the validity of the GMAT and found that the validity of the GMAT has been underestimated by 7% due to the application of suboptimal range-restriction corrections. These findings have important implications for both researchers and practitioners in the field of education and learning, who should choose and use the most accurate methods available in an effort to accurately estimate validity and to ensure educational resources are Meta-analysis, a method for quantitatively combin-ing and summarizing results reported from individ-ual studies, has radically changed how researchers analyze and interpret their research findings (Hunter & Schmidt, 2004). By means of meta-analysis, re-searchers are able to answer important questions about issues and phenomena in many fields, includ-ing medicine, business, and education. Because meta-analytic findings are considered more reliable
Admissions data and first-year grade point average (GPA) data from 11 graduate management schools were analyzed to evaluate the predictive validity of Graduate Management Admission Test® (GMAT®) scores and the extent to which predictive validity held across sex and race/ethnicity. The results indicated GMAT verbal and quantitative scores had substantial predictive validity, accounting for about 16% of the variance in graduate GPA beyond that predicted by undergraduate GPA. When these scores and undergraduate GPA were used together, they accounted for approximately 25% of the variation in first-year graduate GPA. Correcting correlations for restriction of range improved the predictive power. No statistical differences were found across examinee groups defined by race/ethnicity and sex, which suggests a lack of bias in these scores. The predictive utility of GMAT analytical writing scores was relatively low, accounting for only about 1% of the variation in graduate GPA, after accounting for undergraduate GPA and GMAT verbal and quantitative scores.
Business recruiters generally report seeking to hire well-rounded students who have not only technical knowledge and skills, but also behavioral ones. However, business students appear to be somewhat skeptical of this claim. One reason for this skepticism may be students' attention to recruiter signals concerning the importance of behavioral knowledge and skills during the recruitment and selection process. In an attempt to determine whether the addition of significant behavioral coursework to a student's portfolio enhances recruiters' assessments of student employability, we conducted two studies using different methodologies. Results showed that when asked directly about their preferences (Study I), a clear majority of recruiters (78%) indicated that they preferred business graduates who supplemented functional-area (e.g.. finance, accounting) coursework with equivalent amounts of behavioral coursework. However, when evaluating specific student resumes (Study 2). recruiters gave the same employability ratings to students who took only functional courses as to those who focused both on functional and behavioral courses. Our results are discussed in the context of growing evidence that behavioral science is regarded as a marginal topic both in business and in business education.
Although it seems intuitively obvious that the happy student will be a more productive student, empirical tests of that assumption are curiously sparse. We tested a model that included satisfaction with various life domains, overall life satisfaction, cumulative college GPA, and ratings on an assessment center exercise. Results indicated that overall life satisfaction was a significant predictor of both GPA and assessment center ratings, even with traditional academic achievement predictors controlled (e.g., cognitive aptitude, gender). We discuss implications of the results for future research and educational practice.
We describe a whole person learning experiential /behavioral skill pedagogy developed in an executive skills course. The pedagogy was designed to address recent criticisms of MBA education relative to program relevancy and the skill sets of students entering the workforce. We present an experiential learning model based on the concept of whole person learning, discuss how the model is used in the class, and provide an empirical assessment of skill improvement over a 5-year period. Using a pre-posttest with control group design to test student skill levels by way of an assessment center, the effectiveness of the pedagogy was supported. The skills assessed included communication, teamwork, leadership/initiative, decision making, and planning/organizing. Guidance is provided for implementing the pedagogy into MBA curricula.
Employers and academics have differing views on the value of grades for predicting job performance. Employers often believe grades are useful predictors, and they make hiring decisions that are based on them. Many academics believe that grades have little predictive validity. Past meta-analyses of the grades–performance relationship have suffered either from small sample sizes or the inability to correct observed correlations for research artifacts. This study demonstrated the observed correlation between grades and job performance was .16. Correction for research artifacts increased the correlation to the .30s. Several factors were found to moderate the relationship. The most powerful factors were the year of research publication and the time between graduation and performance measurement.
Range restriction in most data sets is indirect, but the meta-analysis methods used to date have applied the correction for direct range restriction to data in which range restriction is indirect. The authors show that this results in substantial undercorrections for the effects of range restriction, and they present meta-analysis methods for making accurate corrections when range restriction is indirect. Applying these methods to a well-known large-sample empirical database, the authors estimate that previous meta-analyses have underestimated the correlation between general mental ability and job performance by about 25%, indicating that this is potentially an important methodological issue in meta-analysis in general.
The article presents a reply to a paper about the effect of MBA degrees on the salaries of business school graduates. M. Connolly's research on the economic returns to MBA graduates from the University of Miami over a recent 4-year period, undertaken to show that the MBA degree is alive and well, has a number of problems. Furthermore, the question of the economic return on the MBA degree encompasses only a relatively small aspect of the article about business schools and their future. Connolly's estimates of the rate of return on the MBA degree rely on the difference between the salary of people when they enter the program and the salary when they leave. Connolly's analysis also looks only at starting salary and then extrapolates into the future, using a higher growth rate of wages for MBA degree holders based on data from a general survey of the workforce. The argument presented in the paper was never that business schools, particularly elite schools, failed to provide a brand or a signal that would offer graduates short-term advantages in the job market. Nor did the paper suggest that business education, business research, or possibly even the MBA, would fade.
We describe a whole person learning experiential/behavioral skill pedagogy developed in an executive skills course. The pedagogy was designed to address recent criticisms of MBA education relative to program relevancy and the skill sets of students entering the workforce. We present an experiential learning model based on the concept of whole person learning, discuss how the model is used in the class, and provide an empirical assessment of skill improvement over a 5-year period. Using a pre–posttest with control group design to test student skill levels by way of an assessment center, the effectiveness of the pedagogy was supported. The skills assessed included communication, teamwork, leadership/initiative, decision making, and planning/organizing. Guidance is provided for implementing the pedagogy into MBA curricula.
A web-based survey of the MBA core curricula of top-ranked U.S. business schools lends some support to the continued existence of a traditional but frequently criticized "functional silo," "dominant design." The findings suggest a lack of emphasis on required multidisciplinary integration and experiential components and a lack of product differentiation and branding around thematic elements valued by the AACSB, such as "soft skills," "information technology," "globalization," and "corporate social responsibility." Prescriptive measures are suggested within the context of organizational theoretic constraints.
Applicants to executive education programs have increased over recent years. Previous researchers had not thoroughly examined admission procedures related to the selection of applicants. In this study, the author examined common admission requirements that researchers and educators have used to predict success in 22 unique executive education programs. The results revealed a mean correlation of .64 between (a) program grades and (b) Graduate Management Admission Test (GMAT) quantitative and verbal scores and undergraduate grade point average (UGPA), a value meaningfully higher than that for full-time and part-time programs. Researchers and educators could effectively use UGPA and GMAT scores in combination to select students who would perform well in an executive program.
In this study, the author examined the validity of the Graduate Management Admissions Test (GMAT) for non-U.S. students (N = 75) through a predictive validation procedure in which applicants were given the predictor test but the test results were not used to admit students. The author's business school admitted students to three overseas MBA programs. The author then gathered academic performance data (MBA grades) and correlated the predictor (GMAT) with the criterion (MBA GPA). The findings showed that the correlation between the two was. 64 (p
In this study, the authors examined the relationship between scores on the Graduate Management Admissions Test (GMAT) and achievement in core academic courses. The authors used a sample that revealed the potentially differential academic performance of male and female MBA students (N = 334) within particular GMAT scoring cohorts. Results showed that, for the top scoring GMAT cohort, there was statistically significant evidence of bias against the women. The potential effect of this bias against women may affect admissions decisions to graduate programs in business, particularly at the most selective MBA programs.
Considerable debate both within and outside of academic circles surrounds the validity of standardized tests for predicting student performance in graduate business schools. This meta-analysis aggregates the existing literature on the validity of the two most heavily used predictors in business school admissions: the GMAT and undergraduate grade point average. Results based on over 402 independent samples across 64,583 students indicate that the GMAT is a superior predictor to UGPA and that the two combined yield a high level of validity for predicting student performance.
An integral part of the test evaluation and improvement process involves providing evidence that valid inferences can be made based on test scores. Additionally, it is imperative to provide evidence that validity results can be generalized to all potential populations being administered an exam. This study evaluated the predictive validity of the Graduate Management Admission Test® (GMAT®) for doctoral students enrolled in 18 different graduate business-oriented programs. Results indicated that the GMAT® exam was a better predictor of first-year performance than was previously reported. Moreover, GMAT® scores were better predictors of grades than undergraduate grade point average. Results for gender, English skill, and program concentration subgroups are also described. Purpose
Although business school enrollments have soared and business education has become big business, surprisingly little evaluation of the impact of business schools on either their graduates or (he profession of management exists. What data there are suggest that business schools are not very effective: Neither possessing an MBA degree nor grades earned in courses correlate with career success, results that question the effectiveness of schools in preparing their students. And. there is little evidence that business school research is influential on management practice, calling into question the professional relevance of management scholarship.
Purpose – The paper seeks to examine major challenges facing MBA programs and to argue that they will have to reconsider their value proposition. It aims to explore effective curricular and programmatic responses as opportunities for MBA programs to innovate. The paper also aims to call for collective action across the business school field to effectively address these challenges. Design/methodology/approach – The research is grounded in empirical methods including semi-structured interviews, data on curricula, courses, applications, enrollments, tuition and fees, and faculty hiring, and case studies of particular institutions. Findings – Business schools need to reassess the facts, frameworks, and theories that they teach, while also rebalancing their curricula to focus more on developing skills, capabilities, and techniques as well as cultivating values, attitudes, and beliefs. Originality/value – The paper draws on original sources of qualitative and quantitative data to present a detailed picture of the current state of MBA education. It identifies eight unmet needs based on interviews with deans and executives, and proposes curricula innovations that address these needs.
Masters of business administration (MBA) programs are being met with escalating criticism from academics, students, and various organizational stakeholders. Central to these criticisms is the contention that the MBA is wholly out-of-touch with the “real world” and is irrelevant to the needs of practicing managers. Examining this contention, we investigated the relevancy of MBA curricula in relation to managerial competency requirements. Relying on an empirically derived competency model from 8,633 incumbent managers across 52 managerial occupations, our results showed that behavioral competencies indicated by managers to be most critical are the very competencies least represented in required MBA curricula. Findings further indicate that institutional factors such as media rankings and mission orientation have no effect on the alignment of MBA curricula with critical managerial competencies.
Substantial evidence demonstrates that sound management practice is critical to creating effective organizations. Despite this fact, recent research suggests that courses designed to inculcate human capital competencies are wholly underrepresented in MBA curricula. Scholars have attribute culpability in various directions, collectively suggesting a broad devaluing of management education from one or more stakeholders including recruiters, business school policy makers, faculty, and students. In this essay, we bring forth evidence which reveals considerable agreement across stakeholder groups regarding the importance of emphasizing human capital competencies in MBA curricula. That is, contrary to conventional notions, business school stakeholders largely agree with practicing managers that human capital competencies are among the most important to be trained within MBA programs. This evidence suggests an Abilene Paradox (Harvey, 1974) wherein the status quo of curricular misalignment is maintained due to a mismanagement of agreement. As such, we argue management faculty must deploy an evidence-based campaign that productively surfaces this agreement and moves MBA programs toward enacting appropriate curricular change congruent with managerial realities.
Predicting success in graduate management doctoral programs. GMAC research reports Executive education: Predicting student success in Executive MBA programs
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Developing management skills
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- K S Cameron
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The MBA core curricula of top-ranked U. S. business schools. A study in failure? Academy of Management Learning and Ed-ucation
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The Iliad assessment center
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Behavioral coursework in business education: Growing evidence of a legitimacy crisis
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GMAT validity for six European MBA programs
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