Browsing by Author "Brown, F. William"

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As Compared to What? Characteristics of the AACSB Institutions That Utilize the Major Field Test in Business
(2014-09) Bielinska-Kwapisz, Agnieszka; Brown, F. William
Publishers of the Major Field Test - Business (MFT-B), an assessment of learning instrument, provide a list of institutions utilizing the instrument and a table which allows comparison of local MFT-B mean scores to those of other institutions. The absence of information regarding the comparison group’s characteristics limits the validity of that comparison. This study provides a comparison of the institutions accredited by the Association to Advance Collegiate Schools of Business and utilizing the MFT-B to those accredited institutions which do not, along with an estimation of the probability that a school will use the MFT-B for assessment purposes.
The Impact of Emotional Intelligence on Accuracy of Self‐awareness and Leadership Performance
(2011-03) Bratton, Virginia K.; Dodd, Nancy G.; Brown, F. William
Purpose: This research paper aims to follow a line of research that examines the impact of elements of emotional intelligence (EI), particularly those related to self‐awareness, on self‐other agreement and performance. Design/methodology/approach: This is a quantitative study that employs the same methodology as Sosik and Megerian to analyze survey data gathered from a matched sample of 146 managers and 1,314 subordinates at a large international technology company based in North America. Findings: The analysis revealed that the relationship between EI and leader performance is strongest for managers who underestimate their leader abilities. Underestimators earn higher follower ratings of leader performance than all other agreement categories (In agreement/good, In agreement/poor, and Overestimators). The analysis also suggests that there appears to be a negative relationship between EI and leader performance for managers who overestimate their leader abilities. Research limitations/implications: Implications of the counterintuitive findings for underestimators as well as the imperative for further study utilizing alternative measures of EI are discussed. Originality/value: Previous empirical work in this area used an ad hoc measure of EI. This study extends this work by utilizing a larger, business sample and employing a widely‐used and validated measure of EI, the Emotional Quotient Inventory. Results further illuminate the nature of the relationship between EI and self‐other agreement and provide a potential selection and development tool for the improvement of leadership performance.
The impact of intellectual heterogeneity on academic performance in business education
(Academic and Business Research Institute, 2012-07) Brown, F. William; Bielinska-Kwapisz, Agnieszka
This study extends previous lines of research which have identified academic achievement determinates among undergraduate business students by analyzing the impact of intellectual variance on business education. A quantile regression approach is utilized to estimate whether the returns on certain student characteristics, most notably the variance in intellectual ability as signaled by ACT score distribution across student cohorts in undergraduate business programs, differ along the conditional distribution of their Major Field Test in Business (MFT-B) test scores. A systematic examination of the relationship between academic ability (using the ACT as a proxy) and academic achievement (measured by the MFT-B) found no significant effects of either hetero- or homogeneity in academic ability variance on academic achievement for high ability students. There was also no support for contentions that high ability students might be disadvantaged by the presence of low ability colleagues. Quite interestingly A positive and significant effect was found for lower ability students from 20th to 50th percentile of the MFT-B distribution. While intellectual or academic ability, as signaled by the ACT, certainly appears relevant in terms of individual achievement, there is no indication that an admissions policy which creates cohorts with heterogeneity of innate intellectual ability has any significant impact on the academic achievement high ability individuals and may in fact benefit lower ability individuals within that cohort. Limitations and further research opportunities are discussed.
Software applications course as an early indicator of academic performance
(Academic and Business Research Institute, 2013) Benham, Harry C.; Brown, F. William; Bielinska-Kwapisz, Agnieszka
This study’s objective is to determine if students who were unable to successfully complete a required sophomore level business software applications course encountered unique academic difficulties in that course, or if their difficulty signaled more general academic achievement problems in business. The study points to the importance of including a software applications course early in business schools’ curriculum and examines factors associated with a applications course early in business schools’ curriculum and examines factors associated with a success in the course, as well as in students’ early college GPA. An examination of the characteristics of the students who do not successfully complete the business software applications course, and a comparison to the local predictive Major Field Test in Business (MFT-B) scoring model, suggests that over 84% of the unsuccessful students would be likely to receive an MFT-B score below the 50th percentile of an institutional normative distribution and 45% would be expected to score in the bottom 20% of that same distribution. Students who failed the course were predicted to score 23% lower on the MFT than comparable students.