Scholarship & Research
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Item As Compared to What? Characteristics of the AACSB Institutions That Utilize the Major Field Test in Business(2014-09) Bielinska-Kwapisz, Agnieszka; Brown, F. WilliamPublishers 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.Item The impact of intellectual heterogeneity on academic performance in business education(Academic and Business Research Institute, 2012-07) Brown, F. William; Bielinska-Kwapisz, AgnieszkaThis 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.