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1.
    
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.  相似文献   

2.
    
Exit exams have become the currency of choice for both institutions and accrediting bodies seeking to demonstrate student learning. Most researchers have ignored the opportunity costs of these tests and the fundamental question of whether the exams add value to the assessment process already in place on college campuses (course testing and GPA). A statistical model that uses a student's GPA, SAT score, and demographic characteristics predicts the student's Major Field Test (ETSB) score quite well. Furthermore, the opportunity cost of administering these exams at the institution in question exceeds $25,000 annually. The authors argue that the cost-benefit tradeoff of the ETSB exit exam is unfavorable.  相似文献   

3.
    
Colleges and universities are being asked by numerous sources to provide assurance of learning assessments of their students and programs. Colleges of business have responded by using a plethora of assessment tools, including the Major Field Test in Business. In this article, the authors show that the use of the Major Field Test in Business for assurance of learning purposes is ill advised. First, it provides no direct evidence of student learning. Second, it offers no useful comparative analyses to other business students or institutions. Consequently, it provides no guidance for curriculum or program changes to achieve better learning outcomes. Thus, use of the Major Field Test in Business offers only a pretend solution to the problem of assurance of learning assessment.  相似文献   

4.
    
A regional business school chose to self develop an assessment test of the fundamental concepts of the undergraduate business core. Above and beyond the demands of AACSB accreditation, faculty identified feedback from such a test as an essential precursor to changing both overall curriculum and individual class content. The authors describe the methodology used to construct this instrument. Internal consistencies and validities of the resulting test compared favorably with those of commercially constructed tests. The authors discuss the methodology and results of the test validation process as well.  相似文献   

5.
    
The Major Field Test is a commonly used assessment instrument, but little emphasis has been put on analyzing student-level subject area indicator scores. The Educational Testing Service recently made these data available to institutions, and it is analyzed here. This analysis builds on previous work by incorporating demographic and programmatic information regarding individual students' course of study. The statistical framework employed allows the determination of drivers of student scores, and suggests likely avenues for improving future performance. The results suggest the number of courses a student takes in particular subject areas plays a role in the student's subscores and overall scores.  相似文献   

6.
The authors examined the determinants of success on the Educational Testing Service Major Field Test in Business. The authors find that gender, SAT performance, and concentration are significant predictors of performance. Additionally, they derive proxies for student passion and persistence, and find that the greater the student's passion for business is, the higher the score is. The authors discover that students who demonstrate persistence, as measured by the extent to which they outperform their grade point average expectations, also score higher on the exam.  相似文献   

7.
    
The authors explore the relationship between general education prerequisite courses, used for schools of business admission, and predicted grade point averages (PGPAs) with the Major Field Test in Business (MFT-B). The MFT-B is designed to assess the general business knowledge of students at the end of their programs. There is no known literature that explores the relationship of prerequisite courses or PGPA with the MFT-B. This study finds that second semester Freshman English 102 and Economics 222, and PGPA influence MFT-B scores.  相似文献   

8.
    
The authors describe the four stages of the closing the loop process undertaken by a college of business (COB) over a 6-year period. The COB developed and offered an online, noncredit review course to help students prepare for the Major Field Test in Business (MFT). Early results demonstrated the efficacy of the course as student scores rose from the 40th percentile to the 65th percentile. The authors analyze stage 4 data to determine the relationship between the online review and MFT performance. Results suggest the impact of the online review course diminishes as overall performance increases. Assessment outcomes may be influenced by the number of Hispanic and international students taking the MFT.  相似文献   

9.
    
By applying multilevel models with random effects, the authors reviewed and synthesized findings from 30 studies that were published in the last 20 years exploring the relationship between the Educational Testing Service Major Field Test for a Bachelor's Degree in Business (MFTB) and related factors. The results suggest that MFTB scores correlated moderately with overall grade point average (.45) and ACT or SAT scores (.56) across the studies, before accounting for imperfect reliability or range restriction issues, which supports the claim that the MFTB is a valid assessment tool to gauge information about business-related learning outcomes for a variety of colleges and universities that are similar to those included in the studies.  相似文献   

10.
    
The Major Field Test in Business (MFT-B), a standardized assessment test of business knowledge among undergraduate business seniors, is widely used to measure student achievement. The Educational Testing Service, publisher of the assessment, provides data that allow institutions to compare their own MFT-B performance to national norms, but that procedure fails to take the characteristics of institutional student cohorts into account. Using empirical methods, the authors describe and test a procedure to set a priori goals that take dispositional factors, most notably ACT scores, into account. This procedure enables interpretation of the MFT-B in relation to expectations.  相似文献   

11.
    
The Association to Advance Collegiate Schools of Business (AACSB) International's assurance of learning (AoL) standards require that schools develop a sophisticated continuous-improvement process. The authors review various assessment models and develop a practical, 6-step AoL model based on the literature and the authors’ AoL-implementation experiences. The model creates a sound foundation for compliance with AACSB standards as well as regional accreditation and likely future assessment requirements. The authors present suggestions for successful implementation of each AoL step as well as cautions on possible pitfalls.  相似文献   

12.
    
The authors explore the results of the Comprehensive Business Exam (CBE) administered to business majors during their senior-year business capstone course. The study results identified students' SAT and grade point average as a predictor of CBE performance, and variables that explain the correlation between CBE performance, SAT score, and grade point average are discussed. This study expands the research stream by demonstrating how faculty can use CBE information to more deeply assess student learning at both the course and instructor level than is possible with the Major Field Test for Bachelor's Degree in Business.  相似文献   

13.
    
The publishers of the Major Field Test in Business (MFT-B), an assessment of learning instrument, provide a list of institutions utilizing the instrument and a table that allows for 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 International, those that use the MFT-B and those accredited institutions that do not, and an estimation of the probability that a school will use the MFT-B for assessment purposes.  相似文献   

14.
This study is the first to explore how business core course review sessions impact standardized test results. A statistically significant improvement in students’ overall scores of 16.5% was identified when core course reviews were conducted between Comprehensive Business Exam pre- and posttest dates. As a result, institutional results moved from slightly above average to the upper 15th percentile among institutions employing this exam. Additionally, scores for the economics, finance, management, and marketing core-course subject matter areas significantly improved. A review did not significantly improve scores in the accounting concept area. Implications for assurance of learning analysis are presented.  相似文献   

15.
    
This study reports the results of a comparative study of American business schools and Australian schools of commerce regarding utilization of field-based consultancy and associated critical variables. Respondents in the survey were 141 deans of Association to Advance Collegiate Schools of Business (AACSB) accredited business schools in the United States and 71 heads of Australian commerce programs. Overall, student field-based consultancy is widely used in both countries. This indicates that it should be possible to implement international field-based consultancies between American and Australian business schools, which would, in turn, lead to increased potential for international study abroad for business students of both countries.  相似文献   

16.
This study investigates the effects of length, frequency and pod placement on advertising recall in a non-laboratory setting. Subjects were surveyed the day after Super Bowl XXVIII to determine recall of advertisements shown during the game. The results indicate that length and frequency positively and significantly influence advertisement recall.  相似文献   

17.
    
Learning goals are central to assurance of learning. Yet little is known about what goals are used by business programs or how they are established. On the one hand, business schools are encouraged to develop their own unique learning goals. However, business schools also face pressures that would encourage conformity by adopting goals used by others. The authors examined the extent to which learning goals of business programs are unique versus similar. Their evidence suggests business schools adopt goals that are quite similar. Public schools and lower ranked schools were more likely to demonstrate such conformity. The implications of goal similarity are discussed for management education and assurance of learning.  相似文献   

18.
    
ABSTRACT

The bottom of the pyramid (BOP) market has gained importance in international entrepreneurship due to its large market potential. Drawing on the literature of international business education, as well as social entrepreneurship and international entrepreneurship education, we propose a course to educate students how to develop business intimacy with the BOP community. We employ the experiential-learning pedagogical framework and design elements including a short-term study abroad service trip, an entrepreneurship project, and structured reflections. Using both qualitative and quantitative data, we demonstrate that the course facilitates students’ learning in the key areas of international and social entrepreneurship, including the economic and social value of community embeddedness for BOP ventures, the emotional intelligence in interacting with BOP communities, and the attitude toward social entrepreneurship.  相似文献   

19.
To safeguard their existence in the face of harsh competition, food retailers have shifting their attention from goods to service. In this development, mobile services have emerged as suitable venues for intensifying companies' service orientation. To address this phenomenon, the purpose of this study is to explore and analyze how mobile services are leveraged to serve customers better in the context of food retailing. With the help of 10 case examples the perspective is extended from food retailers' in-store activities to supporting customers' processes at the pre- and post-purchase stages. As a result, a tentative framework is suggested that captures the ways in which companies can use mobile services in their strategic quest to move from selling to supporting.  相似文献   

20.
本文从我国服务业外商直接投资与服务业增加值、国内生产总值作为一个系统中相互决定和相互依存的内生变量角度构造动态模型,以此分析相互联系的变量间的互动关系和内在影响机制,并分析随机扰动对变量系统的动态冲击。本文的实证研究结果表明,我国服务业外商直接投资、服务业增加值、国内生产总值三变量之间在5％的显著水平上存在一个协整方程。同时,服务业增加值与GDP保持双向的Granger因果关系。在三变量的因果检验中,服务业外商直接投资是引起国内生产总值增长的Granger原因,但国内生产总值不是服务业外商直接投资变动的Granger因,即服务业外商直接投资与GDP不存在双向的因果关系。  相似文献   

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