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Showing 1 to 15 of 26 results Save | Export
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Laura Beaudin; David Ketcham; Peter Nigro; Michael A. Roberto – Journal of Education for Business, 2024
This paper examines performance differences among demographic groups on the ETS Major Field Test in Business. The study employs the Blinder-Oaxaca decomposition technique to analyze the test score differentials by gender and racial minority status. This technique decomposes the difference into two parts: an endowment effect (or explained portion)…
Descriptors: Achievement Tests, Business Administration Education, College Outcomes Assessment, Gender Bias
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Iqbal, Zahid – Journal of Educational Research and Practice, 2020
Assurance of learning is the key to students' academic success. To this end, one of the largest historically Black colleges and universities (HBCUs) in the United States administers the Educational Testing Service Major Field Test for Business (ETS MFT-B) to assess student learning of business concepts. This study used a set of predictor variables…
Descriptors: Business Administration Education, Achievement Tests, College Outcomes Assessment, Black Colleges
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Hahn, William – Journal of Education for Business, 2019
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…
Descriptors: Business Administration Education, Instructional Effectiveness, Scores, Comparative Analysis
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Hahn, William; Leslie, Beth – Journal of Education for Business, 2018
This study is the first to explore how skill and effort drive student achievement using a framework developed by Duckworth, Eichstaedt, and Unger (2015). A statistically significant achievement difference, as measured by Comprehensive Business Exam score during the last semester in college, was identified when students were separated by standard…
Descriptors: Standardized Tests, Achievement Tests, Academic Achievement, Business Administration Education
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Fairchild, Chris; Hahn, William – Journal of Education for Business, 2020
While studies have found that both accounting and finance majors outperform other majors on the Major Field Test in Business (MFTB) and the Comprehensive Business Exam (CBE), research has not identified the drivers of this performance advantage. The authors examined multiyear MFTB and CBE scores and identified both business core course composition…
Descriptors: Majors (Students), Accounting, Performance Factors, Business Administration Education
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O'Brien, Christine Neylon; Powers, Richard E.; Wesner, Thomas L. – Journal of Legal Studies Education, 2018
This article provides information about the value of a core course in business law and why it remains essential to business education. It goes on to identify highly ranked undergraduate business programs that require one or more business law courses. Using "Business Week" and "US News and World Report" to identify top…
Descriptors: Core Curriculum, Business Administration Education, Law Related Education, Benchmarking
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Settlage, Daniel Murray; Wollscheid, Jim R. – Journal of Education for Business, 2015
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…
Descriptors: Business Administration Education, Achievement Tests, Scores, Standardized Tests
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Bisalski, Heather Cooper; Helms, Marilyn M.; Whitesell, Melissa – Journal of Education for Business, 2017
Many business programs address the learning of undergraduate students with an exit exam. A reference librarian and the business school faculty created an online test preparation study guide (or LibGuide) which included no-cost resources that were readily available yet academically authoritative to aid students in studying for the Educational…
Descriptors: Undergraduate Students, Achievement Tests, Business Administration Education, College Outcomes Assessment
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Bielinska-Kwapisz, Agnieszka; Brown, F. William – Journal of Education for Business, 2013
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. Many previous studies analyzing scores on the MFT-B report gender differences on the exam even after controlling for student's aptitude, general intellectual ability,…
Descriptors: Gender Differences, Standardized Tests, Business Administration, College Seniors
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Bielinska-Kwapisz, Agnieszka; Brown, F. William – Journal of Education for Business, 2014
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…
Descriptors: Business Administration Education, Achievement Tests, Institutional Characteristics, Accreditation (Institutions)
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Ward, Chris; Yates, Dan; Song, Joon Young – Contemporary Issues in Education Research, 2014
It is often the goal or mission of higher education to prepare graduates for leadership roles in organizations and the community. Even if we are to assume that leadership skills can be developed, determining the appropriate ways to teach and measure leadership is often debated. Our study used quantitative data from the ETS Business Major Field…
Descriptors: Achievement Tests, Business Administration Education, College Outcomes Assessment, Internship Programs
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Green, Jeffrey J.; Stone, Courtenay Clifford; Zegeye, Abera – Journal of Education for Business, 2014
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…
Descriptors: Business Administration Education, Student Evaluation, Accreditation (Institutions), Comparative Analysis
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Ritter, Barbara A.; Small, Erika E.; Mortimer, John W.; Doll, Jessica L. – Journal of Management Education, 2018
The increased complexity of today's work environment has made the need for soft skills, such as teamwork, communication, leadership, and problem solving, more salient than ever. Employers hire for these skills because it is increasingly the human resources that give organizations a competitive advantage. Therefore, academia must respond to these…
Descriptors: Curriculum Design, Career Readiness, Job Skills, Skill Development
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Kass, Darrin; Grandzol, Christian – Journal of Education for Business, 2014
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…
Descriptors: Masters Programs, Business Administration Education, Standardized Tests, Achievement Tests
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Phelps, Amy L.; Spangler, William E. – American Journal of Business Education, 2013
A standardized exam for program-level assessment can take the form of 1) a customized exam developed in-house by faculty and linked explicitly to program-level learning goals; or 2) a standardized exam developed externally by assessment experts and linked to a set of somewhat broader and more generalizable learning goals. This article discusses…
Descriptors: College Outcomes Assessment, Standardized Tests, Business Administration Education, Undergraduate Students
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