FACTORS THAT EXPLAIN UNDERGRADUATE BUSINESS STUDENTS’ PERFORMANCE IN THEIR CHOSEN FIELD. DOES GENDER MATTER? (original) (raw)
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2020
The purpose of this article is to explore the heterogeneity among undergraduate Norwegian business students. This is made visible by the students’ choice of subjects in their third year. The chosen methodology is the ordinary least square (OLS) regression model. By using dummy variables depending on the preferred discipline, we can analyse what impact the composition of students will have on their performance in the compulsory courses during the two first years. The students who are highest ranked by letter grades tend to select further studies in finance and accounting subjects. One should be aware of this in the design of study programmes.
Gender and speciality in business management education
Canadian Journal of Higher Education, 2013
Undergraduate university enrolment in Canada is characterized by a higher proportion of women to men, with a pattern of gender segregation across some disciplines. Within some disciplines, there is also a pattern of internal sex segregation whereby women and men still sort themselves into gendered sub-fields, a pattern that is particularly evident in undergraduate business management programs. This study set out to understand why this segregation occurs. The study found that men and women use the same criteria in selecting a business major, including beliefs about success and fit, as well as advice from referent others. However, they attach different weight to these factors in a pattern that is gendered.
Gender differences in college of business
In this article, the authors examine the effect of gender on the learning experiences of students majoring in business. The development of behaviors and attitudes, which will affect the professional practices of graduates, is crucial in the education of business majors. Given that the use of group work and other forms of innovative learning is increasing in business classes, the growing acceptance of group work raises the question of whether men and women experience these assignments differently. From focus-group and survey data, the authors found that the attitudes and experiences of male and female business students were significantly different.
Factors that Influence Academic Performance: Analyzing Gender Differences in Accounting Students
Factors that Influence Academic Performance: Analyzing Gender Differences in Accounting Students, 2019
e main objective of this article is to analyze gender differences in terms of student academic performance. e study is based on a data sample of 3,219 students attending the Autonomous University of Barcelona. e data was analyzed using the Tobit estimation model and the Tobit-Blinder-Oaxaca Decomposition Method. According to the results obtained, 67.27% of the differences in male and female academic performance are attributed to observable characteristics. e results obtained also reveal that student intellectual ability, experience with the subject matter, effort made during the course and prior accounting courses taken during high school, all had a significant and positive effect on students of both sexes. On the other hand, scholarships positively influenced the academic performance of only the female students, while the instructor´s professional status and the time of the day at which the class was held a negative impact on the academic performance of males. ese results have underlying implications for policymakers and instructors. For example, organizations that offer student financial aid, may increase the number of scholarships available for female students, while instructors can better prepare students by having them perform more practical exercises that simulate real-life scenarios they may encounter when entering the job market.
Gender and Specialty in Business Management Education
Canadian Journal of Higher Education, 2013
Undergraduate university enrolment in Canada is characterized by a higher proportion of women to men, with a pattern of gender segregation across some disciplines. Within some disciplines, there is also a pattern of internal sex segregation whereby women and men still sort themselves into gendered sub-fields, a pattern that is particularly evident in undergraduate business management programs. This study set out to understand why this segregation occurs. The study found that men and women use the same criteria in selecting a business major, including beliefs about success and fit, as well as advice from referent others. However, they attach different weight to these factors in a pattern that is gendered.
Business Education & Accreditation , 2022
Statistical skills are strongly linked success in business studies, especially in analyzing risk and in the financial sciences. Therefore, it is useful to acquire more knowledge about factors that can explain the grades achieved in Business Statistics. The objective of this study is to identify variables that are related to performance in Business Statistics among a cohort of business school students in Norway. By using linear regression models, this study tries to identify the relationship between achievement in Business Statistics and several independent variables, including gender, grade point average (GPA) from high school, mathematical background, Big Five personality traits, and attitudes towards statistics (SATS-36). Only attitudes towards statistics were significantly associated with the performance. There is a positive correlation between success in Business Statistics and the two Cognitive Competence and Effort (from SATS-36) dimensions. This is useful knowledge to ensure good results in Business Statistics.
Edcational Process: International Journal, 2020
There is a considerable amount of focus on the grading systems applied in higher education, as it is an important tool for ranking undergraduate students’ in terms of their academic success. Several studies have suggested that different grading practices exist among various colleges. This is also the case in Norway, even though the intention is to ensure that the same score is awarded independent of the individual institution. This study will explore the grading practices within a business school in Norway. Since the students can choose different pathways in their third year of undergraduate study, the academic composition of students can vary. Students with good grades mostly prefer Accounting or Finance, whilst those performing below average tend to select Marketing or Management. This composition variance causes differences in the grading pattern, as it is relative easier to achieve a good grade where the peer students are less qualified. This also has a gender effect, since females generally opt to study Marketing or Management, hence the average female student may benefit from a less rigorous grade assessment within these fields. Keywords: Grading practice, higher education, business school, business courses, gender.
The Future of Education , July, Florence, Italy, 2021
Self-study and attendance rates are important factors in terms of academic outcomes. There is considerable variation in students’ efforts. This is probably due to many factors. In the literature, there is a considerable focus on the link between academic success and personality traits (Big Five). However, few studies have investigated the relationship between study time, presence at lectures and personality traits. The purpose of this article is to find out more about how gender and personal characteristics can affect students' efforts (attendance and study time) by questioning 380 students at a business school in Norway. Results indicate significant and positive correlation between some of the personality traits (openness and conscientiousness) and study time. Females tend to study more, but the impact was not significant. None of the variables were significantly linked to attendance. The finding is useful information when designing various educational schemes. The chosen method for this study is ordinary linear regression model.
Success in business studies and mathematical background: the case of Norway
Journal of Applied Research in Higher Education, 2018
Purpose The purpose of this paper is to determine whether the type of mathematics skills developed at secondary school an effect on students’ later success in business studies. At many business schools in Norway, more students are applying than there are places available. The ranking of applications depends on the grade point average (GPA) level, irrespective of the level or type of mathematics studied at secondary school, where the students are free to choose practically orientated or theoretical mathematics. Design/methodology/approach A quantitative analysis (regression model) was applied using data for undergraduate students enrolled in business studies over a three–year period (2012–2014). Findings Students with a non-theoretical background in mathematics obtain systematically lower grades on many courses, especially in core business school subjects. Ranking applicants to business studies courses based on their GPA scores irrespective of their level of mathematics may lead to t...