Success in business studies and mathematical background: the case of Norway

Abstract

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 the admission of less able students. Research limitations/implications There is little information available concerning why students choose different paths in mathematics at upper secondary school, but the decision students make has an influence on their grades in business courses. Originality/value By requiring more knowledge of theoretical mathematics, students’ performance at business school will improve. Changing the admission criteria could improve the quality of graduates and reduce the dropout rate.

Factors Explaining Business Student Attitudes Towards Mathematics: Does Gender Still Matter?

“…Conscientiousness is a good indicator of academic performance. This explains the relationship between this factor and attitudes towards mathematics, since mathematics is an important tool for success in business courses (Opstad, 2018). There is also a strong significant positive link between Emotional Stability and the two factors Self-confidence (β= 0.241, p< 0.001) and Motivation for Mathematics.…”

“…Students who enjoy mathematics and have good mathematical skills tend to choose quantitative fields of study (Alcock et al, 2008;Larson et al, 2010). The choice depends on the student's emotions and feelings about mathematics, Mathematical topics are important in many fields, including business studies (Opstad, 2018). It is important to investigate business student attitudes towards mathematics, since this might have an effect on student choices of further studies.…”

“…Several studies have demonstrated a positive correlation between student attitudes towards mathematics and performance in mathematics (Capuno et al, 2019;Elliot et al, 2001;García et al, 2016;Geesa et al, 2019;Guy et al, 2015;Lipnevich et al, 2016). There is a correlation between attitudes towards mathematics and mathematical performance (Ajisuksmo & Saputri, 2017;Frenzel et al, 2007;Opstad, 2018). Mathematical Anxiety is a barrier to learning mathematics (Buckley et al, 2016).…”

Efecto de la mentoría en el aprovechamiento académico de los estudiantes de Métodos todos Cuantitativos

“…La Matemática desempeña un rol importante en disciplinas como Administración de Empresas y Economía. Por lo tanto, los estudiantes de las escuelas de administración de empresas deben tener las destrezas matemáticas necesarias para completar sus estudios (Arnold & Straten, 2012;Dolado & Morales, 2009;Laging & Voßkamp, 2017;Opstad, 2018). En particular, la secuencia curricular de los bachilleratos de la Facultad de Administración de Empresas (FAE) de la Universidad de Puerto Rico, Recinto de Río Piedras (UPRRP) incluyen cursos de Métodos Cuantitativos (MECU) para desarrollar las destrezas matemáticas durante su primer año de estudios.…”

Attitudes towards Statistics among Business Students: Do Gender, Mathematical Skills and Personal Traits Matter?

“…This is due to women tending to choose practical mathematics in high school, while their counterparts prefer theoretical mathematics to a far greater extent. This fact has implications in their success in the different subjects at business school [14].…”