The Major Field Test in Business: A Solution to the Problem of Assurance of Learning Assessment?

Green, Jeffrey J.; Stone, Courtenay C.; Zegeye, Abera

doi:10.1080/08832323.2012.749206

Cited by 17 publications

(8 citation statements)

References 22 publications

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“…The meaningfulness and utility of this comparison may in fact be quite limited for two reasons 1) not all institutions with undergraduate business programs utilize the MFT-B and 2) there is no reason to believe that those schools that do utilize the MFT-B are representative of all undergraduate programs. Green, et al (2014), cites this lack of direct and meaningful comparability as a disadvantage associated with the use of the MFT-B. Our study provides an empirical measurement of the extent four-year undergraduate business programs accredited by the AACSB utilize the MFT-B, and a description of the characteristics of those programs.…”

Section: As Compared To What? 15mentioning

confidence: 97%

“…If a school's percentile ratings are good, recruiters and public relations personnel may use those results in promotional materials to substantiate the quality of the college" (p. 251). However, Green et al (2014) have a very different view and opined that the unknown nature of the comparison group constituted a major AS COMPARED TO WHAT? 4 drawback of the MFT-B assessment: "A student's scaled score depends on his/her performance relative to that of all students who took the test.…”

Section: Following Administration Of the Mft-b Ets Generates A Localmentioning

confidence: 99%

“…3 Kwapisz, Brown, & Semenik (2012a) and others (e.g. Black & Duhon, 2003;2007;Contreras et al, 2009;Green, Stone, & Zegeye, 2014) have pointed out that when interpreting an MFT-B institutional mean, the referent institution's characteristics need to be taken into account in order to make that interpretation meaningful.…”

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confidence: 99%

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As Compared to What? Characteristics of the AACSB Institutions That Utilize the Major Field Test in Business

Bielińska-Kwapisz

Brown

2014

Journal of Education for Business

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Publishers 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.

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Section: As Compared To What? 15mentioning

confidence: 97%

Section: Following Administration Of the Mft-b Ets Generates A Localmentioning

confidence: 99%

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As Compared to What? Characteristics of the AACSB Institutions That Utilize the Major Field Test in Business

Bielińska-Kwapisz

Brown

2014

Journal of Education for Business

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“…A substantial body of research since the early fifties has examined the economic benefits of higher education, especially college education. An important stream of research [1]- [5] has demonstrated that there exist important qualitative differences in the academic accomplishment and employment opportunities from such college education. It has been suggested that such qualitative differences occur because of the choice of the major, quality of the institution, and quality of the students.…”

Section: Introductionmentioning

confidence: 99%

Value Added in Undergraduate Business Education: An Empirical Analysis

Breslin¹,

Samanta²

2014

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A substantial body of research since the early fifties has been conducted addressing the economic benefits from higher education. A more limited body of research has further demonstrated that there exist important qualitative differences in the academic returns or academic performances due to college education. It has been established that such qualitative differences occur because of the choice of the major, quality of institution and quality of the students. Although graduates from higher quality institutions generally exhibit higher academic performance, this can explain only a small proportion of the variability of student's performance. The present study attempts to address the institutional quality issue from a value-added perspective. We investigate how the business school education from an undergraduate institution can affect the academic performance of its students. Data for this study were collected in a four-year college in the northeast region of the United States. The School of Business in that institution offers majors in Accounting, Business Administration (with five specializations), and Economics. All business students must take a common core of required courses including accounting, economics, finance, marketing, management, information technology, and statistics prior to taking their courses in the major discipline. Our sample size contains 415 graduating students over two time periods: 2008 and 2012. Results suggest that undergraduate business school education accounts for about 25% to 35% of the variability of the academic performance for the students.

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“…These tests also allow faculty members to use their time to focus on other aspects of AACSB accreditation. Yet the validity of such tests is often questioned in assessing students learning and providing useful insight into changes in the curriculum that can improve students learning and support closing the loop efforts (Green, Stone, & Zegeye, 2014). Furthermore, the use of course embedded assessments is often recommended.…”

Section: The Case Of the University Of Bahrainmentioning

confidence: 99%

Outcomes Assessment and Quality Enhancement through AACSB Business Accreditation: The Case of the University of Bahrain

Al-Khalifa¹

2016

IJHE

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Assessment of students learning is a critical component of the accreditation process of the Association to Advance Collegiate Schools of Business (AACSB). There is also a general agreement that the most tangible benefits from AACSB accreditation result from the changes in the internal operations to bring the higher education institutions into compliance with its standards. While AACSB is the most sought after Business accreditation in the Arab region, there is very little written about AACSB accreditation and the challenges facing business colleges in meeting the standards related to outcomes assessment in this region. This paper aims to address this gap in the literature by discussing the case of the College of Business of the University of Bahrain. It considers some of the concerns raised in the existing literature and offers suggestions for other institutions involved in the accreditation process. It also examines the link found between outcomes assessment and quality in higher education as well as the challenges and opportunities of AACSB accreditation for the College of Business of the University of Bahrain.

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The Major Field Test in Business: A Solution to the Problem of Assurance of Learning Assessment?

Cited by 17 publications

References 22 publications

As Compared to What? Characteristics of the AACSB Institutions That Utilize the Major Field Test in Business

As Compared to What? Characteristics of the AACSB Institutions That Utilize the Major Field Test in Business

Value Added in Undergraduate Business Education: An Empirical Analysis

Outcomes Assessment and Quality Enhancement through AACSB Business Accreditation: The Case of the University of Bahrain

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