Using undergraduate grade point average as a selection tool: A synthesis of the literature.

Abstract

As educational attainment becomes increasingly more important in employment settings, undergraduate grade point average (GPA) will persist in being an attractive selection tool. It is important that recruitment professionals understand the implications of the use of this measure. Thus, this article aims to unify the GPA literature in order to offer guidelines for practice based on current research. Common themes within the literature are reviewed to address topics such as what GPA reflects as well as the reliability and accuracy of the measure. Employment professionals are urged to consider how using GPA impacts fairness and accuracy in selection. As such, the recommendations are designed to help practitioners understand the limitations associated with the use of GPA in order to maximize both fairness and accuracy.

Differentiating factors in ARA Groups(groups of high academic achievement) and its effects on the definition of university strategies

“…This outcome is paramount, as the relationship between higher grades at university are positively related to future employability of graduates, as it has been widely evidenced by previous research (Baird, 1985, Baker, 2008Brown, 1984;Gokuladas, 2011;Hassanbeigi et al, 2011;Imose and Barber, 2015;Johansen, 2014;Schick and Kunnecke, 1982;Thoms et al, 1999).…”

“…In the first place, earlier research found strong connections between higher academic performance and heightened employability (Baird, 1985, Baker, 2008Campion and Brown, 1984;Gokuladas, 2011;Hassanbeigi et al, 2011;Imose and Barber, 2015;Johansen, 2014;Schick and Kunnecke, 1982;Thoms et al, 1999). Consequently the first hypothesis is weather there were any differences on the academic achievement among students of the ARA Groups and regular students:…”

“…EMI és utilitzat per les universitats com una eina d'internacionalització i marketing (Byun et al, 2001;Hou et al, 2012). No obstant això, s'han plantejat diverses preocupacions, com ara les possibles dificultats associades a la competència lingüística dels estudiants i professors, i el seu impacte en els resultats acadèmics (Baird, 1985;Baker, 2008;Brown, 1984;Devaraj and Babu, 20 2004; Gokuladas, 2011;Hassanbeigi et al, 2011;Imose and Barber, 2015;Johansen, 2014;Schick and Kunnecke, 1982;Thoms et al, 1999); (b) la participació en programes internacionals d'intercanvi i (c) la realització de pràctiques en empreses Gault et al, 2000;Knouse et al, 1999;Knouse and Fontenot, 2008;Taylor, 1988;Weible and McClure, 2011). En aquest estudi empíric quantitatiu es varen incloure el total de 3,543 estudiants matriculats en els cinc graus que van oferir aquesta innovació durant el període 2010-2014, principalment estudis d'enginyeria.…”

“…The measurement of academic performance can be used to save money and time to assess aspirants' mental ability and motivation, being habitually used as a substitution for those competencies (Imose and Barber, 2015). As presented through their metaanalysis of cognitive ability examinations, GPA is considered a substitution of cognitive ability which is seen as a predictor of the shift to the labor market, as well as a predictor of the quality of job achievement.…”

“…Regardless of the common use of academic results in the selection practice, this variable has been combined with others to assess the detailed features of the applicants (Felson, 2001;Imose and Barber, 2015;. For instance, Felson (2001) underlined the importance of academic records combined with other skills in the selection of business professionals.…”