Admission Criteria for MBA Programs: A Review

Autor/inn/en	Dakduk, Silvana; Malavé, José; Torres, Carmen Cecilia; Montesinos, Hugo; Michelena, Laura
Titel	Admission Criteria for MBA Programs: A Review
Quelle	In: SAGE Open, 6 (2016) 4, (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2158-2440
DOI	10.1177/2158244016669395
Schlagwörter	Admission Criteria; Masters Programs; Business Administration Education; Grade Point Average; Business Schools; Graduate Study; College Entrance Examinations; Student Characteristics; Graduate Students; Work Experience; Academic Achievement; Educational Research; Predictor Variables; Graduate Management Admission Test + Suchen Sie Ihr Suchwort? Admission; Admission procedures; Zulassungsbedingung; Zulassungsverfahren; Zulassung; Magister course; Magisterstudiengang; Aufbaustudium; Graduiertenstudium; Hauptstudium; Aufnahmeprüfung; Graduate Study; Student; Students; Studentin; Employment experience; Job experience; Occupational experience; Berufserfahrung; Schulleistung; Bildungsforschung; Pädagogische Forschung; Prädiktor
Abstract	This paper reports a review of studies on admission criteria for MBA programs. The method consisted in a literary review based on a systematic search in international databases (Emerald, ABI/INFORM Global, ProQuest Education Journals, ProQuest European Business, ProQuest Science Journal, ProQuest Research Library, ProQuest Psychology Journals, ProQuest Social Science Journals and Business Source Complete) of studies published from January 1990 to December 2013, which explore the academic performance of students or graduates of MBA programs. A quantitative review was performed. Results show that most researchers studied relations between GMAT (Graduate Management Admission Test) and UGPA (Undergraduate Grade Point Average) as predictors of GGPA (Graduate Grade Point Average). On the other hand, work experience and personal traits (such as personality, motivation, learning strategies, self-efficacy beliefs and achievement expectations) and their relation with GGPA had been less studied, and results are not consistent enough to consider them valid predictors of student performance at this time. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01