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

Success in business studies and mathematical background: the case of Norway 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/approachA quantitative analysis (regression model) was applied using data for undergraduate students enrolled in business studies over a three–year period (2012–2014).FindingsStudents 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/implicationsThere 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/valueBy 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. http://www.deepdyve.com/assets/images/DeepDyve-Logo-lg.png Journal of Applied Research in Higher Education Emerald Publishing

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

Journal of Applied Research in Higher Education , Volume 10 (3): 10 – Jun 19, 2018

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Publisher
Emerald Publishing
Copyright
© Emerald Publishing Limited
ISSN
2050-7003
DOI
10.1108/jarhe-11-2017-0136
Publisher site
See Article on Publisher Site

Abstract

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/approachA quantitative analysis (regression model) was applied using data for undergraduate students enrolled in business studies over a three–year period (2012–2014).FindingsStudents 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/implicationsThere 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/valueBy 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.

Journal

Journal of Applied Research in Higher EducationEmerald Publishing

Published: Jun 19, 2018

Keywords: Quantitative analysis; Business school; Admission rules; Mathematical background; Student performance

References