Preferential Admission and MBA Outcomes: Mismatch Effects by Race and Gender

2014 ◽  
Vol 14 (3) ◽  
pp. 613-668 ◽  
Author(s):  
Wayne A. Grove ◽  
Andrew J. Hussey
Keyword(s):  
Human Capital ◽  
Work Experience ◽  
Management Education ◽  
Business Administration ◽  
Master Of Business Administration ◽  
Mba Programs ◽  
Race And Gender ◽  
And Gender ◽  
Mismatch Hypothesis

Abstract We consider the “mismatch” hypothesis in the context of graduate management education. Both blacks and Hispanics, conditional on a rich set of human capital variables, prior earnings and work experience, and non-cognitive attributes, are favored in admission to top 50 Master of Business Administration (MBA) programs. To test for mismatch effects, we provide two comparisons: (1) comparable individuals (in terms of race, gender, and credentials) at different quality MBA programs and (2) individuals of differing race or gender (but with similar credentials) at comparable MBA programs. Despite admission preferences, blacks and Hispanics enjoy similar or even higher returns to selectivity than whites.

scholarly journals Ethics, Responsibility, and Sustainability in MBAs. Understanding the Motivations for the Incorporation of ERS in Less Traditional Markets

2019 ◽  
Vol 11 (24) ◽  
pp. 7060 ◽  
Author(s):  
Gaston Fornes ◽  
Abel Monfort ◽  
Camelia Ilie ◽  
Chun Kwong (Tony) Koo ◽  
Guillermo Cardoza
Keyword(s):  
Management Education ◽  
Research Network ◽  
Master Of Business Administration ◽  
Alternative View ◽  
Teaching Methodology ◽  
Theory Approach ◽  
Mba Programs ◽  
Individual Level ◽  
Traditional Markets ◽  
Mba Graduates

This study of Master of Business Administration (MBA) programs in regions with different history, background, legacies, and trajectories than those in the Global North aims at having an alternative view of how Ethics, Responsibility, and Sustainability (ERS) are incorporated in management education. To this end, the research uses case studies, analyzes in-depth interviews, and adopts an inductive stakeholder theory approach to identify and understand the motivations for the incorporation of the broad area of ERS in management education in relation to the schools’ main stakeholders, mainly students and their employers. The analysis of the data shows that individual motivations (individual level) and an articulated and embedded mission that incorporates different stakeholders (organizational/curriculum level) are strong predictors. Local regulations and legislation, along with the requirements from international accreditation agencies (institutions/environment level) are also predictors, although not that strong to go beyond the incorporation of a Corporate Social Responsibility (CSR)-related course in the curriculum of programs. Nevertheless, these CSR-related courses (organizational/curriculum level) are powerful mediators that create, as a minimum, awareness of ERS in MBA graduates who as a consequence modify their employment objectives. The data also show that the process leading to international accreditations (institutions/environment level), the expectation by employers that MBA graduates should have an ERS mindset/skills toolkit (institutions/environment level), and a hands-on, practice-based teaching methodology (organizational/curriculum level) can act as moderators. These findings show that business schools can become ERS predictors themselves, and to achieve this they need to have a better understanding of the different roles played by the different variables. This publication is based upon work from COST Action CA18215 – China in Europe Research Network, supported by COST (European Cooperation in Science and Technology), www.cost.eu.

Explaining Race and Gender Wage Gaps

2020 ◽  
pp. 177-218
Author(s):  
June O’Neill ◽  
Dave O’Neill
Keyword(s):  
Gender Discrimination ◽  
Work Experience ◽  
Wage Gap ◽  
Armed Forces ◽  
Wage Gaps ◽  
Race And Gender ◽  
Primary Driver ◽  
Employer Discrimination ◽  
The Difference ◽  
And Gender

This chapter uses data from the American Community Survey (ACS) and the National Longitudinal Survey of Youth 1979 cohort (NLSY79) to calculate wage differentials. Measured wage gaps shrink and are often eliminated when accounting for a variety of factors, suggesting that discrimination may not be the primary driver of earnings differentials. When examining NLSY79 data, differences in schooling, scores on the Armed Forces Qualification Test, and lifetime work experience explain virtually all the difference in hourly pay between minority and white men. For women, controlling for these variables results in a wage premium for minority women. This does not rule out the possibility that the variables controlled for do not themselves reflect past employer discrimination; however, these effects should not be confused with current employer discrimination. The data also suggest that the gender wage gap is driven by different choices made by men and women and not gender discrimination.

scholarly journals EMBA vs MBA Programs

2016 ◽  
Vol 4 (9) ◽  
pp. 71-80
Author(s):  
William Gault Jens, Jr. ◽  
Stephen Carnie Caples
Keyword(s):  
Business Administration ◽  
Master Of Business Administration ◽  
Mba Programs

Schools that offer MBA and EMBA programs confer a Master of Business Administration degree and, on most school transcripts, there is no delineation of the delivery methodology of the program.  Despite this, there is considerable misunderstanding concerning the differences between the two programs, particularly with regard to the quality of the education received.  This study will look to evaluate the current differences between EMBA and MBA programs and attempt to see if there is any substance to the argument that there are quality differences between the two.

Organizational Behavior Courses for Graduate Students in Business Administration: Views from the Tower and Battlefield

1981 ◽  
Vol 49 (2) ◽  
pp. 583-592 ◽  
Author(s):  
Afzalur Rahim
Keyword(s):  
Organizational Behavior ◽  
Organizational Socialization ◽  
Business Administration ◽  
Job Design ◽  
Faculty Members ◽  
Master Of Business Administration ◽  
Communication Management ◽  
Mba Programs ◽  
Management By Objectives ◽  
Mba Students

A list of 56 topics usually included in Organizational Behavior courses in the Master of Business Administration (MBA) programs was prepared through the content analysis of 195 syllabi provided by the faculty members of different graduate schools of business administration. The topics were grouped into 11 factors on the basis of ratings of their importance provided by the 179 educators and 88 executives, and then the importance of the factors was compared for the two groups. The educators considered broader factors, such as, group and intergroup relations, and development; motivation, job design, and satisfaction; and organizational socialization and roles to be more important for MBA students. The practitioners considered more narrowly defined factors, such as, decision making and communication; management by objectives; and selection, development, and appraisal to be more important. The groups were unanimous in rating leadership to be a very important topic.

Referral Patterns for Youths Identified at Risk for Suicide by Trained Gatekeepers

Crisis ◽  
2012 ◽  
Vol 33 (2) ◽  
pp. 113-119 ◽  
Author(s):  
Michael S. Rodi ◽  
Lucas Godoy Garraza ◽  
Christine Walrath ◽  
Robert L. Stephens ◽  
D. Susanne Condron ◽  
...  
Keyword(s):  
Suicide Prevention ◽  
Demographic Characteristics ◽  
Service Access ◽  
Referral Patterns ◽  
Race And Gender ◽  
Lee Smith ◽  
Prevention Behavior ◽  
Key Variables ◽  
And Gender ◽  
To Receive

Background: In order to better understand the posttraining suicide prevention behavior of gatekeeper trainees, the present article examines the referral and service receipt patterns among gatekeeper-identified youths. Methods: Data for this study were drawn from 26 Garrett Lee Smith grantees funded between October 2005 and October 2009 who submitted data about the number, characteristics, and service access of identified youths. Results: The demographic characteristics of identified youths are not related to referral type or receipt. Furthermore, referral setting does not seem to be predictive of the type of referral. Demographic as well as other (nonrisk) characteristics of the youths are not key variables in determining identification or service receipt. Limitations: These data are not necessarily representative of all youths identified by gatekeepers represented in the dataset. The prevalence of risk among all members of the communities from which these data are drawn is unknown. Furthermore, these data likely disproportionately represent gatekeepers associated with systems that effectively track gatekeepers and youths. Conclusions: Gatekeepers appear to be identifying youth across settings, and those youths are being referred for services without regard for race and gender or the settings in which they are identified. Furthermore, youths that may be at highest risk may be more likely to receive those services.

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