Admission Criteria for MBA Programs

Silvana Dakduk,Laura Michelena,Hugo Montesinos,Carmen Cecilia Torres,José Malavé

doi:10.1177/2158244016669395

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.

Highlights

“The Master of Business Administration (MBA) has often been heralded as a ticket to the executive suite” (Kelan & Jones, 2010, p. 26)
The systematic literature review showed that the most studied relations were those of Graduate Management Admission Test (GMAT) and UGPA as predictors of graduate grade point average (GGPA): 28 out of 32 studies found significant relations with GMAT and 23 out of 29 found significant relations with UGPA
Both higher GMAT scores and higher UGPA measures were associated with higher GGPA measures

Summary

Introduction

“The Master of Business Administration (MBA) has often been heralded as a ticket to the executive suite” (Kelan & Jones, 2010, p. 26). The challenge is to ensure selecting the appropriate applicants, certify the quality of their education, and fulfill the promise of developing the required skills of their MBA students. In United States in 2008, where MBA programs have the longest and most distinguished record, more than 250,000 students enrolled in MBA programs and more than 100,000 MBA degrees are awarded annually (Murray, 2011) In emerging markets, such as those of China and Latin American countries, there is a remarkable growth of MBA programs and the number of students eager to enter them and of initiatives that ensure such programs will fulfill the educational requirements for qualified managers to face the challenges of globalization. Admission systems of educational organizations have privileged previous academic

Objectives

Methods

Results

Conclusion