Impact of Personality on Academic Performance of MBA Students: Qualitative Versus Quantitative Courses*

Abstract

ABSTRACTThe traditional core Masters in Business Administration (MBA) curriculum consists of a broad range of courses that can be considered as a whole, or divided into qualitative and quantitative courses. Regression models were developed with “QualGPA” and “QuantGPA” as response variables, and gender, pre‐MBA academic indicators, and personality factors (measured by the RightPath6® profile) as the explanatory variables. Results may provide pedagogical insight for faculty teaching increasingly diverse MBA classes. Additionally, there are recruitment implications for those hiring MBA graduates, as well as implications for MBA students in decisions regarding MBA concentrations and subsequent career choices. While gender alone was not a significant variable in any model, gender–personality interactions were significant. Across both course categories, performance tended to be higher for students who were more “Detached” than “Compassionate,” with the exception of females in quantitative courses. Additionally, “Extraversion” and “Reactiveness” significantly enhanced performance among males in qualitative courses, and “Conscientiousness” had a strong positive performance effect among females in quantitative courses.