{"title":"Graduate corporate finance: Are math skills an obstacle?","authors":"Matthew M. Ross","doi":"10.1080/08832323.2022.2063238","DOIUrl":null,"url":null,"abstract":"Abstract This research examines the relationship between prerequisite algebra knowledge and graduate corporate finance course performance. Standardized math questions designed for an undergraduate introductory finance course also predict quantitative performance metrics among 128 business graduate students. Results demonstrate that prerequisite math skills, while to a lesser extent than with undergraduate finance courses, do remain an obstacle for the quantitative performance metrics of a graduate corporate finance course. However, math skills demonstrate an inverse relationship with team-based case study performance, thereby obscuring the overall impact of any math skills deficiencies. This research presents a three-question course-embedded assessment tool to support finance course assurance of learning in an AACSB context.","PeriodicalId":47318,"journal":{"name":"Journal of Education for Business","volume":"98 1","pages":"109 - 116"},"PeriodicalIF":1.3000,"publicationDate":"2022-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"1","resultStr":null,"platform":"Semanticscholar","paperid":null,"PeriodicalName":"Journal of Education for Business","FirstCategoryId":"1085","ListUrlMain":"https://doi.org/10.1080/08832323.2022.2063238","RegionNum":0,"RegionCategory":null,"ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q2","JCRName":"EDUCATION & EDUCATIONAL RESEARCH","Score":null,"Total":0}
引用次数: 1
Abstract
Abstract This research examines the relationship between prerequisite algebra knowledge and graduate corporate finance course performance. Standardized math questions designed for an undergraduate introductory finance course also predict quantitative performance metrics among 128 business graduate students. Results demonstrate that prerequisite math skills, while to a lesser extent than with undergraduate finance courses, do remain an obstacle for the quantitative performance metrics of a graduate corporate finance course. However, math skills demonstrate an inverse relationship with team-based case study performance, thereby obscuring the overall impact of any math skills deficiencies. This research presents a three-question course-embedded assessment tool to support finance course assurance of learning in an AACSB context.
期刊介绍：
The Journal of Education for Business is for those educating tomorrow''s businesspeople. The journal primarily features basic and applied research-based articles in entrepreneurship, accounting, communications, economics, finance, information systems, management, marketing, and other business disciplines. Along with the focus on reporting research within traditional business subjects, an additional expanded area of interest is publishing articles within the discipline of entrepreneurship. Articles report successful innovations in teaching and curriculum development at the college and postgraduate levels. Authors address changes in today''s business world and in the business professions that are fundamentally influencing the competencies that business graduates need. JEB also offers a forum for new theories and for analyses of controversial issues. Articles in the Journal fall into the following categories: Original and Applied Research; Editorial/Professional Perspectives; and Innovative Instructional Classroom Projects/Best Practices. Articles are selected on a blind peer-reviewed basis. Original and Applied Research - Articles published feature the results of formal research where findings have universal impact. Editorial/Professional Perspective - Articles published feature the viewpoint of primarily the author regarding important issues affecting education for business. Innovative Instructional Classroom Projects/Best Practices - Articles published feature the results of instructional experiments basically derived from a classroom project conducted at one institution by one or several faculty.
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