Graduate Corporate Finance: Are Math Skills an Obstacle?

Autor/in	Ross, Matthew M.
Titel	Graduate Corporate Finance: Are Math Skills an Obstacle?
Quelle	In: Journal of Education for Business, 98 (2023) 3, S.109-116 (8 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Ross, Matthew M.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0883-2323
DOI	10.1080/08832323.2022.2063238
Schlagwörter	Graduate Students; Business Administration Education; Mathematics Skills; Cooperative Learning; Prerequisites; Grade Prediction + Suchen Sie Ihr Suchwort? Graduate Study; Student; Students; Aufbaustudium; Graduiertenstudium; Hauptstudium; Studentin; Mathmatics achievement; Mathematics ability; Mathematische Kompetenz; Kooperatives Lernen; Voraussetzung
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. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01