Reflecting on the relationship between standardized admissions, academic expectations and diverse student cohorts in postgraduate taught business and management programmes.

Turner, Yvonne

Abstract

This paper discusses the relationship between admissions approaches which rely exclusively upon standard academic criteria to select students for Business and Management programmes and classroom diversity. It draws on a small-scale research project carried out with postgraduate Business students at a British university in 2003 and 2004. The empirical data identifies a wide range of underlying notions of key business and management concepts held by students at point of entry to the programme of study. The paper goes on to discuss the complexity of teaching and learning dynamics that result from such diversity and its impact on student performance. In conclusion, the paper proposes a broadening of admissions criteria to take account of both learning transitions and the intercultural learning inherent in such international educational programmes.

Citation

TURNER, Y. 2007. Reflecting on the relationship between standardized admissions, academic expectations and diverse student cohorts in postgraduate taught business and management programmes. International journal of management education, 6(1), pages 7-13.

• Journal Article Type: Article
• Acceptance Date: Dec 31, 2007
• Online Publication Date: Dec 31, 2007
• Publication Date: Dec 31, 2007
• Deposit Date: Sep 18, 2009
• Publicly Available Date: Sep 18, 2009
• Journal: International journal of management education
• Print ISSN: 1472-8117
• Electronic ISSN: 2352-3565
• Publisher: Oxford Brookes University
• Peer Reviewed: Not Peer Reviewed
• Volume: 6
• Issue: 1
• Pages: 7-13
• DOI: https://doi.org/10.3794/ijme.61.177
• Keywords: Higher education; Admissions; Business and management; Teaching and learning; Internationalisation
• Public URL: http://hdl.handle.net/10059/424
• Additional Information: Please note that the link to the publisher's website (through the DOI) does not currently work. The publisher does not appear to have a copy of this content any more.