The Effects Individual, Institutional, and Market Factors on Business School Faculty Beliefs About Grades
Review of Business Research
This study examines gatekeeper and frame-of-reference (norm versus criterion) grading beliefs of U.S. business school faculty using a web-based survey. We report that faculty in the business courses with a more theoretical pedagogy have a stronger gatekeeper and greater norm-referenced beliefs than do the faculty of the courses with a more skills-oriented pedagogy. We find that the individual attributes examined indicate that teaching load is associated with greater criterion-referenced grading beliefs. We also find that male faculty have greater gatekeeper and norm-referenced grading beliefs, and that faculty who experience more pressure from departmental grading policies revert to more criterion-referenced beliefs. Furthermore, we find that faculty in schools that service more national/international firms tend to have greater norm-referenced beliefs, and faculty whose graduates tend to go to small employers (i.e., regional and local firms) exhibit greater criterion-referenced beliefs, suggesting that larger firms would like colleges to rank students to allow for a more informed choice for their large employment needs.
Cairney, Timothy D., Christopher Hodgdon, Sewon O.
"The Effects Individual, Institutional, and Market Factors on Business School Faculty Beliefs About Grades."
Review of Business Research, 8 (3): 131.