Template-Type: ReDIF-Article 1.0 Author-Name: Leiv Opstad Title: FACTORS EXPLAINING BUSINESS STUDENTS’ SUCCESS IN BUSINESS STATISTICS: A CASE FROM A SCANDINAVIAN BUSINESS SCHOOL Abstract: Statistical skills are strongly linked success in business studies, especially in analyzing risk and in the financial sciences. Therefore, it is useful to acquire more knowledge about factors that can explain the grades achieved in Business Statistics. The objective of this study is to identify variables that are related to performance in Business Statistics among a cohort of business school students in Norway. By using linear regression models, this study tries to identify the relationship between achievement in Business Statistics and several independent variables, including gender, grade point average (GPA) from high school, mathematical background, Big Five personality traits, and attitudes towards statistics (SATS-36). Only attitudes towards statistics were significantly associated with the performance. There is a positive correlation between success in Business Statistics and the two Cognitive Competence and Effort (from SATS-36) dimensions. This is useful knowledge to ensure good results in Business Statistics. Classification-JEL: A20, A22, M20 Keywords: Gender, Big Five, Attitudes Towards Statistics, Mathematical Skills, Regression Model, Success in Business Statistics, Norway, Business School Journal: Business Education & Accreditation Pages: 1-15 Volume:14 Issue: 1 Year: 2022 File-URL: http://www.theibfr2.com/RePEc/ibf/beaccr/bea-v14n1-2022/BEA-V14N1-2022-1.pdf File-Format: Application/pdf Handle: RePEc:ibf:beaccr:v:14:y:2022:i:1:p:1-15 Template-Type: ReDIF-Article 1.0 Author-Name: James Suleiman Title: A LEXICAL ANALYSIS OF MISSION STATEMENTS FROM AACSB ACCREDITED BUSINESS SCHOOLS Abstract: College of Business mission statements can be a means to differentiation or an exercise in conformity. This article uses n-gram analysis to show that there are some lexical patterns distinctive to specific types of institutions and then employs Latent Dirichlet Analytics, a specific form of unsupervised topic modeling, to examine mission statement characteristics by a variety of institutional characteristics for institutions accredited by the Association to Advance Collegiate Schools of Business. There are certain words that were more common to specific types of institutions based on characteristics including region, Carnegie classification, initial accreditation year, and institutional control. A variety of topic models are examined but due to potential conformity in mission writing information and process sharing, there wasn’t sufficient variety in mission to differentiate adequate models based on the set of institutional characteristics used. Suggestions for further research are discussed. Classification-JEL: M0, M1 Keywords: AACSB Accreditation, LDA, Topic Modeling, Mission Statement Journal: Business Education & Accreditation Pages: 17-31 Volume:14 Issue: 1 Year: 2022 File-URL: http://www.theibfr2.com/RePEc/ibf/beaccr/bea-v14n1-2022/BEA-V14N1-2022-2.pdf File-Format: Application/pdf Handle: RePEc:ibf:beaccr:v:14:y:2022:i:1:p:17-31 Template-Type: ReDIF-Article 1.0 Author-Name: Gary F. Keller Title: EXAMINING IF GRADING BIAS EXISTS IN A PROFESSOR OF BUSINESS COURSES: AN INDIVIDUAL STUDY Abstract: This research paper investigated if grading bias based on gender, course modality (face-to-face and online) and grade level (undergraduate vs. graduate) existed in classes the researcher taught over a three-year period. During the course of the literature review for this investigation, a meta-analysis suggested that more research was needed on a micro level regarding bias rather than reliance on results from metanalysis reports. A second goal was the extension of two studies conducted by the researcher that examined if relationships existed between the amount of time students spent on course assignments and final grades and if the quantity of time a faculty member spent grading student assignments affected final grades given. In this study grades assigned during the academic years 2018 – 2020 derived from the University’s Canvas Learning Management System were analyzed. The population studied consisted of 912 students enrolled in undergraduate and graduate courses taught at a public university located in the Pacific Northwest. The main results from this examination showed statistically significant differences were found in aggregate totals between the grades of males and females and the grades of females enrolled in online and face to face courses in two of the three years of the study. Classification-JEL: I23, J16 Keywords: Discrimination, Gender Stereotypes, Natural Experiment, Biased Grading Journal: Business Education & Accreditation Pages: 33-42 Volume:14 Issue: 1 Year: 2022 File-URL: http://www.theibfr2.com/RePEc/ibf/beaccr/bea-v14n1-2022/BEA-V14N1-2022-3.pdf File-Format: Application/pdf Handle: RePEc:ibf:beaccr:v:14:y:2022:i:1:p:33-42 Template-Type: ReDIF-Article 1.0 Author-Name: Lynda S. Livingston Author-Name: Shirley Mazaltov-Ast Title: ARE STUDENT-MANAGED FUNDS CLOSET INDEXERS? Abstract: Many business schools offer finance students the opportunity to run student-managed funds, which are meant to give participants experience running real money in real time. The usefulness of such an experience, however, depends on the structure of the fund: is it grounded in economic principles; does it mitigate or exacerbate behavioral investment biases; does it focus on stock picking, or emphasize portfolio management; does it promote true active management, or encourage benchmark-mimicking closet indexing? In this paper, we present a description of our university’s fund, highlighting critical industry measures of active management to assess its performance. Some of our main generalizable findings are that funds’ benchmarks must be consistent with the actual investment approach employed, that performance metrics must be clearly and explicitly determined in advance, and that the fund’s investment policy statement must be reflective of empirical market realities. Classification-JEL: G11, G21 Keywords: Student-Managed Investment Fund, Active Share, Closet Indexing Journal: Business Education & Accreditation Pages:43-60 Volume:14 Issue: 1 Year: 2022 File-URL: http://www.theibfr2.com/RePEc/ibf/beaccr/bea-v14n1-2022/BEA-V14N1-2022-4.pdf File-Format: Application/pdf Handle: RePEc:ibf:beaccr:v:14:y:2022:i:1:p:43-60 Template-Type: ReDIF-Article 1.0 Author-Name: Jeff Anstine Title: A COMPARISON OF FOUR AND SIX-YEAR GRADUATION RATES AT COLLEGES AND UNIVERSITIES Abstract: Tuition at colleges and universities has increased enormously over the past few decades. Thus, more than ever before, it is very important for students to not just graduate, but graduate in the expected four years to minimize tuition payments and lessen student debt. When institutions of higher education recruit students they state that they will be the ‘Class of 202*’ assuming that they graduate in four years. However, these same schools report graduation rates at 150 percent of the expected completion time, which is in six years. Thus, there is a disconnect between the implied, promised graduation rate and the actual graduation rate provided to the public. This research examines factors that differ on the impact of the reported six-year graduation rates and four-year ones. Classification-JEL: A20, A22, Z18 Keywords: Graduation Rates, Colleges, Universities, Higher Education Journal: Business Education & Accreditation Pages: 61-72 Volume:14 Issue: 1 Year: 2022 File-URL: http://www.theibfr2.com/RePEc/ibf/beaccr/bea-v14n1-2022/BEA-V14N1-2022-5.pdf File-Format: Application/pdf Handle: RePEc:ibf:beaccr:v:14:y:2022:i:1:p:61-72