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Business School Prestige ^V Research versus Teaching

  • J. S. Armstrong

    (The Wharton School)

We examined the relationships between the research originating at business schools, students^R satisfaction with the schools, and the published ratings of the school^Rs prestige. Research was positively correlated to prestige (where prestige was based on the perceptions of academics, firms, and student candidates). The satisfaction of recent graduates was not related to a school^Rs prestige (based on the perceptions of academics and business firms). Research productivity of schools was not associated with lower satisfaction among their recent graduates. We conclude that schools should emphasize research instead of teaching if they desire high prestige.

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Paper provided by EconWPA in its series General Economics and Teaching with number 0502009.

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Length: 26 pages
Date of creation: 04 Feb 2005
Date of revision:
Handle: RePEc:wpa:wuwpgt:0502009
Note: Type of Document - pdf; pages: 26
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  1. Attiyeh, Richard & Lumsden, Keith G, 1972. "Some Modern Myths in Teaching Economics: The U. K. Experience," American Economic Review, American Economic Association, vol. 62(2), pages 429-33, May.
  2. Acs, Zoltan J & Audretsch, David B & Feldman, Maryann P, 1992. "Real Effects of Academic Research: Comment," American Economic Review, American Economic Association, vol. 82(1), pages 363-67, March.
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