Understanding the Determinants of Academic Success in Undergraduate Management Education

The transition from high school to university can be challenging (Kift & Nelson, 2005), and understanding what helps students succeed in their early university years is crucial for educators and administrators. In our study, we analysed data from 990 undergraduate students to identify which factors significantly influence their academic performance.

In our recent publication in Higher Education Research & Development, my colleague Dr Anish Purkayastha and I explore critical factors that influence academic achievement in a first-year undergraduate management course. Our research sheds light on the different factors that contribute to higher grades. In our study we equate higher grades to student success and note that this would also enable retention, progression, and degree completion. It also offers insights into the distinct impacts on domestic versus international students. Our research questions were: What are the factors that influence undergraduate students’ academic achievement in an early-stage management unit? and How does the influence of those factors vary for domestic and international students?

Key Findings:

1. Influence of Tutor Characteristics: One of the more significant findings was the impact of a tutor’s qualifications. Students taught by tutors with a Ph.D. were more likely to achieve higher grades. This suggests that the depth of knowledge and the ability to engage with complex subject matter significantly benefit student learning outcomes (see also Mantai, 2019). Contrary to this, tutor’s teaching experience did not have a statistically significant influence on student success.

2. Student Demographics and Engagement: Our study also highlighted that older students generally performed better, which could be attributed to better discipline and effective learning strategies such as help-seeking behaviours (see also Bornschlegl et al., 2020; Jansen & Bruinsma, 2005). Contrary to what might be expected, engagement with the learning management system and discussion forums did not significantly affect grades. This indicates that merely accessing resources is less important than how students interact with and apply the content. We do note however that this relationship is complex and requires further investigation since we know that such engagement needs to be purposively designed and communicated (Vallis et al., 2022)

3. Role of Entry Scores and Educational Background: Consistent with existing literature, students with higher entry scores performed better (Baik et al., 2015). This underscores the importance of academic preparedness at the entry level, influencing continued success in university studies.

4. Impact on International vs. Domestic Students: Interestingly, the factors influencing academic success varied between international and domestic students. For instance, international students showed different sensitivities to educational interventions and tutor interactions, suggesting the need for tailored approaches in teaching and support.

Implications for Practice:

The findings from our study are particularly relevant to those involved in curriculum design and student support in business schools and faculties. By understanding the variables that impact student success, educators can better design their courses and support mechanisms to enhance student outcomes. For instance, integrating more Ph.D. qualified tutors and considering the distinct needs of international and domestic students can lead to improved academic performance. Providing our students with opportunities for peer supported learning through programs like PASS, 1-1 consultations with academics, implementing ice-breaker and transition activities in first year courses and allocation of an academic mentor are all ways we could better support our student success as they enter the university.

Towards a Strategic Approach in Education:

As universities continue to diversify and adapt to an increasingly international student body, our research contributes to a more nuanced understanding of how various elements within the educational environment interact to affect student success. This knowledge is vital as it informs strategies that can be employed not just at the individual course level but across the institution to foster an inclusive and effective learning environment.

Going forward, we hope our research will inspire further studies that explore these dynamics in different contexts and with different student populations, ultimately leading to a more informed approach to higher education.