Business school prestige -- research versus teaching

J. Scott Armstrong, University of Pennsylvania
Tad Sperry

Article comments

Postprint version. Published in Interfaces, Volume 24 Issue 2, March-April 1994, pages 13-43. The author has asserted his/her right to include this material in ScholarlyCommons@Penn.

Abstract

We examined the relationships between the research originating at business schools, students’ satisfaction with the schools, and the published ratings of the school’s 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’s 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.