Validating the differences between Associate and Bachelor students by comparing performances in a combined class setting
Observed differences between Associate and Bachelor students are often justified by citing the comparative poorer performance of 2-year students that continue into 4-year programs. This research offers a different approach by investigating introductory-level management courses taught as a combined class at a regional campus of a state university. Results indicated noted differences between the two groups in regard to exam grades, peer reviews and attendance. This analysis of combined sophomore-level management courses supports prior findings of transfer student performance in upper-level courses.