Grade Disclosure policy
While the discussion may be less heated than in recent years, grade disclosure and the associated policies are relevant to MBA students. The debate consists of the following arguments for and against grade disclosure:
- Grade non-disclosure policies (GND) enhance student collaboration and promote extra curricular activities which in turn promote networking opportunities
- Grade disclosure policies (GD) promote rigorous academics. When grades “do not matter,” students may become lazy and the atmosphere may become less competitive
In most circumstances, the supporters of GND are the student bodies, and the supporters of GD are the professors and administrators. The majority of America’s top B-schools seem to have either a GD or voluntary GD policy, where students may share grades with potential employers voluntarily. Now, let’s look at the four schools’ policies and the debate surrounding them:
University of Pennsylvania (Wharton)
Wharton, a member of the top three B-schools on many lists, seems to house the most heated grade policy debate. Prior to 1998, the school had a GD, but the student body overwhelmingly supported a GND. The logic behind those opinions follows pretty closely the logic above. Amazingly, during a 2006 vote to amend the school’s policy, students voted in favor of GND by 94%, with 84% participation.
Wharton has adopted a voluntary disclosure policy, where students are free to share their grades, but are not required to.
Harvard’s grade disclosure policy is especially interesting due to their somewhat unorthodox grading system. As of 2005, students are free to discuss grades in job interviews or other circumstances with potential employers. The administrators have stated that this policy makes them consistent with other business schools and undergraduate programs, as well as the rest of Harvard University. As stated earlier, grade disclosure is designed to promote high quality academics. According to an article in the Harvard Crimson, a school official stated that disclosing grades is also consistent with being a successful business leader: businesses are constantly trying to quantify progress, development and develop ways to measure their performance.
Harvard’s grading system may also necessitate GD being implemented. Harvard’s grading system works by using three categories, rather than an A-F scale. Approximately 75% of HBS students occupy category II status, with the rest occupying category 1 (top tier) and 3 (bottom of the class). The combination of “grades not mattering” and Harvard’s grading system could be deadly to academic morale: the likelihood of being in category 1 is so slim that students may as well just stick with category 2. On the other hand, it is unlikely that they will fail out, which means many MBA students can squeeze by.
Stanford’s administration does not have a particular policy, but the student body policy is non-disclosure. There is an astonishing 99% compliance rate among students.
Both sides of the grade disclosure debate have sound arguments and valid points. It also seems that the only possible compromise is the one that some schools have already put into effect: a policy of voluntary disclosure. The students who feel that it is within their right to withhold grades from employers are free to do so. If the employer demands such information (which they may) the student will have a difficult choice to make, one that very closely reflects many decisions – operational, managerial, and ethical – made in the business world: How do I optimize the result with minimal compromise?
On one hand, grades are an important indicator of one’s personal achievement. However, on the other hand, how you translate your learning into behaviors and actions in real life is a better indicator of both achievement and character.
Maybe grade disclosure should carry more importance in college than graduate schools. Different majors should put different level of emphasis on grade disclosure as well. The grade disclosure policy could vary depending on course types, i.e., cores vs. electives.
Graduate business schools focus on practical knowledge and skills, not pure arts or science. A student’s integral ability should have a higher correlation to his/her future success. Certain qualities can not be quantified by grades, in particular, managerial talents such as decision-making abilities, sound judgment, ability to outperform in face of adversity and leadership. Nonetheless, analytical abilities can certainly be tested out and measured by grades.
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