The Millionaire Mind: Implications for Business School Education‪.‬

Introduction In 2001, University of California (UC) President Richard C. Atkinson began the push to eliminate the SAT as a requirement for admission to all eight of the university's undergraduate campuses (http://www.latimes.com/news/state/20010217/ toooo14387.html). His reasons reflected his belief that the test is "unfair" and "fails to measure" how much a student has learned in high school. While this may be true, there is a bigger issue for business schools. A high SAT score, as well as a high GPA, has no correlation with success in business or economic productivity (Stanley, 2001). Additionally, the curricula of business schools are coming under attack for being on the wrong track with their focus on selective admissions while "failing to impart useful skills" (Bennis and O'Toole, 2005). While modifications to the admission criteria and curricula have been proposed (Boyzatis and Kram, 1999; Ferris, 2002), they tend to build on existing frameworks and do not propose discontinuous changes (Weick and Quinn, 1999) to the selection or education of students.