Grade inflation, the upward trend in student grades without a corresponding increase in academic achievement, is a widely debated phenomenon in higher education. While extensively studied in the United States, its prevalence and impact in other countries, particularly within specific disciplines like business administration, remain less understood. This study addresses this gap by focusing on Turkish business administration undergraduate programs. The researchers posit that grade inflation is not simply a matter of improved teaching or student performance but reflects a complex interplay of factors, including institutional policies, evaluation practices, and socio-cultural contexts. Understanding these dynamics is critical, as grade inflation can distort academic standards, hinder accurate assessment of student ability, and potentially contribute to social inequities. This research aims to quantitatively analyze the extent of grade inflation in Turkish business administration programs, identify factors influencing grade trends, and discuss the implications for higher education in Turkey. The study's focus on Turkey offers a valuable cross-cultural perspective, enriching the existing literature on grade inflation and offering insights applicable to other contexts grappling with similar issues.

The existing literature on grade inflation highlights its pervasive nature, particularly in American universities. Studies have documented the various consequences of grade inflation, including the devaluation of academic credentials, the distortion of performance signals for students, and the negative impact on faculty evaluation standards (Koedel, 2011; Butcher et al., 2014). Furthermore, researchers have linked grade inflation to social inequalities, where privileged students may benefit disproportionately from inflated grades (Finefer-Rosenbluh & Levinson, 2015). However, research outside the United States, especially in the context of higher education, is relatively scarce (Karadag, 2021a). Existing research has explored potential causes of grade inflation, including changes in teaching and learning methods, increased student effort, shifts in grading standards, and institutional pressures. This study will build upon this existing knowledge by providing a detailed analysis of grade inflation within the specific context of Turkish business administration programs, contributing to a more comprehensive understanding of this global phenomenon.

This study employed secondary research methods, utilizing data directly gathered from universities and businesses to assess grade inflation in Turkish business administration undergraduate programs. The data comprised two main datasets: (1) General Weighted Grade Point Average (GPA) data for 46,415 students graduating between 2002 and 2022 from 40 Turkish universities; and (2) grade data for 515,739 students across 12,579 courses over the same period. Universities were selected based on their entrance percentile rankings, categorizing programs into ten groups. The first dataset was used to analyze changes in the proportion of graduates with 'Honours' (>2.99 GPA) and overall grade inflation. The second dataset allowed for the analysis of factors influencing course grades. Grades were standardized using a semantic letter system (AA to FF) corresponding to a 4-point scale (4.0 to 0.0). Data analysis used the university random effects estimator (REE) to account for variations among students and universities across years. This method was chosen due to the non-normal distribution of data and the heterogeneity of teaching programs. The analysis included the following independent variables: university entrance percentile, university type (state vs. non-profit private), gender ratio, and language of instruction. To assess factors affecting course grades, ANOVA and t-tests were employed. These factors included gender, class level, course language (Turkish & English), instructor, and course content/area.

The study revealed a dramatic increase in the percentage of graduates receiving honors degrees in Turkish business administration programs, rising from 11% in 2002 to 56% in 2022. Concurrently, the average GPA increased significantly from 2.47 (SD=0.90) in 2002 to 3.20 (SD=0.97) in 2022, representing a 29.22% increase (t = 12.33, p<0.001). Analysis using the REE model indicated a significant negative relationship between the university entrance score of the last admitted student and the percentage of graduates with honors. Lower entrance scores were associated with a higher proportion of honors graduates. There was no significant difference in the likelihood of graduating with honors between non-profit private and public universities. However, female students were significantly more likely to graduate with honors than male students, and students in Turkish-medium programs were more likely to graduate with honors than those in English-medium programs. Analysis of course grades revealed significant gender differences, with female students achieving higher average grades (M=2.86, SD=0.82) than male students (M=2.64, SD=0.86) (t=12.01, p< -0.001). Significant differences in average course grades were also observed across class levels, with fourth-year students achieving the highest average grades. The impact of the Covid-19 pandemic on grade inflation was noted as a significant limitation, potentially influencing the results.

The findings confirm substantial grade inflation in Turkish business administration programs, mirroring trends observed in other contexts. The negative association between entrance scores and honors graduation rates suggests potential grade inflation that is not simply a reflection of improved student quality. The positive association between female gender and higher grades warrants further investigation, potentially exploring factors such as gender bias in assessment or differences in study habits or motivations. The difference in grade outcomes for Turkish and English-medium programs might suggest varying teaching styles, assessment strategies, or cultural factors. The limitations introduced by the COVID-19 pandemic highlight the need for careful consideration of external factors that could impact grading practices and student performance. These findings underscore the need for a comprehensive review of grading standards and evaluation practices in Turkish universities to ensure accurate reflection of student achievement and maintain academic integrity.

This study provides strong evidence of grade inflation in Turkish business administration programs over the past two decades. The findings highlight the need for further research to explore the underlying causes of this trend and its potential impact on the labor market and social equity. Future research could investigate the role of instructor characteristics, student expectations, and socio-cultural norms in shaping grade inflation. Cross-cultural comparative studies would also be valuable to understand how grade inflation manifests differently across various educational systems and contexts. Addressing grade inflation requires a multi-faceted approach involving curriculum reform, revised assessment methods, and greater transparency in grading practices.

The study's main limitations include its focus on a limited number of factors influencing grade inflation and its reliance on secondary data. The impact of the Covid-19 pandemic on grading practices and student performance might have affected the results. Future studies should investigate a broader range of potential factors, including individual characteristics of instructors and students, to obtain a more complete understanding of the causes of grade inflation. Cross-cultural comparative studies are also needed to understand how educational policies, socio-cultural norms, and institutional practices might influence grade inflation.