AACSB Accreditation Research Articles

Assurance of Learning and Assessment at the Business Degree Program and Major Levels

This study presents one business school’s experiences in simultaneously undergoing the accreditation processes of both the Association to Advance Collegiate Schools of Business International (AACSB) and the Middle States Commission on Higher Education (MSCHE). AACSB International is a worldwide accreditor of business schools, while MSCHE is a regional accreditor of colleges and universities in the Middle States region of the United States and several other locations internationally. It discusses the process of assurance of learning (AOL) and assessment at the degree program level for the business school’s AACSB accreditation and at the major level for the institution’s MSCHE accreditation.

Introduction to the Special Issue on Current Issues in AACSB Accreditation

Introduction to the Special Issue on Current Issues in AACSB Accreditation

The Ethics of AACSB Accreditation: Unintended Consequences

This paper discusses some of the issues involved in pursuing AACSB accreditation. It also describes why AACSB accreditation is not necessarily a measure of quality. Suggestions on how to improve AACSB accreditation are provided.

From sociability to creditability for academics

Social networking for academic exchanges, such as through sites like Researchgate.net, is gaining popularity among academics. This site offers many metrics (e.g. RG score and RG impact points) which have the potential to become universal research performance metrics. This paper presents an empirical survey of the top 150 researchers’ grants and their RG scores among 126 colleges of management in Taiwan. Our results show a strong correlation between the research grants and RG scores if the analysis is based on the college as a whole. However, the relationship becomes insignificant for individual researchers. In addition, colleges with the AACSB accreditation outperform AACSB member schools and non-member schools in terms of their research grants and sharing research outputs on ResearchGate. The authors conclude that metrics used on ResearchGate have the potential to become formal research performance evaluation tools. However, this time has not come yet, at least based on the experience of Taiwan.

Toward a Model Undergraduate Curriculum for the Emerging Business Intelligence and Analytics Discipline

Business intelligence (BI) combined with business analytics (BA) is an increasingly prominent strategic objective for many organizations. As a pedagogical subject, BI/BA is still in its infancy, and, in order for this to mature, we need to develop an undergraduate model BI/BA curriculum. BI/BA as an academic domain is emerging as a hybrid of disciplines, including information systems, statistics, management science, artificial intelligence, computer science, and business practice/theory. Based on IS 2010’s model curriculum constructs (Topi et al., 2010), we explore two curricular options: a BI/BA concentration in a typical IS major and a comprehensive, integrated BI/BA undergraduate major. In support, we present evidence of industry need for BI/BA, review the current state of BI/BA education, and compare anticipated requirements for BI/BA curricula with the IS 2010 model curriculum. For this initial phase of curricular design, we postulate a preliminary set of knowledge areas relevant for BI/BA pedagogy in a multi-disciplinary framework. Then we discuss avenues for integrating these knowledge areas to develop professionally prepared BI/BA specializations at the undergraduate level. We also examine implications for both AACSB and ABET accreditation and describe the next phase of applying the IS 2010 concept structure to BI/BA curriculum development.

Research On The Value Of AACSB Business Accreditation In Selected Areas: A Review And Synthesis

The AACSB claims that its accreditation provides evidence of business school quality in a variety of areas. This paper reviews and synthesizes existing research on the value of AACSB accreditation on four key topics of importance to schools, prospective students, and employers: effect on obtaining quality students, students’ job placement, faculty recruitment, and teaching quality. The very limited research comparing AACSB to other business accreditation is also examined. Overall, the analysis indicates very mixed support, at best, for the claims of AACSB schools’ superiority in these areas. This analysis should be useful for business schools, employers, and prospective business students.

Anatomy of an MBA Program Capstone Project Assessment Measure for AACSB Accreditation

There is very little written about assessment measures business schools use for assessing their programs that not only helps them meet the assessment criteria necessary for AACSB accreditation but also helps them improve the curriculum to build top-tier successful programs. This paper informs the literature on the assessment measure (and process) used by an MBA program to assess student learning through end-of-program capstone projects; success that is demonstrated by stabilized enrollments and a recent top-tier ranking. This paper is useful to any graduate or undergraduate business program that chooses to use capstone projects as an assessment measure to earn or renew AACSB accreditation. Following guidelines suggested by Banta (2004, 2007, 2011) and Polomba and Banta, (1999) a defined process is implemented to collect, assess, and disseminate assessment data to improve the MBA curriculum.

THE 2013 AACSB BUSINESS ACCREDITATION STANDARDS AND ITS THREE THEMATIC AREAS OF INNOVATION, IMPACT, AND ENGAGEMENT � NEW INCENTIVES TO OBTAIN AND MAINTAIN ACCREDITATION

ABSTRACT At the International Conference and Annual Meeting (ICAM) in Chicago in April 2013, AACSB announced the new accreditation standards for business schools that replace the 2003 standards. The 2013 and 2003 AACSB accreditation standards consist of 15 and 21 standards, respectively. All of the 2003 standards are incorporated into the 2013 standards; in addition, there are three specific areas of emphasis in the new standards - namely: innovation, impact, and engagement. In this paper we review and compare the 2013 and 2003 standards and specifically deliberate and give examples of ways that institutions can pursue innovation, make impact, and create an engaging environment. We further suggest that these thematic areas provide additional incentives to obtain and maintain accreditation. Keywords 2013 and 2003 AACSB Business Accreditation Standards, Innovation, Impact, and Engagement.

Does AACSB accreditation provide quality assurance and foster quality improvement for limited resource business schools whose missions are primarily teaching?

This study used content analysis to examine whether AACSB accreditation provides quality assurance and leads to quality improvement for business schools whose missions are primarily teaching. The findings do not indicate that graduates of AACSB accredited schools experience greater career success than graduates from non-accredited schools or that the learning outcomes of students enrolled at AACSB accredited schools exceed those of non-accredited schools. Because of the lack of generally accepted metrics for evaluating quality improvement for institutions whose missions are primarily teaching, there is no empirical evidence to determine whether AACSB accreditation enhances or retards quality improvement for institutions whose missions are primarily teaching. The implications of the findings for the subject institutions and for AACSB are discussed.

The impact of AACSB accreditation on the autonomy and costs of limited resource institutions whose missions are primarily teaching

Purpose – The purpose of this paper is to evaluate the impact of AACSB accreditation on the autonomy and costs of limited resource institutions whose missions are primarily teaching. Design/methodology/approach – To evaluate the research questions, a content analysis of all publications in the EBSCO Business Source Premier Database for the period January 1, 1990 through December 15, 2012 was conducted. Findings – The findings indicate that in the process of becoming AACSB accredited, faculty members of the subject institutions shift their focus more toward research and less toward teaching activities, and that the institutions become less autonomous and more like their benchmark AACSB institutions. In addition, the costs of AACSB accreditation are likely to be significant for the subject institutions. Research limitations/implications – The findings of the study point to the need for additional theoretical and empirical research related to the research questions. First, there is a need to formulate a conceptual framework for clearly identifying and measuring the implicit and explicit costs, including all of the opportunity costs, associated with accreditation. In addition, there is a compelling need to develop a conceptual framework and measurement system that will allow business schools to better assess their quality and productivity. For limited resource institutions whose missions are primarily teaching this system should comport with the schools’ teaching missions. Practical implications – The findings suggest that the subject institutions seeking AACSB accreditation should carefully consider a number of questions before pursing accreditation. First, is the institution's mission congruent with AACSB standards or will its mission have to be changed? If AACSB accreditation is deemed to be appropriate, how will the associated changes in resource needs and resource allocation serve to further the institution's mission? And, what are the incremental costs of accreditation, and does the institution have the resource base to sustain accreditation? Originality/value – The study is the first to conduct a detailed content analysis to evaluate some of the costs and benefits of AACSB accreditation for limited resource institutions whose missions are primarily teaching.

Faculty perceptions of online homework software in accounting education

Abstract Emerging technologies are providing a variety of tools for accounting educators. One of these tools is Online Homework Software (OHS). This study collects survey data from accounting faculty in the U.S.A. who were queried as to the utilization and perception of OHS in undergraduate accounting courses. Analysis of the survey data indicated five differences between OHS users and nonusers: (1) years of teaching, (2) number of course sections taught, (3) Accounting AACSB accreditation status, (4) faculty rank, and (5) courses taught by the respondents. Faculty indicated the tool is helpful when teaching in the online format and that OHS saves faculty time by reducing the time spent grading and processing student work. Users of OHS raised concerns about whether and how the tool helps students learn, how the students view the tool, and the cost of OHS. The data reported in this study are relevant to educators who have never used OHS as well as those who are currently using OHS. The data collected is important in promoting dialog concerning OHS usage and developing recommendations for continued improvements in the software.

AACSB Accreditation and Possible Unintended Consequences: A Deming View

The AACSB accreditation process reflects basic quality principles, providing standards and a process for feedback for continuous improvement. However, implementation can lead to unintended negative consequences. The literature shows that while institutionalism and critical theory have been used as a theoretical base for evaluating accreditation, W. E. Deming's philosophy has not. This article fills that void by examining possible negative consequences in meeting faculty qualification requirements in institutions with a teaching mission.

Shaping Performance: Do International Accreditations and Quality Management Really Help?

In recent years, international accreditations from private providers have gained importance among business schools all over the world. Higher education managers increasingly see these accreditations as a way of assuring and developing quality in order to comply with international standards, enhance performance, and increase reputation. However, given that an accreditation process requires a great deal of resources and that it might increase bureaucratization and control, international accreditations remain highly disputed in academia. This paper contributes to the discussion, providing quantitative empirical evidence regarding the effect of international accreditations on the research performance of business schools. On the basis of an international survey, we analyse how the acquisition of an AACSB and/or EQUIS accreditation affects the institutions’ position in the Top 1000 Business School Ranking of the Social Science Research Network, as compared to other quality management approaches. We find that international accreditations are positively related to research performance, while other forms of quality management do not exhibit any significant relationship to ranking positions. These results point to the importance of professional coaching in quality management. Because of AACSB and EQUIS’s high standards concerning a coherent strategy and the quality of faculty, applying for an international accreditation seems to be a useful way to improve a business school’s research performance.

The impact of AACSB accreditation: A multiple case study of Canadian university business schools

AbstractOver the last two decades there has been a significant increase in the number of university business schools seeking accreditation from the Association to Advance Collegiate Schools of Business (AACSB International). Despite this remarkable growth there has been limited empirical research on this phenomenon. Using a qualitative multiple case study approach, this research explores the impact of accreditation on four Canadian university business schools. Participants reported seven main effects, with the most important being enhanced reputation, leverage for change, increased management efficiencies, and focus on research. These impacts were influenced by the context in which accreditation took place. Environmental uncertainty as a contextual dimension is discussed. Copyright © 2013 ASAC. Published by John Wiley & Sons, Ltd.

Assessing Teamwork Skills for Assurance of Learning Using CATME Team Tools

Colleges of business must meet assurance of learning requirements to gain or maintain AACSB accreditation under the new standards adopted April 8, 2013. Team skills are among the most important skills desired by recruiters, yet employers and scholars perceive that team skills are frequently deficient in college graduates. This article describes how a set of free web-based tools available at www.CATME.org allows colleges to collect data to determine whether their students are developing good team skills and demonstrate achievement for accreditation reviews for learning goals related to team skills. The tools, which were developed to support teamwork in college classes, allow instructors to easily collect, interpret, and share data about students and teams. We show how colleges that use the CATME system in all courses requiring teamwork could analyze the data to demonstrate that their programs develop students’ team skills. The appendix provides 13 examples of learning goals colleges could use, along with a method to demonstrate achievement for each, and a sample measurable program target. These examples relate to team skills such as working with teammates of diverse backgrounds, contributing effectively to teams, displaying good interpersonal skills, being able to evaluate teamwork, and recognizing team processes and outcomes.

Does accreditation promote organizational learning? A multiple case study of Canadian university business schools

PurposeThe purpose of this paper is to explore the potential learning consequences of AACSB accreditation as perceived by administrators and faculty members at four Canadian university business schools.Design/methodology/approachA qualitative, multiple case study approach was employed. A purposive sample of four Canadian business schools was selected and data were collected from multiple sources. The data were analyzed using NVivo7 and a cross case analysis was performed.FindingsThe results indicate that AACSB accreditation facilitated organizational learning in three of the four schools. Respondents felt that accreditation promoted strategic alignment, a re‐assessment of the school's mission, and an emphasis on performance management; others identified an increased focus on quality and/or research. Accreditation also served as a catalyst for change, one which motivated program improvement. In terms of contextual factors, leadership was found to be the most pervasive influence on organizational learning effects. Resource dependence was also found to be influential.Research limitations/implicationsThis research highlights the importance of educational leadership in facilitating organizational learning through evaluative inquiry. Because of the qualitative methodology, the sample size is limited to four university business schools.Practical implicationsThis study has practical implications for management education internationally, as AACSB accreditation is increasingly a global phenomenon. The findings will be of interest to educational administrators, policy makers, managers, and accrediting bodies who are interested in facilitating learning through accreditationOriginality/valueThis research offers a novel approach to studying the question of AACSB accreditation and its learning effects. By using a qualitative multiple case study method, this research provided a unique opportunity to focus more keenly on context and its role in influencing the potential learning consequences of accreditation.

MAY 2013 PLACEMENT ADS

<b>MAY 2013 PLACEMENT ADS</b>

Determinants in online MBA programme selection: an exploratory study

This study examines factors important for students selecting an online MBA. Georgia WebMBA current students and alumni participated in the study, which looked at flexibility, employment benefits and programme quality. Results suggest that flexibility is significant for current online MBA students. Additionally, respondents felt there would be a significant benefit to them in terms of their employment. Finally, alumni of the WebMBA programme reported a significantly higher-quality rating than current students, though AACSB accreditation was a critical factor for both groups. Results suggest that programme directors should stress flexibility, employment benefits and programme quality to potential applicants.

"Undergrad Business Program Learning Goals: Differentiation, Common Aspirations, or Cursory Cloning?"

Establishing learning goals is the first step in the assurance of learning process. Proper assessment cannot take place if appropriate learning goals are not first developed. We identified the types of undergraduate learning goals that AACSB-accredited U.S. business programs use for assurance of learning. Given that the AACSB accreditation standards call for business schools to develop differentiated learning goals, we determined the extent to which the learning goals of our sample of business programs were differentiated versus homogeneous. We also determined if any learning-goal homogeneity was a result of properly unified aspirations among the schools or cursory cloning of the AACSB Standards. Even though the results with respect to differentiation versus homogeneity were equivocal, our results provide compelling evidence that learning goals were established through the cursory cloning of the AACSB standards. Learning goals were much more closely aligned with content areas listed in the AACSB standards than with managerial competencies that have been derived through empirical research. Implications for assurance of learning and assessment are discussed.

Assessing Teamwork Skills for Assurance of Learning Using CATME Team Tools

Colleges of business must meet requirements for Assurance of Learning (AOL) to gain or maintain AACSB accreditation. Team skills are among the most important skills desired by recruiters of busines...