Advance Collegiate Schools Of Business Standards Research Articles

Modeling the enablers of AACSB implementation in business schools: ISM-Fuzzy MICMAC analysis

PurposeThe study aims to explore and classify the key enablers of the Association to Advance Collegiate Schools of Business (AACSB) implementation in business schools.Design/methodology/approachBy applying the Interpretive Structural Model (ISM) approach, it builds a hierarchical model of the identified enablers of AACSB implementation. Additionally, the Fuzzy Matriced Impacts Croises-Multiplication Applique and Classement (FMICMAC) technique is used to classify and determine the influence of these enablers on the implementation of AACSB accreditation.FindingsThe paper presents an ISM model of the identified enablers and draws managerial insight from it. Categorization of the key enablers into four groups helps in understanding the relative influence of each group of enablers on the AACSB implementation in business schools.Research limitations/implicationsThe proposed model of the key enablers will help business schools that are pursuing AACSB accreditation prioritize the enablers. As the study has considered experts' opinions to establish the model, some amount of bias cannot be discounted.Originality/valueThe development of the ISM model of the key enablers of AACSB implementation in business schools is a unique attempt. The findings will help business schools focus on the key enablers that influence implementation of AACSB standards.

Addressing the UN’s Sustainable Development Goals: An Examination of Sustainability Offerings in Marketing Curriculum and a Framework for Advancement

With the adoption of sustainability continuing to gain momentum, there has never been a better time for business schools to understand the extent to which they are preparing students to contribute to sustainable organizations and society. The current research seeks to help schools advance this aim by examining the extent to which sustainability is being integrated within business school curricula. We accomplish this through a systematic analysis of 529 websites from undergraduate marketing programs accredited by the Association to Advance Collegiate Schools of Business (AACSB). To further our understanding of how sustainability can be integrated into curricula, we draw upon prior research and the United Nations’ Blueprint for Sustainable Development Goal (SDG) Integration to propose a new sustainability curriculum framework. This research fills a gap in the literature by offering a comprehensive look at the state of sustainability in marketing education and offers direction for programs seeking to meet market demands, advance SDG goals, and fulfill current AACSB standards.

Assurance of Learning (AoL) and AACSB’s 2020 Business Accreditation Standards: a conversation with Marine Condette

Purpose This paper aims to discuss Assurance of Learning (AoL) and 2020 Standards from Association to Advance Collegiate Schools of Business (AACSB) International with Marine Condette from AACSB. Design/methodology/approach Structured interview. Findings Changes following the 2020 Standards. Originality/value This paper is an interview with Marine Condette from the AACSB Europe, Middle East and Africa (EMEA) office on AoL discussing as well the changes with the 2020 AACSB Standards.

Exploring teaching effectiveness and research on teaching and learning at AACSB accredited business schools in Canada and the US

PurposeThis study explores the implementation of two Association to Advance Collegiate Schools of Business (AACSB) standards by business schools across Canada and the US. First, this study examines how teaching effectiveness is defined and measured in light of Standard 7 (Teaching Effectiveness and Impact). Second, this study explores the value of research on teaching and learning in relation to Standard 8 (Impact of Scholarship).Design/methodology/approachThis study adopts a thematic analysis framework based on data obtained from an online survey, semi-structured interviews, and policy documents.FindingsThe results reveal that business schools rarely define teaching effectiveness; instead, they adopt various measures to evaluate teaching effectiveness. The results reveal that research on teaching and learning alone usually does not lead to tenure; however, it is valued if part of a portfolio that includes discipline-specific research. Lastly, this research highlights a stigma associated with research on teaching and learning relative to discipline-specific research.Practical implicationsThis study introduces a comprehensive and integrated teaching evaluation framework that can be adopted to define teaching effectiveness and elevate the teaching function. In addition, the authors argue that business schools should nurture a niche set of academics that holds PhDs in their respective disciplines and are education experts to increase the production of research-informed instructional strategies curated for business schools.Originality/valueThis is the first study to explore how AACSB standards related to teaching effectiveness and research on teaching and learning are interpreted and implemented at AACSB accredited business schools.

Solving a University Course Timetabling Problem Based on AACSB Policies

The purpose of this research is to solve the university course timetabling problem (UCTP) that consists of designing a schedule of the courses to be offered in one academic period based on students’ demand, faculty composition and institutional constraints considering the policies established in the standards of the Association to Advance Collegiate Schools of Business (AACSB) accreditation. These standards involve faculty assignment with high level credentials that have to be fulfilled for business schools on the road to seek recognition and differentiation while providing exceptional learning. A new mathematical model for UCTP is proposed. The model allows the course-section-professor-time slot to be assigned for an academic department strategically using the faculty workload, course overload, and the fulfillment of the AACSB criteria. Further, the courses that will require new hires are classified according to the faculty qualifications stablished by AACSB. A real-world case is described and solved to show the efficiency of the proposed model. An analysis of different strategies derived from institutional policies that impacts the resulting timetabling is also presented. The results show the course overload could be a valuable strategy for helping mitigate the total of new hires needed. The proposed model allows to create the course at the same time the AACSB standards are met.

The learning and teaching area of AACSB standards: a process model framework

PurposeThe paper aims to develop a process model for implementation in a business school setting, by doing a thorough analysis of the requirement of the Association to Advance Collegiate Schools of Business (AACSB) standards relating to the learning and teaching area.Design/methodology/approachThe process model is developed by adopting a three-step approach. The authors have presented an articulated procedure for the development of the process model.FindingsThe process model presented in this paper offers a systemic approach to process design and implementation in a business school environment. The process model was developed and applied over the course of systematic reviews in a business school setting by aligning with the requirements of AACSB accreditation standards belonging to the learning and teaching area.Research limitations/implicationsThe limitation of the present study is that the scope of the process model presented here is limited to the requirements of the AACSB standards belonging to the learning and teaching area only. The authors plan to develop process models for the other areas of AACSB standards in the near future.Practical implicationsIt is hoped that this paper can bring a contribution to professionals as well as academics, in regards to development of process framework complying with the requirements of the AACSB standards. The process model presented in this paper comprises macro-level processes and the related activities. It will serve as a guide to develop processes in a business school setting.Originality/valueThe present study has attempted to present a process model complying with requirements of the AACSB standards belong to the learning and teaching area. The authors feel that developed process model can be used by the business schools that are planning to implement AACSB standards for accreditation or are interested in modifying their current processes following the requirements of the AACSB standards.

A checklist for readiness evaluation of participants area of AACSB standards

This paper aims to develop a checklist by carrying out a detailed analysis of the requirements of the Association to Advance Collegiate Schools of Business (AACSB) standards relating to the participants area, for evaluation of implementation readiness in a business school setting. The study adopted a multi-method approach for developing the final version of the checklist. The paper presents an articulated procedure that was followed for the development of the checklist. The checklist was developed and applied over the course of systematic reviews in a business school setting. The present study has developed the checklist comprising the requirements of the standards related to the participant's area only. In the near future, the authors intend to develop checklists for the remaining areas of AACSB standards. The checklist presented in this paper should be useful to the academic institutions that are planning to implement AACSB standards for accreditation or are interested in changing their current processes following AACSB standards.

A comparative assessment of AACSB and CMMI-SVC quality models

The purpose of this paper is to compare and contrast the Association to Advance Collegiate Schools of Business (AACSB) and capability maturity model integration (CMMI) for services (CMMI-SVC) quality models in the context of business school environment, with the specific focus on their similarities and differences. The researcher compares and contrasts AACSB and CMMI-SVC, two prevalent but different quality models based on few high-level dimensions. For this comparison, the researcher reviews the relevant literature, including published quality standards on the two models. The paper concludes that both the quality models have their merits and demerits. AACSB may be able to take some elements from CMMI-SVC to strengthen its accreditation process. This study is a conceptual one without empirical data; it is a limitation. In the future, the researcher intends to develop the actual mapping of CMM-SVC's process areas and practices with AACSB's standards and their requirements.

Innovation, engagement, and impact measures: Two exploratory studies on the processes and outcomes development

ABSTRACTThe authors examine the development and implementation of measures for the 2013 Association to Advance Collegiate Schools of Business (AACSB) thematic dimensions of innovation, engagement, and impact (IEI) at two AACSB-accredited business schools. Agreement exists among faculty in Study 1 that IEI should be viewed as interrelated and overlapping concentric circles rather than separate dimensions. Study 2 findings suggest the importance of dialogue with faculty during the implementation process to further clarify the conceptual IEI boundaries. Overall, the authors' findings can assist schools in ensuring that the development and implementation of IEI themes in their institutions are consistent with the AACSB standards.

A Focus on Engagement: Defining, Measuring, and Nurturing a Key Pillar of AACSB Standards

ABSTRACTThe 2013 Association to Advance Collegiate Schools of Business (AACSB) Standards emphasize three “pillars” upon which schools accredited by the association must regularly demonstrate quality improvement, namely, impact, innovation, and engagement. Focusing on the last of these, our article examines the concept of engagement through both a content analysis of the 2013 AACSB Standards and an empirical study exploring different types of course-level engagement within an undergraduate business course (measured using the Student Course Engagement Questionnaire; Handelsman, Briggs, Sullivan, & Towler, 2005). The results of our content analysis of the 2013 AACSB Standards underscore the focus placed on engagement within the AACSB documentation. However, it is also noted that the definition of engagement within the AACSB Standards is somewhat vague. The findings of our empirical study (N = 142) suggest that students were engaged in the course and that three of the four types of engagement measured (skills...

Engagement, Innovation, and Impact: Tracking Faculty Activities Under the 2013 AACSB Standards

ABSTRACTThis article describes the process one university followed to develop an efficient way of collecting information related to faculty engagement, innovation, and impact. The purpose of the document (i.e., the tracking record) is to facilitate the production of effective Association to Advance Collegiate Schools of Business (AACSB) Self-Evaluation Reports and Continuous Improvement Review Reports. The experiences recorded and the sample tracking record provided will be of use to accreditation directors, associate deans, and deans across a wide range of universities as they prepare for initial accreditation or maintenance of accreditation under the 2013 AACSB Standards.

Beyond AACSB: anticipating best practices for students’ Engagement in Alqassim university

College of Business and Economics (CBE) in Alqassim University (QU) has been internationally accredited on November 19, 2015 byAssociation to Advance Collegiate Schools of Business (AACSB). Beyond international accreditation (IA), CBE is required to maintain its performance and uphold IA through sustainable engagement (SE) as an important indicator of achieving its mission and adopting AACSB standards. This research, thus, aims at scouting viewpoints of teaching committee in CBE about best practices expected to continue academic and professional engagement and to retain IA. To achieve research objectives, 121 copies of the questionnaire allocated by e-mail to all members of teaching staff at CBE of which 56% responded and returned 68 e-copies of the questionnaire. Results show priorities of listed engagement activities.

A process model framework for Participants area of AACSB standards

Purpose The purpose of this paper is to develop a process model, focusing on the detailed analysis of the requirement of the Association to Advance Collegiate Schools of Business (AACSB) standards related to Participants area, for implementation in a business school setting. Design/methodology/approach The paper presents an articulated procedure for the development of the process model. The study adopted a three-step approach for developing the process model. Findings The process model has provided a systemic approach to process design and implementation of AACSB accreditation standards related to Participants area in a business school environment. The process model was developed and applied over the course of systematic reviews in a business school setting. Research limitations/implications The present study has developed the process model catering to the requirements of the AACSB standards related to Participants area only. In the near future, the authors intend to develop processes for the remaining areas of AACSB standards. Originality/value The present work attempts to develop a process model to meet the requirements of the standards related to Participants area. Academic institutions can benefit from the process model whether they are planning to implement AACSB standards for accreditation or are interested in changing their current processes following AACSB standards.

A checklist for readiness evaluation of Learning and Teaching area of AACSB standards

Purpose The purpose of the paper is to introduce the concept of a checklist, focusing on the detailed analysis of requirements of the AACSB International – the Association to Advance Collegiate Schools of Business (AACSB) standards related to the learning and teaching area – for evaluation of implementation readiness in a business school setting. Design/methodology/approach The present study adopted a multi-method approach for developing the final content of the checklist. Findings The introduction of the checklist has provided a systemic approach to process design and evaluation of readiness of a business school for AACSB accreditation related to the learning and teaching area. The checklist was developed and applied over the course of systematic reviews in a business school setting. Research limitations/implications The checklist has been developed considering the requirements of the AACSB standards related to the learning and teaching area only. In the near future, the authors intend to develop checklists for the remaining areas of AACSB standards. Originality/value This research offers a comprehensive checklist comprising the requirements of the standards related to the learning and teaching area. The checklist would be useful to the business schools that are planning to implement AACSB standards for accreditation or are interested in changing their current processes to follow AACSB standards.

Strategic management and innovation

Purpose– The purpose of this paper is to introduce the concept of a checklist, focusing on the detailed analysis of the requirement of the Association to Advance Collegiate Schools of Business (AACSB) standards related to strategic management and innovation area, for evaluation of implementation readiness in a business school setting.Design/methodology/approach– The paper presents an articulated procedure for the development of the checklist. The study adopted a multi-method approach for developing the final content for the checklist.Findings– The introduction of the checklist has provided a systemic approach to process design and evaluation of readiness of a business school for AACSB accreditation related to strategic management and innovation area. The checklist was developed and applied over the course of systematic reviews in a business school setting.Research limitations/implications– The present study has developed the checklist comprising the requirements of the standards related to strategic management and innovation area only. In the near future, the authors intend to develop checklists for the remaining areas of AACSB standards.Originality/value– The present work attempts to develop a comprehensive checklist comprising the requirements of the standards related to strategic management and innovation area. Academic institutions can benefit from the checklist whether they are planning to implement AACSB standards for accreditation or are interested in changing their current processes following AACSB standards.

AACSB International’s 2013 accreditation standards

Purpose – The purpose of this paper is to consider the implications of the 2013 Association to Advance Collegiate Schools of Business (AACSB) Accreditation Standards for both business faculty and their deans who are responsible for implementing these changes. Design/methodology/approach – This paper is a speculative viewpoint on the implications of the 2013 AACSB standards by a set of a co-authors that include AACSB deans who are active in accreditation reviews and serve as mentors to schools in the accreditation process and senior faculty who have written self-studies for AACSB and served as consultants for schools seeking AACSB accreditation internationally. Findings – The implications of the 2013 AACSB business accreditation standards are arguably positive for active scholars holding a relevant doctoral degree. For example, active and engaged scholarly faculty should appreciate the ability to use additional indicators of the impact of their career’s intellectual contributions (IC) including, but not limited to, citations, editor ships, professional leadership positions and other measures of professional esteem. Research limitations/implications – The implications of the 2013 AACSB accreditation standards for deans are potentially less positive. The new standards codify one of the deans’ major duties – that of ensuring that the faculty have resources adequate to support the school’s mission. Originality/value – This paper represents a starting point for understanding the implications of the 2013 AACSB accreditation standards, and that as the standards are operationalized over the subsequent years that these standards, like the previous changes in AACSB standards, will stimulate additional research on business school accreditation. The implications for both faculty and deans are speculative, but are grounded both by the literature and experience of the authors. The paper uses a set of tables to illustrate the impact of the new AACSB standards with examples for each guiding principle and standard.

MARCH 2012 PLACEMENT ADS

MARCH 2012 PLACEMENT ADS

A Pillar For Successful Business School Accreditation: Conducting The Curriculum Review Process A Systematic Approach

The Association to Advance Collegiate Schools of Business (AACSB) describes their accreditation as the hallmark of business education. According to information at BestBizSchools.com (n.d.), AACSB accreditation represents the highest standard of achievement for business schools worldwide. Being AACSB accredited means a business school is able to continuously pass a strict set of standards that ensure quality. As of December 2010, only 5%, or 607, of the academic business programs globally were accredited by AACSB. This number represents schools in 38 countries where the majority of programs incorporate both undergraduate and graduate education covering business, accounting, or both. An institution must be a member of AACSB in order to apply for accreditation. It is important to note, however, that membership does not imply that the program is accredited (The Association to Advance Collegiate Schools of Business, n.d.-a). Recent emphasis demanding external validation on the quality of Business Schools has resulted in the promotion of AACSB accreditation as the de facto quality standard. Earning this quality seal of approval, business programs can verify they have met the 21 AACSB standards that cover strategic, participant, and assurance of learning achievements and processes. Programs with AACSB accreditation are encouraged to promote the standard using it to externally validate their quality and to market their programs to external groups including students, employers, and contributors (The Association to Advance Collegiate Schools of Business, n.d.-b). Despite established standards, no single approach to meeting standards for accreditation is suggested by AACSB. Rather, varying approaches to meeting standards should be developed to fit individual programs of institutions (Bryant & Scherer, 2009). This position by AACSB underscores its recognition of the diversity across accredited programs and allows educators wide latitude in developing and implementing approaches to excellence. Small programs are not disadvantaged so long as their students, faculty, graduates, and the employers who hire them receive the quality outputs that help them meet the external competitive requirements (Olian, 2007). In recognition of member institutions diversity, the AACSB has established the Affinity Group program where school administrators from schools sharing similar characteristics can interact, exchange ideas, and present views on a wide range of issues (Olian, 2007). This allows AACSB member schools, who have varying missions and constituents, to find and link with other programs of a similar nature where creativity and synergy can more easily occur. The AACSB wants the accreditation process to help facilitate creativity in designing business school strategies rather than being viewed as an impediment to a programs push to quality (Romero, 2008).

Program Assessment: Getting to a Practical How-To Model

The Association to Advance Collegiate Schools of Business (AACSB) International's assurance of learning (AoL) standards require that schools develop a sophisticated continuous-improvement process. The authors review various assessment models and develop a practical, 6-step AoL model based on the literature and the authors’ AoL-implementation experiences. The model creates a sound foundation for compliance with AACSB standards as well as regional accreditation and likely future assessment requirements. The authors present suggestions for successful implementation of each AoL step as well as cautions on possible pitfalls.