Collegiate Business Education Research Articles

Accounting Teaching, Research and Accreditation

Accreditation is becoming a widely accepted form of program assessment in higher education. The Association to Advance Association to Advance Collegiate Schools of Business (AACSB) is the dominant form or accreditation for both business programs in general and accounting programs specifically. With high research expectations, AACSB accreditation seems to place “teaching” institutions at a disadvantage in gaining accreditation compared to “research” institutions. Forcing “teaching” schools to adopt rigorous research standards may have detrimental consequences to teaching, which is at the very heart of “teaching” institutions. The benefits of AACSB accreditation need to be measured against the high cost of achieving this accreditation. Other means of signaling accounting program credibility, such as International Assembly for Collegiate Business Education (IACBE), may be a viable alternative to separate AACSB accounting program accreditation.

New Wave of Accreditation in Indian Higher Education : Comparison of Accreditation Bodies for Management Programmes

The Indian educational system is witnessing yet another major shift. Currently, more and more higher educational institutes are going for national and international accreditations. The accreditation process helps educational institutes in achieving augmented academic quality by benchmarking, and also enable students and various other stakeholders to be informed of choices with regard to institutions. Some institutions are already accredited; some are in the process, but majority are in the thinking phase. This paper presented a comprehensive comparison of some of the most respected international accreditation bodies like AACSB (Association to Advance Collegiate Schools of Business) - USA ; AMBA (Association of MBAs) - UK ; EQUIS (EFMD Quality Improvement System) - EU ; IACBE (International Assembly for Collegiate Business Education) - USA ; and also the major Indian accreditation bodies, NBA (National Board of Accreditation) and NAAC (National AssessmentaAccreditation Council). This comparison is a ready reckoner to have an understanding of various management accreditation boards in terms of eligibility, duration of accreditation, criteria, and so forth.

Business schools in crisis

Economic, political, and demographic changes, technological advances, two crashes of the economy, ethical scandals, and other developments in the business environment have strained the roles and enrollments of American universities’ business schools. The b-schools have not responded adequately. Prevailing theories in many of the management disciplines have broken down, partly as a result of the same environmental changes. Again, schools and curricula have not adapted. Collegiate business education is in dire crisis. In this paper we document the crisis, note measures that have been taken – both constructive and otherwise – and make further suggestions for improving the situation.

Business school accreditation in the changing global marketplace

Purpose This paper aims to examine current trends in business accreditation by describing and comparing the major international business accreditation agencies (Association to Advance Collegiate Schools of Business, European Quality Improvement System, Association of MBAs, Association of Collegiate Business Schools and Programs and International Assembly for Collegiate Business Education), and analyze their recent market expansion strategies (development and penetration using Ansoff model) as they compete for the schools seeking initial or continuing accreditation. Design/methodology/approach This is a comparative study of the business accreditation agencies and their competitive strategies, using publically available data such as lists of accredited schools published by the agencies as main data collection method. Findings Business accreditation agencies have utilized the market penetration and market development strategies to expand their market share in recent years. The key growth areas are international schools, regional teaching-oriented institutions, two-year institutions and for-profit institutions. Research limitations/implications This study is based on publically available data published by accreditation agencies. More in-depth analysis with survey method could be utilized in future study to identify more specific strategies and their impact on business schools seeking accreditation. Practical implications Accreditation is no longer a luxury but a requirement for business schools, but they have to make an informed decision on which agency to pursue to assure an appropriate fit. Social implications The public needs to understand the value and the requirements of accreditation. Multiple agencies provide different options to fit the missions of the different types of schools. Originality/value This study is valuable to business school stakeholders for understanding accreditation, the need for accreditation and the options they have available.

Linkedin As A Learning Tool In Business Education

This article summarizes the existing research on social media as a learning tool in higher education and adds to the literature on incorporating social media tools into collegiate business education by suggesting specific course content areas of business where LinkedIn exercises and training can be incorporated. LinkedIn as a classroom tool cannot only reinforce basic concepts, such as branding and relationship-building, but creative use of this tool can increase student engagement and collaboration and encourage students to begin building their professional networks, which can be vital in their career progression.

Students as Junior Partners, Professors as Senior Partners, the B-School as the Firm: A New Model for Collegiate Business Education

The article presents a model that would lead to an investigation of the function of faculty members in the business classroom. This model was first presented at the Academy of Management 2001 Annual Meeting and was further explored at the Academy of Business Education Annual Meeting. It was also used in helping management professors think about ways of making the correcting of papers a less painful and more personally developmental experience at the 2001 Organizational Behavior Teaching Convention. Start by comparing the major competing model of the student as customer with this model. Some may think the student-as-customer model is not given much credibility anymore, but several researchers support it and report not only its use but that it is gaining ground. In one case, it has been a useful tool for administrators looking to improve attention to students as part of a continuous improvement program at a small state university. In sum, the introduction of the student-as-customer model may have been marginally useful in that it stimulated academia to try to improve its willingness to empathize with the students and their needs.

The Views of Marketing Faculty on the Major Controversies in Collegiate Business Education Reform

This article reports on the findings of a nationwide survey in the United States of marketing faculty employed by business schools on their views regarding the three major controversies in collegiate business education. The responses of 156 marketing professors are presented as inputs for reforming business program learning environments, re-prioritizing the credentials of professors, and redesigning the collegiate curriculum.

Who Could Most Effectively Influence Collegiate Business Education Reform?

Through this nationwide study, 263 business school faculty members expressed their beliefs about which individuals could most effectively influence the implementation of needed improvements in collegiate business education. On reform issues, six groups were perceived by the faculty to exert influence over those in positions of authority within their institutions. These groups included externally focused top administrators and key alumni, students who encounter difficulties in the job market and their parents, faculty collectively and some of their prominent colleagues individually, media coverage of performance declines, institutional competitors, and external governing organizations.

Dean's Role in Change: the case of professional accreditation reform of American collegiate business education

This multiple case study investigated the perceptions of the business school dean's role in implementing the new American Assembly of Collegiate Schools of Business (AACSB) accreditation standards and factors supporting or constraining that role. Deans, management and marketing department chairs, and faculty were interviewed at four accredited comprehensive universities in the spring of 1996. The results of this study indicate that deans can facilitate faculty involvement in accreditation change but only to a limited extent. This study revealed that a variety of roles and actors exist, and that they are influenced by both disciplinary community and local institutional restrictions and expectations. The overlapping structures of the institution spread the loci of control among institutional standards, business school standards, and disciplinary and individual faculty expectations and may constrain the dean's leadership role and ability to facilitate faculty involvement in educational reform.

Irrelevance, Intransigence, and Business Professors

T he professor quoted above was explaining his lack of interest in relevant research on real-world business problems. Not three months later, the relevance of business education to the business world was the concern of a brouhaha that erupted at the Yale School of Organization and Management. Its new dean had decided to dismiss six untenured faculty members who taught organizational behavior, to eliminate the doctoral program in that area, and to transfer valued courses in production management and data analysis to a nonbusiness curriculum. A fire storm of criticism arose over what many saw as the destruction of the school's unique and useful emphasis on interpersonal skills in business.2 These are just recent examples of the continuing criticism leveled at collegiate business education and research. Many consider business scholarship irrelevant and deliberately recondite; books and articles complain that business executives and business professors have little in common and communicate infrequently. Although authors have proposed inventive schemes to unite these estranged parties,3 little evidence of reconciliation exists. In fact, cooperation between the two groups has been so unusual that their collaboration at Duke University made national newspaper headlines.4 The situation begs a question: If the rift between top managers and business professors is so wide, and if prominent critics have proposed ideas for solving the problem, why has so little change occurred? Strangely, even some academic writers seem oblivious to the query. In one of the most widely read articles on the subject, J. N. Behrman and R. 1. Levin5 complained that business schools simply were not doing their jobs. The authors suggested that schools change their pedagogical goals, implement new organizational and reward systems for business schools, and appoint deans capable of exerting extraordinary leadership. Scant attention was paid to the fact that there just are not enough extraordinary leaders to go around and that existing goals and systems remain in place because they work for many academicians. The lack of attention to the sources of academic intransigence turns potentially good ideas into emotional rhetoric that produces little action. Our purpose in this article is to explain the obscure but powerful roots of such intransigence, to suggest that the rift between managers and academicians will continue, and to make inferences about the future consequences of this rift.

Causes and Consequences of Academic Intransigence In Response to Demands for More Relevant Business Education.

Executives and pundits criticize irrelevance and abstraction in collegiate business education, yet few changes occur. This paper argues that professorial unresponsiveness results from the structure...

Doctorates in Business Administration: A Demand and Supply Analysis

Collegiate business education has been plagued by a persistent shortage of qualified faculty—in particular, people with doctorates in business. Professor Wheeler estimates that the shortage of faculty will disappear by 1970.

Implications of the Rapidly Changing Computer Technology for Collegiate Business Education

Abstract Colleges preparing workers for employment in business must study preparation requirements for students who will enter the world of computer technology.

The Insurance Curriculum in Collegiate Business Education

The Insurance Curriculum in Collegiate Business Education

Objectives of Collegiate Business Education

Objectives of Collegiate Business Education

The Scientific Study of the Objectives and Training Programs of Collegiate Business Education

The Scientific Study of the Objectives and Training Programs of Collegiate Business Education

Present and Probable Future Needs for Collegiate Business Education

Present and Probable Future Needs for Collegiate Business Education