Academic literature on the topic 'AACSB accredited Business schools'

An increasing number of traditional colleges and universities, responding to marketplace pressures, are offering online courses and degree programs. According to Weil (2001), 54% of U.S. higher education institutions offer e-learning courses. Many AACSB-accredited business schools provide courses and complete degree programs online. New schools have been created that exist solely in cyberspace (Peltz, 2000). Students can complete undergraduate online degree programs in fields as diverse as nursing, business, engineering, and technology.

Business schools are under growing pressure to engage in significant programmatic reforms in light of the business community's call for web-savvy, problem-solving graduates. Even AACSB has gotten into the reformation act by recommending the adoption of a comprehensive collaboration learning strategy. To meet these and related challenges, many schools of business are turning to social media to provide learning opportunities at a time and place that is convenient to the student. The purpose of this paper is to highlight the growing possibilities for using social media to enhance learning outcomes and to outline strategies for implementing this revolutionary process throughout the management education community of practice.

High quality education has always been an aspiration for an average Indian student and an area where every parent is willing to invest. Quality offered a differentiation opportunity to business schools, and a market opportunity to the numerous ranking, rating, certification, and accreditation bodies. Today there are statutory accreditations (NBA and NAAC), national rankings (Business World, Business Today, IMRB, People Matters), international rankings (FT QS), and international accreditations (SAQS, AACSB, EDUIS, EPAS, ACBSP, AMBA). While all of them claim to be different and serve different missions and objectives, a business school essentially adds it to their portfolio as a feather in the cap. Do these rankings, certifications, and accreditations really make a difference? Do they really improve quality of education? The case study documents a business school and its journey through quality and accreditations. The names and instances have been fictionalized. The case, however, captures the situation, challenges, and opportunities.

The concept of distance learning, where the instructor and student remain geographically separated, has been used for almost 150 years, since Sir Isaac Pitman came up with the idea of delivering instruction through the use of correspondence courses (Phillips-Vicky, 1998). Despite this history, the move toward more open learning has been not much more than a trend, and it is unlikely that a teaching professional from 100 years ago would feel uncomfortable in the classroom of today (Papert,1992). Yet, distance learning and asynchronous learning (ASL) in particular are areas of rapid growth. Morse, Glover, and Travis (1997) conducted a survey of 205 schools in 1994-1995. Of the respondents only 26% were involved in distance learning. Three years later Phillips-Vicky (1998) reported that 180 accredited graduate schools and more than 150 undergraduate colleges and universities were supporting distance learning programs, and most schools surveyed would have some form of distance learning programs available in the next one to two years. Distance learning is still not a mainstream educational method, and few institutions have the knowledge and experience to successfully offer full programs in this format. Even the University of Phoenix, which advertises on-line degrees, has only 7,000 on-line students out of a total student body of more than 53,000 (University of Phoenix, 1999). Considering the large numbers of Web-based distance learning products being marketed and the combinations of features offered, it is a monumental task for a school to make an educated decision on which, if any, of these products can meet their requirements. This chapter has several objectives. First, it discusses significant issues for consideration by any institution planning to develop a Web-based distance learning program and identifies the attributes necessary for effective ASL. Second, it identifies some current development tools and what they provide the instructor to develop and administer a course in an asynchronous format using the World Wide Web. Third, it discusses how some of these Web-based tools were employed in a graduate business program, and how students responded to and used them. Fourth, it ends with general observations about the use of the tools from both faculty and student standpoints and recommendations for institutions planning on moving into ASL distance education using Web-based tools.

Aim/Purpose: Project Management (PM) capability is one of the skill sets that employers across a broad range of industries are seeking with a projected current talent deficit of 1.5 million jobs. Background A course syllabus is both a tool and a resource used by the learners, the faculty, and the school to articulate what to learn, how to learn, and how and when to access and evaluate the learning outcomes. A learner-centred course syllabus can enhance the teaching, the learning, and the assessment and evaluation processes. A learner-centred pedagogy seeks to create a community of learners by