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Journal articles on the topic 'AACSB accredited Business schools'

Author: Grafiati

Published: 4 June 2021

Last updated: 18 February 2022

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1

Jalbert, Terrance, Mercedes Jalbert, and Kim Furumo. "Does AACSB Accreditation Matter? Evidence From Large Firm CEOs." Journal of Applied Business Research (JABR) 27, no. 3 (2011): 93. http://dx.doi.org/10.19030/jabr.v27i3.4216.

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<span>Accreditation from the Association to Advance Collegiate Schools of Business (AACSB) is highly sought after by business schools both in the United States and internationally. Business schools devote considerable resources to earn and maintain the accreditation. Despite this effort and expense, surprisingly little literature has examined the extent to which AACSB accredited schools outperform non-accredited schools in market driven situations. This exploratory study is a first effort to fill this gap in the literature. The research here examines CEOs from large U.S. firms. Specifica

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2

Gundersen, David E., Susan Evans Jennings, Deborah Dunn, Warren Fisher, Mikhail Kouliavtsev, and Violet Rogers. "A Pillar For Successful Business School Accreditation: Conducting The Curriculum Review Process A Systematic Approach." American Journal of Business Education (AJBE) 4, no. 5 (2011): 39–48. http://dx.doi.org/10.19030/ajbe.v4i5.4223.

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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 inc

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3

Pringle, Charles, and Mitri Michel. "Assessment Practices in AACSB-Accredited Business Schools." Journal of Education for Business 82, no. 4 (2007): 202–11. http://dx.doi.org/10.3200/joeb.82.4.202-211.

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Miles, Morgan P., Geralyn McClure Franklin, Martin Grimmer, and Kirl C. Heriot. "An exploratory study of the perceptions of AACSB International’s 2013 Accreditation Standards." Journal of International Education in Business 8, no. 1 (2015): 2–17. http://dx.doi.org/10.1108/jieb-02-2014-0009.

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Purpose – The purpose of this paper is to report on the findings of an exploratory survey designed to measure AACSB member deans’ perceptions about the recently revised 2013 Association to Advance Collegiate Schools of Business (AACSB) Accreditation Standards. In April of 2013, AACSB International released a major revision of its accreditation standards to better reflect the increased globalization of management education. Design/methodology/approach – The present study surveyed AACSB member school deans via e-mail using SurveyMonkey during October and early November of 2013. A total of 1,131

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Garland, Will, and Virginia Levsen. "Information systems curricula in AACSB accredited business schools." ACM SIGCSE Bulletin 26, no. 2 (1994): 26–30. http://dx.doi.org/10.1145/181648.181658.

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Van Auken, Stuart, Chester C. Cotton, John F. McKenna, and Richard Yeider. "Business Research: Perspectives of Deans of AACSB-Accredited Business Schools." Journal of Education for Business 68, no. 5 (1993): 261–65. http://dx.doi.org/10.1080/08832323.1993.10117624.

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Brink, Kyle E., Timothy B. Palmer, and Robert D. Costigan. "Business school learning goals: Alignment with evidence-based models and accreditation standards." Journal of Management & Organization 24, no. 4 (2017): 474–91. http://dx.doi.org/10.1017/jmo.2017.35.

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AbstractProgrammatic learning goals serve as the foundation for an educational institution’s curriculum design and assurance of learning processes. The purpose of our study is to determine the relevance or alignment of undergraduate business school learning goals. We identify the learning goals of US undergraduate business programs accredited by the Association to Advance Collegiate Schools of Business-International (AACSB) and determine the extent to which the goals are aligned with (a) evidence-based competencies that are needed for managerial success (including the ‘Great Eight’ and the ‘hy

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8

Hutchins, Teresa, and Alexandre Olbrecht. "The Link Between AACSB Accreditation And Graduate Schools." American Journal of Business Education (AJBE) 2, no. 6 (2009): 89–96. http://dx.doi.org/10.19030/ajbe.v2i6.4091.

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In this paper, we examine whether graduating with a business or management degree from an AACSB Accredited school is correlated with higher or lower levels of graduate school attainment. We find that AACSB graduates are less likely to apply to graduate programs, and having done so, less likely to be accepted.

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9

Nix, David E., James R. Hemingway, Paul E. Nix, and Melvin L. McFetridge. "A Common Framework in Accounting Curricula: AACSB vs. Non-AACSB Accredited Business Schools." Journal of Education for Business 62, no. 1 (1986): 8–12. http://dx.doi.org/10.1080/08832323.1986.10772759.

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10

Prewitt, Lena B., J. Donald Phillips, and Khalad Yasin. "Merit Pay in Academia: Perceptions from the School of Business." Public Personnel Management 20, no. 4 (1991): 409–17. http://dx.doi.org/10.1177/009102609102000402.

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In a survey of 1000 professors in schools of business accredited by the American Assembly of Collegiate Schools of Business (AACSB), this study examined the nature and functioning of merit pay plans and the level of satisfaction with and extent of participation in the design and implementation of these plans in the subject schools. The findings of this study suggest that while merit pay is a concern of professors in AACSB schools, the perceptions and criticisms of merit pay plans do not differ markedly from those reported in the relevant literature.

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Plumlee, Gerald L., T. Gregory Barrett, and L. Carolyn Pearson. "An Examination of Business Ethics Curriculum in AACSB-Accredited Business Schools." Journal of Business Ethics Education 11 (2014): 129–55. http://dx.doi.org/10.5840/jbee2014117.

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12

Chong, John K. S., and John J. Vitton. "Strategy Implementation Pedagogy: A Survey of AACSB-Accredited Business Schools." Journal of Education for Business 68, no. 2 (1992): 115–19. http://dx.doi.org/10.1080/08832323.1992.10117598.

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13

Chan, Kam C., Annie Wong, and Hannah Wong. "A complementary examination of author characteristics of finance journals." Managerial Finance 42, no. 4 (2016): 365–75. http://dx.doi.org/10.1108/mf-04-2015-0098.

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Purpose – The purpose of this paper is to provide a complementary analysis of finance journals that are often being overlooked in prior studies. Specifically, the authors examine the Australian Business Dean Council’s (ABDC’s) C-ranked journals in terms of their authors’ affiliations with US colleges, US colleges with Association to Advance Collegiate Schools of Business (AACSB) accreditations, and US colleges with AACSB doctoral program accreditations. Design/methodology/approach – A list of C-ranked journals is downloaded from the ABDC’s website. Full-text articles of these journals are down

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Orwig, Bob, and R. Zachary Finney. "Analysis of the mission statements of AACSB‐accredited schools." Competitiveness Review 17, no. 4 (2007): 261–73. http://dx.doi.org/10.1108/10595420710844343.

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15

Moser, Steven B., and John K. S. Chong. "Determinants of MBA Advisor Job Satisfaction: An Exploratory Study." NACADA Journal 15, no. 1 (1995): 36–43. http://dx.doi.org/10.12930/0271-9517-15.1.36.

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At most institutions accredited by the American Assembly of Collegiate Schools of Business (AACSB), a single advisor works with students enrolled in the Master of Business Administration (MBA) program. This advisor provides advice on course loads as well as careers. As this advisor may make a lasting impression on students, his or her job satisfaction is critical. This exploratory study focused on four classes of determinants of advisor satisfaction. Data were obtained through a survey mailed to all AACSB-accredited schools. A regression analysis revealed that job- and advisor-descriptive vari

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Walker, John. "Language and Culture Requirements in International Business Majors at AACSB‐Accredited Business Schools." Journal of Teaching in International Business 20, no. 4 (2009): 293–311. http://dx.doi.org/10.1080/08975930903405050.

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17

Teer, Harold B., Faye P. Teer, and S. E. Kruck. "A Study of the Database Marketing Course in AACSB–Accredited Business Schools." Journal of Marketing Education 29, no. 3 (2007): 245–53. http://dx.doi.org/10.1177/0273475307306891.

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Mayes, Bronston T., Dorothy Heide, and Ephraim Smith. "Anticipated Changes in the Business School Curriculum: A Survey of Deans in AACSB Accredited and Non‐Accredited Schools." Journal of Organizational Change Management 6, no. 1 (1993): 54–63. http://dx.doi.org/10.1108/eb025602.

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Nassereddine, Abdallah. "Business education in the Arab region: accreditation and pricing in the case of Lebanon." Journal of International Education in Business 11, no. 2 (2018): 256–72. http://dx.doi.org/10.1108/jieb-04-2018-0012.

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PurposeAccreditation as a mean to improve the position of the university has become one of the major illustration of non-price competition. Three major accreditation bodies, known as the “big three”, dominate the market of business schools’ accreditation in the world, namely, AACSB, EQUIS and AMBA. This paper aims to explore the current of accreditation of business schools in Lebanon, and to test for the difference of tuition fees between accredited institutions by any of the “big three” and other business schools.Design/methodology/approachUsing a desktop research approach, the paper provides

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Fustos, Janos T., Gerard J. Morris, and Wayne A. Haga. "Do Students Get Enough Information Systems Education in the Business Core?" Business and Management Studies 3, no. 2 (2017): 1. http://dx.doi.org/10.11114/bms.v3i2.2303.

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Information Systems/Technology is a key component in today’s business infrastructures with a myriad of ever-increasing and innovative applications fuelling the drive for competitive advantage. Therefore information systems education should be a critical element in business schools programs today to appropriately prepare students to be competitive. As our university was seeking AACSB accreditation we wanted to investigate what other programs were doing for the information systems area in the business core. Therefore data was acquired from 61 peer institutions, 89% of which are AACSB-accredited.

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Urban, David J., Jane P. Wayland, and Dennis R. McDermott. "An Empirical Investigation of Research Standards for Marketing Faculty at AACSB-Accredited Business Schools." Journal of Marketing Education 14, no. 2 (1992): 53–67. http://dx.doi.org/10.1177/027347539201400209.

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Premeaux, S. R. "Undergraduate Student Perceptions Regarding Cheating: Tier 1 Versus Tier 2 AACSB Accredited Business Schools." Journal of Business Ethics 62, no. 4 (2005): 407–18. http://dx.doi.org/10.1007/s10551-005-2585-y.

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Almer, Elizabeth Dreike, Michelle Bertolini, and Julia L. Higgs. "A Model of Individual Accounting Faculty Salaries." Issues in Accounting Education 28, no. 3 (2013): 411–33. http://dx.doi.org/10.2308/iace-50467.

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ABSTRACT: While much has been written about how to successfully manage an academic accounting career, to date, research has not considered how accounting academics can manage their career to impact their salary. The current study utilizes publicly available individual salary information for over 1,200 tenure-track faculty at over 100 of the largest accounting programs in U.S. public universities. Using this salary data, we create a model of accounting faculty salary using individual and institutional variables for top-ranked doctoral, other doctoral, and non-doctoral programs. Our results offe

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Thornton, Barry, and Gordon Arbogast. "Analyzing Educational Testing Service Graduate Major Field Test Results." American Journal of Business Education (AJBE) 5, no. 5 (2012): 531–38. http://dx.doi.org/10.19030/ajbe.v5i5.7209.

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The Educational Testing Service (ETS) created the Graduate Major Field Test in Business (GMFT-B) for MBA students. This test is administered to all MBA classes at Jacksonville University for the purpose of measuring student academic achievement and growth, as well as to assess educational outcomes. The test is given in the capstone course, Business Strategy and Policy, typically taken by students at the end of their MBA program. It provides valuable feedback to each student as to their standing with regard to students across the nation. A total of six years of data (2006 to 2011) was collected

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Bieker, Richard. "The impact of AACSB accreditation on the autonomy and costs of limited resource institutions whose missions are primarily teaching." Journal of Applied Research in Higher Education 6, no. 2 (2014): 358–74. http://dx.doi.org/10.1108/jarhe-06-2013-0024.

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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 act

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Silvanto, Sari, Jason Ryan, and Vipin Gupta. "A study of the impact of business education on global career mobility." Journal of International Education in Business 10, no. 01 (2017): 31–48. http://dx.doi.org/10.1108/jieb-09-2016-0027.

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Purpose This paper aims to develop a clearer understanding of the role of business education and business schools in fostering global mobility. As business schools seek to educate managers who can work globally and adjust to new business and cultural environments, it is important to assess which specific dimensions of business education, such as the location of the school and its curriculum, play a significant role in fostering greater global mobility among business graduates. This also helps how business schools potentially influence global talent flows. Design/methodology/approach This study

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Palocsay, Susan W., and Ina S. Markham. "Management Science in U.S. AACSB International-Accredited Core Undergraduate Business School Curricula." Journal of Education for Business 89, no. 2 (2014): 110–17. http://dx.doi.org/10.1080/08832323.2013.763755.

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Titus, David, Garth Harris, Rajesh Gulati, and Dennis Bristow. "Selling the PSS in a School of Business: Relationship Selling In Practice." International Journal of Higher Education 6, no. 2 (2017): 182. http://dx.doi.org/10.5430/ijhe.v6n2p182.

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This paper presents a step-by-step process for the development and implementation of a professional selling specialization program in the marketing curriculum of a school of business at an AACSB accredited state university. The program is presented in detail along with the process followed in order to develop support for the program with three primary stakeholders: faculty, administrators, and regional and national employers. Ongoing program challenges, successes, and growth opportunities are discussed. Program outcomes and stakeholder perceptions are included.

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Pinto, Jo Ann M., and Peter L. Lohrey. "Faculty Perceptions Of Attendance Policy In An AACSB School." Contemporary Issues in Education Research (CIER) 12, no. 2 (2019): 33–48. http://dx.doi.org/10.19030/cier.v12i2.10297.

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The issue of attendance policies has been studied by higher education professionals for nearly a century. Prior research has shown a strong statistical link between class attendance and student grades. The aim of our research project is to gauge the attitudes and policies of business school professors in an AACSB accredited school on this topic. An online survey was conducted during the early Fall 2018 semester. Results suggest the vast majority of respondents institute an attendance policy in their classes. Respondents taught courses at both the graduate and undergraduate levels and are a div

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Yang, Samuel C. "A curriculum model for cybersecurity master’s program: A survey of AACSB-accredited business schools in the United States." Journal of Education for Business 94, no. 8 (2019): 520–30. http://dx.doi.org/10.1080/08832323.2019.1590296.

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Malone, Charles F., and Ida B. Robinson. "Survey Of Business Graduates: The Where And Why Of Job Selection." Journal of Applied Business Research (JABR) 2, no. 3 (2011): 55. http://dx.doi.org/10.19030/jabr.v2i3.6570.

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What are business school graduates looking for in their first job? Are there differences between men and women in the relative importance of factors affecting the choice of an initial position? These questions should be of considerable importance to employers seeking to recruit recent business graduates.To assess the relative importance of various factors on the selection of an initial job, questionnaires were mailed to all 1982 through 1984 accounting graduates of an AACSB accredited undergraduate business program. Sixteen factors were listed on the survey instrument and participants rated th

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Yang, Samuel C., and Bo Wen. "Toward a cybersecurity curriculum model for undergraduate business schools: A survey of AACSB-accredited institutions in the United States." Journal of Education for Business 92, no. 1 (2016): 1–8. http://dx.doi.org/10.1080/08832323.2016.1261790.

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Muuka, Gerry Nkombo, Timothy Todd, and Bellarmine A. Ezumah. "Assurance of Honesty (AoH) in Traditional and Online Business Programs in an AACSB-Accredited Business School: Insights from Experience." Journal of Business and Economics 6, no. 5 (2015): 855–70. http://dx.doi.org/10.15341/jbe(2155-7950)/05.06.2015/001.

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Sinning, Kathleen E., and Hans J. Dykxhoorn. "Processes Implemented for AACSB Accounting Accreditation and the Degree of Faculty Involvement." Issues in Accounting Education 16, no. 2 (2001): 181–204. http://dx.doi.org/10.2308/iace.2001.16.2.181.

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As of November 15, 2000, 370 domestic educational institutions achieved AACSB accreditation of their business programs. Approximately 40 percent (149) of those institutions also earned elective accounting accreditation. Preparing for accreditation may entail implementing many changes and developing processes to guide and manage those changes. This paper presents the results of a survey conducted to (1) determine the types of processes the accounting units (departments, divisions, and schools of accountancy) have implemented to achieve accounting accreditation and (2) ascertain the degree of fa

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Makhoul, Samar Aad. "Higher education accreditation, quality assurance and their impact to teaching and learning enhancement." Journal of Economic and Administrative Sciences 35, no. 4 (2019): 235–50. http://dx.doi.org/10.1108/jeas-08-2018-0092.

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Purpose This paper aims to study the relationship between higher education accreditation and teaching and learning enhancements in academic institutions. Higher education institutions are now looking at satisfying the standard by standard list assigned by internationally recognized accreditation agencies. The purpose of this paper is to investigate whether outside quality confirmation can truly influence the inward life of higher education institutions. Will accreditation implementation have an impact on teaching and learning enhancement and drive institution change? Design/methodology/approac

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Can, Ahmet Vecdi, and Bilge Önal. "Comparison of institutions preferred by business schools for achieving accreditation: The example of Republic of Turkey and the Turkish Republic of Northern Cyprusİşletme fakültelerinin akredite olmak için tercih ettiği kurumların karşılaştırılması: Türkiye Cumhuriyeti ve Kuzey Kıbrıs Türk Cumhuriyeti örneği." Journal of Human Sciences 14, no. 4 (2017): 3521. http://dx.doi.org/10.14687/jhs.v14i4.4969.

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Nowadays the competition is not only in trade but also in almost every field. So the educational institutions have to show their differences and their superiority. In this way, educational institutions have resorted to institutions that would achieve this goal by accrediting themselves in their fields in order to prove their qualifications and to improve themselves, improve their maturation and consolidation, and also provide benchmarking. Accreditation for educational institutions is an acknowledgment that educational processes and institutions are in line with specific standards. In this stu

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Korte, Leon, Angeline Lavin, and Thomas Davies. "Does Gender Impact Business Students Perceptions Of Teaching Effectiveness?" Journal of College Teaching & Learning (TLC) 10, no. 3 (2013): 167–78. http://dx.doi.org/10.19030/tlc.v10i3.7933.

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While there are certainly differences ofopinion regarding teaching effectiveness, the goal of this study is toinvestigate whether there is consistency or differences in opinion based on thegender of the student doing the evaluation of the instructor or the gender ofthe instructor being evaluated. Thispaper summarizes the gender-based findings from a survey administered tostudents in fall 2011 at a mid-sized Association to Advance Collegiate Schoolsof Business International (AACSB International) accredited Midwesternuniversity business school. Thirty-fivetraits were presented for evaluation. Th

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Eisner, Susan. "Onboarding The Faculty: A Model For Win-Win Mentoring." American Journal of Business Education (AJBE) 8, no. 1 (2014): 7–22. http://dx.doi.org/10.19030/ajbe.v8i1.9013.

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Literature finds mentoring to be a substantive, enduring practice in widespread arena, and among the attributes associated with career success and satisfaction. This paper provides a tangible mentoring model that has been operational for several years, and which applies what the literature proscribes to higher education academic settings. The Faculty Mentoring Program (FMP) this paper describes was created by the faculty at an AACSB-accredited School of Business at a mid-sized public regional college as the School anticipated transitions attendant to that accreditation. FMP objectives are cons

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Sinha, Amit, William P. Millhiser, and Yuanjie He. "Matching supply with demand in supply chain management education." International Journal of Logistics Management 27, no. 3 (2016): 837–61. http://dx.doi.org/10.1108/ijlm-03-2015-0058.

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Purpose The field of supply chain management (SCM) evolves dramatically due to factors of globalization, innovation, sustainability, and technology. These changes raise challenges not only to higher education institutions, but also to students, employing organizations, and third parties like SCM-related professional bodies. To understand the challenge, the purpose of this paper is to examine the gap between demand and supply of SCM-related knowledge areas, answer-related design questions, and make recommendations to close the gaps. Design/methodology/approach To compare the demand and supply o

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Shipley, Margaret F., and Madeline Johnson. "Employment and Academic Opportunities for Graduates of AACSB-Accredited Schools." Journal of Education for Business 66, no. 4 (1991): 235–39. http://dx.doi.org/10.1080/08832323.1991.10117478.

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Salimi, Anwar Y. "Publication productivity of accounting faculty members at AACSB accredited schools." International Advances in Economic Research 1, no. 4 (1995): 448. http://dx.doi.org/10.1007/bf02295805.

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Ahmed, Zafar U., and Franklin B. Krohn. "Internationalizing Business Programs at Non-AACSB-Accredited Collegiate Institutions." Journal of Education for Business 66, no. 2 (1990): 78–82. http://dx.doi.org/10.1080/08832323.1990.10535612.

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Maier, J. Lee, and Stan Gambill. "CIS/MIS Curriculums in AACSB-Accredited Colleges of Business." Journal of Education for Business 71, no. 6 (1996): 329–33. http://dx.doi.org/10.1080/08832323.1996.10116807.

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Kemper, Robert E., and Michael P. Bradley. "The Impact Of AACSB Accreditation On The Value System Of Close To The Student Programs." Journal of Applied Business Research (JABR) 4, no. 1 (2011): 46. http://dx.doi.org/10.19030/jabr.v4i1.6444.

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AACSB accreditation is intended to be a measure of the quality of the output of Colleges of Business for their constituents. The AACSB has used surrogates to measure outputs in the past. This essay is a commentary on the effects that measuring inputs instead of outputs has had on the central value systems of accredited colleges. The power of the AACSB over the value system of an entire organization is illustrated with an actual experience.

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Rogers, Betty S., and Joe Arn. "Language Requirements for Baccalaureate Degrees in AACSB-Accredited Schools: Deans' Opinions." Journal of Education for Business 73, no. 6 (1998): 347–50. http://dx.doi.org/10.1080/08832329809603833.

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Thanopoulos, John, and Ivan R. Vernon. "International Business Education in the AACSB Schools." Journal of International Business Studies 18, no. 1 (1987): 91–98. http://dx.doi.org/10.1057/palgrave.jibs.8490402.

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Lee, Jong-Sung. "Status of Business Process Courses in AACSB-Accredited Undergraduate Programs of Business." Journal of Computer Information Systems 49, no. 1 (2008): 10–16. http://dx.doi.org/10.1080/08874417.2008.11645300.

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Ryan, Cathy. "Trends in Business Curricula: The View from AACSB." Business Communication Quarterly 62, no. 1 (1999): 91–95. http://dx.doi.org/10.1177/108056999906200109.

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Note: This commentary reflects a phone conversation with Charles Hickman, Director of Products and Special Services, AACSB (The International Associa tion for Management Education—formerly American Assembly of Collegiate Schools of Business) on 16 November 1998. Our conversation ranged over sev eral topics pertinent to communications requirements in AACSB schools. We are grateful to Mr. Hickman for allowing us to summarize his views in this issue.

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Stephens, Charlotte S., and Margaret T. O'hara. "The Core Information Technology Course at AACSB-Accredited Schools: Consistency or Chaos+." Journal of Education for Business 76, no. 4 (2001): 181–84. http://dx.doi.org/10.1080/08832320109601307.

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Webb, Marion Stanton, and Lida C. Allen. "A Global Survey of AACSB Accredited Doctoral Programs—2004." Journal of Teaching in International Business 16, no. 3 (2005): 29–46. http://dx.doi.org/10.1300/j066v16n03_03.

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