Academic literature on the topic 'Association to advance collegiate schools of business'
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Journal articles on the topic "Association to advance collegiate schools of business"
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Reeb, Brenda. "Association to Advance Collegiate Schools of Business (AACSB)." Journal of Business & Finance Librarianship 11, no. 1 (December 6, 2005): 53–59. http://dx.doi.org/10.1300/j109v11n01_07.
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Zhao, Jun, and Carlos Ferran. "Business school accreditation in the changing global marketplace." Journal of International Education in Business 9, no. 1 (May 3, 2016): 52–69. http://dx.doi.org/10.1108/jieb-02-2016-0001.
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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.
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Webster, Robert L., Kevin L. Hammond, and Harry A. Harmon. "Comparing Market Orientation Culture of Businesses and Schools of Business: An Extension and Refinement." Psychological Reports 96, no. 2 (April 2005): 377–82. http://dx.doi.org/10.2466/pr0.96.2.377-382.
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This study extends previous work concerning the market orientation culture within specialty businesses and schools of business. Specifically, member schools of the Association to Advance Collegiate Schools of Business International are separated into public and private universities. Data were collected via a mailed survey to business schools holding membership. 106 public school deans and 35 private school deans responded, for a 23% response rate. Input from the deans was sought on their perceptions of the market orientation culture within the schools. Respondents' perceptions, rated on a 7-point scale, measured four dimensions of market orientation: customer orientation, competitor orientation, organizational coordination, and overall market orientation. Data for specialty businesses were drawn from a previous study. Comparison testing between the public and private business schools' deans and business managers was conducted. Analysis indicated perceived market orientation was significantly higher for deans of private business schools than public business schools. Compared with business managers, private school deans were statistically different on only one of the four dimensions, whereas public business school deans' scores were significantly different from those of business managers on all four. Compared with each other, business school deans were statistically different on three dimensions, with private school deans reporting greater market orientation.
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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 (April 26, 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 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).
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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 (July 5, 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 ‘hyperdimensional taxonomy’) and (b) content areas identified in AACSB’s Eligibility Procedures and Accreditation Standards for Business Accreditation. We found that learning goals conform to AACSB Standards and evidence-based managerial competencies, but goals are most closely aligned with AACSB Standards, followed by the Great Eight, and the hyperdimensional taxonomy, respectively. We discuss the implications of our findings with respect to business schools’ assurance of learning processes and provide recommendations for AACSB, business schools, the broader academy, and future research.
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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 (April 13, 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. Specifically, compensation earned by CEOs from AACSB accredited schools are compared to compensation earned by CEOs from non-accredited schools. We also examine the extent to which CEOs from accredited and non-accredited schools manage their firms differently and earn higher profits than other CEOs. The findings indicate that a large proportion of large firm CEOs earned their degree from an AACSB accredited school. The empirical findings are mixed, but the general picture is that graduates from AACSB accredited schools do not outperform other CEOs.</span>
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Miles, Morgan P., Martin Grimmer, and Geralyn McClure Franklin. "How well do AACSB, AMBA and EQUIS manage their brands?" Marketing Intelligence & Planning 34, no. 1 (February 1, 2016): 99–116. http://dx.doi.org/10.1108/mip-06-2014-0100.
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Purpose – The purpose of this paper is to focus on the question of how well business school accreditation bodies manage their own brands. It does so by extending research on business school branding by Pitt et al. (2006) to explore how well business school accreditation organizations such as AACSB International – The Association to Advance Collegiate Schools of Business (AACSB), the Association of MBAs, and the European Foundation for Management Development Quality Improvement System manage their brands. Design/methodology/approach – An on-line survey of business school deans was conducted during October and November of 2013. SurveyMonkey was used to administer the survey to 1,131 valid e-mail addresses found for the deans of member schools. Findings – Business school deans face complex decisions in terms of marketing. The selection of which accreditation “co-brand” to seek is both strategically relevant to the market position of the business school and has numerous financial and often career implications. The findings in this research suggest that AACSB is perceived by a broad global sample of business school deans to be generally the strongest brand, and therefore likely the best choice if a school is seeking only one accreditation. Originality/value – This study contributes to the understanding of business school marketing, strategic planning, and branding in a highly competitive global market.
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Costigan, Robert D., and Kyle E. Brink. "On the prevalence of linear versus nonlinear thinking in undergraduate business education: A lot of rhetoric, not enough evidence." Journal of Management & Organization 21, no. 4 (February 16, 2015): 535–47. http://dx.doi.org/10.1017/jmo.2014.86.
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AbstractThe purpose of this research is to examine the undergraduate learning goals of business programs and determine if these goals are skewed in the directions posed by critics of undergraduate business education. The underlying theme of many critiques is that nonlinear-thinking processes are underrepresented in undergraduate business curricula, whereas linear-thinking processes are overrepresented. The learning goals of 208 Association to Advance Collegiate Schools of Business International-accredited business programs were coded into two goal categories: linear thinking and nonlinear thinking. The results support the contention that nonlinear-thinking processes have a lesser presence in the typical undergraduate business program’s curriculum. These findings are consistent across research and teaching universities.
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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 (May 2, 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 uses an empirical research methodology in the form of a multivariate analysis to examine a sample of 91 business schools that are accredited by Association to Advance Collegiate Schools of Business (AACSB) in the 2015 Financial Times Global MBA Ranking. Findings This study finds that international mobility of MBA graduates is mediated both by the design of the curriculum and the location of the business school. MBA graduates from leading business schools that offer greater levels of international experiential learning are more likely to pursue overseas careers after graduation. MBA graduates from leading business schools that are located in economically globalized locations, by contrast, are often more likely to remain in the country where they studied after graduation to pursue local employment opportunities. Originality/value This paper contributes to the knowledge of how business education influences the international mobility of business graduates and how it influences global talent flows.
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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 (May 5, 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 valid e-mail addresses were found for the deans/heads of member schools (accredited and non-accredited). In total, 259 surveys were completed, resulting in a 23 per cent response rate for member schools with valid e-mails (n = 1,131). Findings – The present study found that the AACSB membership largely perceives that AACSB accreditation is a basic requirement to be a credible and competitive business school, is an indicator of a quality education and is linked to enhancing a business school’s ability to be effective in faculty recruitment and student placement. Even business school’s holding association of MBA (AMBA) and the European Foundation for Management Development’s International Accreditation Program (EQUIS) accreditation seemed to think that AACSB accreditation is a basic requirement to be a competitive business school. The most notable finding of this study is that most deans indicated that they will be able to meet the 2013 standards. Originality/value – Although at the time of the survey no business school had been subject to review under the new standards, member deans largely felt that the guiding principles and values and the accreditation standards themselves are achievable. In addition, there was widespread agreement that AACSB accreditation is valuable, meaningful and essential in today’s globally competitive environment.
Dissertations / Theses on the topic "Association to advance collegiate schools of business"
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Cret, Benoît. "L'émergence des accréditations : origine et efficacité d'un label." Paris, Institut d'études politiques, 2007. http://www.theses.fr/2007IEPP0028.
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Les étudiants ne peuvent « essayer » les diplômes ou les établissements pour choisir le meilleur d’entre eux. Le choix ne peut reposer sur la multiplication des expériences, sur leur répétition et leur comparaison. Les agences d’accréditation seraient là pour "aider" les consommateurs en les dotant d’équipements distinctifs, les labels, qui auraient pour fonction de lever l’incertitude sur la qualité des services échangés. Notre recherche questionne la "fonction de certification" des agences d’accréditation en les considérant non pas comme de simples courroies de transmission, mais comme des organisations dynamiques qui définissent et modifient en partie ce qu’est la "bonne mesure" de la qualité des diplômes et des établissements. Comment les agences d’accréditation AACSB, AMBA et EQUIS ont-elles pu devenir robustes aussi rapidement dans l’espace circonscrit des business schools ? Par "robuste", nous désignons la qualité du processus par lequel ces trois organisations ont réussi en huit ans (1997-2005) à stabiliser un quasi-monopole de l’accréditation. Pour ce faire, nous distinguons la question de la genèse des agences, des questions de leur persistance et de leur efficacité. Nous explorons la naissance des trois agences, puis nous étudions la mise en œuvre des trois processus d’accréditation associés à l’intérieur de six Business Schools, trois françaises, trois anglaises. Cela nous amènera à questionner la notion de confiance. Nous considérons enfin les "labels" comme des catégories de pensées collectives, ce qui implique de questionner la notion de croyance pour résoudre le problème de la genèse et de l’efficacité des agences d’accréditationStudents cannot “try” or “experiment” degree curricula in order to choose the best of them. Henceforth their choice cannot rest on experience, repetition and comparison. The accreditation agencies aim at helping them equipping them with distinctive “labels”, thus helping them make their choice. The “labels” would then help reduce the uncertainty on the quality of the services that are exchanged within the market. The subject of the PhD deals with the creation and the increasing role played by the three main accreditation agencies within Europe : AACSB (the Association to Advance Collegiate Schools of Business), EQUIS (the European Quality Improvement System) and AMBA (the Association for MBAs). The main problem may be formulated as follows : how could these agencies gain legitimacy so swiftly ? The research distinguishes two main questions : -The one that deals with the genesis of the accreditation agencies, - And the one that deals with their persistence and their efficiency. First we highlight and compare the so-called diversity of the expansion of the three agencies. Then we focus on the the impact of the three accreditation processes within three French “Grandes Écoles” and three English Business Schools. This will lead us to explore the notion of trust (within the accreditation agencies, the accreditation process and the accreditation themselves). Finally, the “labels” will be considered as a collective form of classification that will enable us to deal with the problems of genesis and efficiency
Books on the topic "Association to advance collegiate schools of business"
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Windsor, Duane. Educating for Responsible Management. Edited by Andrew Crane, Dirk Matten, Abagail McWilliams, Jeremy Moon, and Donald S. Siegel. Oxford University Press, 2009. http://dx.doi.org/10.1093/oxfordhb/9780199211593.003.0022.
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This article reviews theories of management education and current coverage of corporate social responsibility (CSR) concepts in the United States, Europe, and elsewhere. It then examines prospects for responsible management education in the 21st century. It proceeds in four main sections. First, it addresses management education theories. Second, it assesses the state of knowledge concerning responsible management. Third, it examines the state of knowledge concerning education for responsible management. Views range from the impossibility of changing the moral character of adults and the uselessness of responsibility education through the identification of profit incentives for responsibility activities to demands for business schools and corporations to try harder in the wake of recent corporate scandals. Fourth, this article discusses the effect of the Association to Advance Collegiate Schools of Business international accreditation standards on responsibility education. A concluding section summarizes the chief points.
Book chapters on the topic "Association to advance collegiate schools of business"
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Smith, Brent. "Data-Driven Readability Assessments of Jesuit Business Schools' Mission Statements." In Mission-Driven Approaches in Modern Business Education, 62–92. IGI Global, 2019. http://dx.doi.org/10.4018/978-1-5225-4972-7.ch004.
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In this chapter, the author provides quantitative readability assessments of mission statements belonging to collegiate business schools and programs within the Association of Jesuit Colleges and Universities (AJCU). These assessments can help higher education's internal stakeholders discern the skill, ability, and effort required for various audiences to read and understand a given mission statement. The author finds that the institutions vary somewhat in how well they articulate their chosen “enduring statement of purpose” for public engagement in terms of tone, gender, reading ease, and other factors. Readability measures are presented for business schools and programs for which a mission statement could be located. These measures include, for example, word count, syllable count, grade level, and a variety of readability indices. This chapter's contents may be useful to business schools planning to develop, review, or revise their mission statement for internal and external audience engagement.
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Marsden, George M. "The Elusive Ideal of Academic Freedom." In The Soul of the American University Revisited, 215–40. Oxford University Press, 2021. http://dx.doi.org/10.1093/oso/9780190073312.003.0018.
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Academic freedom arose as a prominent ideal at major American schools in the early twentieth century and with the founding of the American Association of University Professors (AAUP) in 1915. The concern was to exclude outside interests of business or religion from limiting academic freedom, as had sometimes happened. As John Dewey advocated, scientifically trained experts should be free to rule. Schools with religious heritage often had both proclaimed the freedom of professors and expected some religiously defined limits on their teaching. That was well illustrated in the controversy at Lafayette College when a conservative Presbyterian president fired a controversial professor. The ideal of academic freedom was elusive, however, because freedom always had limits as was illustrated by the controversies over national loyalty of professors during World War I. The AAUP eventually allowed religious limits on freedom if they were clearly stated in advance.
Conference papers on the topic "Association to advance collegiate schools of business"
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Zheng, Yong-An, and Ao Sun. "The Analysis for Quality Accreditation of Business School: Taking Association to Advance Collegiate Schools of Business for an Example." In 2009 International Conference on E-Business and Information System Security (EBISS). IEEE, 2009. http://dx.doi.org/10.1109/ebiss.2009.5138104.
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"A Review of Project Management Course Syllabi to Determine if They Reflect the Learner-centred Course Pedagogy [Abstract]." In InSITE 2019: Informing Science + IT Education Conferences: Jerusalem. Informing Science Institute, 2019. http://dx.doi.org/10.28945/4323.
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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 sharing power between the teachers and the students, providing multiple assessments, evaluations, and feedback mechanisms. Methodology: This study seeks to find out if the PM course syllabi reflect the attributes of a learner-centred pedagogy through a content analysis of 76 PM course syllabi gathered in 2018 from instructors affiliated with the Association to Advance Collegiate Schools of Business (AACSB) in the USA. Contribution: On the issue of PM content, only seven percent (7%) of the syllabi articulate that students would be involved in “real world” experiential projects or be exposed to the Project Management Body of Knowledge (PMBOK) areas and process groups. Findings: The results reveal that PM instructors fall short in creating a community of learners by not disclosing their teaching philosophy, beliefs, or assumptions about learning and tend not to share power, and do not encourage teacher-student interactions. Recommendations for Practitioners: Schools should try to align their programs both to the local and the national job markets by engaging PM practitioners as advisors. When engaged as ad-visors, PM practitioners provide balance and direction on curriculum design or redesign, emerging industry innovations, as well as avenues for internships and job opportunities. Recommendation for Researchers: PM has various elements associated with entrepreneurship and management and is also heavily weighted towards the use of projects and technology, making it a good candidate for learner-centred pedagogy. However, researchers should explore this assertion further by comparing the attainment of learning outcomes and students’ overall performance in a learner-centred and a non-learner-centred PM course. Impact on Society: To minimize this talent deficit individuals as well as the academy should invest in PM education and one approach that may increase the enthusiasm in the PM coursework is having a learner-centred pedagogy. Future Research: Researchers should explore this line of research further by gathering syllabi from other regions such as the European Union, Asia, Africa, Australia, etc. as well as conduct a comparative study between these various regions in order to find if there are similarities or differences in how PM is taught.