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Book part
Publication date: 7 October 2019

Thomas G. Noland, Shawn Mauldin and Robert L. Braun

The purpose of this study is twofold. The first purpose is to inform faculty who are thinking of becoming a department head about the challenges they face if they choose to pursue…

Abstract

The purpose of this study is twofold. The first purpose is to inform faculty who are thinking of becoming a department head about the challenges they face if they choose to pursue a department head opportunity. The second purpose is to provide insight into the leadership of the accounting departments by looking at various workload aspects of department heads. The authors surveyed accounting department heads from programs with the Association to Advance Collegiate Schools of Business (AACSB) accounting accreditation, AACSB business only accreditation, and non-AACSB accreditation. Surveys were sent to 918 individuals listed as the leader of an accounting program in the 2016–2017 Hasselback Accounting Directory with 144 individuals responding (15.7% response rate). In addition to the workload of the department head in the areas of teaching, research, and service, the study analyzed the major challenges and difficulties the department head faces. The study also sought responses from survey participants on additional issues such as the benefits of AACSB accreditation and compensation.

Article
Publication date: 2 September 2014

Richard Bieker

– 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.

Abstract

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 activities, and that the institutions become less autonomous and more like their benchmark AACSB institutions. In addition, the costs of AACSB accreditation are likely to be significant for the subject institutions.

Research limitations/implications

The findings of the study point to the need for additional theoretical and empirical research related to the research questions. First, there is a need to formulate a conceptual framework for clearly identifying and measuring the implicit and explicit costs, including all of the opportunity costs, associated with accreditation. In addition, there is a compelling need to develop a conceptual framework and measurement system that will allow business schools to better assess their quality and productivity. For limited resource institutions whose missions are primarily teaching this system should comport with the schools’ teaching missions.

Practical implications

The findings suggest that the subject institutions seeking AACSB accreditation should carefully consider a number of questions before pursing accreditation. First, is the institution's mission congruent with AACSB standards or will its mission have to be changed? If AACSB accreditation is deemed to be appropriate, how will the associated changes in resource needs and resource allocation serve to further the institution's mission? And, what are the incremental costs of accreditation, and does the institution have the resource base to sustain accreditation?

Originality/value

The study is the first to conduct a detailed content analysis to evaluate some of the costs and benefits of AACSB accreditation for limited resource institutions whose missions are primarily teaching.

Details

Journal of Applied Research in Higher Education, vol. 6 no. 2
Type: Research Article
ISSN: 2050-7003

Keywords

Article
Publication date: 1 April 1995

John F. McKenna, Chester C. Cotton and Stuart Van Auken

New AACSB accreditation standards focus on the school′s missionstatement: its emphases on teaching, research, and service to industry;and, within “research”, on basic and applied…

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Abstract

New AACSB accreditation standards focus on the school′s mission statement: its emphases on teaching, research, and service to industry; and, within “research”, on basic and applied research and instructional development. Deans (n = 275) of accredited and non‐accredited business schools evaluated the change potential for their school of the new AACSB accreditation standards. They reported their schools′ current and future emphases on teaching, research, and service to industry; and on basic and applied research and instructional development. As predicted, accredited and non‐accredited schools responded differently to the revised standards.

Details

Journal of Organizational Change Management, vol. 8 no. 2
Type: Research Article
ISSN: 0953-4814

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Article
Publication date: 3 May 2016

Jun Zhao and Carlos Ferran

This paper aims to examine current trends in business accreditation by describing and comparing the major international business accreditation agencies (Association to Advance…

Abstract

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.

Details

Journal of International Education in Business, vol. 9 no. 1
Type: Research Article
ISSN: 2046-469X

Keywords

Article
Publication date: 21 October 2013

Andrea Everard, Jennifer Edmonds and Kent St. Pierre

The main contribution of the Association to Advance Collegiate Schools of Business (AACSB) appears to be the credibility they add to a school that has achieved accreditation and…

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Abstract

Purpose

The main contribution of the Association to Advance Collegiate Schools of Business (AACSB) appears to be the credibility they add to a school that has achieved accreditation and the branding they provide to an accredited school that helps the market differentiate between high quality programs and those that have not achieved that status. The authors ask a simple question in this paper – if the AACSB were a business school, would it receive accreditation?

Design/methodology/approach

The paper tests the assumptions by examining all accredited US programs to determine whether the quality of the schools accredited prior to the change to the mission-driven approach was equal to the quality of the schools accredited after the change.

Findings

The paper empirically demonstrate that since the move to a mission-driven focus in the early 1990s, the AACSB has not achieved its own mission and may have damaged its credibility in the process.

Research limitations/implications

This failure raises the question of whether the organization actually provides the necessary information for third parties to differentiate between high quality business programs and those that do not meet the same standards. This puts into question the value of the AACSB brand.

Practical implications

The AACSB has the ability and responsibility to do better in its role as the main accreditation body for business schools.

Originality/value

It is the hope that the insight provided in this paper will initiate a serious discussion about the role of the AACSB in the determination of quality in business schools and how this role can be enhanced.

Details

Journal of Management Development, vol. 32 no. 9
Type: Research Article
ISSN: 0262-1711

Keywords

Article
Publication date: 12 March 2024

Hiroshi Ito, Shinichi Takeuchi, Kenji Yokoyama, Yukihiro Makita and Masamichi Ishii

This study examines the impact of the Association to Advance Collegiate Schools of Business (AACSB) accreditation on education quality. We discern the prospective influences of…

Abstract

Purpose

This study examines the impact of the Association to Advance Collegiate Schools of Business (AACSB) accreditation on education quality. We discern the prospective influences of AACSB, focusing on shifts in teaching methods and content and assessment procedures.

Design/methodology/approach

Using a case study approach, in-depth interviews are conducted with a Japanese-accredited business school’s faculty members to understand their perceptions of the school’s education-quality issues. The data were thematically analyzed.

Findings

Respondents acknowledged that AACSB accreditation has positively influenced teaching, encouraging active learning and the case method. However, they also indicated that accreditation had a restrictive effect on assessment activities, pushing toward compliance rather than genuine learning evaluation. This dichotomy suggests a need for balancing standard adherence with the flexibility to maintain educational depth and assessment integrity.

Research limitations/implications

Convenience sampling may introduce self-selection bias. Furthermore, the qualitative case study approach does not allow for statistical generalization. However, when combined with existing literature, the findings can be analytically generalized and transferred to other contexts.

Originality/value

We provide insights regarding AACSB accreditation’s impact on business education, encompassing shifts in teaching methods and content and faculty perceptions of assessment. This study enhances the scholarly understanding of business school accreditation and offers guidance to accredited or accreditation-seeking academic institutions.

Details

International Journal of Educational Management, vol. ahead-of-print no. ahead-of-print
Type: Research Article
ISSN: 0951-354X

Keywords

Article
Publication date: 5 May 2015

Morgan P. Miles, Geralyn McClure Franklin, Martin Grimmer and Kirl C. Heriot

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…

Abstract

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.

Details

Journal of International Education in Business, vol. 8 no. 1
Type: Research Article
ISSN: 2046-469X

Keywords

Article
Publication date: 11 April 2016

Kam C. Chan, Annie Wong and Hannah Wong

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…

Abstract

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 downloaded from library databases for the five-year period of 2009-2013. Author affiliations are collected from the corresponding articles. Journal histories, journal editor locations, Cabell’s journal rankings, and acceptance rates are collected from the ABDC’s database, Cabell’s Directory, journal websites, and library databases. The final sample consists of 28 finance journals.

Findings

The authors find that these journals have a substantial number and percentage of authors from US colleges. Among the US authors, about 92 percent of them are from AACSB accredited schools and most of them are from AACSB accredited schools with doctoral programs. The findings support the notion that these journals are important publication outlets for US researchers. The authors also find that journals with longer histories and US-based editors have a higher percentage of US authors. In addition, journals with better Cabell’s journal rankings and higher rejection rates have higher percentage of US authors from AACSB accredited schools with doctoral programs.

Originality/value

C-ranked journals are often neglected in prior studies on journal characteristics because they are less well-known and less likely to be cited. However, these journals constitute as many as half of all finance journals in the ABDC database and can be important publication outlets for finance researchers. This study contributes to the literature by examining the author characteristics of these journals, namely, the proportions of authors who come from US colleges and authors who come from AACSB accredited US programs. Such an analysis will provide valuable insight into the value of these journals.

Details

Managerial Finance, vol. 42 no. 4
Type: Research Article
ISSN: 0307-4358

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Article
Publication date: 22 May 2009

John B. White, Morgan P. Miles and William Levernier

The purpose of this paper is to explore how AACSB might better position itself through brand management.

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Abstract

Purpose

The purpose of this paper is to explore how AACSB might better position itself through brand management.

Design/methodology/approach

The paper attempts to offer suggestions on a different branding strategy for AACSB

Findings

The paper suggests that AACSB establishes different levels of accreditation, each having different standards and each having a different level of prestige. This repositioning of the AACSB brand would make the accreditation standards flexible, depending on the resources a school wanted to devote to business education, and the prestige that the school wished to achieve with accreditation.

Originality/value

The paper contributes to the literature by proposing a solution that will enhance the value of AACSB accreditation to schools of different resource endowments.

Details

Journal of Management Development, vol. 28 no. 5
Type: Research Article
ISSN: 0262-1711

Keywords

Article
Publication date: 22 April 1994

Donald R. Andrews, Charles W. Roe, Uday S. Tate and Rammohan Yallapragada

Business school accreditation is currently striving to provide minimum guidelines that all schools must meet, while at the same time allowing for diversity,since schools are not…

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Abstract

Business school accreditation is currently striving to provide minimum guidelines that all schools must meet, while at the same time allowing for diversity,since schools are not homogeneous in their goals andmissions. The American Assembly of Collegiate Schools of Business (AACSB), the long established accrediting body has been criticized for being monolithic in its development and implementation of standards for achieving accreditation. This issue has led to the development of a second accrediting body for business education. The Association of Collegiate Business Schools and Programs (ACBSP) was formed in 1988 in part as a reaction to concerns that the standards set by AACSBdid not recognize diversity within the missions of its member schools. The mission issue concerns primarily the role of research and terminal degrees as standards for accreditation. Critics contend that emphasis on research and terminal degree coverage favors the research oriented schools and has limited the number of AACSB member schools that can achieve accreditation. Approximately 280 out of 700 member schools are accredited (Sanford).

Details

American Journal of Business, vol. 9 no. 1
Type: Research Article
ISSN: 1935-5181

Keywords

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