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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.

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.

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.

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.

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.

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.

This study is valuable to business school stakeholders for understanding accreditation, the need for accreditation and the options they have available.

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.

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.

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.

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.

Attitudes of deans of American Assembly of Collegiate Schools of Business (AACSB) accredited schools/colleges of business were surveyed regarding nine areas central to the practice of collegiate level business education. These deans were then classified into three categories in a manner consistent with the new AACSB standards for accreditation. Finally, a one‐way ANOVA indicated the degree to which the attitudes of these groups of deans differed across items on the original instrument. The study suggests implications for the revised accreditation process of the AACSB.

Since at least the 1980s, the accounting profession has discussed and written about the gap between academics and the practice of accounting. More recently, accounting academics have joined the call for increased faculty engagement with the accounting profession. As a result, the 2018 Association to Advance Collegiate Schools of Business International (AACSB) Eligibility Procedures and Standards for Accounting Accreditation include “Engagement” as a significant pillar of the new standards. The objective is to challenge accounting department faculty to engage more intentionally with accounting practitioners. Accounting Advisory Councils might represent an important opportunity to achieve such engagement. The authors conducted a survey to gain an understanding of advisory councils and how they might address the concerns of the accounting profession for more interaction and collaboration between the academy and the profession. It is encouraging that 96% of our AACSB accounting accredited respondents indicated that they have a functioning Accounting Advisory Council and that they believe the Council is very valuable in support of the department’s mission. In addition, the accounting department leaders reported a very high level of engagement with council members outside regular meetings. The survey results of this chapter provide additional insights on organization, membership, and engagement regarding Accounting Advisory Councils.

The purpose of this paper is to explore the potential learning consequences of AACSB accreditation as perceived by administrators and faculty members at four Canadian university business schools.

A qualitative, multiple case study approach was employed. A purposive sample of four Canadian business schools was selected and data were collected from multiple sources. The data were analyzed using NVivo7 and a cross case analysis was performed.

The results indicate that AACSB accreditation facilitated organizational learning in three of the four schools. Respondents felt that accreditation promoted strategic alignment, a re‐assessment of the school's mission, and an emphasis on performance management; others identified an increased focus on quality and/or research. Accreditation also served as a catalyst for change, one which motivated program improvement. In terms of contextual factors, leadership was found to be the most pervasive influence on organizational learning effects. Resource dependence was also found to be influential.

This research highlights the importance of educational leadership in facilitating organizational learning through evaluative inquiry. Because of the qualitative methodology, the sample size is limited to four university business schools.

This study has practical implications for management education internationally, as AACSB accreditation is increasingly a global phenomenon. The findings will be of interest to educational administrators, policy makers, managers, and accrediting bodies who are interested in facilitating learning through accreditation

This research offers a novel approach to studying the question of AACSB accreditation and its learning effects. By using a qualitative multiple case study method, this research provided a unique opportunity to focus more keenly on context and its role in influencing the potential learning consequences of accreditation.

We examined factors contributing to the formation of a communications clique among deans representing a group of AACSB accredited colleges of business. We considered whether several variables which appeared to be related to clique status could be used to predict clique membership. We found some support for the idea that several factors play a role in determining group membership, but only agreement in opinion had a significant effect. Implications and suggestions for future research are discussed.

The study reviews the use of marketing‐oriented internship programs in AACSB accredited colleges.The findings indicate that 40 percent of the respondents offer some form of an internship option in the general marketing curriculum. Additionally, the composition and implementation of the programs were found to vary dramatically.

This study aims to investigate how to improve the project management (PM) curriculum by evaluating the nature and alignment of learning outcomes in the PM course syllabi with Bloom’s Taxonomy framework.

The research methodology for this study is an integrative approach that uses document analysis and content analysis. The data set was selected based on a purposeful sampling method and came from PM course syllabi for classes that were taught during the 2016–2018 academic years.

Results revealed that most of the reviewed PM course syllabi contained learning outcomes although they were written and assessed at the lower levels of Bloom’s Taxonomy and knowledge dimensions. The study calls for the academy and industry to partner in improving the PM curriculum to lower the PM talent deficit and increase project success rates.

The absence of PM learning outcomes or the presence of poorly written PM learning outcomes in a course implies that the academy should provide professional development programs to help professors learn how to formulate and write specific, measurable, achievable, relevant and timely learning outcomes. The professors should also ensure that the learning outcomes use a type of cognitive taxonomy that is aligned with the appropriate assessments to measure, monitor and guarantee assurance of learning.

Academy and industry partners can work collaboratively to provide students with opportunities that expose them to real-world experiential projects, internships and job opportunities while concurrently giving them hands-on practical applications of learned PM knowledge and skills. The society will be well served when the academy is able to produce well-qualified PM personnel capable of successfully carrying out PM activities and lowering the project’s failure rates.

The society will be well served when the academy is able to produce well-qualified PM personnel capable of successfully carrying out PM activities and lowering the project’s failure rates.

To the researchers’ knowledge, this is the first study to specifically investigate the presence and nature of PM learning outcomes in course syllabi. By evaluating the alignment between PM learning outcomes and Bloom’s Taxonomy action verbs and cognitive processes, the study provides some exemplars of well-written and measurable learning outcomes that professors can use to inform their PM curriculum through course design or redesign.

The purpose of this paper is to lay the necessary conceptual and empirical groundwork that advances knowledge about paternalistic leadership (PL). PL is reinterpreted as a leadership style consisting of authoritative, moral and benevolent leadership. The mediating role of trust is examined, and a formal, unified construct model of PL is suggested through evidence of construct validity.

An on-site survey was used to collect data from 312 full-time employees in nine organizations in China. Factor analysis, reliability and validity test, and an analysis of bivariate correlations were conducted.

The new construct of PL achieved a positive alignment and coherence among the three dimensions. Subordinates’ trust was found to be critical for paternalistic leaders to be perceived as effective leaders.

Leadership and its effectiveness were examined only at the dyadic level. The levels of the supervisors and their effectiveness differ because some were from middle management, whereas others were from first line managers.

Trust is an important explanatory mechanism for the relationship between PL and employee performance, especially in China. It is a key factor that creates loyalty and builds a good relationship between leaders and subordinates.

Trust signals a strong sense of sharing within the relationship. It induces positive emotional feelings in their leader by the subordinates and, therefore, taps into positive evaluations about the effectiveness of their leader.

This study developed the theoretical underpinnings and provided measurement instruments for PL. It offered a formal, unified construct model of PL.

Most universities have relied on student evaluations as a source of evidence in their assessment of teaching performance. However, a complete evaluation of all dimensions of a faculty member's teaching requires multiple sources of evidence. The purpose of this chapter is to identify the sources of evidence that accounting chairs report they currently use to assess teaching. Calderon and Green first examined this issue in their 1997 study. However, their results may be outdated due to changes in accreditation requirements, teaching delivery methods, and the continued evolution of assessment tools. Responding department chairs report that peer observation followed by course syllabus, exams given in class, and instructor course notes are the most frequently used evidence types, with an average of 3.16 sources beyond student evaluations. The source and quantity of evidence vary across different types of institutions. While Calderon and Green reported that most schools use ad hoc and subjective sources of evidence, respondents in this study focus more on instructor-supplied materials and direct evidence from inside the classroom.