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This study reviews the teaching of real estate in the USA for the first 100 years after the foundational curriculum was laid down in 1923 by three key institutions: the National Association of Real Estate Boards (NAREB), the Institute for Research in Land Economics and Public Utilities (The Institute) and the American Assembly of Collegiate Schools of Business (AACSB). Its line of investigative pursuit is the persistent lamentation by American real estate scholars that real estate is not getting the respect it deserves as an academic discipline compared to its peers in the school of business such as accounting, finance and marketing. The study addresses a fundamental question: What is the cause of this endless “search for a discipline”? This is motivated by the belief that identification of the root cause of this “search for a discipline” will lead to the requisite solution: the intellectual foundation of the real estate discipline.

The study used qualitative document analysis to review two primary documents published in 1959 as reports on business education in the USA: (1) Higher Education for Business, financed and sponsored by the Ford Foundation, and (2) The Education of American Businessmen – financed and sponsored by the Carnegie Corporation of New York. The impacts of the publications on the teaching of real estate to date have been reviewed in the context of scholarly actions and literature that has been generated in relation to the two documents.

The two primary documents impacted negatively on the teaching of real estate. The committee members who produced the two reports had indicated that real estate did not fit into the business curriculum hence should not be taught in business school. This conclusion led to unintended negative outcomes for real estate education. The negative impact of the reports arose principally because the teachers of real estate misinterpreted the outcome to mean that they should tweak the real estate curriculum to fit in the pedagogical framework of the business school. This reaction is responsible for perpetuating the identity crisis that has plagued real estate as an academic discipline since its inception as a subject of study in 1923. Secondly, at the inception of the real estate education in 1923, while the AACSB accepted real estate as a discipline in the school of business, Richard T. Ely wrote the curriculum under land economics which has led to the persistent collegiate dilemma regarding the teaching of the discipline.

The study sheds light on the situation of business education in the USA and AACSB-accredited colleges internationally. It draws attention to the incoherent body of knowledge of business education and will help schools of business to redesign their curricula to include course contents that rightly reflects the business oriented academic disciplines.

The study is timely as it has been done 100 years since the development of the first standard collegiate real estate curriculum following the 1923 conference at Madison. The study has reviewed the first 100 years in terms of the persistent quest: “in search of a discipline”. In so doing, it has uncovered the root cause of this search during the first centennium; and to end the search, it proposes that real estate should not be taught as a business discipline.

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).

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.

Examines the incongruency between what business schools teach and what business organizations actually need. Suggests a need for reform. Explores the American Assembly of Collegiate Schools of Business (AACSB) accreditation standards and suggests that this needs much clarification. States that emphasis should be less on the evaluation of “the institutional machinery of business schools” and more on management education′s “impact on society” as an indication of success. Concludes that more innovative action is needed within the management education process.

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 International Association for Manage‐ment Education (AACSB) historically has been a strong supporter of the business disciplinary communities that have served to create and protect a much narrower definition of faculty qualifications. Research has supported the notion that business schools have often selected and rewarded faculty for their academic credentials and for their ability to conduct empirical research regardless of institutional type. In recent studies following the introduction of the new AACSB stan‐dards, deans surveyed generally anticipate only modest changes in the credentials and research expectations for their faculties. This multiple case study investigated dean and management and marketing chair and faculty perceptions of the potential impact of the new AACSB faculty qualifications standards on hiring, tenure, and promotion criteria at four comprehensive universities. Generally, respondents expected little opportunity for selection, tenure or promotion of faculty with doctorates outside traditional business disciplines and no opportunity for those considered professionally qualified.

This book is a policy proposal aimed at the democratic left. It is concerned with gradual but radical reform of the socio‐economic system. An integrated policy of industrial and economic democracy, which centres around the establishment of a new sector of employee‐controlled enterprises, is presented. The proposal would retain the mix‐ed economy, but transform it into a much better “mixture”, with increased employee‐power in all sectors. While there is much of enduring value in our liberal western way of life, gross inequalities of wealth and power persist in our society.

Professional schools, including collegiate business schools, are pulled in two opposing directions. The academy, where they live, pulls them to emphasize science and its values, and to focus on expanding the field of knowledge. The profession, into which their graduates move, pulls them to deal with immediately relevant, practical problems. The two also seek different characteristics in curriculum, the academy emphasizing that which will groom future scientists and the profession emphasizing that which will produce immediately employable practitioners. Collegiate business schools have not done a smooth, integrated job of balancing these competing claims for allegiance. Rather, history shows that they have satisfied one side and then, when the other side’s complaints became too loud, switched sides completely to the irritation of the constituency just jilted. This article describes what has happened and proposes a model which, if built into the accreditation standards, could reduce these unfortunate pendulum swings.

The study of international business has become increasingly important in recent years. So important that the American Assembly of the Collegiate Schools of Business (AACSB) has called for the internationalisation of business curricula. In 1992 and beyond, successful business people will treat the entire world as their domain. No one country can operate in an economic vacuum. Any economic measures taken by one country can affect the global economy. This book is designed to challenge the reader to develop a global perspective of international business. Globalisation is by no means a new concept, but there are many new factors that have contributed to its recently accelerated growth. Among them, the new technologies in communication and transport that have resulted in major expansions of international trade and investment. In the future, the world market will become predominant. There are bound to be big changes in the world economy. For instance the changes in Eastern Europe and the European Community during the 1990s. With a strong knowledge base in international business, future managers will be better prepared for the new world market. This book introduces its readers to the exciting and rewarding field of international management and international corporations. It is written in contemporary, easy‐to‐understand language, avoiding abstract terminology; and is organised into five sections, each of which includes a number of chapters that cover a subject involving activities that cross national boundaries.

Reports a survey of business librarians in the USA which investigates the role that they have played in the process of the accreditation of their business schools by the American Assembly of Collegiate Schools of Business. Two important findings are the reported lack of documentation available to the business librarians, and the perceived low levels of their involvement in the accreditation process. Argues that the involvement of the librarians will assist in the overall quality of business education and increase the visibility and usefulness of academic librarians to university administrators and teaching faculty.