Assurance of learning standards and scaling strategies to enable expansion of experiential learning courses in management education

In today’s dynamic globalized business environment, management educators must develop pedagogies that support students to manage and lead in rapidly changing business contexts. An increasing number of institutions use experiential learning as a component of their curriculum to address this challenge. Initially, a response to industry criticism that graduates were unable effectively apply skills needed to be successful, experiential learning has become a baseline expectation in management education programs. Students increasingly expect opportunities to practice and demonstrate competency in the theories they learn in the classroom by applying them in real-world projects. However, expanding such opportunities for students is limited by a unique set of complex administrative challenges inherent in this approach. To expand opportunities for students, institutions must overcome scalability obstacles resulting from the customized nature of the offerings. Business challenges where student teams work with external partners provide a real world learning experience. But they also pose difficulty in applying a standardized approach to assurance of learning. Course content must be redeveloped each time the course is offered, as external projects must be sourced, leading to input and output variation. Advising, monitoring, and assessing students is resource intensive, because at many schools each team is assigned a different business challenge. This article offers a set of assurance of learning standards that institutions can apply to project-based experiential learning courses and posits that greater cross-departmental integration in sourcing projects and better use of technology can increase the efficacy and efficiency of the courses to address the scalability issue.Educatio

AACSB accreditation standards: What they mean for business librarians past, present, and future

The Association to Advance Collegiate Schools of Business (AACSB International), which accredits over 840 business schools globally, released a new business school accreditation standards document in 2020. In this paper, we briefly give a retrospective of library references in the AACSB standards over time and an overview of the development of the new standards. We then analyze sections of the new standards where business librarians can play an important role and outline how business librarians can use them in their collaboration with business faculty by mapping library information literacy to the programmatic goals of business schools

Blended Learning: Institutional Frameworks for Adoption and Implementation

Blended Learning in education is the future for higher education. The rapid changes in technology combined with a demand for a more agile environment is transforming the traditional classroom and challenging learning models. Higher education has been adapting by moving classroom time into purely online environments. However, the literature suggests the new wave of learning is extracting the best practices from traditional and online models and infusing them into a blended environment. The agility and use of technology allows the non-traditional student to balance a professional career and life demands while still gaining the benefits of face-to-face time in the physical classroom. Universities also benefit from these models by staying competitive in student recruitment and the ability to increase class demands by forfeiting classroom space. The definition of blended learning for this study is combination of face-to-face instruction (25-75%) with online (various technological) self-guided modalities. The purpose of this study is to analyze frameworks for blended learning adoption and implementation among U.S. business schools that are accredited through the AACSB and ACBSP. The goal was to understand the overall blended learning framework of US business schools and the maturity of these options. A quantitative data collection instrument was adapted from the qualitative BLAF study by Graham et al. (2013) and administered to a total of 814 AACSB or ACBSP accreditation business schools during the summer of 2016. The total response rate was 55% and after omitting incomplete responses, a sample size of 227 was analyzed. The overall results indicated that BL is available throughout various levels within business schools, however due to lack of institutionalization; the respondents lacked the knowledge to gauge the maturity of BL options within their university. Finally, results from the study demonstrate an emerging trend and confirm that before assessing BL maturity, institutions should adopt a common framework for comparison to other institutions as a way to measure success and growth

Managing an Effective Way to Teach Business Ethics

Unethical behavior is prominent in the business world and typically leads to negative consequences for people and the environment. Business ethics education acknowledges that ethics teaching has a positive effect on business decisions; however, the problem was the lack of information that is specific to the factors and strategies required to best educate students in business ethics. This lack of information is demonstrated by continued ethical lapses. The purpose of this phenomenological study was to research what is known and unknown on the subject of teaching business ethics through a design intended to understand the lived experiences of ethics instructors. The ethical framework for this study was based on the virtue and justice approaches as a technique for analyzing ethical aspects of a decision, with the goal of improving ethical outcomes. Data collection was completed via interview questions regarding a successful strategy of teaching business ethics. To accomplish this goal, 15 business ethics instructors were interviewed individually to record their lived experiences relating to teaching ethics. Information relating to ethics course design, along with missing components, was the topic of questions. Data analysis using open and axial coding generated 7 major theme clusters that include highlighting character and virtue ethics, increasing concern for stakeholders, and employing the teachings of Socrates and other classic scholars as a basis. The implications for positive social change point to an opportunity for business schools to produce socially conscious leaders who engage in ethical conduct

What are AACSB-Accredited Business Schools Doing to Close the Loop?

As higher education enters into an era of increased accountability, the need to demonstrate evidence of student learning has become more important. The practice of documenting evidence of student learning and systematic evaluation of the learning process has been adopted by discipline specific accrediting bodies. The Association to Advance Collegiate Schools of Business (AACSB) is an accrediting agency and an association of institutions devoted to the advancement of business education. The purpose of this qualitative dissertation was to examine what two AACSB-accredited Colleges of Business are doing to close the loop using a case study approach. Interviews with multiple administrators and business faculty, as well as key assessment documents, were analyzed. The assessment process was compared at both Colleges of Business from their learning goals to the actions taken to improve student learning. Interviewees (N=16) at both colleges identified how the assessment process improved learning through the systematic approach of measuring student performance.;Faculty felt that the process should be faculty driven, but acknowledged that having leaders who embraced assessment helped move the process along. The college got faculty to buy into the process by setting clear expectations. Resistance to assessment was attributed to the time that was required to conduct the process and a lack of understanding of assessment. Areas that both colleges struggled with were including external constituents into the assessment process and publicizing assessment results. Recommendations for successful assessment practices and for future research are made

Examination of the use of assessment by accredited business schools

Assessment and accreditation are common topics in the literature of higher education. These two practices can impact an institution\u27s ability to produce high quality students, graduates, and general success as an institution. Outcomes assessment is a method of measuring student learning as a result of the educational process. Accreditation seeks to provide external validation of the quality of a program and ensure that the public and other external constituents are aware of, and can depend on, a certain standard quality level.;In academic business units, there are three accreditation agencies. These organizations include the Association to Advance Collegiate Schools of Business (AACSB International), the Association of Collegiate Business Schools and Programs (ACBSP), and the International Assembly for Collegiate Business Education (IACBE).;Because business schools are increasingly encouraged to obtain accreditation, understanding the use and practice of assessment encouraged by the different accreditation bodies can provide valuable information and help shape future actions and decision making. This study reviewed the assessment practices of business schools, the relationship accreditation plays in their assessment efforts, and the extent that assessment practices vary based on their relationship with an accreditation body. Through this inquiry, a clearer understanding of assessment in accredited business schools was acquired.;The results of the study indicated that business schools are assessing students and are following the best practices of assessment overall. It also indicated that the practice of assessment has a positive relationship with the success of the business school. In comparing accrediting agencies, all agencies indicated that they are assessing students; however, there are statistically significant differences between accreditation bodies in specific practices

Integrating Learning Outcomes Assessment In Information Systems Curriculum Revisions

This paper examines various dimensions of outcomes assessment and analyzes the assurance of learning process that is mandated by business schools’ accrediting agency, AACSB International.  We describe learning outcomes assessment, various types of assessment, and why it is important to align assessment with learning goals and instruction.  Information systems model curriculum 2002 and AACSB International share similar goals in terms of outcomes assessment.  IS programs should make sure that feedback from the assessment process along with input from internal and external sources, are used to make curricular adjustments.   

Exploring the Influence of ACBSP Accreditation on the Value Proposition of NC Business Schools

National accreditation agencies, such as the Accreditation Council for Business Schools and Programs, offer accreditation opportunities to provide external validation of continuous improvement processes implemented within the business schools’ programs of study. The requirements for obtaining and maintaining the most popular national business program accreditations are resource consuming and do not yet have a documented level of influence on the business schools’ value propositions associated with the accreditation process or accreditation status. The current study is necessary to explore the influence accreditation has on the value proposition presented to the marketplace, which is an essential component of the marketing strategy formation for both the business schools and the accrediting organizations. This research study explored the influence of ACBSP accreditation on the value proposition for a business school’s programs of study

Socially Responsible Business Schools: A Proposed Model

El propòsit d'aquesta tesi és investigar i descriure els necessaris canvis en la gestió de les escoles de negocis per arribar a ser institucions socialment responsables, i proposa com implementar el procés de canvi. Sustenta que l'educació en gestió responsable no és exclusivament una qüestió curricular, sinó que ha d'involucrar la institució en la seva totalitat perquè els estudiants es formin com a líders responsables i ètics, i proposa un model per a la transformació de les escoles de negocis cap a aquest objectiu. Aquesta tesi està constituïda per vuit articles acadèmics sobre aquest tema; el primer il•lustra la profusió de definicions, teories i enfocaments relacionats amb la Responsabilitat Social Corporativa. El segon article va contribuir a la millor comprensió de la importància de la Responsabilitat Social Universitària a través d'una revisió de la literatura sobre els seus orígens i evolució. En un següent article, titulat Escoles de Negocis Socialment Responsables: Les parts interessades demanen accions urgents, es va investigar si les parts interessades retroalimenten als degans amb suficients arguments per al canvi, i si els requisits d'acreditació de l’AACSB són coherents amb la necessària millora en l'educació de l'ètica empresarial i la responsabilitat social. Les conclusions d'aquest article van portar a la creació d'una cercle virtuós en L'avaluació d'un cercle virtuós per a escoles de negocis socialment responsables, en el qual es proposa a PRME com a centre d'unió amb les principals acreditadores i enquesta / rànquing del Beyond Grey Pinstripes (BGP), per impulsar de forma sinèrgica la transformació de les escoles de negocis. El següent article tracta sobre l'avaluació de requisits per a la classificació en el rànquing BGP, i analitza la metodologia de l'enquesta, ja que és l'única que se centra en els plans d'estudi i continguts de recerca en ètica, responsabilitat social i sostenibilitat de les escoles de negocis. Amb la convicció de la necessària transformació d'aquestes escoles, va seguir un article sobre Un canvi estratègic en les escoles de negocis per a l'educació en ètica empresarial, responsabilitat social i sostenibilitat. L'article següent va ser un co-escrit sobre l'educació empresarial responsable: No una qüestió curricular, sinó una raó de ser de les escoles de negocis, que ha posat èmfasi en la importància de desenvolupar una identitat en les escoles de negocis en relació amb l'ètica i la responsabilitat social. Finalment, tots les aportacions d'aquesta tesi culminen en la proposta d'Un model per a la transformació de les escoles de negocis en institucions socialment responsables, que centra a les persones com la raó última de tota activitat escolar, dirigint totes les polítiques i estratègies cap a una gestió socialment responsable en què les dimensions de l'ètica, responsabilitat social i sostenibilitat són incorporades i integrades en tots els aspectes de l'organització.El propósito de esta tesis es investigar y describir los necesarios cambios en la gestión de las escuelas de negocios para llegar a ser instituciones socialmente responsables, y propone cómo implementar el proceso de cambio. Sustenta que la educación en gestión responsable no es exclusivamente una cuestión curricular, sino que debe involucrarse la institución en su totalidad para que los estudiantes se formen como líderes responsables y éticos, y propone un modelo para la transformación de las escuelas de negocios hacia ese objetivo. La tesis está constituida por ocho artículos; el primero ilustra la abundancia de definiciones, teorías y enfoques relacionados con la Responsabilidad Social Corporativa, a través de una revisión de literatura. El segundo artículo contribuye a la comprensión de la importancia de la Responsabilidad Social Universitaria mediante una revisión de la literatura sobre sus orígenes y evolución. Un siguiente artículo, titulado Escuelas de Negocios Socialmente Responsables: Las partes interesadas demandan acciones urgentes, se refiere a los argumentos con los que las partes interesadas demandan cambios a los decanos, y enfatiza la insuficiencia de los requisitos de acreditación de AACSB para mejorar la formación con principios éticos y de responsabilidad social. Las conclusiones de este artículo llevan a la creación de un círculo virtuoso en La evaluación de un círculo virtuoso para escuelas de negocios socialmente responsables, en el que se propone a PRME como centro de unión con las principales acreditadoras y la encuesta/ranking de Beyond Grey Pinstripes (BGP), para impulsar de forma sinérgica la transformación de las escuelas de negocios. El siguiente artículo trata sobre la Evaluación de requisitos para la clasificación en el ranking BGP y analiza la metodología de la encuesta, ya que es la única que se centra en los planes de estudio y contenidos de investigación en ética, responsabilidad social y sostenibilidad. Un siguiente artículo propone Un cambio estratégico en las escuelas de negocios para la educación en ética empresarial, responsabilidad social y sostenibilidad. El artículo que sigue, escrito en coautoría sobre la Educación empresarial responsable: No es una cuestión curricular, sino una razón de ser de las escuelas de negocios, hace hincapié en la importancia de desarrollar una identidad en relación con la ética y responsabilidad social. Por último, todos los aportes culminan en la propuesta de Un modelo para la transformación de las escuelas de negocios en instituciones socialmente responsables, que centra a las personas como la razón última de toda actividad escolar, con políticas y estrategias dirigidas hacia una gestión socialmente responsable en que las dimensiones de la ética, responsabilidad social y sostenibilidad son integradas en todos los aspectos de la organización.The purpose of this thesis is to explore and describe what changes are necessary in the management of business schools in order for them to become socially responsible institutions, and how can the needed process of change be implemented. The thesis upholds that education in responsible business does not depend exclusively on curriculum, but should expand its scope to involve the entire institution towards the objective of educating students for becoming responsible and ethical business leaders. Consequently, a model is proposed for the transformation of a business school into a socially responsible institution. The thesis is paper-based, and comprises eight academic contributions; the first one consists in a literature review on Corporate Social Responsibility which reveals the profusion of related definitions, theories, approaches, and their development. The second paper contributes to the significance and better understanding of University Social Responsibility through a literature review of its origins and evolution. A following article, Socially Responsible Business Schools: Collective stakeholders’ voices demand urgent actions, addresses key stakeholders’ arguments that provide deans with plenty of criteria for change, and stresses the insufficiency of AACSB’s accreditation requirements to improve business ethics and social responsibility education. The conclusions of this article prompted a Virtuous circle for socially responsible business schools, which is constructed with PRME, the leading accreditation bodies, and the Beyond Grey Pinstripes (BGP) ranking for synergistically impelling the transformation of business schools. Inasmuch as the BGP survey and its Global 100 ranking form part of the proposed virtuous circle, a following article, Assessing what it takes to earn a Beyond Grey Pinstripes Ranking, addresses its significance and methodology, since it is the only one that focuses on the curricula and research content of ethics, social responsibility, and sustainability in MBA programmes. The need for the transformation of business schools is thus confirmed, and with this conviction in mind, a paper on A strategic change at business schools towards business ethics, social responsibility, and sustainability education ensued. The next article was co-authored on Responsible business education: Not a question of curriculum but a raison d’être, which stresses the importance of developing an identity in business schools in relation to ethics and social responsibility. Finally, the contributions of this thesis culminate in a proposal of A model for the transformation of business schools into socially responsible institutions, which centres people as the ultimate reason of all school activity, directing all policies and strategies towards a responsible management in which the dimensions of ethics, social responsibility, and sustainability are embedded and integrated in all aspects of the organisation

Ideological And Historical Challenges In Business Education

Business schools bear a central mission in our society and are responsible for training business managers who work in, lead, and indeed control our corporations and drive our economy’s wealth.  Historical and ideological challenges have influenced business education and steered it off the expected path.  Several theoretical frameworks such as academic capitalism explain what has occurred in this profession and how academic institutions were held hostage to the capitalistic and entrepreneurial organizations that are more concerned with shareholders’ wealth than stakeholders’ wellbeing and welfare