In Good Company – GSB Maintains Prestigious AACSB Accreditation

Fewer than 5 percent of business programs across the globe accredited by AACSB

Changes in Business Core & Accounting Course Requirements: AACSB Influences

This study explores the business core requirements and accounting program requirements of universities accredited by the Association to Advance Collegiate Schools of Business International (AACSB) and those without such accreditation during both 1996/97 and 2012/13 academic years. The sample of 50 universities consists of 25 with AACSB accreditation and 25 without AACSB accreditation during the 1996/97 academic year. Differences are examined in the courses and credit hours required in various courses between the two types of universities as well as changes in these programs between the two time periods. The changes that have occurred between 1996/97 and 2012/13 are compared to changes in AACSB standards to determine if the changes made by accredited universities were primarily to align with accreditation standard changes or if changes are occurring in addition to standard motivated changes. The comparison between the AACSB accredited and non-AACSB accredited universities can be used to determine if the non-AACSB accredited universities follow the same general curriculum. Also, the changes in curriculum to align with AACSB standards will be looked for in the non-AACSB accredited universities. If a similar change in curriculum is noted for both AACSB accredited and non-AACSB accredited universities, then it would seem that the AACSB influence may reach beyond accredited universities. Given that AACSB is considered to be the premier accreditation, if its programmatic expectations are being adopted by non-AACSB accredited universities, positive externalities would be occurring from the accreditation process that would benefit college of business students and the economy as a whole. The study is being extended to consider the 2016/2017 academic year as well to capture the latest changes in AACSB accreditation standards. This data is not yet complete

An Investigation of The Relationship Between AACSB Business School Accreditation and CPA Exam Success Rates

The Association to Advance Collegiate Schools of Business-International (AACSB) is widely to world’s foremost accrediting agency of business schools. AACSB promotional literature asserts AACSB accreditation is associated with higher qualify business education and higher quality business school graduates. The assertion of higher quality is somewhat controversial and to date has not been well supported by empirical evidence. The research presented below investigates whether recent business school graduates taking the uniform certified public accountants exam score higher when from AACSB accredited institutions rather than when from non- AACSB accredited institutions. Results indicate that graduates of AACSB accredited business schools do in fact score significantly higher on all parts of the uniform certified public accountants exam than do their counterparts form unaccredited institutions

AACSB Accreditation: Symbol Of Excellence Or March Toward Mediocrity?

Accreditation by the Association to Advance Collegiate Schools of Business (AACSB) is supposed to be a symbol of excellence for business schools. However, the recent increase in the number of accredited schools and the creation of AACSB’s “professionally qualified” (PQ) designation for faculty raises some concern in the academic community.  Why has the AACSB increased the number of accredited institutions by over 75% since 1996?   What is the purpose of the PQ designation?  Does accreditation by the AACSB promote quality in business education or has accreditation become just a marketing tool? This paper argues that the AACSB needs to reconsider its mission and divide accredited institutions into tiers or classes based on criteria such as the types of degrees granted, research productivity, and financial resources.&nbsp

A Focus on Engagement: Defining, Measuring, and Nurturing a Key Pillar of AACSB Standards

The 2013 Association to Advance Collegiate Schools of Business (AACSB) Standards emphasize three “pillars” upon which schools accredited by the association must regularly demonstrate quality improvement, namely, impact, innovation, and engagement. Focusing on the last of these, our article examines the concept of engagement through both a content analysis of the 2013 AACSB Standards and an empirical study exploring different types of course-level engagement within an undergraduate business course (measured using the Student Course Engagement Questionnaire; Handelsman, Briggs, Sullivan, & Towler, 2005). The results of our content analysis of the 2013 AACSB Standards underscore the focus placed on engagement within the AACSB documentation. However, it is also noted that the definition of engagement within the AACSB Standards is somewhat vague. The findings of our empirical study (N = 142) suggest that students were engaged in the course and that three of the four types of engagement measured (skills, participation/interaction, and performance engagement) were positively correlated with final performance in the course

A Pillar For Successful Business School Accreditation: Conducting The Curriculum Review Process A Systematic Approach

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)

Research On The Value Of AACSB Business Accreditation In Selected Areas: A Review And Synthesis

The AACSB claims that its accreditation provides evidence of business school quality in a variety of areas. This paper reviews and synthesizes existing research on the value of AACSB accreditation on four key topics of importance to schools, prospective students, and employers: effect on obtaining quality students, students’ job placement, faculty recruitment, and teaching quality. The very limited research comparing AACSB to other business accreditation is also examined.  Overall, the analysis indicates very mixed support, at best, for the claims of AACSB schools’ superiority in these areas. This analysis should be useful for business schools, employers, and prospective business students

Rising Expectations in Business Education

The article comments on the rising expectations in business education. It explains the term liberal education. It mentions the Liberal Education & America\u27s Promise Campaign launched by the Association of American Colleges & Universities in 2005. The article also notes that integrative learning is particularly relevant because it melds students\u27 professional and liberal educations