Challenges of AACSB international accreditation for business schools in the United States and Europe

The Association to Advance Collegiate Schools of Business International (AACSB International) is committed to its role in setting worldwide standards to enhance the quality of management education. The organization is expanding its brand presence in Europe, where business schools are beginning to seek AACSB International accreditation. In the United States, an increase in the number of business schools seeking AACSB International accreditation is also occurring. Business school leaders not only see the transcendent importance of AACSB International accreditation; they also realize the challenges that are involved in the accreditation process. The focus of our discussion is on the challenges confronted by business schools in both the United States and Europe. We compare and contrast the challenges on both continents. © 2005 Wiley Periodicals, Inc.     

Factors influencing mentors’ learning from mentoring relationships: insights from a serial mediation study in India

The primary objective of the present study is to understand mentoring relationships in Indian organizations from the mentors’ perspective. In particular, the study examines whether the learning goal orientation of a mentor can significantly influence the mentoring process and outcomes for the mentor in a mentoring relationship. Two hundred and thirty‐six participants were selected using purposive sampling. Data were gathered using standardized questionnaires. Mediating effects were investigated using the PROCESS model by Hayes, Introduction to Mediation, Moderation, and Conditional Process Analysis: A Regression Based Approach. The results indicate high levels of support for several hypotheses examining the direct effects of learning goal orientation on willingness to engage by the mentor, mentoring functions provided and mentor outcomes (personal learning and self enhancement). The overall findings of the study suggest that mentors are not only ‘providers’ but also ‘receivers of learning’. Limitations and directions for future research are also discussed in the paper.     

The effects of mentoring on salesperson commitment

This paper examines the impact of having a mentor on mentoree affective, continuance and normative commitment to the organization and occupation. Hypotheses are developed comparing salespeople with and without mentors, and mentorees with mentors inside and outside of the organization. Data was collected from a national sample of salespeople. The results indicate that having a mentor is positively associated with mentoree affective and normative organizational commitment, and affective, continuance and normative occupational commitment. Results also indicate that organizational mentors, as opposed to external mentors, are more strongly associated with mentoree affective and normative organizational commitment. Finally, organizational mentors do not have a greater impact on the facets of mentoree occupational commitment than mentors outside of the organization.     

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ABSTRACT

The paper examines Africa's progress towards AACSB accreditation, especially to satisfy the 5 strategic management standards. Sadly, although there are 515 accredited business schools (as of January 2006) in 28 countries, Africa-with 54 nations-does not have a single AACSB accredited school. Many African business schools (ABSs) have the capacity to meet Standard 1 (mission statement), Standard 3 (student mission), and Standard 4 (continuous improvement objectives). But they have limited capacity to meet Standard 2 (mission appropriateness) and Standard 5 (financial strategies). Therefore, if AACSB-International wishes to truly become the accrediting agency for business schools worldwide, the agency and its members will need to play a more proactive, facilitative and enabling role in assisting business schools in Africa tackle these significant obstacles to accreditation.     

A retrospective of international business education in the United States over the past fifty years

International business relationships are almost as old as mankind, but the idea that people needed to be educated to manage global business enterprises is less than 50 years old. The American Graduate School of International Management (Thunderbird), established in 1946 was the first school to provide languages, international studies, and business management as a basic education in international management. Business schools in America have been slow to realize and to promulgate courses and curriculums in the field. It has only been in the last ten years that the American Assembly of Collegiate Schools of Business, composed of over 700 colleges and universities in the country, has become an advocate through a revision in its standards. After the words “and worldwide” were inserted in the AACSB standards of accreditation, international business education began to permeate the offerings of American business schools.     

International Accreditations as Drivers of Business School Quality Improvement

Business schools are under pressure to implement continuous improvement and quality assurance processes to remain competitive in a globalized higher education market. Drivers for quality improvement include external, environmental pressures, regulatory bodies such as governments, and, increasingly, voluntary accreditation agencies such as AACSB and EFMD. A case study based on French management schools is presented to demonstrate this impact, and globally, management education is shown to have benefited from specific accreditation standards. Future challenges include the risk of standardization and institutional isomorphism, research relevance and quality, and the consequences of globalization on accreditation criteria.     

Antecedents of mentoring: Do multi-faceted job satisfaction and affective organizational commitment matter?

This study examines the relationships between work attitudes, willingness to mentor and business-to-business salesperson mentoring support. Results provide evidence that individual directed organizational citizenship behavior (altruism) and willingness to mentor may not share as many antecedents as the literature conceptualizes. Willingness to mentor is a strong predictor of serving as a mentor and mentors most willing to mentor provide protégés with the greatest vocational, psychosocial and role modeling support. The findings raise concerns regarding the applicability of organizational citizenship behavior theory as a framework for understanding why employees mentor.     

Mentors: Lighting the path for growth and success

Here's a personal account of good and bad experiences with mentors, and some thoughts about the importance of being an effective mentor for today's students and inexperienced faculty members     

Mentoring in organizations: Implications for women

This paper reviews the literature on the mentoring process in organizations and why mentoring can be critical to the career success of women managers and professionals. It examines some of the reasons why it is more difficult for women to find mentors than it is for men. Particular attention is paid to potential problems in cross-gender mentoring. A feminist perspective is then applied to the general notion of mentorships for women. The paper concludes with an examination of what organizations can do to further mentor relationships and an agenda for further research in this area.     

An examination of gender influences in career mentoring

This study draws on the Theory of Planned Behaviour to examine the role of gender in the decision to be mentored. Contrary to expectations, men and women employ similar decision criteria in the decision to seek a mentor. The primary driver for seeking a mentor was to obtain psychosocial support, including personal support, acceptance, having a confidant, being trusted and friendship. Men were more likely than women to seek a mentor when they valued increased autonomy. The implications of the findings for protégés, mentors and career development professionals are noted. Copyright © 2009 ASAC. Published by John Wiley & Sons, Ltd.     

Developing an Interdisciplinary Major in International Business

ABSTRACT

Since the change of the accreditation standards by the American Assembly of Collegiate Schools of Business (AACSB) requiring internationalization of the business school curriculum about twenty years ago, different models of internationalization have been developed and tried by different types of business schools across the nation. However, no single model has emerged as an ideal model suitable for all kinds of institutions, large or small, urban or rural. At small and rural universities, internationalization efforts pose some extra challenges because of the general lack of global exposure and practices among its faculty and students, lack of adequate resources, financial crunch and locally centered vision of its leadership. This paper describes how a small and rural university has successfully implemented its own model to internationalize its business programs in spite of all the financial and non-fiscal challenges. Such a model could be emulated by similar small and rural institutions across the country.     

International business mentoring for development: the importance of local context and culture

This research investigates the value of donor‐funded, cross‐cultural business mentoring in a development context. Following a review of the existing literature on cross‐cultural mentoring, it examines the effectiveness of the Pacific Business Mentoring Programme in Samoa through interviews with 23 entrepreneurs and a survey of the New Zealand mentors. Research findings show that mentoring can provide both business and socio‐cultural development outcomes. However, the majority of entrepreneurs believe that their mentor did not have a good understanding of the local cultural context. Some cultural practices appear to be detrimental to running a business, but they add to the resilience of local people and should therefore not be undermined. This research indicates that donor‐funded business mentoring can be an effective tool for development assistance if mentors are sensitive to the local cultural context.     

Social support abroad: How do self-initiated expatriates gain support through their social networks?

On arrival, expatriates need to establish new social ties in order to succeed in the host country. In this study, we are investigating the social networks of self-initiated expatriates, focusing on the process of how they source social support. Building on information seeking theory, we have created a model connecting specific characteristics of network members (host country knowledge, employment status and host country origin) with the frequency of contact and support they provide. The model was tested through multilevel mediation analysis on 165 expatriates and their 575 network members. We contribute to the existing knowledge on expatriate networks by a theoretically driven categorization of network members and a detailed empirical analysis on the level of a relationship/tie. Our results show that expatriates rely on different network members for different types of support. Practical implications include the use of mentors to facilitate expatriate access to higher status individuals who can offer important support.     

Mentoring and Practical Wisdom: Are Mentors Wiser or Just More Politically Skilled?

Mentoring is a natural setting for senior employees to render ethics advice and consultation to junior employees. Two studies examined the question of whether those who mentor are more practically wise than those who do not. Although four different measures of practical wisdom were used, no differences were detected. However, mentors were shown to be more politically skilled than non-mentors.     

Internationalization Strategies of Business Schools: How Flat Is the World?

Business school strategy has become extremely complex, especially regarding internationalization. Using different paths, experiencing failure and success, business schools have internationalized, attracting many of the international students who contributed $27 billion¹ to the US economy in 2014. Some business schools are global, training global managers, while others serve national markets. How do business schools strategize about internationalization? Can we use existing models to explain this process? Are internationalization and globalization similar? Using a comparative analysis of six case studies in the United States and Europe, we found that the engine of internationalization influences its paths and outcomes. We contribute to international business (IB) research by discussing how business schools strategize their internationalization toward uniformity or diversity under isomorphic pressures from accreditation bodies (Association to Advance Collegiate Schools of Business [AACSB], 2011) and rankings. The so‐called Uppsala model should be extended to address three tensions: internationalization versus globalization, enacted dimensions of audiences, and respective risks of different internationalization pathways. © 2015 Wiley Periodicals, Inc.     

The impact of AACSB accreditation: A multiple case study of Canadian university business schools

Over the last two decades there has been a significant increase in the number of university business schools seeking accreditation from the Association to Advance Collegiate Schools of Business (AACSB International). Despite this remarkable growth there has been limited empirical research on this phenomenon. Using a qualitative multiple case study approach, this research explores the impact of accreditation on four Canadian university business schools. Participants reported seven main effects, with the most important being enhanced reputation, leverage for change, increased management efficiencies, and focus on research. These impacts were influenced by the context in which accreditation took place. Environmental uncertainty as a contextual dimension is discussed. Copyright © 2013 ASAC. Published by John Wiley & Sons, Ltd.     

Creating a research culture on the way to AACSB accreditation

Perhaps the most challenging aspect of the Association to Advance Collegiate Schools of Business accreditation process for small, teaching-based universities is the formation of faculty motivated to publish peer-reviewed journal articles. At these types of schools, where research is generally undervalued and not rewarded, the challenge of changing the research culture to become a more productive one is enormous. Drawing from Weisbord’s six-box model on organizational change, the authors discuss five main recommendations a small teaching university identified from its systematic approach toward implementing a research culture for Association to Advance Collegiate Schools of Business accreditation.     

International Marketing (14th edition), by Philip R. Cateora,Mary C. Gilly,and John I. Graham

Abstract

The trend toward internationalizing business curriculum at American colleges and universities should be incorporated as a strategy throughout the United States. The catalyst that has led most business schools to adopt a systematic acceptance of the internationalization of their curriculum was the American Assembly of Collegiate Schools of Business (AACSB) 1984-1985 Standards and Guidelines for business school accreditation. Most would agree that without AACSB mandates, the transition would be slower, but inevitable, due to the focus on worldwide business issues. The global economy is rapidly evolving and the needs for competencies in international business are becoming very important to the U.S. and its economic well-being. Because of this, industry is looking for a new kind of employee, the kind that understands both the importance of international business and how to operate within it successfully. The halls of academia must respond to this pressing need by going much further than providing a sporadic array of “elective” international topics. Their response has to be synergistic with university presidents, deans and faculties fully supportive of an organizational design change that promotes a new way of thinking. The new organization is one in which there must be an international focus throughout the business school. With that synergy in place, the process of internationalizing students, the university, curriculum and faculty can move forward.     

Do Collegiate Business Students Show a Propensity to Engage in Illegal Business Practices?

This paper looks at the impact of the Business &; Society Course on student's attitude towards and awareness of both ethical and illegal behavior. Business students were surveyed on the first and last day of the semesters on 11 ethical and legal scenarios. The population included three sections of the Business and Society course and three sections of other business courses as a control group. Though generalizability is limited, the courses show some potential to positively impact student's attitudes. Currently, ethics is of great concern at business schools in this country. Accreditation standards of both the AACSB and ACBSP both require an ethical component to a business curriculum as a condition of accreditation. A majority of business schools at both the undergraduate and graduate level have required or at least elective courses in ethics. But how does this concern and use of resources translate into results? Do ethics courses change student attitudes? More specifically, do such courses have and impact on not only students' attitudes towards ethics but what impact, if any, do they have on students' awareness of both ethics and legality as well as their attitude towards violating the law?     

Mentoring across cultures: The role of gender and marital status in Taiwan and the U.S.

We examined the interaction of gender and marital status on attaining mentors among 405 managers and professionals in contrasting Taiwanese and U.S. cultures. In line with social role and signaling theories and the cultural concepts of gender-egalitarianism and individualism/collectivism, married U.S. women had a lower likelihood of having a mentor compared to single women or men. Being married disfavored U.S. women but did not disfavor Taiwanese women. Further analyses using only the U.S. protégé sample also revealed that being married was positively related to psychosocial mentoring received only among male protégés. We discuss results from a cross-cultural perspective.