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1.
    
The authors explored differences between salaries and productivity of business faculty in Association to Advance Collegiate Schools of Business (AACSB)-accredited business programs and those without AACSB accreditation. Empirical evidence is scarce regarding these differences, yet understanding the impact of AACSB accreditation on salaries and productivity is important when university administrators assess the costs and benefits of AACSB accreditation. The authors found that faculty in accredited business schools are paid more, publish more, and teach less than their peers at nonaccredited schools. These differences exist between faculty who are otherwise similar, and are not simply due to nonrandom selection of faculty into accredited and nonaccredited institutions.  相似文献   

2.
    
The authors examine the development and implementation of measures for the 2013 Association to Advance Collegiate Schools of Business (AACSB) thematic dimensions of innovation, engagement, and impact (IEI) at two AACSB-accredited business schools. Agreement exists among faculty in Study 1 that IEI should be viewed as interrelated and overlapping concentric circles rather than separate dimensions. Study 2 findings suggest the importance of dialogue with faculty during the implementation process to further clarify the conceptual IEI boundaries. Overall, the authors' findings can assist schools in ensuring that the development and implementation of IEI themes in their institutions are consistent with the AACSB standards.  相似文献   

3.
    
The AACSB accreditation process reflects basic quality principles, providing standards and a process for feedback for continuous improvement. However, implementation can lead to unintended negative consequences. The literature shows that while institutionalism and critical theory have been used as a theoretical base for evaluating accreditation, W. E. Deming's philosophy has not. This article fills that void by examining possible negative consequences in meeting faculty qualification requirements in institutions with a teaching mission.  相似文献   

4.
    
The authors surveyed faculty at AACSB-accredited schools regarding the learning goals and measures for their accounting programs as well as course objectives for the introductory tax course. They found over 50% of respondents were still developing their learning goals and measures and only 18% of respondents had completed 2 or more rounds of assessment. Whereas most accounting program goals are assessed with direct measures, accreditation program goals typically represent a small subset of the goals specified by professional bodies such as the AICPA. Assessment results have led to numerous changes in accounting programs and courses.  相似文献   

5.
    
The Association to Advance Collegiate Schools of Business (AACSB) International's assurance of learning (AoL) standards require that schools develop a sophisticated continuous-improvement process. The authors review various assessment models and develop a practical, 6-step AoL model based on the literature and the authors’ AoL-implementation experiences. The model creates a sound foundation for compliance with AACSB standards as well as regional accreditation and likely future assessment requirements. The authors present suggestions for successful implementation of each AoL step as well as cautions on possible pitfalls.  相似文献   

6.
    
The author compares the efficacy of commercially available and internally developed standardized tests and evaluates their strengths and weakness in assessing student learning outcomes. The author shares the experience of a regional school in developing a standardized test to assess business knowledge. Data from a sample of 268 students were used to assess the reliability and validity of the test. The author explains how test results can be used for program improvements and concludes with a discussion of the overall benefits of that endeavor. The lessons learned may be useful to other schools seeking to develop their own test.  相似文献   

7.
    
The authors explore the disconnect between espoused and enacted values in assurance of learning activities—assessment is said to be encouraged, valued, and rewarded—but is it? The data from an analysis of 200 pages of the contractual rules (bylaws) for reappointment, tenure, and promotion at Central Michigan University demonstrate little emphasis and little reward for faculty engagement in assessment activities. Recommendations for closing the gap between espoused and enacted values are made.  相似文献   

8.
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.  相似文献   

9.
    
Learning goals are central to assurance of learning. Yet little is known about what goals are used by business programs or how they are established. On the one hand, business schools are encouraged to develop their own unique learning goals. However, business schools also face pressures that would encourage conformity by adopting goals used by others. The authors examined the extent to which learning goals of business programs are unique versus similar. Their evidence suggests business schools adopt goals that are quite similar. Public schools and lower ranked schools were more likely to demonstrate such conformity. The implications of goal similarity are discussed for management education and assurance of learning.  相似文献   

10.
    
The Association to Advance Collegiate Schools of Business (AACSB) International has endorsed 5 Post-Doctoral Bridge (PDB) to Business Programs. The objective of these programs is to prepare PhDs from other academic programs for teaching and research careers in business. The authors solicited feedback from deans of AACSB-accredited business schools as to their perceptions of these PDB programs. The results provide information to business schools offering bridge programs and business schools recruiting graduates of bridge programs, as well as individuals considering the transition. The results indicate that deans’ perceptions of PDB programs are extremely mixed.  相似文献   

11.
    
The authors report the results of a survey of 420 deans at Association to Advance Collegiate Schools of Business-accredited business schools in an attempt to describe how these schools have implemented the new assurance of learning standards. The results indicate that the majority of schools budget over $10,000 annually to implement their assessment programs. Written or oral assignments are frequently used as direct measures of student leaning. Surveys of graduating seniors and alumni are often used as indirect measures of student learning. Minor modifications to existing courses and closer coordination of multisection courses were the most frequent changes made to improve student learning. Faculty frequently participate in assessment tasks, including defining the learning goals of the degree program, developing instruments to measure student learning, and creating and implementing changes to improve student learning. Major causes of faculty resistance to assessment include the demanding time commitment and the lack of appropriate knowledge required to conduct assessment.  相似文献   

12.
    
ABSTRACT

As of the 2016–2017 academic year, all schools undergoing Association to Advance Collegiate Schools of Business accreditation will be assessed on the new standards that were ratified in 2013, which include the assessment of the impact of portfolios of intellectual contributions. The authors discuss key ideas underlying a business school's research portfolio, its alignment with its mission, and its expected impact. Next the authors leverage these ideas to develop a model of mission-guided expected impact. They then show how the model can be operationalized for the case of an undergraduate-only business school. The authors conclude with a discussion of the potential contribution of our model.  相似文献   

13.
    
Despite the prevalence and global diffusion of digital platforms, the international entrepreneurship literature has paid limited attention to the latent potential of this type of digital context for the emergence and actualization of international opportunities (IOs). Drawing on the cognitive and digital entrepreneurship literature, we develop a framework that focuses on the spatial, temporal, and structural dimensions of digital crowdfunding platforms. We elucidate how these three contextual dimensions influence the IO development, namely IO recognition, evaluation, and exploitation. We present three testable propositions, an illustrative case, and a future research agenda that provide a foundation for research on IOs in the digital context.  相似文献   

14.
    
The author examined a broad range of respondent perspectives on tenure-related issues in a survey of 1,583 professors at 321 Association to Advance Collegiate Schools of Business (AACSB)-accredited business schools in all 50 states. Tenured and nontenured tenure-track university professors at AACSB-accredited business schools agreed that tenure is necessary. Survey results indicate that mean ratings for 9 of the 20 tenure issues investigated differed significantly between tenured and nontenured tenure-track faculty members, down from 13 significant differences in 2001. Basically, even though the groups disagree on the impact of traditional tenure on teaching and research, both groups now embrace traditional tenure.  相似文献   

15.
    
Abstract

This article proposes a model of international strategy of retail companies. It has been developed and tested by studying the international activities, both successful and unsuccessful, of 37 international companies for more than a decade. It defines the most important components of a successful strategy and, for each component, it evaluates the importance of this variable in connection with the others. The model proposed is able not only to explain the internationalization process of many important companies during the 1990s and at the beginning of the 2000s, but also puts forward to the managerial sector the strategic variables for both the companies that have already started an internationalization process and those that wish to begin it.  相似文献   

16.
With rapidly increasing globalization, business students are required to understand complex global markets and adapt to the rapid changes in the global landscape. This paper discusses a project where students from International Marketing courses in Pakistan, the United States, and France used an interactive platform as a base to jointly explore the marketing of brand-name products across the three countries to better understand the realities of global marketing strategies. The results are discussed as are the difficulties and the recommendations for future projects.  相似文献   

17.
    
The Association to Advance Collegiate Schools of Business incorporates program assessment as an integral part of the accreditation process. Assessment tools created to meet assurance of learning standards, however, must go beyond grades and measure student learning directly. The author shows that an in-house assessment tool predicted student learning and correlated well with admissions criteria used to select students into an MBA program. Specifically, assessment exam scores from 182 MBA students correlated .47 with their final MBA grades. The assessment exam scores themselves were also well predicted by student GMAT scores and undergraduate grades. The results show that assurance of learning assessment tools can be useful for more than just accreditation decisions.  相似文献   

18.
    
Although it has been 5 years since the Association to Advance Collegiate Schools of Business (AACSB) expressed the expectation that schools should be demonstrating a high level of maturity implementing their assurance of learning programs, the authors’ results indicate that most accredited programs are in the early stages of developing their closing-the-loop practices. Among assurance of learning leaders there is disagreement as to what constitutes a closing-the-loop activity and there are serious challenges to systematically implementing curricular responses including the time necessary to develop, initiate, and then reevaluate effectiveness. Faculty ownership, a crucial feature of the assurance of learning process, is reported as the number one challenge confronting accredited programs.  相似文献   

19.
    
The importance, and associated challenges, of faculty ownership and engagement in the assurance of learning (AoL) process are well documented in the literature. The authors demonstrate how schools can further their AoL objectives by encouraging and subsequently supporting organic, faculty-led initiatives. Specifically, we present a case study of a faculty led initiative to explore and demonstrate, as a proof of concept, how Lean Six Sigma can be used to improve AoL practices.  相似文献   

20.
    
Business schools have established measurement tools to support their assurance of learning (AoL) systems and to assess student achievement of learning objectives. However, business schools have not required their tools to be empirically validated, thus ensuring that they measure what they are intended to measure. The authors propose confirmatory factor analysis (CFA) be utilized by business schools to evaluate AoL measurement systems. They illustrate a CFA model used to evaluate the measurement tools at their college. The authors’ approach is in its initial steps, currently evaluating individual measurement tools, but the authors are working toward developing a system that can evaluate the entire AoL measurement system.  相似文献   

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