AACSB international accreditation as a catalyst for soft skills in business schools

Batista, Mariane Pires; Romani-Dias, Marcello

doi:10.1080/08832323.2021.1924105

Cited by 10 publications

(5 citation statements)

References 9 publications

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“…In the case of Peruvian universities, Avolio and Benzaquen (2020) have described the difficulties that holding AACSB accreditation entail, including higher budgets for hiring professors as well as the need of a whole team devoted to attaining and maintaining the accreditation. In the Brazilian case, Batista and Romani-Dias (2022) have asserted that AACSB accreditation, leads to the development of more and better skills in students.…”

Section: Literature Reviewmentioning

confidence: 99%

Faculty's subjective well-being: insights from a Mexican business school

Segarra

Villanueva

Martínez

2022

QROM

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PurposeIn this article, the authors aim to achieve a deeper understanding of the aspects that influence academic faculty's subjective well-being (SWB). For this purpose, the authors focus on scholars who work in a business school that not only is located in Latin America, but is in a transition process, changing from being solely a teaching-oriented to a research-oriented model due to Association to Advance Collegiate Schools of Business (AACSB) accreditation purposes.Design/methodology/approachTwenty in-depth semi-structured interviews were conducted with professors at a private business school in Mexico. The interviews took place between November 2018 and late 2020.FindingsScholars of business schools who are transitioning from being teaching-oriented to becoming research-oriented in order to comply with AACSB requirements face heightened institutional pressures that can generate negative effects on professors' SWB; especially on three dimensions: health, a sense of lack of self-efficacy and apprehension due to the lack of resources.Research limitations/implicationsThis paper studied a particular context; however, even when the findings of this article are relevant, they cannot be generalized, as each context will have its own peculiarities.Originality/valueMore attention needs to be given to scholars' SWB, particularly of those working in business schools located in the Global South. This is especially relevant since faculty members of business schools in emerging economies are aiming to compete in the international arena; therefore, they face heightened institutional pressures since they need to be more academically productive without neglecting teaching and administrative tasks and despite having less access to resources than their counterparts working in business schools in developed economies. The authors believe that hearing researchers' stories about their concerns and desires can raise awareness and lead to better work conditions.

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Section: Literature Reviewmentioning

confidence: 99%

Faculty's subjective well-being: insights from a Mexican business school

Segarra

Villanueva

Martínez

2022

QROM

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“…Higher education continues to develop and accompany human evolution, just as everything related to the transformation of individuals must too evolve. Thus, higher education is becoming increasingly international as students become increasingly willing to study abroad (Batista & Romani-Dias, 2021; Pinto & Martinez, 2018).…”

Section: Literature Reviewmentioning

confidence: 99%

International Brazilian Students: Motivators, Barriers, and Facilitators in Higher Education

2022

Self Cite

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International students have an increasing economic and cultural impact: In 2011 there were 4.3 million international students around the globe, and this number is expected to exceed 8 million by 2025. From this scenario, this article aims to discern the main barriers, facilitators, and motivators for the internationalization of students. In-depth interviews were conducted with 17 international students at different academic levels. The results indicate that the barriers to internationalization are intrinsic and extrinsic to individuals. The main facilitators of internationalization were networking training and access to student resources; and the main motivators were personal development and career opportunities. Therefore, this article brings three main contributions: (a) academically vis-à-vis the theme, (b) managerially, for institutions, and (c) for students, especially those at the master’s and PhD level. Findings from Brazilian students may also apply to different academic contexts, especially those from emerging countries.

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“…Selection experiments, the experimental group is from the school and industry leading modern apprenticeship class M enterprise cooperation; in promoting the implementation of the modern apprenticeship between process, the school attaches great importance to conduct can improve students' "soft skills" campus culture activities, including enterprise enrolled, co-building school training base, the professional learning and curriculum practice in the enterprise culture, and management measures for the administration; The enterprise assigns technical or management experts to come to the school to communicate with students face to face and give lectures, to answer the perplexity in students' growth, and to strengthen the guidance of career planning; the school attaches great importance to the enterprise practice activities, virtually let the students learn corporate culture, love and dedication, sense of responsibility, team spirit, and other qualities [15]. Through the construction of campus culture atmosphere, the essence is to internalize the "soft skills" into the students' own quality and really effectively enhance the students' "soft skills."…”

Section: Analysis Of Gender Differences In Soft Skillsmentioning

confidence: 99%

Analyze on Experimental Algorithm of Modern Apprenticeship Soft Skill Training: A Case Study of M Enterprise

Qiao-yan

Zhang

2022

Wireless Communications and Mobile Computing

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In the era of the rapid development of Internet technology and information technology, the transformation of traditional industrial structure, and the emergence of new industries, the competition between talents will become more intense, and the society has put forward higher requirements for talents. Modern apprenticeship, as a new educational concept of school-enterprise co-education, will bring new educational reform to the training of higher vocational talents. Taking M enterprise as an example, this paper conducts an experimental study on the cultivation of “soft skills” of higher vocational students by modern apprenticeship. The experimental algorithm is used to analyze it. The findings are as follows: (1) In the process of promoting modern apprenticeship, higher vocational colleges pay attention to the construction of campus culture, which is conducive to internalizing “soft skills” into students’ own quality; (2) the clear career development path of enterprises can make students realize the importance of “soft skills” and clarify their training objectives, which is conducive to exerting their own initiative and constantly improving their own necessary “soft skills”; (3) enterprises attach importance to the cultivation of students’ “soft skills” and strengthen the cultivation path through real job practice, which is not only conducive to enhance the attraction of modern apprenticeship but also conducive to the talent reserve of enterprises.

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AACSB international accreditation as a catalyst for soft skills in business schools

Cited by 10 publications

References 9 publications

Faculty's subjective well-being: insights from a Mexican business school

Faculty's subjective well-being: insights from a Mexican business school

International Brazilian Students: Motivators, Barriers, and Facilitators in Higher Education

Analyze on Experimental Algorithm of Modern Apprenticeship Soft Skill Training: A Case Study of M Enterprise

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