Applying for Initial AACSB Accreditation: An Exploratory Study to Identify Costs

Heriot, Kirk C.; Franklin, Geralyn McClure; Austin, Walt W.

doi:10.3200/joeb.84.5.283-289

Cited by 41 publications

(30 citation statements)

References 7 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…Por ejemplo, equiparando los salarios entre docencia e investigación (Terpstra & Honoree, 2004) y entre instituciones acreditadas y no acreditadas, se tiene que son las universidades acreditadas las que normalmente otorgan mejores salarios (Heriot, Austin, and Franklin 2009;Agarwal & Yochum, 2000;Pastore, 1989;Bell & Joyce 2011).…”

Section: Figura 1 Comparación De Estándares Entre Aacsb and Equisunclassified

Acreditaciones internacionales en escuelas de negocios. Una revisión de la literatura

Lombana

Zapata

2017

Rev. Lasallista Investig.

View full text Add to dashboard Cite

Section: Figura 1 Comparación De Estándares Entre Aacsb and Equisunclassified

Acreditaciones internacionales en escuelas de negocios. Una revisión de la literatura

Lombana

Zapata

2017

Rev. Lasallista Investig.

View full text Add to dashboard Cite

“…Durand and McGuire (2005) noted that accreditation provides legitimization for the business school and offers students and other stakeholders external validation that the business school is managerially relevant and conforming to a sound and globally accepted business curriculum. Heriot et al (2009) conducted a 87 AACSB International's 2013 accreditation standards study, which evaluated the cost of accreditation for business programs seeking initial accreditation from AACSB. The value proposition of AACSB accreditation for business schools has also been hotly debated.…”

Section: Prior Researchmentioning

confidence: 99%

AACSB International’s 2013 accreditation standards

Miles

Franklin

Heriot

et al. 2014

Journal of International Education in Business

View full text Add to dashboard Cite

Purpose – The purpose of this paper is to consider the implications of the 2013 Association to Advance Collegiate Schools of Business (AACSB) Accreditation Standards for both business faculty and their deans who are responsible for implementing these changes. Design/methodology/approach – This paper is a speculative viewpoint on the implications of the 2013 AACSB standards by a set of a co-authors that include AACSB deans who are active in accreditation reviews and serve as mentors to schools in the accreditation process and senior faculty who have written self-studies for AACSB and served as consultants for schools seeking AACSB accreditation internationally. Findings – The implications of the 2013 AACSB business accreditation standards are arguably positive for active scholars holding a relevant doctoral degree. For example, active and engaged scholarly faculty should appreciate the ability to use additional indicators of the impact of their career’s intellectual contributions (IC) including, but not limited to, citations, editor ships, professional leadership positions and other measures of professional esteem. Research limitations/implications – The implications of the 2013 AACSB accreditation standards for deans are potentially less positive. The new standards codify one of the deans’ major duties – that of ensuring that the faculty have resources adequate to support the school’s mission. Originality/value – This paper represents a starting point for understanding the implications of the 2013 AACSB accreditation standards, and that as the standards are operationalized over the subsequent years that these standards, like the previous changes in AACSB standards, will stimulate additional research on business school accreditation. The implications for both faculty and deans are speculative, but are grounded both by the literature and experience of the authors. The paper uses a set of tables to illustrate the impact of the new AACSB standards with examples for each guiding principle and standard.

show abstract

“…However, as Heriot et al (2009) indicated, they found it surprising that there had been no studies to examine the costs to an institution of becoming accredited by AACSB. My content analysis for the period 1990-2012 supports their contention.…”

Section: Does Aacsb Accreditation Significantly Increase the Costs Fomentioning

confidence: 99%

The impact of AACSB accreditation on the autonomy and costs of limited resource institutions whose missions are primarily teaching

Bieker

2014

Journal of Applied Research in Higher Education

View full text Add to dashboard Cite

If you would like to write for this, or any other Emerald publication, then please use our Emerald for Authors service information about how to choose which publication to write for and submission guidelines are available for all. Please visit www.emeraldinsight.com/authors for more information. About Emerald www.emeraldinsight.comEmerald is a global publisher linking research and practice to the benefit of society. The company manages a portfolio of more than 290 journals and over 2,350 books and book series volumes, as well as providing an extensive range of online products and additional customer resources and services. AbstractPurpose -The purpose of this paper is to evaluate the impact of AACSB accreditation on the autonomy and costs of limited resource institutions whose missions are primarily teaching. Design/methodology/approach -To evaluate the research questions, a content analysis of all publications in the EBSCO Business Source Premier Database for the period January 1, 1990 through December 15, 2012 was conducted. Findings -The findings indicate that in the process of becoming AACSB accredited, faculty members of the subject institutions shift their focus more toward research and less toward teaching activities, and that the institutions become less autonomous and more like their benchmark AACSB institutions. In addition, the costs of AACSB accreditation are likely to be significant for the subject institutions.Research limitations/implications -The findings of the study point to the need for additional theoretical and empirical research related to the research questions. First, there is a need to formulate a conceptual framework for clearly identifying and measuring the implicit and explicit costs, including all of the opportunity costs, associated with accreditation. In addition, there is a compelling need to develop a conceptual framework and measurement system that will allow business schools to better assess their quality and productivity. For limited resource institutions whose missions are primarily teaching this system should comport with the schools' teaching missions. Practical implications -The findings suggest that the subject institutions seeking AACSB accreditation should carefully consider a number of questions before pursing accreditation. First, is the institution's mission congruent with AACSB standards or will its mission have to be changed? If AACSB accreditation is deemed to be appropriate, how will the associated changes in resource needs and resource allocation serve to further the institution's mission? And, what are the incremental costs of accreditation, and does the institution have the resource base to sustain accreditation? Originality/value -The study is the first to conduct a detailed content analysis to evaluate some of the costs and benefits of AACSB accreditation for limited resource institutions whose missions are primarily teaching.

show abstract

Applying for Initial AACSB Accreditation: An Exploratory Study to Identify Costs

Cited by 41 publications

References 7 publications

Acreditaciones internacionales en escuelas de negocios. Una revisión de la literatura

Acreditaciones internacionales en escuelas de negocios. Una revisión de la literatura

AACSB International’s 2013 accreditation standards

The impact of AACSB accreditation on the autonomy and costs of limited resource institutions whose missions are primarily teaching

Contact Info

Product

Resources

About