Business Education Accreditation in the Middle East and North Africa: An Interview With John Fernandes of AACSB

Fernades, John; Hodgson, Sasha; Clausen, Thomas S.

doi:10.5465/amle.2011.0537

Cited by 12 publications

(4 citation statements)

References 3 publications

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“…The findings of the present study are supported in a recent interview of Fernandes et al (2012), president and chief executive officer of AACSB. Fernandes et al (2012) stated that in a AACSB conducted survey of approximately 300 AACSB-accredited schools, 91 per cent of the responding deans "reported that holding AACSB accreditation improved their ability to recruit and retain qualified faculty", while 69 per cent of the deans mentioned that AACSB accreditation enhanced placement salaries for students. These AACSB reported findings provide additional evidence on the validity and relevance of the present study's results.…”

Section: Discussionsupporting

confidence: 85%

An exploratory study of the perceptions of AACSB International’s 2013 Accreditation Standards

Miles

Franklin

Grimmer

et al. 2015

Journal of International Education in Business

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Purpose – The purpose of this paper is to report on the findings of an exploratory survey designed to measure AACSB member deans’ perceptions about the recently revised 2013 Association to Advance Collegiate Schools of Business (AACSB) Accreditation Standards. In April of 2013, AACSB International released a major revision of its accreditation standards to better reflect the increased globalization of management education. Design/methodology/approach – The present study surveyed AACSB member school deans via e-mail using SurveyMonkey during October and early November of 2013. A total of 1,131 valid e-mail addresses were found for the deans/heads of member schools (accredited and non-accredited). In total, 259 surveys were completed, resulting in a 23 per cent response rate for member schools with valid e-mails (n = 1,131). Findings – The present study found that the AACSB membership largely perceives that AACSB accreditation is a basic requirement to be a credible and competitive business school, is an indicator of a quality education and is linked to enhancing a business school’s ability to be effective in faculty recruitment and student placement. Even business school’s holding association of MBA (AMBA) and the European Foundation for Management Development’s International Accreditation Program (EQUIS) accreditation seemed to think that AACSB accreditation is a basic requirement to be a competitive business school. The most notable finding of this study is that most deans indicated that they will be able to meet the 2013 standards. Originality/value – Although at the time of the survey no business school had been subject to review under the new standards, member deans largely felt that the guiding principles and values and the accreditation standards themselves are achievable. In addition, there was widespread agreement that AACSB accreditation is valuable, meaningful and essential in today’s globally competitive environment.

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Section: Discussionsupporting

confidence: 85%

An exploratory study of the perceptions of AACSB International’s 2013 Accreditation Standards

Miles

Franklin

Grimmer

et al. 2015

Journal of International Education in Business

View full text Add to dashboard Cite

show abstract

“…Does AACSB International (AACSB) accreditation increase the value and quality of education offered to business students? AACSB accreditation is widely viewed as the "gold standard" of accreditation for business schools and it is commonly "known" to improve student preparedness, faculty quality, job placements and a business school's internal operations and strategic planning process (Hodgson and Clausen, 2012). The organization states on its website that "AACSB Accreditation is known, worldwide, as the longest standing, most recognized form of specialized professional accreditation an institution and its business programs can earn" (AACSB International, 2018a, b).…”

Section: Introductionmentioning

confidence: 99%

A systematic review of AACSB International accreditation quality and value research

MacKenzie

Scherer

Wilkinson

et al. 2019

JEAS

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Purpose The purpose of this paper is to conduct a systematic review of the research on the quality and value of AACSB International accreditation. Design/methodology/approach Data were abstracted from published journal articles between 2003 and 2017 in which the words “AACSB” and “quality” or “value” (or both quality and value) were used in the title or the article text. Findings In total, 91 studies were identified that have been published on the value and/or quality of AACSB accreditation. These studies focused primarily on students and faculty and were conducted using survey research methods. Results indicate that accreditation does have some effects on stakeholder value and quality. Research limitations/implications While there is evidence to support the importance of accreditation to enhance the quality and value of business schools, additional research is needed to empirically support the quality and value propositions. Practical implications In order to effectively communicate to stakeholders how AACSB accreditation enhances the business school, the current study’s findings indicate that identification of indicators and factors that affect quality and value would be productive. Originality/value This study contributes insight on what is currently known about the quality and value of AACSB accreditation to both internal and external stakeholders from research conducted over an extended period of time.

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“…Reddy (2008) suggested that one direction for future research could be to examine the triggers of change or the impact of the accreditation process in an institution. There are numerous studies on the meaning and implementation of accreditation in a variety of cultural and geographical contexts that influence the process (Fernandes et al , 2012; Stensaker, 2011; Schomaker, 2015; Goby and Nickerson, 2014; Onsman, 2010; Anaam et al , 2009), similarities and differences among different international accreditations (Urgel, 2007), and critical views of those accreditations (Reddy, 2008). There are also studies of internal development related to accreditation, such as a survey on the perceived impact of an accreditation on organizational effectiveness and culture (Lejeune and Vas, 2009), quality culture in higher education (Ehlers, 2009), or how power in its different forms is realized in the accreditation process (Engebretsen et al , 2012).…”

Section: Introductionmentioning

confidence: 99%

International business accreditation as a trigger for business school development

Sohlo

Nätti²

2019

JEAS

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Purpose Business schools turn to prestigious international accrediting bodies (AACSB, EQUIS and AMBA) in their quest for legitimacy, improved status and reputation. What pains and gains are involved when pursuing these credentials? What are the facilitative and friction forces, supporting or inhibiting development in the different levels of the organization? The paper aims to discuss these issues. Design/methodology/approach This qualitative single case study provides an extant literature review on business accreditations and their effect on business school development. Through examining the business school organization from four angles, “levels of change,” the accreditation process related events in a Nordic business school during 2009–2017 are analyzed. Findings Regardless of the typical path-dependency of academic organizations, an accreditation process significantly affects the business school development in all four levels of the organization – dominant logic, culture, structures and systems – through changing the everyday activities. Individual actors become more aware of the underlying values, beliefs and assumptions behind their own behavior as well as that of the overall organization. Deeply rooted understanding of “academic freedom” is challenged. New relationships and working culture are created across sub-units and individuals. Introducing faculty qualifications criteria may lead to department mergers. Accreditation data systems bring transparency into academic work, increasing the consciousness and result orientation among individuals. Originality/value This study contributes to the limited theoretical understanding of the development a professional organization through accreditation, adds to the understanding of practical consequences on the level of an individual organization, as well as offers managerial suggestions for business school leaders.

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Business Education Accreditation in the Middle East and North Africa: An Interview With John Fernandes of AACSB

Cited by 12 publications

References 3 publications

An exploratory study of the perceptions of AACSB International’s 2013 Accreditation Standards

An exploratory study of the perceptions of AACSB International’s 2013 Accreditation Standards

A systematic review of AACSB International accreditation quality and value research

International business accreditation as a trigger for business school development

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