Strategic Implications of Specialized Business School Accreditation: End of the Line for Some Business Education Programs?

Tullis, K. J.; Camey, John P.

doi:10.3200/joeb.83.1.45-51

Cited by 16 publications

(14 citation statements)

References 3 publications

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“…Entre sus hitos más recientes, a mediados de los 90, su orientación hacia la investigación con costos en tiempo para el cuerpo profesoral, y financieros para atraer doctores, la calificaron como una acreditación inalcanzable para las escuelas de mediano a bajo perfil y con orientación a docencia. Esta situación se reflejó en el auge de acreditaciones menos exigentes como la Tullis & Camey (2007), AACSB ha buscado ampliar su espectro a escuelas de perfil medio que cumplan a cabalidad estándares de alta calidad en EE. UU., y en el exterior, incluso se separan de acreditadoras como ACBSP y IACBE, y vetan de manera implícita universidades acreditadas por dichas agencias.…”

Section: Agencias Acreditadoras Para Escuelas De Negocios Y Sus Estánunclassified

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

Lombana

Zapata

2017

Rev. Lasallista Investig.

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Section: Agencias Acreditadoras Para Escuelas De Negocios Y Sus Estánunclassified

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

Lombana

Zapata

2017

Rev. Lasallista Investig.

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“…Mergen et al 2000;Koch and Fisher 1998;Rowley 1996;Williams 1993). Especially over the last few years, contributions to accreditation as a quality management instrument have increased (McKee et al 2005;Julian and OforiDankwa 2006;Trapnell 2007;Tullis and Camey 2007;Urgel 2007). Until today, the focus of empirical studies on accreditation has basically been on the academics' perception of accreditation.…”

Section: Introductionmentioning

confidence: 95%

On the relevance of accreditations of executive MBA programs—the perception of the customers

Helmig

Bürgisser

Lichtsteiner

et al. 2010

Int Rev Public Nonprofit Mark

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Accreditation of MBA programs has become a subject of increasing importance to European business schools. The pros and cons of this quality improvement instrument have been well elaborated from a business school's point of view. However, how students perceive accreditations has not been subject of research yet. In order to contribute to close this research gap and to gain some insight into the customers' perception of accreditations, the authors have conducted an empirical survey amongst students and alumni of Executive MBA (EMBA) programs. Results of a multinomial logistic regression show that accreditation is by far not the most relevant criterion for the choice of an Executive program at this point in time. According to that and the low knowledge on accreditation among students and alumni one may raise the question why business schools invest so much time and effort in accreditation. Based on these results, the article implies possible shifts in the relationship between business schools and accrediting institutions.

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“…To date, AACSB has granted accreditation to 152 institutions in 39 countries outside the USA (www.aacsb.net) with the first non-North American accreditation granted in 1995 to ESSEC Business School, France (White, Miles and Lavernier, 2009). AACSB's approach to accreditation is to focus on the assessment of learning outcomes as defined by each institution (Tullis and Camey, 2007) where institutions are typically required to have a prescribed curriculum exposing students to a wide array of business topics (McKee, Mills and Weatherbee, 2005;White, Miles and Lavernier, 2009). AACSB has grown into a global organization that is attempting to create a comprehensive set of accreditation standards that can be applied to B-schools located in virtually any country (White, Miles and Lavernier, 2009).…”

Section: Aacsb and Equismentioning

confidence: 99%

Convergence and Divergence Dynamics inBritish andFrench Business Schools: How Will the Pressure for Accreditation Influence these Dynamics?

Thomas

Billsberry

Ambrosini

et al. 2013

British J of Management

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This paper focuses on convergence and divergence dynamics among leading British and French business schools and explores how the pressure for accreditation influences these dynamics. We illustrate that despite historical differences in approaches to management education in Britain and France, these approaches have converged partly based on the influence of the American model of management education but more recently through the pursuit of accreditation, in particular from the Association to Advance Collegiate Schools of Business and the European Quality Improvement Standard. We explore these dynamics through the application of the resource‐based view of the firm and institutional theory and suggest that, whilst achieving accreditation is a necessary precursor for international competition, it is no longer a form of competitive advantage. The pursuit of accreditation has fostered a form of competitive mimicry reducing national distinctiveness. The resource‐based view of the firm suggests that the top schools need a more heterogeneous approach that is not easily replicable if they are to outperform the competitors. Consequently, the convergence of management education in Britain and France will become a new impetus for divergence. We assert that future growth and competitive advantage might be better achieved through the reassertion of national, regional and local cultural characteristics.

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Strategic Implications of Specialized Business School Accreditation: End of the Line for Some Business Education Programs?

Abstract: The authors suggest several key considerations for decision makers, including the possibility that some institutions will be unable to continue to offer studies in business education.

Cited by 16 publications

References 3 publications

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

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

On the relevance of accreditations of executive MBA programs—the perception of the customers

Convergence and Divergence Dynamics inBritish andFrench Business Schools: How Will the Pressure for Accreditation Influence these Dynamics?

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