The 2003 AACSB Accreditation Standards and Implications for Business Faculty: A Short Note

Miles, Morgan P.; Hazeldine, Mary F.; Munilla, Linda S.

doi:10.3200/joeb.80.1.29-34

Cited by 50 publications

(34 citation statements)

References 4 publications

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“…For business schools, the Association to Advance Collegiate Schools of Business (AACSB) has a long tradition of defining recognized quality requirements (Miles et al, 2004;Hedin et al, 2005). They demand to "provide an overview of the structure of the school, its policies, and processes to ensure continuous improvement and accountability related to the school's operations."…”

Section: Motivation and Problem Statementmentioning

confidence: 99%

Applying Kaizen to University Teaching Through Weekly Course Evaluation

Kregel¹

2017

Proceedings of the Fourth International Conference on Lean Six Sigma for Higher Education

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Purpose: Current evaluation standards in German higher education institutions (HEIs) most often do not lead to measurable quality improvement. The purpose of this paper is to critically evaluate whether Kaizen can be a useful methodology to improve the quality of teaching on course level and intensify the exchange and discussion between lecturers and learners.Design/Methodology/Approach: The paper describes a theoretical approach of combining the continuous improvement philosophy of Kaizen with student course evaluation. Furthermore, the author uses evaluation data from two course cycles to describe results from a pilot application.Findings: A concept is illustrated for evaluating every single course unit and continuously discussing these results together with the learners. Learners in the pilot courses accepted and welcomed the intense participation and allowed improvements mainly referring to course concept, content (and detail) selection, course material and presentation style. The participation rate declined during the term and was highly influenced by triggers like exam and grade relevance. Research Limitations/Implications:The presented results have been collected in one single course over two years in the same institution. The next stage of research would be the application of the approach in other courses and institutions to validate results as well as to make potential adjustments to the concept. Originality/Value: Although course evaluation has become standard in German HEIs, most institutions use it only once per term or year. This paper discusses a new approach to evaluate teaching quality on time and directly at the point of action (Gemba) to facilitate short-term reaction of the lecturers.

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Section: Motivation and Problem Statementmentioning

confidence: 99%

Applying Kaizen to University Teaching Through Weekly Course Evaluation

Kregel¹

2017

Proceedings of the Fourth International Conference on Lean Six Sigma for Higher Education

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“…Answers the questions, whether the AACSB model is adequate and why accrediting organization should stay in an open competition. Miles et al 2004 Difference between experimental processes and the new standards and the previous accreditation process and standards in AACSB accreditation and its implications for business school faculty members. Scherer et al 2005 Challenges confronted by business schools in both the United States and Europe with AACSB accreditation.…”

Section: Brennan and Austin 2003mentioning

confidence: 99%

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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“…Vazzana et al 2000). AACSB assessment criteria are both process-and outcome-based and carefully monitoring performance and outcome measures in our model is important to assure the quality of a DBA program (Miles et al 2004). Each individual admitted into a DBA program needs to be treated as a valued asset, as well as a consumer of the business school's most valued resources if the university is interested in enhancing student performance and maintaining the instrumental and normative goals of the DBA program (cf.…”

Section: A Proposed Dba Modelmentioning

confidence: 99%