Continuous Improvement: AACSB 2008 Continuous Improvement: AACSB 2008 Accreditation Standards & Process Accreditation Standards & Process

UpdateUpdate

APLG/FSA 2008 Annual SeminarAPLG/FSA 2008 Annual Seminar

Jerry Trapnell, Exec VP & ChiefJerry Trapnell, Exec VP & Chief

Accreditation Officer, AACSB Accreditation Officer, AACSB

(jerryt@aacsb.edu)(jerryt@aacsb.edu)

22

OverviewOverview

AACSB International mission and AACSB International mission and status of the Accreditation Councilstatus of the Accreditation Council

Pertinent dataPertinent data

2008 Process and Standard’s 2008 Process and Standard’s Interpretations update Interpretations update

Discussion and questionsDiscussion and questions

Mission StatementMission Statement

AACSB International advances AACSB International advances quality management education quality management education

worldwide through accreditation and worldwide through accreditation and thought leadershipthought leadership

AACSB Accreditation AACSB Accreditation Seal and LogoSeal and Logo

55

AACSB International AACSB International

Accreditation CouncilAccreditation Council

Business SchoolsBusiness Schools• 554 members 554 members • 459 US and 95 OUS459 US and 95 OUS• 31 countries31 countries

Accounting AccreditationAccounting Accreditation• 169 schools 169 schools • 164 US and 5 OUS164 US and 5 OUS• 5 countries5 countries

66

Trends in AQ/PQ FacultyTrends in AQ/PQ Faculty

Percentage of AQ and PQ FacultyPercentage of AQ and PQ FacultySelf-Reported via BSQSelf-Reported via BSQ

##SchoolsSchools __AQ_AQ_ __ PQ_PQ_2002-032002-03 300 300 71.5% 71.5% 22.0%22.0%2003-042003-04 360 360 70.7% 70.7% 22.1%22.1%2004-05 395 2004-05 395 69.5% 69.5% 24.0%24.0%2005-062005-06 507 507 63.7% 63.7% 28.1%28.1%2006-072006-07 600 600 61.7% 61.7% 30.3%30.3%

Source. AACSB BSQ (data is self-reported). Source. AACSB BSQ (data is self-reported).

Note: 2005-06 and 2006-07 data include significant OUS participation Note: 2005-06 and 2006-07 data include significant OUS participation for first time. US-only data for 2005-06 are 65.3% AQ and 26.7% PQ for first time. US-only data for 2005-06 are 65.3% AQ and 26.7% PQ and for 2006-07 64.9% AQ and 28.4% PQ, respectively. and for 2006-07 64.9% AQ and 28.4% PQ, respectively.

77

Some statistics from past 5 yrs:Some statistics from past 5 yrs:

% of business maintenance % of business maintenance

reviews ending in 6reviews ending in 6thth yr. review: yr. review:19%19%

% of acct maintenance reviews% of acct maintenance reviews

ending in 6ending in 6thth yr. review yr. review21%21%

88

2008 Process Updates2008 Process Updates

99

Policy adopted on time frame to re-enter Policy adopted on time frame to re-enter accreditation process following accreditation process following withdrawal, denial, or revocation of withdrawal, denial, or revocation of accreditation:accreditation:

Withdrawal at pre-accreditation or initial Withdrawal at pre-accreditation or initial accreditation stage: minimum 1 year or accreditation stage: minimum 1 year or longer, committee determineslonger, committee determines

Denial: 3 year minimumDenial: 3 year minimum Revocation: 3 year minimumRevocation: 3 year minimum Voluntary relinquishment: 1 year minimumVoluntary relinquishment: 1 year minimum

1010

Substantive Change Policy:Substantive Change Policy:

Governs accreditation actions relative to Governs accreditation actions relative to events that may impact mission events that may impact mission achievement, degree programs offered, achievement, degree programs offered, resources, participants, etc.resources, participants, etc.

Examples of substantive changes: Examples of substantive changes: mergers/acquisitions, significant budget mergers/acquisitions, significant budget reductions, reorganizations, etc.reductions, reorganizations, etc.

1111

Substantive Change Policy Cont’d:Substantive Change Policy Cont’d:

Non-substantive changes include routine Non-substantive changes include routine strategic management decision such as new strategic management decision such as new degree programs, curricula revisions, internal degree programs, curricula revisions, internal reorganizations not affecting mission reorganizations not affecting mission resources, participants, etc.resources, participants, etc.

Early contact with AACSB Chief Early contact with AACSB Chief Accreditation Officer is encouragedAccreditation Officer is encouraged

1212

Substantive Change Policy Cont’d-Key Substantive Change Policy Cont’d-Key Principles:Principles:

AACSB accreditation can not be acquired AACSB accreditation can not be acquired and can only be granted through an and can only be granted through an accreditation reviewaccreditation review

Goal is to protect the integrity and value of Goal is to protect the integrity and value of AACSB accreditationAACSB accreditation

1313

Substantive Change Policy Cont’d:Substantive Change Policy Cont’d:

Reporting requirement: 90 days following Reporting requirement: 90 days following consummation of the event. Earlier consummation of the event. Earlier notification is encouraged. notification is encouraged.

AACSB action determined by appropriate AACSB action determined by appropriate committee (i.e. PAC, IAC, AAC, or MAC)committee (i.e. PAC, IAC, AAC, or MAC)

Reporting should describe event and its Reporting should describe event and its impact on mission, resources, participants, impact on mission, resources, participants, degree programs, and AoLdegree programs, and AoL

1414

Substantive Change Policy Cont’d:Substantive Change Policy Cont’d:Possible decisions:Possible decisions:

1.1. Accelerate maintenance reviewAccelerate maintenance review2.2. Delay pre- or initial accreditation process with Delay pre- or initial accreditation process with

new reportingnew reporting3.3. Special reporting with no change in scheduleSpecial reporting with no change in schedule4.4. Suspension or discontinuation of accreditation Suspension or discontinuation of accreditation

process for pre- or initial accreditation schoolsprocess for pre- or initial accreditation schoolsControl of public statements includedControl of public statements includedAppeal processes includedAppeal processes included

1515

Program Exclusion Requests following Program Exclusion Requests following initial maintenance reviews:initial maintenance reviews:

Program exclusion requests for Program exclusion requests for maintenance reviews subsequent to initial maintenance reviews subsequent to initial one will only need to include changes or one will only need to include changes or new programs since the first maintenance new programs since the first maintenance reviewreview

1616

Standards UpdatesStandards Updates

1717

Eligibility Criteria CEligibility Criteria C

Revised opening paragraph of “Some Revised opening paragraph of “Some Clarifying Examples” regarding Clarifying Examples” regarding reviews of joint, franchised, or reviews of joint, franchised, or exchange degree programs exchange degree programs associated with accredited business associated with accredited business schools and accounting programs:schools and accounting programs:

1818

Eligibility Criteria C Cont’d:Eligibility Criteria C Cont’d: Reviews will address mission Reviews will address mission

appropriateness, students served, appropriateness, students served, admission criteria, deployment of sufficient admission criteria, deployment of sufficient and qualified faculty by all partner and qualified faculty by all partner institutions, and AoL for entire program institutions, and AoL for entire program including components delivered by partner including components delivered by partner schoolsschools

If joint program is not a degree program of If joint program is not a degree program of the accredited school, focus is on resource the accredited school, focus is on resource sufficiencysufficiency

1919

Standard 2-Mission Appropriateness: Standard 2-Mission Appropriateness: “Professional Judgment in Accreditation “Professional Judgment in Accreditation

Reviews”Reviews” Specifies peer review team focus on mission Specifies peer review team focus on mission

appropriateness will include the process for appropriateness will include the process for developing the mission and the extent to which developing the mission and the extent to which school is achieving high quality and continuous school is achieving high quality and continuous improvement in accordance with missionimprovement in accordance with mission

Added to “Basis for Judgment:”Added to “Basis for Judgment:” Stresses mission appropriateness emphasizes Stresses mission appropriateness emphasizes

achievement of high quality in each degree achievement of high quality in each degree programprogram

2020

Standard 10 (Faculty Qualifications) Standard 10 (Faculty Qualifications) “Basis for Judgment” regarding criteria “Basis for Judgment” regarding criteria

for AQ/PQ Statusfor AQ/PQ Status

Criteria for granting and for maintaining Criteria for granting and for maintaining academic or professional qualifications for academic or professional qualifications for deans, associate deans, department deans, associate deans, department heads, etc. may reflect these important heads, etc. may reflect these important administrative rolesadministrative roles

2121

Standards 9 (Faculty Sufficiency) and 10 (Faculty Standards 9 (Faculty Sufficiency) and 10 (Faculty Qualifications) regarding Qualifications) regarding

Business Communications (BC) Faculty in Business Business Communications (BC) Faculty in Business SchoolsSchools

Add to AQ and PQ white papers as FAQ Add to AQ and PQ white papers as FAQ Reaffirm all faculty in the business school supporting Reaffirm all faculty in the business school supporting

business programs should be held accountable for their business programs should be held accountable for their performanceperformance

School may include or exclude business communication School may include or exclude business communication faculty for Std. 9 and 10 purposes. Clear disclosure is faculty for Std. 9 and 10 purposes. Clear disclosure is importantimportant

BC faculty not excluded if teaching other business BC faculty not excluded if teaching other business subjectssubjects

AoL expected if communications skills are selected as AoL expected if communications skills are selected as learning goal to be assessedlearning goal to be assessed

2222

Standard 10 (Faculty Qualifications) Standard 10 (Faculty Qualifications) Clarification regarding Deployment of Clarification regarding Deployment of

Qualified FacultyQualified Faculty

Added “location” to two places that should Added “location” to two places that should have been included last year when the term have been included last year when the term “programs, disciplines, and locations” was “programs, disciplines, and locations” was adoptedadopted

2323

Standard 20-(Masters’ Educational Level) Standard 20-(Masters’ Educational Level) “Basis for Judgment”“Basis for Judgment”

Deletes an example related to French Deletes an example related to French Grande Ecoles that no longer applies due to Grande Ecoles that no longer applies due to changes in French educational systemchanges in French educational system

2424

Standard 10:Standard 10:

Standard 20 (Masters’ Educational Level) Standard 20 (Masters’ Educational Level) “Basis for Judgment” Addition“Basis for Judgment” Addition

Normally, the majority of learning (credit Normally, the majority of learning (credit hours, contact hours, or other metric) hours, contact hours, or other metric) counted toward degree fulfillment is counted toward degree fulfillment is earned in classes reserved primarily for earned in classes reserved primarily for graduate students.graduate students.

2525

Standard 17 (Undergraduate Educational Level) Standard 17 (Undergraduate Educational Level) and Standard 20 ( Master’s Educational Level) and Standard 20 ( Master’s Educational Level)

Addition to “Basis for Judgment”Addition to “Basis for Judgment”

The school defines and broadly disseminates its The school defines and broadly disseminates its policies for evaluating, awarding, and accepting policies for evaluating, awarding, and accepting transfer credits/courses from other institutions transfer credits/courses from other institutions consistent with its mission and degree programs. consistent with its mission and degree programs. These policies should ensure that the academic These policies should ensure that the academic work accepted from other institutions is work accepted from other institutions is comparable to the school’s own degree programs.comparable to the school’s own degree programs.

2626

Learning Goals for Accredited Learning Goals for Accredited Accounting Programs:Accounting Programs:

Clarifies in Standards 39, 41, and 42 Clarifies in Standards 39, 41, and 42 under “Basis for Judgment” that learning under “Basis for Judgment” that learning goals in accounting knowledge and skill goals in accounting knowledge and skill areas must be included in AoL programareas must be included in AoL program

2727

Accounting Standard 36 regarding “recent Accounting Standard 36 regarding “recent relevant experience” for faculty relevant experience” for faculty

““Basis for Judgment” revised to expand Basis for Judgment” revised to expand activities that reflect “recent relevant activities that reflect “recent relevant experience” to include:experience” to include:

1.1. Significant participation in professional Significant participation in professional associationsassociations

2.2. Service on committees or boards of Service on committees or boards of professional associations or licensing boardsprofessional associations or licensing boards

3.3. Participation in professional events that focus Participation in professional events that focus on practiceon practice

4.4. Other activities that place faculty in Other activities that place faculty in directdirect contact with accounting practitionerscontact with accounting practitioners

2828

Standard 42-Specialized Masters Standard 42-Specialized Masters Programs in AccountingPrograms in Accounting

Clarifies that Masters of Taxation Clarifies that Masters of Taxation programs offered by the accounting unit programs offered by the accounting unit are included in accounting accreditation are included in accounting accreditation reviewsreviews

Allows significant course work in taxationAllows significant course work in taxation

2929

Other accreditation activities:Other accreditation activities:AQ and PQ white papers availableAQ and PQ white papers availableValue of accreditation campaign continuesValue of accreditation campaign continuesPeer review team training is expandingPeer review team training is expandingExpanded deployment of new deans and accounting Expanded deployment of new deans and accounting chairs on peer review teamschairs on peer review teamsMonitoring DOE activities on accreditation relative to the Monitoring DOE activities on accreditation relative to the Spellings Commission and similar activities around the Spellings Commission and similar activities around the worldworldEnhanced differentiation of member and accredited Enhanced differentiation of member and accredited institutionsinstitutionsWorking to gain enhanced recognition of AACSB in Working to gain enhanced recognition of AACSB in appropriate countriesappropriate countriesAoL white paper issued in the fallAoL white paper issued in the fall

3030

Impact of Research ReportImpact of Research Report

3131

Key Principles:Key Principles:

Critical for business schools and Critical for business schools and accounting programs to continuously accounting programs to continuously enhance value and visibility of scholarship enhance value and visibility of scholarship and researchand research

Consistent with AACSB accreditation Consistent with AACSB accreditation philosophyphilosophy

3232

Critical issues:Critical issues:

Research measures too focused on inputs Research measures too focused on inputs (faculty time, etc.) rather than value of (faculty time, etc.) rather than value of outcomesoutcomes

Heaviest focus is on discipline-based Heaviest focus is on discipline-based scholarship at expense of contributions to scholarship at expense of contributions to practice and pedagogical developmentpractice and pedagogical development

Relationship between research and Relationship between research and teaching are not well understoodteaching are not well understood

3333

Critical Issues Cont’d:Critical Issues Cont’d:

Inadequate channels for translating Inadequate channels for translating academic research to impact practiceacademic research to impact practice

Limited opportunity to promote continuous Limited opportunity to promote continuous interaction among faculty and practicing interaction among faculty and practicing managers on questions of relevance and managers on questions of relevance and research needsresearch needs

3434

Recommendations:Recommendations:

Extend and augment accreditation guidelines to Extend and augment accreditation guidelines to require schools to demonstrate impact of faculty require schools to demonstrate impact of faculty intellectual contributions on targeted audiencesintellectual contributions on targeted audiences

Create incentives for greater diversity in Create incentives for greater diversity in institutional missions and faculty intellectual institutional missions and faculty intellectual contributionscontributions

Support inquiry into linkage between scholarly Support inquiry into linkage between scholarly inquiry and education in degree and non-degree inquiry and education in degree and non-degree programsprograms

3535

Recommendations Cont’d:Recommendations Cont’d:Develop AACSB awards program to recognize Develop AACSB awards program to recognize high-impact research by facultyhigh-impact research by facultyStrengthen interaction between academics and Strengthen interaction between academics and practicing managers in production of knowledge practicing managers in production of knowledge in areas of greatest interestin areas of greatest interestStudy and recommend to journal community Study and recommend to journal community activities designed to highlight the impact of activities designed to highlight the impact of faculty researchfaculty researchDisseminate information on best practices Disseminate information on best practices linking academic research and practicelinking academic research and practice

3636

Some important perspectives:Some important perspectives:

Any impact on accreditation standards Any impact on accreditation standards must be vetted through Accreditation must be vetted through Accreditation Quality Committee and, if necessary, the Quality Committee and, if necessary, the Accreditation CouncilAccreditation Council

Task Force does not suggest impact must Task Force does not suggest impact must be demonstrated by all faculty nor is be demonstrated by all faculty nor is impact a requirement for AQ/PQ statusimpact a requirement for AQ/PQ status

3737

Perspectives Cont’d:Perspectives Cont’d:

Task Force assumes positive relationship Task Force assumes positive relationship between research and teaching, but between research and teaching, but recommends more investigation of the issuerecommends more investigation of the issue

Task Force is well aware of difficulties of Task Force is well aware of difficulties of implementing Recommendation 1 related to implementing Recommendation 1 related to measurement of impact, burden to schools, and measurement of impact, burden to schools, and education, training and advocacy related to the education, training and advocacy related to the recommendationrecommendation

Some pilot efforts may be undertaken voluntarilySome pilot efforts may be undertaken voluntarily

3838

Questions and DiscussionQuestions and Discussion

3939www.aacsb.edu