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AACSB Accreditation. AACSB (Association to Advance Collegiate Schools of Business) standards “support and encourage excellence in management education worldwide” 504 accredited institutions in 24 nations, 167 of whom also have accounting accreditation
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AACSB Accreditation • AACSB (Association to Advance Collegiate Schools of Business) standards “support and encourage excellence in management education worldwide” • 504 accredited institutions in 24 nations, 167 of whom also have accounting accreditation • In Indiana, four universities have both business and accounting accreditation: Ball State, IU, Notre Dame, and
AACSB Accreditation • AACSB accreditation “represents the highest standard of achievement for business schools worldwide” • Commitment to quality and continuous improvement • Guide educational delivery by carefully constructed mission • see USI COB mission • Select and support students to produce outstanding graduates • implications for “high access” university? • implications for classroom expectations? • Deliver degree programs with qualified faculty • Structure learning through relevant criteria • see Knowledge and Skill areas • Contribute to knowledge through research and scholarship • implications for “student-centered” university?
USI COB Vision and Mission Vision Statement • Our vision is to provide a premier learning experience in business that emphasizes an entrepreneurial mindset which involves innovative thought and openness to new ideas
USI COB Vision and Mission Mission Statement • Our mission is to place the student at the center of our college’s educational activities, both inside and outside the classroom. We are committed to offering a value-driven business education that provides personalized attention, enhances lifelong learning, values creativity and innovation, ensures an interactive learning experience, and nurtures social responsibility and integrity. • Guiding Principles
AACSB Accreditation • Knowledge and Skill Areas • General • Communication abilities • Ethical understanding and reasoning abilities • Analytic skills • Use of information technology • Multicultural and diversity understanding • Reflective thinking skills • Management-specific • Ethical and legal responsibilities in organizations and society • Financial theories, analysis, reporting, and markets • Creation of value through the integrated production and distribution of goods, services, and information • Group and individual dynamics in organizations • Statistical data analysis and management science as they support decision-making processes throughout an organization • Information technologies as they influence the structure and processes of organizations and economies, and as they influence the roles and techniques of management • Domestic and global economic environments of organizations
Employer Satisfaction with Recent College Graduates • Areas of concern • Both technical and non-technical entry-level employees were deficient in basic skills such as thinking abstractly, establishing priorities and setting goals, and using interpersonal skills to handle conflict or criticism • Employers were particularly concerned about technical graduates’ (e.g., computer scientists, accountants, engineers) writing and presentation skills • Source: Education Resources Institute, 1997
USI COB Mission Translated • Human Resource Development • To assist you in the development of your knowledge, skills, and abilities so as to enable you to be a competitive candidate in the labor market upon graduation, and an effective member of the organization that hires you… • What will differentiate you? • Example: 30 resumes, five interviewees, one hire • “Whatever you do, don’t treat your students like customers!” (Journal of Management Education, 1998) • Treating students like customers undermines their education • Educators should adopt a different guiding metaphor: the fitness center, casting students as partners in the development of character • Mohammed’s Gym!
Will you be market-ready? CHRIS Q. STUDENT 1234 Varsity Drive 812.123.4567 Evansville, IN 47712 cqstudent@usieagles.org ________________________________________________________ OBJECTIVE: EDUCATION: B.S., Business, University of Southern Indiana May 200_ AACSB accredited GPA: SKILLS: WORK EXPERIENCE: HONORS AND ACTIVITIES:
Can Americans Compete? • U.S. not building human capital as before • Primary and secondary schools falling behind rest of world • Universities still excellent, but foreign students increasingly taking education back home • Science and engineering grads increasing elsewhere, declining here • Many iconic U.S. firms already do most business and employ most workers outside U.S. • Conversely, some quintessential American brands (e.g., Jeep) owned by non-U.S. cos • Many products of U.S. cos made outside U.S. while many non-U.S. cos make products here • Dell laptop may have been assembled in Malaysia from parts made by American cos in Thailand
Can Americans Compete? • Large cos transcended nationality long ago – globalization creates opportunities as well as challenges • For American workers, globalization is dicier proposition—vast numbers exposed to global labor market competition, contest many cannot win at this time • Global economy increasingly based on information • Cost of handling information in free fall • Low-cost countries turning out large numbers of well-educated workers fully-qualified to work in information-based economy • China will produce 600,000 engineering grads this year, India 350,000, U.S. 70,000 • Outsourcing no longer threatens only mfg and lower-level knowledge work • McKinsey estimates 52% of engineering jobs amenable to offshoring, 31% of accounting jobs • Downward pressure on U.S. wages
Can Americans Compete? • Question is whether there can be economic dominance wo/ technology leadership • Until scientific revolution began in 17th century, virtually everyone lived on verge of subsistence • Three centuries of technology breakthroughs are root of today’s abundance in developed world • Those w/ technological edge have highest standard of living • Key to competitiveness is maintaining technological superiority – continually creating high-value new jobs that workers in rest of world can’t do yet • #1 policy prescription: education • That’s a problem for America today • As America changed from agricultural to industrial economy, high school movement swept U.S. • 8th grade education no longer enough • European model, which prepared small minority of young people for college, was rejected • Morrill Act of 1862—land-grant universities • By 1940, U.S. was world’s best-educated nation
Can Americans Compete? • U.S. spending on R&D will have to increase • 71% of industrial R&D is on development, not basic research • Federal funding of research in physical sciences as percentage of GDP has been declining for 30 years • How can American workers be worth what they cost? • Greatest challenge will be changing a culture that neither values education nor sacrifices the present for the future as much as it used to – or as much as our competitors do • Challenge to business, government, and society