AACSB Accreditation

1. 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

2. 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?

3. 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

4. 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

5. 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

6. 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

7. 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!

8. 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:

9. 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

10. 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

11. 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

12. 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