Author: accreditation.biz

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What is a “Loop” in Assurance of Learning? 

By Dr. Vlad Krotov

In today’s competitive academic environment, ensuring the quality and effectiveness of business education is more important than ever. Business schools around the world are increasingly held accountable for the outcomes that they produce for students and other key stakeholders served by business schools. That’s why AACSB Standard 5: Assurance of Learning (AoL) plays a critical role in accreditation for business schools. But if you’re new to AoL, you may have heard the term “loop” and wondered: What exactly does that mean? This article will provide a short explanation of what a “loop” is and what “closing the loop” mean.

The essence of AACSB Standard 5

AACSB Standard 5 requires that institutions demonstrate student achievement of learning goals for each degree program. It’s not enough to just have goals; schools must assess whether students are meeting them and use that information to continuously improve. Thus, these improvements have to be driven by data (and not opinion or wishful thinking). 

What is a “loop” in AoL?

In the context of AoL, a loop refers to the continuous cycle of assessment, evaluation, and improvement aimed at enhancing student learning. This cycle is comprised of the following steps (see Figure 1 below): 

    • Define Learning Goals and Outcomes: Define what students should know or be able to do upon graduation.
    • Assess Student Performance: Use tools such as exams, rubrics, presentations, or portfolios to measure learning outcomes.
    • Analyze Results: Review assessment results to identify patterns, strengths, and areas for improvement.
    • Implement Improvements: Use insights to make informed changes to curriculum, pedagogy, or resources—and document those changes.
    • Re-assess Performance: Measure attainment of learning outcomes again to see whether the implemented actions had their intended positive effect.
Assurance of Learning Loop as a Quality Improvement System

Figure 1. Assurance of Learning Loop as a Quality Improvement System

What does it mean “to close the loop”?

Going through this cycle once means that you “closed the loop”. AACSB Standard 5 requires that business schools “close the loop” for each program at least once in the accreditation cycle. Of course, assurance of learning should not stop once the loop is closed. The cycle begins again to improve student learning even further.

Conclusion

In summary, a “loop” in Assurance of Learning is more than just a process—it’s a commitment to quality, accountability, and continuous improvement in business education. By systematically assessing learning outcomes, analyzing data, and making informed changes, institutions not only meet AACSB Standard 5 but also demonstrate that they truly value student success. “Closing the loop” ensures that assessment isn’t just an academic exercise, but a meaningful driver of educational excellence. As business schools strive to meet the evolving needs of students and stakeholders, maintaining and refining these loops is essential for delivering programs that are both effective and impactful.

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Business Research Categories and Impact from the Perspective of AACSB Standard 8

By Dr. Vlad Krotov

AACSB and Research Impact

The Association to Advance Collegiate Schools of Business (AACSB) places significant emphasis on research impact as part of its accreditation standards. Under Standard 8: Impact of Scholarship, AACSB encourages business schools to demonstrate that their faculty’s scholarly activities contribute meaningfully to business theory, practice, and education. The focus is not just on producing research but ensuring that it has a measurable influence on business, society, and academia. 

Three Categories of Research as per AACSB Standard 8

AACSB’s Standard 8 posits that a business school can produce a portfolio of intellectual contributions that fall into the following areas: 

    • Basic or Discovery Scholarship:  focuses on expanding the existing knowledge base and developing new theories within business disciplines.
    • Applied or Integrative/Application Scholarship: leverages foundational knowledge, established theories, and methodologies to address real-world challenges faced by business professionals and their organizations.
    • Pedagogical or Teaching/Learning Scholarship: examines pedagogical theories and methodologies, fostering new insights, strategies, and content that improved usefulness and effectiveness of business education.

The exact nature and mix of intellectual contributions should reflect the mission of the business school. For example, a business school, as specified in its mission, may chose to become a leader in business thought, policy development, innovation, or certain business practices, such as sustainability. The portfolio of intellectual contributions should reflect that chosen area of focus. 

Impact within Basic, Applied, and Pedagogical Research Categories

Each type of research outlined by AACSB Standard 8 contributes to business knowledge, practice, and education in distinct ways. Below is an overview of how each type of research generates impact.

Basic Scholarship: Expanding Knowledge and Theory

Basic or discovery scholarship focuses on advancing fundamental knowledge, developing new theories, and contributing to the academic body of work. An example of such research would be a new organizational behavior model that explains how leadership styles influence employee engagement over time.

Some of the key impact areas of this type of research include: 

    • Theoretical Advancement: helps refine or develop new business theories in areas such as leadership, organizational behavior, strategic management, and finance.
    • Interdisciplinary Influence: contributes to knowledge across multiple fields, such as behavioral economics, AI in business, and business analytics.
    • Research influence: through theoretical and empirical insights, basic research lays the groundwork for future applied research and practical implementations.

Applied Scholarship: Solving Real-World Business Problems

Applied research builds on foundational knowledge and applies theories, methodologies, and techniques to address practical business challenges. An example of an applied research project would be a study applying blockchain technology to improve supply chain transparency and reduce fraud in the retail sector.

Applied research can have impact in the following areas: 

    • Business Decision-Making: helps organizations make evidence-based strategic, financial, and operational decisions.
    • Policy and Regulatory Influence: guides policymakers in areas like corporate governance, taxation, and labor laws.
    • Technological Innovation:  supports businesses in adopting AI, big data, and digital transformation strategies.
    • Entrepreneurship:  leads to the creation of new products, business models, or business practices.
    • Industry Best Practices: develops frameworks for improving management practices, supply chain efficiency, and customer experience.
    • Sustainability and Corporate Responsibility: influences business policies on ESG (Environmental, Social, and Governance) initiatives.

Pedagogical Scholarship: Enhancing Business Education and Pedagogy

Teaching and learning scholarship can lead to the creation of new content for business education (e.g. case studies, books, book chapters, or white papers). It can also have a more research-driven and empirical focus and examine educational methodologies, student engagement strategies, and curriculum innovations to improve business education. A study exploring the effectiveness of simulation-based learning in teaching strategic management to MBA students would be an example of the latter type of pedagogical research. 

Teaching and learning research can have impact in the following areas:

    • Curriculum Development: leads to the creation of more effective business courses and learning materials.
    • Innovative Teaching Methods: enhances learning experiences through simulations, case studies, and digital tools.
    • Student Learning Outcomes: provides insights into how students acquire business knowledge and skills.
    • Workforce Readiness: ensures that graduates have the necessary competencies to succeed in the business world.
    • Faculty Development: helps educators refine their teaching approaches based on empirical research.

Conclusion

Each type of business research outlined in AACSB Standard 8 plays a critical role in shaping business theory, practice, and education. Basic research advances theoretical knowledge, applied research translates that knowledge into real-world solutions, and pedagogical research ensures that business education remains effective and relevant. Together, these research approaches drive innovation, improve business decision-making, and enhance the quality of business education. The exact mix of research and its specific impact is driven by the mission of a business school. Regardless of the exact area of focus chosen for its mission, all business schools must provide evidence of how their research translates into real-world applications rather than just accumulating publication counts and citations by other scholars. This is the most important idea behind AACSB Standard 8. 

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Managing Accreditation Projects in Business School: A Hybrid Approach

By Dr. Vlad Krotov

Accreditation is a crucial project for all business schools. No business school can afford a failed accreditation project, as this can lead to serious problems with the school’s reputation and even tangible issues such as decreased enrollment or faculty resignations. Some accreditation experts have said that it is better not to be accredited than to apply for accreditation and get rejected.

Prestigious accreditation bodies, such as the Association to Advance Collegiate Schools of Business (AACSB), set rigorous standards that require schools to demonstrate excellence in teaching, research, stakeholder engagement, and impact. Managing accreditation projects can be extremely complex, often likened to fixing an engine on a train that is running at full speed. This complexity demands a structured yet adaptable project management approach. In this article, it is proposed that a hybrid model, combining the strengths of both Waterfall and Agile methodologies, provides an effective way to manage accreditation projects successfully.

The Need for a Hybrid Approach

Accreditation projects are long-term endeavors that involve multiple stakeholders, extensive documentation, and continuous quality improvements. While a structured, sequential approach is necessary for setting the foundation, business schools must also remain flexible to address unforeseen challenges. A hybrid approach integrates the clarity and structure of the Waterfall model with the adaptability and responsiveness of Agile methodologies such as Scrum. In the sections below, it is explained how both Waterfall and Agile approaches can be integrated via two broad phases.

Phase 1: Establishing the Waterfall Structure

The Waterfall model provides a clear roadmap for accreditation by breaking it down into well-defined phases with specific milestones. These typically include:

    • Preparation and Planning – Identifying the accreditation requirements, forming the accreditation team, and outlining a high-level timeline.
    • Gap Analysis and Data Collection – Conducting a thorough review of existing policies, procedures, and performance metrics to identify gaps in compliance.
    • Implementation and Documentation – Aligning curriculum, faculty qualifications, and operational processes with accreditation standards.
    • Self-Assessment Report Submission – Preparing and submitting documentation that demonstrates compliance with accreditation requirements.
    • Peer Review Visit and Final Decision – Hosting peer reviewers who assess the school’s compliance and providing responses to any concerns raised.

Identifying the main phases and their dependencies will help a project manager to set the most important milestones as well as the deadlines for each of these milestones. Once the milestones are identified, an accreditation project manager can zoom in on individual phases and identify the main deliverables within each phase, the people responsible for these deliverables, and other resources that need to be assigned. If necessary, a popular project management application can be used to streamline these calculations and provide an efficient repository for all this structured information.

Overall, this linear structure ensures that all necessary steps are followed systematically and in compliance with accreditation requirements, preventing critical components from being overlooked. However, within each phase, unexpected challenges often arise, requiring a more flexible or Agile approach discussed below.

Phase 2: Applying Agile Principles within Each Phase

While the Waterfall model outlines the overarching structure, the execution within each phase benefits from an Agile approach. Scrum, an Agile framework, helps business schools manage uncertainties by promoting iterative progress and continuous feedback loops.

    • Task Forces and Committees – Small, cross-functional teams (either task forces or committees) should be assigned to specific accreditation components such as assurance of learning, strategic planning, risk management, curriculum alignment, and faculty qualifications.
    • Sprints – Instead of waiting for a single massive review at the end, task forces or committees should work in short cycles (e.g., 2-4 weeks) to complete incremental tasks and assess progress toward accreditation-related goals.
    • Task Prioritization – As accreditation requirements evolve or new issues arise, teams must regularly reassess priorities and make necessary adjustments.
    • Iterative Improvements – Quality assurance efforts should be continuous, with multiple iterations to refine policies, learning outcomes, and assessment processes.

Business schools frequently encounter unexpected challenges during accreditation, such as faculty turnover, curriculum misalignment, or assessment data gaps. A rigid, linear approach alone is insufficient to address these dynamic issues. By embedding Agile within the accreditation phases, schools can adapt in real time, ensuring they respond effectively to setbacks without derailing the overall project.

Furthermore, accreditation is not a one-time event but a cycle of continuous improvement. Schools often require multiple iterations to fine-tune quality measures based on accreditation feedback. Agile’s iterative nature supports ongoing refinements, ensuring that the institution not only achieves accreditation but also maintains and enhances quality over time.

Conclusion

Managing accreditation projects in business schools requires both structure and flexibility. A hybrid approach—starting with a Waterfall model to define phases and milestones, combined with Agile practices within those phases—provides the best of both worlds. This strategy ensures that schools stay on track and comply with the most important accreditation deadlines while remaining adaptable to challenges and quality improvement needs. By leveraging this hybrid methodology, business schools can navigate the complexities of accreditation more effectively and sustain a culture of continuous excellence.

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The Essential AI Competencies for Business Students

By Dr. Vlad Krotov

Artificial Intelligence (AI) and related technologies are reshaping today’s rapidly evolving business landscape. AI deployment can help organizations improve daily operations and enhance strategic decision-making. AI also impacts employment trends and even drives structural changes in across many industries. For business students, developing AI competencies is no longer optional—it is essential for ensuring employability and future career success. Business schools must integrate AI literacy into their curricula to ensure graduates remain competitive in the job market. This article talks about some of the most essential competencies that every business student needs to acquire to be relevant in the era of AI. 

Key AI Competencies for Business Students

AI Fundamentals

Business students should have a foundational understanding of AI concepts, including machine learning, natural language processing, and predictive analytics. This knowledge enables them to grasp AI’s impact on business processes and decision-making while understanding the limitations of AI and related technologies. Although business students may not become AI engineers, they should be able to collaborate effectively with data scientists and AI professionals.

Data Analysis and Interpretation

AI thrives on data. Business students must develop skills in data analytics, visualization, and interpretation to effectively utilize AI systems and analyze AI-generated outputs. Proficiency in business analytics and related tools—such as Excel, SQL, Power BI, Tableau, Python, and R—will enable students to work with AI-driven insights effectively.

AI-Driven Decision-Making

Understanding how AI enhances decision-making is critical. Business students should learn to evaluate AI-generated insights, consider ethical implications, and use AI-driven tools for strategic planning and risk assessment.

Process Automation and Optimization

AI-powered automation streamlines business operations. Students should understand robotic process automation (RPA) and intelligent workflows to improve efficiency in supply chain management, human resources, and customer service. For example, AI-powered chatbots can personalize customer interactions through recommendation systems and sentiment analysis.In Human Resources (HR), AI-driven chatbots can efficiently handle basic employee queries and requests. Understanding these applications helps students improve customer and employee engagement strategies while optimizing internal business operations.

Strategic AI Implementation

Future business leaders must know how to integrate AI into corporate strategies. Business students should learn AI adoption frameworks, implementation challenges, and how to measure AI’s return on investment (ROI).

Ethical and Responsible AI Use

Ethical considerations are paramount in AI applications. Business students should explore topics such as bias in AI models, data privacy, regulatory compliance, and corporate responsibility to ensure ethical AI deployment.

The Future of AI in Business Education

As AI continues to transform industries, business accreditation bodies should emphasize AI competencies within business curricula. Business schools must align programs with industry needs by incorporating AI tools and applications, ensuring students are well-equipped to lead in an AI-driven world. By mastering these AI competencies, business students will be prepared to navigate the evolving job market, make data-driven decisions, and lead AI-driven business innovations within their organizations.

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How AACSB Accreditation Supports the Enterprise University Model

By Dr. Vlad Krotov

What is an Enterprise University?

The term Enterprise University is often used to refer to a higher education institution that aligns its operations, programs, and culture with the market needs, emphasizing innovation, entrepreneurship, and industry partnerships. Enterprise universities focus on integrating academic and industry practices to prepare students for the workforce. On the academic side, enterprise universities foster innovative teaching and research that directly benefits the economy and society at large.

Defining Characteristics of an Enterprise University

While specific practices may vary among universities aspiring to align with the enterprise university vision, some of the defining characteristics of enterprise universities include the following: 

    • Industry Collaborations: These universities actively collaborate with businesses, industries, and government agencies to develop programs that align with market needs.
    • Entrepreneurial Focus: They encourage entrepreneurial thinking among students and faculty, often providing support for such activities via incubators, accelerators, and funding for startups.
    • Research Commercialization: They foster research that is focused on solving real-world problems. The emphasis is on technology transfer, patents, and bringing innovations to market.
    • Skill-Oriented Programs: Curriculum design emphasizes practical skills that improve employability of students. This is often achieved by offering internships, co-op programs, and certifications in addition to academic degrees.
    • Flexible Learning Models: These universities often offer online, hybrid, and modular learning to cater to diverse groups of learners, including working professionals.
    • Revenue Diversification: They seek to diversify funding through grants, endowments, corporate training, consulting, etc., reducing reliance on student tuition and government funding.

How AACSB Supports Enterprise University Vision

Engagement with relevant stakeholders, innovation that improves attainment of relevant outcomes, and focus on positive societal impact are defining characteristics of AACSB accreditation philosophy. These central elements of AACSB accreditation philosophy are also well-aligned with the goals of an enterprise university. Specifically, AACSB accreditation can support an enterprise university vision in the following ways:

    • Promoting Industry-Relevant Education: AACSB Standards emphasize integrating current business practices and trends into curricula. AACSB also encourages partnerships with industries to design programs that address workforce needs and emerging technologies.
    • Fostering Innovation and Entrepreneurship: AACSB standards require innovation in teaching, research, and engagement, which directly supports entrepreneurial initiatives.
    • Enhancing Credibility among Potential Partners and Stakeholders: AACSB accreditation signals high-quality education to students, employers, and funding agencies. This reputation can help attract partnerships, funding, and talented faculty and students.
    • Encouraging Research with Impact: AACSB requires business schools to focus on producing impactful research that addresses societal and economic challenges. This aligns with the enterprise university’s goal of solving real-world problems through research and its commercialization.
    • Strengthening Global Networks: AACSB accreditation gives universities access to a global network of accredited institutions, fostering international partnerships. These connections can lead to joint research, global internships, and industry project partnerships that enhance enterprise-oriented outcomes.

Conclusion

AACSB supports the enterprise university vision by helping business schools embed innovation, market relevance, and stakeholder engagement into their operations. The accreditation framework helps business schools build stronger industry ties, develop impactful research, and prepare students for the workforce, aligning perfectly with the goals of an enterprise university.

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Altmetrics

By Dr. Vlad Krotov

What is Altmetrics?

Altmetrics, short for “alternative metrics,” are non-traditional measures that assess the reach and influence of academic research by assessing online attention and engagement that the research produces. Unlike traditional scholarly metrics like number of citations, h-index, and journal impact factor, altmetrics capture the broader, real-time impact of research on various platforms, such as social media (e.g., Twitter, Facebook, LinkedIn), news outlets, blogs, policy documents, online repositories (e.g., GitHub, Figshare), and various academic platforms (e.g. Mendeley, ResearchGate). 

Altmetrics provide a broader and more diverse perspective on the impact of research, particularly its societal, professional, and educational relevance. Moreover, altmetrics can help a business school align its research strategy with its mission and AACSB Standard 8, which deals with the impact produced by a business school’s portfolio of intellectual contributions. 

How Altmetrics Measure Research Impact

In order to measure research engagement and impact online, altmetrics may use the following metrics:

    • Mentions in Social Media: Measuring how often a study is shared or discussed on platforms like Twitter or Reddit.
    • Policy Citations: Tracking references in government and organizational policy documents.
    • Media Coverage: Counting mentions in mainstream and specialized news outlets.
    • Public Usage: Analyzing usage and engagement in non-academic contexts, such as clinical practice guidelines, teaching resources, or public discussions.
    • Online Accessibility: Assessing the frequency with which research outputs are viewed, downloaded, or interacted with on various academic and non-academic platforms.

Altmetrics tools like Altmetric.com and PlumX aggregate and visualize these data to help researchers and institutions understand their research’s digital footprint and societal reach.

Relation to AACSB Standard 8 – Impact of Scholarship

AACSB Standard 8 emphasizes that the impact of scholarship is a key criterion for assessing academic excellence of business schools.  The standard requires schools to demonstrate that their faculty’s research and intellectual contributions are relevant, impactful, and aligned with the school’s mission. Altmetrics align with AACSB Standard 8 in several ways:

    • Broadening Impact Assessment: Altmetrics capture the societal and practical impact of research, showcasing its value beyond traditional academic measures like citations. This broader scope supports AACSB’s emphasis on demonstrating tangible benefits to businesses, communities, and broader society.
    • Real-Time Feedback: Unlike traditional metrics that take years to materialize, altmetrics can provide real-time data on how research is received, discussed, and applied. This helps schools quickly assess the relevance and effectiveness of their scholarly output.
    • Demonstrating Relevance: Altmetrics data can highlight how faculty research aligns with industry needs, public policy, or community issues, reinforcing AACSB’s focus on relevance to practice and societal engagement.
    • Strategic Insights for Schools: Schools can use altmetrics to align research strategies with their mission, identifying areas where faculty scholarship has (or should have) significant societal or economic impact.
    • Showcasing Stakeholder Engagement: By reflecting public, media, and policy engagement, altmetrics demonstrate how research contributes to broader conversations and decision-making processes, a key aspect of scholarship impact under AACSB standards.

Conclusion

Altmetrics provide a valuable tool for demonstrating and measuring the broader impact of scholarship in ways that align with AACSB Standard 8. By showcasing the societal, policy, and professional influence of research, altmetrics help institutions fulfill the AACSB’s requirement that accredited business schools should produce scholarship that matters to a wide range of stakeholders that a business school serves. 

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The Association of African Business Schools (AABS) Accreditation

By Dr. Vlad Krotov

What is AABS Accreditation?

The Association of African Business Schools (AABS) is based on a rigorous, peer-reviewed process that assesses and certifies the quality of business schools in Africa. It is designed to ensure that accredited business schools in Africa meet world-class standards in education, research, and societal impact while also addressing the unique challenges and opportunities of the African context. Schools that earn this accreditation distinguish themselves as leaders in business education in Africa, with a commitment to continuous improvement and innovation.

The Value of AABS Accreditation

The principle value dimensions of AABS accreditation are as follows: 

    1. Quality Assurance: AABS accreditation certifies that a business school meets high standards in faculty qualifications, curriculum design, student outcomes, and institutional governance. Moreover, the school is committed to continuous improvement in these important areas of business education. The accreditation also acts as a seal of approval that attracts students, faculty, and partners who value excellence.
    2. Relevance to Africa: AABS emphasizes addressing local challenges and opportunities related to socio-economic development, sustainability, and entrepreneurship. Accredited schools are equipped to produce graduates who can drive change within their communities and beyond.
    3. Networking Opportunities: Accreditation connects schools to a network of peer institutions, fostering collaboration in research, faculty exchange, and best practices.

AABS Standards

The AABS accreditation encompasses 11 standards, categorized into six key areas:

    1. Relevance to the African Context: Ensures that the institution’s mission and activities are attuned to the national, political, legal, social, and economic environments of Africa.
    2. Institution: Evaluates governance structures, strategic vision, and resource allocation to ensure effective and efficient management.
    3. Stakeholders: Assesses relationships with students, alumni, corporate partners, and other educational institutions, emphasizing stakeholder engagement and market relevance.
    4. Program Portfolio: Reviews the diversity and quality of programs and research initiatives, focusing on curriculum development, teaching methodologies, and the pertinence of learning materials.
    5. Impact on Africa: Demonstrates the institution’s contribution to inclusive economic and social development within the continent.
    6. Sustainability: Ensures that the institution’s approach to management education is sustainable, with a commitment to continuous improvement and long-term relevance.

AABS Accreditation Process

AABS is based on a rigorous and comprehensive accreditation process structured into eight distinct phases: 

    1. Expression of Interest: Institutions initiate the process by submitting a Letter of Interest to the AABS Accreditation Office, demonstrating their commitment to pursuing accreditation.
    2. Application: Upon acknowledgment, schools complete the AABS Accreditation Application Form, providing detailed information about their programs and operations.
    3. Mentorship: Accepted institutions may be assigned a mentor—typically an experienced dean or senior academic—to guide them through the self-review phase, ensuring alignment with AABS standards.
    4. Self-Review Report (SRR): Schools conduct a thorough self-evaluation against AABS standards, compiling a comprehensive report that highlights strengths, identifies areas for improvement, and outlines strategies for enhancement.
    5. Accreditation Visit: A designated AABS Review Team conducts an on-site evaluation to validate the SRR, engage with stakeholders, and assess the institution’s adherence to accreditation standards.
    6. Accreditation Decision: The AABS Board reviews the findings and decides on accreditation status, which, if granted, is valid for five years.
    7. Post-Accreditation: Accredited schools commit to ongoing quality enhancement and are required to submit a Mid-Term Report two and a half years after accreditation, detailing progress and continuous improvement efforts.
    8. Re-Accreditation: Institutions seeking to renew their accreditation must apply at least 18 months before the current accreditation expires, initiating a new cycle of evaluation.

Challenges and Opportunities of AABS Accreditation

Achieving AABS accreditation often requires a business school in Africa to overcome certain challenges, while also presenting the school with numerous opportunities. Business education in Africa is plagued by resource scarcity, political instability, and varying levels of institutional maturity among the business schools and related organizations.  However, the accreditation process itself acts as a catalyst for improvement, prompting schools to address gaps and align with international best practices. Additionally, accreditation positions schools to attract investments, partnerships, and top-tier talent, further boosting their growth and impact.

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AACSB and QS World University Rankings

By Dr. Vlad Krotov

In today’s increasingly competitive global educational landscape, universities from all over the world invest substantial resources in improving their positions in international ranking systems, such as QS (Quacquarelli Symonds) World University Rankings. Achieving a high rank in such systems reflects a university’s excellence in such key areas like academic reputation, research impact, and graduate employability. In addition to serving as a formal recognition of the university’s quality and reputation, these rankings influence the perceptions of prospective students, faculty, employers, and other stakeholders. Thus, a high rank within a widely recognized ranking system  helps a university to attract top student and faculty talent, secure funding, and establish global partnerships. 

International accreditations for business schools, such as the AACSB (Association to Advance Collegiate Schools of Business), play a pivotal role in enhancing a university’s standing in these rankings. Specifically, AACSB accreditation ensures adherence to rigorous global standards in education, faculty quality, and research output, directly contributing to metrics evaluated in QS rankings. 

QS World University Rankings Methodology

To qualify for inclusion in QS World University Rankings Methodology, a university must:

    1. Offer both undergraduate and postgraduate programs.
    2. Engage in academic work across at least two of five broad faculty areas:
      • Arts and Humanities
      • Engineering and Technology
      • Social Sciences and Management
      • Natural Sciences
      • Life Sciences and Medicine

The QS World University Rankings evaluates qualified universities based on six key performance indicators provided below. These criteria assess various aspects of research, teaching, employability, and internationalization, ensuring a holistic view of an institution’s performance.

    1. Academic Reputation (40%): Derived from a global academic survey, where scholars identify top institutions in their fields. Reflects the perception of academic excellence.
    2. Employer Reputation (10%): Based on feedback from graduate employers worldwide, highlighting institutions that produce exceptional graduates. Represents employability and industry impact.
    3. Student-to-Faculty Ratio (20%): Indicates the quality of teaching and the level of student support, with lower ratios suggesting more personalized education.
    4. Research Citations per Faculty Member (20%): Measures the influence and quality of an institution’s research output, normalized across subject areas. Highlights the institution’s research impact.
    5. Proportion of International Faculty (5%): Assesses the institution’s ability to attract faculty from around the globe, reflecting global engagement.
    6. Proportion of International Students (5%): Measures the diversity of the student body, showcasing the institution’s appeal to students from various countries.

These metrics collectively offer insights into a university’s strengths, enabling prospective students and stakeholders to make informed decisions.

How AACSB Accreditation can Enhance QS World University Rankings

AACSB accreditation can help a university improve its QS World University Rankings in the following ways:

    1. Enhanced Academic Reputation: QS rankings give significant weight to academic reputation of a university. AACSB accreditation is a prestigious and highly selective international recognition that serves as a seal of excellence in business education. Institutions with AACSB accreditation are seen as providing higher-quality education – something that can positively impact the university’s academic reputation in the eyes of peers and employers.
    2. Quality of Faculty and Research: AACSB accreditation places strong emphasis on faculty qualifications and their research output. Pursuing AACSB accreditation usually leads to improvement in faculty credentials as well as the quality and impact of their research. Research quality and impact are some of the key metrics in QS rankings. With AACSB, a university is likely to attract better-qualified faculty with a more visible and impactful portfolio of intellectual contributions, boosting its international academic profile and research impact.
    3. Student Employability: QS rankings system considers the employability of graduates as a major factor. AACSB-accredited institutions often have stronger connections and better reputation with industry and provide curricula that are more aligned with market needs. As a result, graduates from AACSB-accredited programs tend to have higher employment rates and better career outcomes, improving the university’s standing in QS employability metrics.
    4. Internationalization and Global Recognition: AACSB is a globally recognized accreditation body for business schools. Being accredited by AACSB can help an institution gain international recognition and attract international students and faculty. International diversity is a key factor in QS rankings. Thus, enhanced global visibility obtained via the “AACSB accredited”, can give a university a big boost in this area of QS rankings.
    5. Focus on Continuous Improvement: AACSB-accredited institutions are required to undergo continuous assessment and improvement processes. This focus on institutional growth, innovation, and maintaining high standards ensures that the university is constantly evolving to meet global educational trends, which positively influences multiple QS ranking factors like research impact, faculty quality, and employer reputation.
    6. Attracting High-Quality Partnerships: Universities with AACSB accreditation often have better opportunities to form partnerships with leading global institutions. Obtaining AACSB accreditation opens many partnership opportunities with some of the world’s finest business schools, allowing the institution to enhance collaboration in research, student exchanges, and faculty development. This can improve the university’s international profile and increase its overall ranking in QS.

Synergy between AACSB and QS World University Rankings

It is clear that that there is a strong synergy between AACSB accreditation and the QS World University Rankings. While QS rankings offer guidance and a comprehensive evaluation of a university’s performance across key metrics such as academic reputation, research impact, and employability, AACSB accreditation strengthens these areas by ensuring excellence in business education, faculty quality, and numerous institutional practices. Together, AACSB and QS World University Rankings provide a powerful framework for universities to enhance their global standing, attract top talent, and establish impactful partnerships. As the global educational landscape continues to evolve and becomes more and more competitive, leveraging such recognitions becomes essential for institutions aiming to remain competitive and deliver exceptional value to students, faculty, and stakeholders worldwide.

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How does AACSB accreditation benefit faculty and staff?

By Dr. Vlad Krotov

AACSB (Association to Advance Collegiate Schools of Business) accreditation is widely recognized as a prestigious mark of excellence in business education. While the benefits of AACSB accreditation are often discussed in terms of institutional reputation and student outcomes, the positive impact of AACSB accreditation on faculty and staff working conditions is equally significant. Business schools that gain AACSB accreditation not only enhance their academic programs and research profiles, but also create a more supportive, rewarding, stable, and collegial work environment for faculty and staff. 

Obtaining and maintaining AACSB accreditation can provide faculty and staff at business schools with many benefits, including: 

Enhanced Institutional Support. The pursuit of AACSB accreditation often leads to stronger institutional support for faculty and staff initiatives, including research funding, administrative assistance, and access to various institutional resources. This support can make the working environment more conducive to professional growth and satisfaction.

Support for Professional Development. AACSB-accredited institutions are committed to ensuring their faculty members are highly qualified and engaged in ongoing professional development. This often translates into more funding and opportunities for faculty to attend conferences, workshops, and pursue advanced research, which can enhance their careers and job satisfaction.

Competitive Compensation and Benefits. To attract and retain top talent that can help the business school pursue its mission, AACSB-accredited schools often offer more competitive salaries and benefits packages. The prestige and importance associated with AACSB accreditation can justify higher compensation levels, which can improve overall job satisfaction and financial well-being.

Emphasis on Research. AACSB places a strong emphasis on research and scholarly activities. Accredited schools are more likely to provide faculty with the resources, time, and support needed to engage in research, which can lead to a more fulfilling academic experience and reduce burnout associated with heavy teaching loads.

Collaborative Work Environment. The process of achieving and maintaining AACSB accreditation often fosters a culture of collaboration and continuous improvement. Faculty and staff may benefit from a more collegial atmosphere where teamwork is valued, leading to a more positive and supportive work environment.

Improved Facilities and Resources. To meet AACSB standards, schools may invest in upgrading their facilities, technology, research infrastructure, and learning resources. This can create a more comfortable and efficient working environment for faculty and staff, with access to modern tools and infrastructure that support their work.

Recognition and Prestige. Working at an AACSB-accredited institution can enhance the professional reputation of faculty and staff, providing them with greater recognition in their field. This prestige can lead to increased opportunities for career advancement, both within the institution and externally.

Balanced Workload. AACSB standards encourage a balance between teaching, research, and service responsibilities. This balance can lead to more manageable workloads for faculty, reducing stress and improving work-life balance. The focus on quality rather than quantity in teaching can also lead to smaller class sizes and more meaningful interactions with students.

Job Security and Stability. The commitment to continuous improvement and adherence to high standards associated with AACSB accreditation can contribute to the long-term stability of the business school. This stability can translate into greater job security for faculty and staff, reducing the uncertainty that can come with working in academia.

Access to a Global Network. Being part of an AACSB-accredited institution provides faculty and staff with access to a global network of peers, resources, and collaborative opportunities. This can enrich their professional lives and create opportunities for international collaboration, research, and exchanges.

In conclusion, AACSB accreditation serves as a catalyst for improved working conditions for faculty and staff. By fostering a culture of continuous improvement, providing access to enhanced resources, and promoting professional development, AACSB-accredited institutions create an environment where faculty and staff can thrive. The resulting improvements in job satisfaction, work-life balance, and professional opportunities contribute to a more engaged and motivated workforce, ultimately benefiting both the business school and its most important stakeholders, such as students, employers, and the community at large. 

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What is indirect assessment?

By Dr. Vlad Krotov

The term indirect assessment refers to methods of evaluating student learning and outcomes based on perceptions, reflections, and other methods that do not directly assess student knowledge or skills. Typical indirect assessment tools include alumni surveys, interviews with graduating students, employer focus groups, reviews of students’ reflective essays, etc. Indirect assessment is designed to gather data on student experiences, satisfaction, and perceived learning outside the traditional classroom environment, to better understand the effectiveness of educational programs and practices.

AACSB standards emphasize the importance of both direct and indirect assessment in demonstrating a school’s commitment to excellence. There are several reasons why indirect assessment is important for AACSB and other accreditation agencies: 

    • Comprehensive Evaluation: Indirect assessment complements direct assessment methods (such as exams, projects, and practical demonstrations) by providing a more holistic view of student learning and program effectiveness.

    • Student Feedback: indirect assessment captures students’ perspectives on their learning experiences, which can highlight strengths and weaknesses in the curriculum, teaching methods, and overall educational environment.

    • Stakeholder Engagement: Indirect assessment involves engaging various stakeholders, including students, alumni, and employers, which can strengthen the connection between the school and its broader community. This engagement can provide valuable feedback for aligning educational programs with the needs and expectations of these stakeholders.

In summary, indirect assessment is a crucial component of accreditation because it helps ensure that business schools are not only achieving their educational goals but also continuously improving and meeting the needs of their students and other stakeholders.