Author: accreditation.biz

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Why do Business Programs Face Declining Enrollment?

By Dr. Vlad Krotov

Business programs may face enrollment issues for a variety of reasons.  These issues can stem from factors within the business school itself, changes in the external environment, shifts in student demographic or educational preferences, or a combination of all these factors. 

Some common reasons for enrollment challenges include:

    • Program Relevance: If a program’s curriculum does not align with current industry trends, potential students may opt for programs that offer more relevant and marketable skills. For example, many business programs today incorporate modules and courses related to Artificial Intelligence (AI) – a very powerful and potentially disruptive technology across all major industries. 
    • Market Saturation: In some cases, there might be an oversaturation of similar programs in the market, leading to stiff competition for enrollments. For example, the market for MBA programs is known to be highly saturated in major cities in the United State. In an attempt to gain easy access to a large pool of working professionals, a variety of public, private, in-state, out-of-state, or even international business schools offer their MBA programs at various price points within all major cities in the US. 
    • Lack of Awareness: If a business school fails to effectively market its business programs or communicate their unique value, potential students may not be aware of them. To attract potential students, business programs need to be known for something (e.g. value, entrepreneurship focus, international accreditation, alignment with professional certifications, etc.) It is for this reason that accreditation agencies, such as AACSB, require each accredited business school to have a unique and distinct mission statement.
    • Quality Perceptions: If a business program is perceived as lower in quality or less prestigious than others in the field, it could lead to lower enrollments. Accreditation by an international accreditation agency, such as AACSB, usually addresses most quality concerns among students.
    • Location: The location of an institution can influence enrollments. Programs situated in less desirable or inaccessible areas might struggle to attract students. For example, many business schools located in remote, rural areas have problems attracting students simply because there are not too many people there who are both willing and qualified to join a graduate business program. Many of these programs have no choice but to go online or open branch campuses in major population areas. 
    • Changes in Demand: Rapid shifts in industry trends or technology can lead to shifts in demand for certain programs, leaving some academic offerings less appealing. The rapid advancements in Artificial Intelligence technology, for example, can increase demand for Computer Information Systems programs and decrease demand for accounting degrees due to concerns that simple accounting functions can be automated by AI. 
    • Economic Factors: Economic downturns or changes in job markets can influence students’ decisions to pursue certain programs that they perceive as having better job prospects. Usually, economic downturns are negatively correlated with university enrollment. During economic downturns, workers may choose to go to school to upgrade their skills or to change their careers. Economic downturns within a specific industry, such as technology, can cause students to turn away from business majors pertaining to that industry.
    • Inadquate Pricing: High tuition fees or other associated costs can discourage potential students from enrolling in certain business programs, especially if they believe the return on investment might not be sufficient. Regardless of how valuable, prestigious, and unique a business program may be, it must be competitively priced or students may not enroll. 
    • Competition: Competing business schools offering similar or more attractive programs can draw students away from a particular program. Some markets are characterized by “hypercompetition” among business schools. For example, more than 60 local, regional, and international institutions offer MBA programs in the United Arab Emirates (UAE) – a country with roughly 10 million people. 
    • Demographic Changes: Changes in demographics, such as declining birth rates or shifts in the age distribution of potential students, can impact the number of students seeking higher education in general. One area of the United States with serious demographic problems is the Midwest. Business schools and universities in the Midwest are putting more emphasis on attracting international students in order to combat the negative effects of declining birth rates on student enrollment. 
    • Institutional Reputation: A business school’s overall reputation can affect enrollments in its programs. If an institution faces negative press or widely publicized ethical controversies, this might lead to decreased interest among students. Revocation or suspension of accreditation is one of the worst things that can happen to a business school from a publicity standpoint. Press coverage of incidents like that is usually extensive. Students will often avoid such schools for fear that their diplomas will not be recognized by employers. The reputation of an “uncredited school” will haunt the business school for years even if accreditation is reinstated shortly after the incident. 
    • Online Education: The growth of online education and the availability of remote learning options can lead to increased competition among business programs. Business schools that are slow to adapt to online learning or fail to administer online business programs in a way that supports the mission of the business school may soon be left behind by more agile competitors offering attractive online options to students.

To address enrollment issues, business schools might need to undertake various strategies such as conducting market research, updating program offerings, improving marketing efforts, enhancing program quality, and adjusting tuition and financial aid options. 

Prior to implementing any changes, it is important to understand the specific reasons for enrollment challenges. Academic consultants and market research firms are hired by many business schools to better understand the factors impacting enrollment and devise strategies and action plans to resolve the issues.

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The Impact of Accreditation on Faculty Salaries

By Dr. Vlad Krotov

Faculty compensation at AACSB accredited schools vs. the market average

As a way to attract and retain quality employees who can support the mission and goals of the college, internationally accredited business schools generally offer above-average market compensation to their faculty and staff. 

According to AACSB’s 2019–20 Staff Compensation and Demographics Survey, the overall average nine-month salary for faculty at AACSB accredited schools (across all ranks and disciplines) is approximately 131 thousand USD; the median is 12 thousand USD. ZipRecruiter, a leading employment website in the United States, reports that the average compensation for a business school professor in the United States in 2023 is approximately 103 thousand USD. The compensation offered by AACSB-accredited schools is therefore noticeably higher than the market average.

References

AACSB (2023). 2019–20 Staff Compensation and Demographics. Retrieved from https://www.aacsb.edu/insights/data-insights/staff-compensation-and-demographics-survey 

ZipRecruiter (2023). Business School Professor Salary. Retrieved from https://www.ziprecruiter.com/Salaries/Business-School-Professor-Salary 

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Recruitment of Diverse Faculty: Debunking the Myths

By Dr. James Mackin

Over the last several decades, although the percentage of total college enrollment attributable to underrepresented minorities has been rising steadily in the United States, the percentage of underrepresented minorities among the professoriate has remained relatively stagnant. Currently, the percentage of underrepresented minority faculty at four-year colleges and universities is less than half the percentage of underrepresented minority undergraduates and about a third of the percentage of underrepresented minorities in the U.S. population.  Further, the percentage of underrepresented minorities decreases as faculty move up the ranks from assistant to associate to full professor.

Studies have shown that underrepresented minority faculty have positive direct and indirect impacts on student outcomes . For example, in a survey of higher education institutions across the country conducted by the Bernard Hodes Group, 92% of minority students and 86% of non-minority students replied “yes” to the question of whether or not minority professors had a positive impact on their educational experiences.  This clearly indicates that a diverse professoriate is good for all students, not just underrepresented minorities.

One of the biggest barriers to recruitment of diverse faculty that I have faced as an administrator was the proliferation of myths related to the recruitment and retention of diverse faculty. Common myths are as follows:

    • Elite private institutions that can afford to pay higher than average salaries are getting all the underrepresented faculty candidates.  In fact, the data show that there is no relationship between the diversity of the faculty at an institution and the institution’s wealth.  To further emphasize the point, about 50% of all African American faculty in the U.S. are employed at historically black institutions, which tend not to be the richest of institutions. 
    • Underrepresented faculty are not interested in us because of our geographic location.  While it is true that geography does play a role in determining faculty diversity at an institution, many institutions that do not seem to have any advantages from the standpoint of geographical location are experiencing success in attracting underrepresented minority faculty to their campuses. 
    • No amount of focused effort will make a difference in attracting underrepresented minority faculty candidates to the campus.  In fact, the data show that institutions that engage in systematic and purposeful underrepresented minority faculty recruitment efforts are successful in diversifying their faculty.

The bottom line is that the data are consistent with the notion that underrepresented minority faculty are attracted to campuses for the same reasons as majority faculty.  If a campus is purposefully reaching out to prospective underrepresented faculty, chances are the campus will be successful in recruiting these prospects regardless of any perceived recruitment advantages or disadvantages the institution might have. 

References

Bernard Hodes Group, PhD Project: Student Survey Report (2008), http://www.phdproject.org/en/news-events/~/media/Sites/PhDProject/news/Students_Report_6-9-08.pdf, Hodes Research.

Does Diversity Make a Difference? Three Research Studies on Diversity in College Classrooms (2000), American Council on Education and American Association of University Professors, Washington, DC. 

Espinosa, Lorelle L., Jonathan M. Turk, Morgan Taylor, and Hollie M. Chessman (2019) Race and Ethnicity in Higher Education: A Status Report. Washington, DC: American Council on Education.

Kim, Y.M. (2011) Minorities in Higher Education Status Report, Twenty-Fourth Status Report, American Council on Education, Washington, DC.

Mackin, J.E., Wright, I. and Wislock, R. (2008) Recruitment and Retention of Underrepresented Faculty, Staff and Students at a Traditionally White, Rural Institution of Higher Education, 21st Annual Conference on Race and Ethnicity, Orlando, FL.

Smith, C.G., Sotello Viernes Turner, C., Osei-Kofi, N., and Richards, S. (2004) Interrupting the Usual: Successful Strategies for Recruiting Diverse Faculty, The Journal of Higher Education, Volume 75, Number 2, March/April.

University Leadership Council (2008) Breakthrough Advances in Faculty Diversity: Lessons and Innovative Practices from the Frontier, The Advisory Board Company, Washington, DC.

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What is accreditation consulting?

By Dr. Vlad Krotov

Accreditation consulting

Accreditation consulting is a service provided to educational institutions, particularly colleges, universities, and schools. Accreditation firms guide educational institutions through the process of obtaining accreditation from recognized accrediting bodies or agencies. Typically, accreditation consulting firms or consultants offer expertise, guidance, and support to institutions seeking accreditation in the following areas: 

    • Assessment and Readiness Evaluation: Consultants evaluate the institution’s current practices, policies, and procedures to determine its readiness for the accreditation process. They identify areas of improvement and develop action plans to meet accreditation standards.
    • Compliance Review: Accreditation consultants help institutions ensure compliance with the accreditation requirements and standards set by accrediting bodies.
    • Documentation and Report Preparation: Consultants assist in compiling the necessary documentation and preparing reports required for the accreditation application.
    • Strategic Planning: Consultants help institutions develop long-term strategic plans to align their objectives with the accreditation requirements and enhance their educational programs and services.
    • Business Process Reengineering. Accreditation consultants help institutions create new processes or revamp existing ones in compliance with accreditation requirements. These processes may include tenure, promotion, assurance of learning, faculty mentoring, etc.  
    • Training and Workshops: Accreditation consultants may conduct training sessions and workshops for faculty and staff to familiarize them with accreditation standards and best practices.
    • Mock Visits: Some consultants organize mock accreditation visits to simulate the actual review process and identify areas that need improvement.
    • Continuous Improvement: Accreditation consultants work with institutions to develop a culture of continuous improvement, encouraging ongoing assessment and enhancement of educational quality.
    • Data Gathering and Analysis: Accreditation consultants help institutions gather and analyze data about students, faculty, and employers. An educational institution often performs this to demonstrate compliance with specific standards and requirements.
    • Communication and Liaison: Consultants may act as liaisons between the institution and the accrediting body, ensuring effective communication and addressing any queries or concerns.

Although accreditation consultants can be quite useful, institutions should not rely solely on them to get them through accreditation processes. Colleges and universities should actively engage in internal self-assessment and improvement efforts to ensure long-term compliance with accreditation standards. Accreditation is not a snapshot of a particular moment in time when a college or school excelled in meeting accreditation standards, but rather a continuous self-improvement journey. Additionally, when seeking accreditation consulting services, institutions should choose reputable firms or individuals with expertise in their specific accreditation requirements and a track record of successful outcomes.

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Does Tenure Benefit the Quality of Education?

By Dr. Vlad Krotov

Tenure is a system in academia where after a probationary period, typically six years, a faculty member is granted permanent employment in his or her academic unit. Dismissal of a tenured faculty member can only occur for just cause (e.g. a serious misconduct) or other exceptional circumstances (e.g. budget cuts leading to closure of his or her academic unit). 

Standards for tenure are usually quite high and difficult to attain, since an institution is making a large, long-term investment into a faculty member who is offered tenure. It has been estimated that a single tenured, senior professor costs an institution millions of dollars over his or her entire career span at the university. 

Academic tenure is a coveted dream for every aspiring academic. It is well known that tenure is one of the main benefits of being a professor. Many successful business professionals are drawn to academia because they are able to obtain well-paying jobs that are locked in “for life”. 

Tenure has come under intense scrutiny in recent years. According to some critics of tenure, the system no longer serves its primary purpose of protecting academic freedom. In most cases, tenure protects complacent and unmotivated academics rather than those with controversial views.

Indeed, tenure can have both positive and negative effects on the quality of education within an academic institution. Here’s how tenure can potentially benefit the quality of education:

    • Academic Freedom: Tenure provides professors with job security, which allows them to express controversial or unconventional ideas without fear of retribution. This academic freedom can lead to more diverse and intellectually stimulating discussions and research.
    • Long-Term Commitment: Tenured faculty members have a long-term commitment to the institution. This stability can lead to greater dedication to teaching and research, as they are invested in the success and reputation of the school.
    • Research and Scholarship: Tenured professors have the freedom to dedicate significant time to research and scholarship. This can lead to advancements in knowledge and expertise, which can enhance the quality of education through up-to-date and cutting-edge teaching materials.
    • Mentorship and Experience: Tenured faculty members often have more experience in academia. They can serve as mentors to junior faculty and bring valuable expertise and perspectives to the classroom.
    • Institutional Reputation: Tenure can attract high-caliber faculty who seek job security and academic freedom. This, in turn, can enhance the institution’s reputation and attract top students.
    • Focus on Student Learning: With job security, tenured faculty may have less concern about pleasing administrators or short-term outcomes, allowing them to prioritize student learning and development.

However, that tenure can also present challenges and potential drawbacks:

    • Lack of Accountability: Tenure can create a sense of job security that might lead to complacency or reduced effort in teaching and research. Some argue that the lack of accountability may negatively impact the quality of education.
    • Resistance to Change: Tenured faculty may be less willing to adopt new teaching methodologies or adapt to changing educational needs since they are protected from dismissal based on performance.
    • Difficulty Removing Ineffective Professors: In some cases, the tenure system can make it challenging to remove underperforming faculty members, which may negatively impact the overall quality of education.
    • Cost: Tenured faculty members, especially those with extensive experience, tend to have higher salaries. This can put financial strain on institutions and limit their ability to hire new faculty or invest in other resources.

In conclusion, tenure can positively impact the quality of education through academic freedom, research focus, mentorship, and long-term commitment. However, it also poses potential challenges that institutions need to address through effective performance evaluation, professional development opportunities, and a balanced approach to faculty hiring. 

It should be noted that a business school is not required to have a tenure system in order to become accredited. Leading accreditation agencies, such as AACSB, have accredited numerous business schools and universities that do not grant tenure to their faculty members. Accreditation agencies do require an accredited school to have a formal and effective appraisal and promotion system that aligns with their mission and goals.

Our consultants at Accreditation.Biz, a leading accreditation consultancy, have extensive experience managing the tenure process in accordance with international accreditation standards. Our Online Tenure and Promotion Processing System (TAPPS) is a simple, easy-to-use online application for collecting, processing, and managing faculty tenure and promotion data. We will help your business school build a tenure system that is transparent, fair, efficient, and supportive of the goals of your academic unit. With our process knowledge and technical solutions, you can maximize the chances that your tenure systems retain quality education and enhance student learning. 

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12 Characteristics of a Good Mission Statement for a Business School

By Dr. Vlad Krotov

A good mission statement for a business school

A business school’s strategic planning begins with a good mission statement. Having a formal and sustainable strategic planning process is a formal requirement of all major accreditation agencies for business schools. For example, EQUIS standards require every accredited business school to “define the School’s mission and explain how it relates to its identity.” (EQUIS Standards & Criteria, Chapter 1, 2023). Similarly, AACSB requires that every accredited business school should “articulate a clear and focused mission for the school” as a part of its strategic planning process (AACSB Guiding Principles and Standards for Business Accreditation, Standard 1, 2023). 

A good mission statement is essential for every business school’s survival and success in the face of growing competition in business education. A mission statement serves as a concise and impactful declaration of a school’s purpose and core values. It should effectively communicate the organization’s reason for existence, its target audience, and its guiding principles. 

In order to succeed, a business school needs to be known for something. Almost everything that the school does and everyone that the school is affiliated with should contribute to this reputation. Without this focus and distinctiveness, your business schools will be lost among numerous other “me too” schools, eventually suffering declining enrollment and shortages of essential resources.

Here are some characteristics of a good mission statement for a business school:

    1. Clear and Concise: A good mission statement is clear, straightforward, and concise. All stakeholders should be able to understand it, including students, faculty, staff, and employers. A mission statement should not  more than a few sentences. 
    2. Specific and Focused: The mission statement should clearly outline the school’s primary purpose and focus. It should avoid being overly broad, generic, or vague. Being “everything to everyone” is one of the worst strategies a business school can pursue. 
    3. Inspiring and Motivating: A mission statement should motivate and inspire all stakeholders. It should create a sense of purpose and passion among students, faculty, and staff. 
    4. Timeless: Business “buzzwords”, educational technologies, and pedagogical “fads” come and go. Strategies and goals of a business school may change over time too. In spite of all the changes in the external and internal environment, a good mission statement should remain relevant and timeless. It should provide a sense of continuity and stability for the school and serve as the most important foundation for all strategic decisions.
    5. Unique and Differentiating: The mission statement should clearly highlight what sets your business school apart from thousands of other business schools across the globe. It should emphasize the organization’s unique value proposition to students. Being a “me too” business school is a sure path to mediocrity and declining enrollments. 
    6. Realistic and Achievable: While the mission statement should be aspirational, it should also be grounded in reality. Not everybody can be a Harvard Business School, serving the needs of executives from Fortune 500 companies. This is okay.  Not everybody wants to commute in a Mercedes or Ferrari. People also need affordable and reliable Toyotas and Fords that get them where they want to be. 
    7. Aligned the Mission of the University: The mission statement should align with the university’s vision, mission, values, and goals. It should reflect the principles that guide decision-making and actions within the broader organization that the business school is a part of.
    8. Student-Centric: A good mission statement should focus on delivering value to the school’s target audience. It should emphasize the impact the school aims to have on its students and the broader community that it serves.
    9. Memorable: A memorable mission statement is more likely to be embraced by all the stakeholders. A creative statement with strong language and imagery can make it more memorable. Business schools should stay away from confusing “academic talk” or business jargon. The mission of the business school should be recited or explained by every faculty member in his or her own words. Reviewers from accreditation agencies often ask faculty whether they can explain the mission of their business schools.
    10. Inclusive: The mission statement should be inclusive, embracing all the relevant stakeholders: students, faculty, staff, alumni, and employers.
    11. Communicable: A good mission statement should be easily communicated across all levels of the business school. It should be accessible and relatable to everyone involved with the school. Each business school should invest time and resources in spreading awareness of its mission statement. 
    12. Measurable: Although a mission statement is not a strategic plan, it should be possible to evaluate the organization’s progress and alignment with its mission over time. Lengthy, broad, generic, and vague mission statements make such evaluation difficult. 

Crafting a compelling and effective mission statement often involves lengthy collaboration and reflection among key stakeholders to ensure that it accurately represents the organization’s identity, aspirations, and principles. Unfortunately, many business schools do not have anyone formally in charge of the strategic planning process. Mission statements are often drafted or revised just before accreditation or reaccreditation report submission deadlines.

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What is Triple Crown Accreditation?

By Dr. Vlad Krotov

Triple crown accreditation: AACSB, EQUIS, AMBA

Triple crown accreditation refers to a prestigious recognition awarded to business schools that have achieved accreditation from three prominent international accreditation bodies for business education. These three major accrediting organizations are:

    • Association to Advance Collegiate Schools of Business (AACSB): AACSB accreditation is widely regarded as the most rigorous and prestigious accreditation for business schools. It focuses on evaluating the quality of a business school’s faculty, curriculum, teaching methods, and research output.
    • European Quality Improvement System (EQUIS): EQUIS is a European-based accreditation body that assesses the overall quality and internationalization of business schools. It evaluates aspects such as governance, programs, student body, research, and engagement with the corporate world.
    • Association of MBAs (AMBA): AMBA is a global accreditation body specifically focused on MBA programs. It assesses the curriculum, faculty, student diversity, and career services of MBA programs offered by business schools.

Achieving triple crown accreditation signifies that the school has met stringent international standards of excellence in business education and is recognized for delivering high-quality programs with global relevance. Triple crown accreditation is a mark of distinction and can enhance a business school’s reputation and attractiveness to prospective students and employers. It is estimated that only one percent (approximately 120) of business schools have achieved triple crown accreditation. Even so, triple crown accreditation does not imply that the school is among the top one percent of business schools worldwide. 

Achieving triple crown accreditation is a challenging and lengthy process that requires a strong commitment to continuous improvement and academic excellence. As a result, only a select number of business schools around the world have earned this distinguished status. Furthermore, business schools in Europe and Asia are more likely to pursue triple crown accreditation than those in the United States.

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Top 10 Reasons for Majoring in Business 

By Dr. Vlad Krotov

Business education has been under a lot of scrutiny in recent years. There have been criticisms of business programs over their high costs, outdated curriculum, and inadequate opportunities for meaningful careers after graduation.

Still, many students choose business as their undergraduate major. In fact, in many universities, business majors comprise the largest or one of the largest groups of students. Students choose to major in business for a variety of reasons, as it offers several attractive advantages and opportunities. Some of the common reasons why students opt to major in business include:

    1. Versatility: A business degree provides a broad foundation of knowledge and skills that can be applied to various industries and job roles. Graduates can pursue careers in finance, marketing, human resources, operations, entrepreneurship, and more.
    2. Job opportunities: The business field offers a wide range of job opportunities with potential for growth and advancement. Graduates can enter diverse sectors, including corporate, nonprofit, government, and startup environments.
    3. High earning potential: Business-related professions often come with competitive salaries and attractive benefits, especially as individuals progress in their careers and take on leadership roles.
    4. Entrepreneurial aspirations: Some students with entrepreneurial ambitions choose to major in business to gain the necessary knowledge and skills to start and manage their own businesses.
    5. Practical skills: Business programs typically focus on real-world problem-solving, decision-making, and critical thinking, which are highly valuable in various professional settings.
    6. Networking opportunities: Business programs often provide ample networking opportunities, enabling students to connect with industry professionals, potential employers, and like-minded peers.
    7. Flexibility: Business degrees can be flexible in terms of study options, allowing students to choose from various specializations and tailor their education to align with their interests and career goals.
    8. Global perspective: Business programs often emphasize international business practices, helping students develop a broader understanding of the global economy and cultural diversity.
    9. Influence and impact: Business leaders have the potential to drive significant change and make a positive impact on their organizations and communities.
    10. Interdisciplinary nature: Business intersects with many other fields, such as economics, psychology, technology, and law, providing opportunities for cross-disciplinary learning and application.

It’s important to note that while a business degree can offer numerous benefits, students should also consider their personal interests, strengths, and long-term career goals when choosing a major. The decision should be based on a thoughtful consideration of individual aspirations and alignment with one’s passions and abilities.

In addition, students should always choose to study business at an accredited business school. Business programs that are accredited by well-known accreditation agencies such as AACSB, EQUIS, ACBSP, or AMBA are more likely to deliver on all these promises.

Certain business accreditations are granted at the program level, so a business school may have programs that are not accredited. The prospective student should always check whether the program that he or she is interested in is accredited by AACSB, EQUIS, ACBSP, or AMBA.

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Business Accreditation and Curriculum Alignment

By Dr. Vlad Krotov & Dr. Pitzel Krotova

AACSB and ACBSP Curriculum Standards

Obtaining an international accreditation for a business school usually requires extensive revisions of existing curriculum in order to meet the requirements of curriculum-specific accreditation standards. For example, Standard 4 of the Association to Advance Collegiate Schools of Business (AACSB) requires that “the school delivers content that is current, relevant, forward-looking, globally oriented, aligned with program competency goals, and consistent with its mission, strategies, and expected outcomes” (AACSB International, 2022). Similarly, Standard 6 of the Accreditation Council for Business Schools and Programs (ACBSP) requires that “the curriculum must be comprised of appropriate business and professional content to prepare graduates for success” and that the business school “must have a systematic process to ensure continuous improvement of curriculum and program delivery” (ACBSP, 2022). In this article, we talk about the most important elements of a business curriculum and how these elements can be aligned in order to meet the accreditation requirements and build an effective, self-sustaining quality assurance system in relation to business curriculum.

Curriculum Elements

In short, curriculum describes what is taught at a business school and how it is taught (Squires, 2012). A curriculum is usually formalized using a document or a plan that spells out the following:

    1. Program learning outcomes (PLOs)  that graduates must master
    2. Course learning outcomes (CLOs) or goals that outline smaller and specific learning objectives to be achieved within each course comprising the program
    3. Alignment of program learning outcomes (PLOs) and course learning outcomes (CLOs); this alignment is usually provided with the help of a course alignment matrix (CAM) that shows how individual courses and their CLOs support PLOs
    4. Appropriate assessment tools that can be used to measure CLOs and/or PLOs
    5. The content or material to be taught within each course comprising the program in the form of course syllabi

There are many other elements that comprise a curriculum (see Table 1). All these elements must be properly aligned to ensure effective development of the desired competencies among students.

Curriculum ElementDescription
College MissionDefines the aim of a college, its main reason for existence
Market ConditionsEconomic marketplaces often dictate which professions or competencies are in demand in the workplace
Compliance StandardsAccreditation and governing bodies often mandate competencies that a particular program needs to develop
Program Learning Outcomes (PLOs)High-level goals (or competencies) that students are expected to attain as a result of completing a particular program of study
Course Learning Outcomes (CLOs)Specific course-level objectives (or competencies) that students are expected to attain as a result of completing a specific course
Course MaterialsTraining materials used as part of a course: textbooks, books, journals and journal articles, electronic and multimedia materials, etc.
PedagogyVarious theories, methods, or tools employed to develop competencies among students
TechnologyInformation and Communication Technologies (ICTs) used to deliver course content
Physical ResourcesPhysical facilities (e.g., classrooms, labs, specialized equipment, etc.) allocated to a course or program
Credit HoursAmount of face-to-face or online interaction between a student and an instructor devoted to a particular course or program
Assurance of Learning (AoL)How attainment of particular learning outcomes (or competencies) is assessed and reported at the course and program level
Table 1. Curriculum Elements (Camba & Krotov, 2015)

Curriculum Alignment

Curriculum alignment can be viewed as a triangle with the following three cornerstones: curriculum, teacher, and test (see Figure 1).

Figure 1. Curriculum Alignment Model (English, 2000)

The model shows the need for the three elements to be connected or aligned. Educational goals that are targeted by the curriculum become the basis of defining the work to be done by teachers. Formal testing (or assessment) is used to evaluate the degree to which teachers further deliver the educational goals set forth by the curriculum. Thus, a well-aligned curriculum can also be viewed as a self-sufficient quality control system.

The model shows the need for the three elements to be connected or aligned. Educational goals that are targeted by the curriculum become the basis of defining the work to be done by teachers. Formal testing (or assessment) is used to evaluate the degree to which teachers further deliver the educational goals set forth by the curriculum. Thus, a well-aligned curriculum can also be viewed as a self-sufficient quality control system.

Managing Curriculum Alignment

Lewin’s process-based change management model (see Figure 2) can be used as a guiding framework for an effective curriculum alignment initiative.

Figure 2. Lewin’s Change Management Model (Kaminski, 2011)

Figure 2. Lewin’s Change Management Model (Kaminski, 2011)

The first stage of the curriculum alignment process is the so-called “unfreeze” stage. This stage aims to prepare for the desired changes in the curriculum by having clear and open communication with all the relevant stakeholders in relation to the desired changes in the curriculum. In this stage, people involved in delivering and managing the curriculum analyze the current curriculum and identify the changes that are necessary in order to meet the accreditation standards or achieve the desired improvements in relation to the curriculum. All the stakeholders participating in the “unfreeze” stage need to be convinced that new materials, structures, and processes must be adopted in order to achieve desired improvements. In the second stage called “change,” the stakeholders implement the intended changes to the curriculum. This phase is time-consuming, confusing, and costly. The third stage of the curriculum alignment process is the “refreeze” stage. During this stage, changes to the curriculum are stabilized. The main concern in this phase is to ensure that change becomes a permanent part of the normal process and the system does not revert to the old ways and habits.

References

AACSB International (2022). 2020 Guiding Principles and Standards for Business Accreditation. Retrieved from https://www.aacsb.edu/educators/accreditation/business-accreditation/aacsb-business-accreditation-standards

ACBSP (2022). Accreditation Standards. Retrieved from https://acbsp.org/page/accreditation-standards

Camba, P., & Krotov, V. (2015). Critical success factors in the curriculum alignment process: The case of the college of business at Abu Dhabi University. Journal of Education for Business, 90(8), 451-457.

English, F. W. (2000). Deciding What to Teach and Test: Developing, Aligning, and Auditing the Curriculum. California: Corwin Press, Inc.

Glatthorn, A. A. (1999). Curriculum alignment revisited. Journal of Curriculum and Supervision, 15(1), 26.

Kaminski, J. (2011). Theory applied to informatics-Lewin’s change theory. Canadian Journal of Nursing Informatics, 6(1).

Squires, D. (2012). Curriculum alignment research suggests that alignment can improve student achievement. Clearing House, 85(4), 129-135. 

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Accreditation Reaffirmation via Skeletons of the Self-Study Teams

By Dr. James E. Mackin

Whether we’re talking about regional or professional accreditation, there is always work to be done to ensure that the institution is progressing toward the next accreditation visit (the so-called “accreditation reaffirmation”).  It is all too common that once an accreditation visit has taken place and all of the recommendations emanating from the visit have been addressed, an institution will essentially relax until the next visit is imminent.  Then, the scramble begins again to ensure that the institution is in compliance with the accreditation requirements.  Inevitably, the institution will at the very least receive recommendations from the next accreditation visit because accreditation standards have not been addressed in between accreditation visits.

The point is that institutions should never relax when it comes to accreditation requirements.  It is useful to think about accreditation as a process by which institutions can ensure that they are always doing the right things.  For example, it is a good thing for students that institutions constantly assess learning outcomes, and that is why accrediting bodies require continuous assessment of learning outcomes.  Therefore, even without the looming threat of accreditation, institutions should continuously address accreditation standards on an ongoing basis.

One strategy that you can use to ensure that you are always paying attention to your accreditation standards is to maintain skeletons of the self-study teams even during periods when an accreditation visit is not imminent.  The skeleton self-study teams would continuously monitor the institution’s compliance with accreditation standards, and if any “relaxing” does occur, the teams can bring concomitant issues to your attention for remediation.  The point is that if the institution operates as if an accreditation visit is always on the horizon, then the issues that come up at an actual accreditation visit will be relatively minor and will be straightforward to deal with.