Publications

Posted on

Three Strategies for GAI-Proofing Your Course

By Dr. Vlad Krotov

Generative AI has hit business educators like a freight train. In just a few months after its launch  in 2022, ChatGPT had acquired 100 million users; 200 million users are predicted by 2023. Following the suit, Google has released its own conversational chatbot, Google Bard this year. Google Bard is powered by the same technology as Google’s search engine, so, unlike ChatGPT, it seems to be more aware of recent news and developments.

Shortly after the release of ChaGPT by OpenAI, several professors from top business schools announced that ChatGPT was able to pass their exams. While some business school professors still act as if ChatGPT doesn’t exist, a growing number of educators believe that Generative AI is a disruptive technology that will quickly and permanently alter the century-old rules and pedagogical approaches in business education. If this is true, then educational institutions must introduce changes and create policies to ensure that students use this new, disruptive technology in a way that does not impede their learning.

Nowadays, most students know what ChatGPT is and how to use it for completing homework assignments. How to mitigate the academic integrity issues associated with the use of GAI by students seems to be of the utmost importance to business schools, since academic integrity is important for quality of business education and is a formal requirement of all major international accreditation bodies, such as AACSB. In this article, I outline three simple strategies that business educators can use to mitigate academic integrity issues caused by GAI use. I also discuss each of these strategies’ pros and cons. 

Punitive Strategy

Despite the rapid advancements in GAI, Many educators choose to teach their courses “as is”. Some specify in their syllabi that the use of Generative AI for completing assignments is prohibited and punishable under the school’s Academic Integrity Policy. AI-detection tools, such as ZeroGPT, are used to monitor student submissions for AI-generated content. 

Pros

    • Trusting students to make ethical choices and punishing those who do not is an old, simple, and, perhaps,  wise approach for ensuring academic integrity. When students want to cheat, they will find a way to do so – by using GAI, hiring someone to do their projects, or in some other way. It is important for educational institutions to have an admissions process that screens out students who are likely to cheat in the first place. Instructors should be able to trust most students and not act as investigators and prosecutors at all times. If a cheating student is caught, the punishment should be severe enough to deter others from even considering unethical behavior.  
    • A minimal amount of effort on the part of faculty and the business school is required with this approach
    • A business school may want to take this approach in the short term if they want to “wait and see” what happens with Generative AI in business education before making any important decisions or investments. 

Cons

    • AI detection tools are often ineffective at detecting AI-generated text, even though this issue is not as serious as some educators believe. False-positives are also quite common. It is possible for students to revise AI-generated text to make it unlikely that it will be flagged by such software as ZeroGPT. Furthermore, proofreading tools such as Grammarly and WordTune can produce false positives as well. 
    • GAI is here to stay, most likely. It may not be wise to prohibit students from using GAI tools, since these tools may soon become essential in the business world. 
    • In the near future, business schools will probably discover new ways to improve student learning by implementing GAI. Those business schools that do not adopt GAI for teaching and learning may soon lag behind those that do. 

Flipped Classroom Strategy

It is possible to “flip” a class so that most learning and important assessments take place in a physical classroom, in front of the instructor, and with very little use of computers. For example, all exams can be administered face-to-face. Important learning exercises can be done in class as well. Major projects, while carried out outside of the class, should be presented and defended in class as well. 

With this approach, the instructor can offer students help and make sure they are the ones doing the assignments. An instructor can ask individual students or student groups to demonstrate and explain progress on their project work in class every week. The grading weight devoted to attendance and participation can be increased as well, encouraging students to attend face-to-face classes. Students are free to use GAI tools outside of the classroom in any way they see fit (e.g. to prepare for a particular class session), but they should be able to demonstrate their competence face-to-face.

Pros

    • Performing teaching and assessment face-to-face can be quite effective for attaining course learning objectives. 
    • It’s much easier for an instructor to detect cheating when most of the work is performed in front of him or her.

Cons

    • While it’s possible to ask online students to take major exams or defend major term projects on-campus, this strategy is obviously not well-suited for asynchronous online courses. 
    • May not be appropriate for large classes, since this approach requires individual attention to every team and, sometimes, every student. 

Integration Strategy

Instead of excluding GAI from the classroom, an instructor may choose to embrace the technology in a way that actually assists teaching and learning. This is probably one of the most effective yet difficult approaches. GAI is still a new technology. Many educators lack a solid understanding of how to use this technology ethically and productively. 

What’s clear though, is that this approach may require a radical redesign of each course’s pedagogy. GAI can be used by students to answer basic questions at the “understanding” level of Bloom’s Taxonomy, for example. In fact, students may be instructed to ask ChatGPT or Google Bard questions in relation to the subject matter of the course and then to read and evaluate the responses as a part of an assignment. Thus, the point of the assignment is to interact with GAI and not to provide “correct answers”. 

When it comes to higher-order cognitive skills, an instructor may ask very complex and context-specific questions in a format not supported by major GAI tools in order to decrease the likelihood that GAI will be used to complete these assignments. 

Ideally, these assignments should be in the form where GAI still lacks capability. For example, instead of just asking to analyze a case study, the instructor can ask students to create flowcharts or UML Activity Diagrams based on the case. Alternatively, students can be asked to record videos with their analyses and post them to YouTube. Thus, even if students ask GAI for assistance, the final product will largely be their own work. 

Also, while GAI tools such as ChatGPT and Google Bard are becoming increasingly knowledgeable in many topics and increasingly capable of performing very complex cognitive tasks, they often lack knowledge and understanding of very narrow and specific contexts. For example, an instructor can ask complex questions in relation to specific local individuals or organizations that may be known only to students and the instructor. For example, let’s say there’s a small, local software company where the university is located. The instructor can talk about this company in class and then asks students to come up with strategies that are suitable for this company given its unique local context

Regardless of which approach is chosen for assessing higher-order cognitive skills, the instructor can quickly run his or her questions and assignments through ChatGPT or Google Bard to see what kind of responses students are likely to get when they ask GAI for help. If GAI can answer these questions with ease, then additional context or complexity needs to be added to the question. ALternatively, the format of the assignment can be changed (e.g. from an open-ended response to a visual diagram). 

Students can rephrase these specific questions as generic ones and submit them to ChatGPT. But generating a quality response will still require analyzing and accommodating the local context (and this is where most of the learning will occur) or putting the responses in a format that still entails some learning. The instructor can deduct points if the local context is not properly accounted for or the format instructions are not followed. A grading rubric can be created that evaluates students’ work based on the extent to which a solution is contextualized for a specific company or individual and the extent to which all the directions were followed. If necessary, an oral defense can be scheduled so that students can demonstrate their mastery of the material. 

Pros

    • Since GAI is likely to become a permanent fixture in business, this approach will make students more prepared for the era of GAI
    • With this approach, the instructor can automate some of the basic tutoring tasks and focus on developing higher order cognitive skills among students via complex, contextualized, and innovative assessments. 

Cons

    • This approach can be time consuming, since it requires quite a bit of thinking and curriculum revision
    • Many educators may lack time, expertise, or motivation for integrating GIA into their curriculum in a way that is ethical and conducive to student learning. 

In conclusion, it can be said that Generative AI is very likely to become a permanent fixture in business education. Individual educators and business schools will have no choice but to adapt to this new, disruptive technology and find ways to accommodate in an ethical and productive fashion. The list of strategies for accommodating GAI in the classroom provided here is not perfect or exhaustive. What’s important though is that every educator and business school should have a strategy in relation to GAI, or they will quickly find themselves in a disadvantaged situation. Having a strategy in relation to GAI is better than having no strategy at all. 

Posted on

Student academic integrity and the admission process

By Dr. Vlad Krotov

Academic integrity and the admission process in business schools.

Students must adhere to the highest academic integrity standards in order to receive a quality business education. All major accreditation agencies for business schools place a great deal of emphasis on ethics. For example, ethics and integrity is one of the main guiding principles of AACSB – the most prestigious accreditation for business schools worldwide. 

Despite that, some business schools treat ethics and academic integrity among students as an afterthought. Most business schools have student conduct rules and academic integrity policies, but these important instruments are not put to action until it’s too late. Academic integrity issues are often dealt with when they arise (usually, via a nerve-wrecking investigation process and subsequent severe punishment). This punitive “inspection approach” is time consuming, nerve-wrecking, and often unfair to students who are not fully aware of all rules and nuances of academic integrity. 

Instead of relying on this passive approach to enforcing academic integrity, business schools should focus on proactively preventing academic integrity issues from arising. This proactive “prevention approach” should start with the admission process. Quite often business schools admit students who are not fully aware of ethical standards in relation to academic work, are not prepared academically (and, thus, are likely to “cut corners”), or simply lack personal integrity for making ethically sound judgements consistently. A business school should do its best to inform students about their standard in relation to academic integrity and reject those applicants who are not likely to adhere to these standards. 

A business school can incorporate the following approaches into its admission process to minimize chances of academic integrity incidents among students:

Clearly communicate expectations during the admission process.  In application materials, websites, and admission communications, clearly articulate the school’s commitment to academic integrity. Include a code of ethics or integrity statement that applicants must acknowledge and agree to.

Conduct admission interviews. Interview all the applicants, even if their application materials look perfect. Don’t over rely on transcripts and standardized test scores to assess a candidate’s technical competency. Ask technical questions in relation to the courses that the candidate has taken to make sure that the candidate’s GPA and standardized test scores accurately reflect his or her abilities. Ask ethical dilemma questions during interviews to gauge an applicant’s ethical decision-making skills.

Require integrity essays or statements. Ask applicants to write essays or statements about their understanding of academic integrity and their commitment to upholding it. Use these essays as a basis for evaluating an applicant’s character and values.

Check references. Contact references provided by applicants to inquire about their character and adherence to ethical standards. This can provide valuable insights into an applicant’s integrity. If the person who wrote a reference cannot say anything specific about the applicant, this is a big “red flag”. It could be that other application materials cannot be trusted either. 

Review personal statements. Scrutinize personal statements for any signs of academic misconduct or unethical behavior. Ask questions about personal statements during interviews. A personal statement that is plagiarized, inaccurate, or written by someone else should warrant rejection of the application. 

Orientation and Training. Offer orientation sessions on academic integrity policies and procedures as part of the onboarding process for admitted students. Include training on proper citation, avoiding plagiarism, and ethical decision-making in an academic context.

Faculty involvement. Involve faculty members in the admission process, especially in interviews and reviewing essays or statements. Faculty can provide valuable input on an applicant’s potential for ethical behavior and spot “early warning signs” of a potentially problematic candidate.

By incorporating these practices into the admission process, business schools can set clear expectations for ethical behavior among students from the outset and send a strong message that academic integrity is a core value of the business school. Moreover, candidates who are likely to commit academic integrity violations due to lack of preparedness or poor personal choices can be eliminated from the program. This proactive and preventive approach helps create a culture of integrity that fosters quality of education and benefits all the stakeholders. 

Posted on

Why do business schools move away from standardized test scores?

By Dr. Vlad Krotov

For decades, graduate business schools around the world have been using the GRE (Graduate Record Examination) and GMAT (Graduate Management Admission Test) scores as one of the major selection criteria. Today, some business schools are beginning to de-emphasize the importance of GRE and GMAT scores in their admission criteria, recognizing that they might not be the most accurate predictors of success in a graduate business program. Standardized test scores are being used as optional by many graduate business programs, including some of the top ones. 

On the one hand, standardized test scores serve as a simple and reliable criteria for assessing certain skills of aspiring applicants, such as quantitative reasoning and analytical writing skills. On other hand, standardized tests have been plagued with numerous issues when used as the primary selection criteria for business school applicants. Some of the problems are discussed below:  

    • Limited Assessment: GRE and GMAT scores primarily assess quantitative and verbal reasoning skills, along with analytical writing ability. They may not fully capture an applicant’s broader skill set, such as leadership, creativity, communication, and interpersonal skills. These “soft skills” are crucial for success in business and management. It has been observed by many business schools that some applicants with outstanding test scores lack these skills and do not even seem to show a great deal of potential to improve.
    • Test Anxiety: Some students experience test anxiety, which can negatively impact their performance on standardized tests. There are some business schools that worry that requiring standardized test scores may discourage potential applicants from applying. 
    • Bias: It has been argued in research literature that standardized tests can exhibit cultural, socioeconomic, and gender biases that may disadvantage certain groups of applicants. As a result, requiring standardized tests may put certain groups at a disadvantage, creating an unfair admission process. 
    • Reduced Diversity: Relying heavily on standardized tests might inadvertently limit the diversity of the admitted student body. Candidates from non-traditional backgrounds, different industries, or with unique skill sets may not be accurately represented by these tests.
    • Preparation Disparities: Performance on GRE and GMAT can be influenced by the extent of test preparation. Students who can afford to spend time and money on test prep courses or resources might have an advantage, potentially leading to inequities in the admissions process. For example, younger students may have more time on their hands to prepare for these tests in comparison to older, working adults. Thus, this may put busy, experienced executives at a disadvantage when applying to programs that actually have experienced executives as their target market.  
    • Mismatch with Program Goals: For some business programs that focus on specialized fields or non-traditional business disciplines, GRE and GMAT scores might not align well with the specific skills and knowledge required for success in those areas.
    • COVID-19 Disruptions: The COVID-19 pandemic has caused disruptions in test administration, including cancellations and changes to the testing format. This has prompted some schools to temporarily  or permanently waive standardized test requirements.
    • Cheating: While companies administering standardized tests take numerous precautions to protect the integrity of the examination process, some students still manage to cheat on these exams. In the COVID-19 era, many standardized tests were administered online, which exacerbated the issue. Admission professionals and program directors routinely come across applicants with “sky high” test scores who appear to lack basic quantitative and verbal skills. Some graduate business programs choose to interview all the applicants to verify their skills and credentials “in person”. 

Given these challenges, many business schools are reevaluating the role of GRE and GMAT scores in their admissions process and considering more holistic approaches that consider a wider range of factors when evaluating applicants. Some business schools are moving towards more holistic admission approaches, considering factors like work experience, recommendation letters, interviews, and personal statements. Overreliance on GRE/GMAT scores might overshadow these valuable insights into an applicant’s suitability for the program.

While many accredited business schools do require standardized test scores as a part of their admission process, it should be noted that some of the most prominent accreditation agencies for business schools, such as AACSB, do not explicitly require standardized test scores to be used in business school admission. An accredited business school is typically required to have a formal admission process to select applicants who are likely to master the program learning outcomes. Therefore, accreditation agencies emphasize overall education quality rather than specific selection criteria.

Posted on

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.

Posted on

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 

Posted on

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.

Posted on

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.

Posted on

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. 

Posted on

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.

Posted on

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.