AME Report

Report of the AACSB International

Alliance for Management Education Task Force

Business andBusiness Schools:A Partnership for the Future

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Business andBusiness Schools:

Report of the AACSB International


AACSB International – The Association to Advance Collegiate Schools of Business

777 South Harbour Island BoulevardSuite 750Tampa, Florida 33602-5730 USATel: +1-813-769-6500Fax: +1-813-769-6559www.aacsb.edu

© 2006 AACSB International

A Partnership for the Future

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ChairAmelia Maurizio

DirectorEducation AlliancesGlobal CommunicationsSAP America, Inc.

MembersJohn J. Fernandes

President and Chief Executive OfficerAACSB International

Rex D. Fuller

DeanMalik and Seeme Hasan School of BusinessColorado State University-Pueblo

Yash P. Gupta

Professor of Information and Operations ManagementMarshall School of BusinessUniversity of Southern California

Louis E. Lataif

DeanSchool of ManagementBoston University

Ali R. Malekzadeh

DeanWilliams College of BusinessXavier University

Neal Mero

Vice President and Chief Advocacy OfficerAACSB International

Gail K. Naughton

DeanCollege of Business AdministrationSan Diego State University

William J. O'Neill, Jr.

DeanSawyer School of ManagementSuffolk University

Sharon J. Smoski

Assistant Vice PresidentLearning and DevelopmentState Farm Insurance Companies

Peter W. Wolnizer

DeanFaculty of Economics and BusinessThe University of Sydney


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“We need visionary leaders capable of taking

ownership of organizations and acting as

effective agents of change” *

*Quotes highlighted in this report represent business leader perspectives obtainedthrough focus group discussions.

Business Leader Perspective

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Preface

As AACSB continues its growth in all regions of the world, we are mindful of both the oppor-tunities and challenges of a truly global association. Nowhere is this clearer than in ourthought leadership initiatives. Our recent report “A World of Good” prepared by our Peace

Through Commerce Task Force highlighted the incredible power that business schools working withbusiness can have in tackling the most complex problems facing our world. It is in this spirit that wepresent this report of the Alliance for Management Education Task Force, Business and BusinessSchools: A Partnership for the Future.

To be sure, industry leaders remain dedicated supporters of our schools and have reflected that com-mitment by donating their time and money. As a result of that support, business schools providescholarships for students, hire new faculty, and construct excellent educational facilities. The messageof this report, however, is the future. We must build on those successes and look forward to findingnew ways to cooperate to meet our mutual challenges and, more importantly, explore new opportuni-ties. Business has always been a supporter of business schools—we now ask for their partnership.

This report is just the beginning—there remains much to be done. Through this report and our on-going advocacy efforts, we will reach out to leaders of business with a reminder that business schoolsare right now developing future leaders and conducting the research needed to answer the mostintractable problems of business. These are challenges and opportunities with global impact and, whilethis report is generally U.S. focused, we need global engagement. The benefits of a partnership will befelt in every corner of our world.

Arthur Kraft, Chairman of the BoardAACSB International

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The best interests of business and businessschools are served when they communi-cate and collaborate on their shared, fun-

damental goals. In fact, it is no stretch to suggestthat the whole world might benefit if these twoentities worked together more closely.

A solid partnership might mean, for example,that business schools, in achieving their own edu-cational objectives and mission, would also beeven more informed and attuned to what poten-tial employers want their new hires to know.Employers would realize substantive advantagesby bringing on board graduates who, because oftheir finely tuned preparation and competence,would be quicker to add real value to the enter-prise. Business schools and their students mightfind their programs increasingly vital and rele-vant, and stronger rapport between these part-ners might foster even more interaction betweenstudents and the business world and its leaders.Through sustained, meaningful connections withbusiness schools, industry would also reap thebenefits of closer ties to research, access toknowledge centers, and communication withintellectual leaders. As a result of their invigor-ated growth and capacity, enterprises could, inturn, give back to their communities and stake-holders at an even higher level.

Although the scenario isn’t that far-fetched, it isfar from the status quo. Especially in the U.S.,partnerships between business and businessschools have primarily been limited to personal orlocal connections between business leaders andparticular schools. Leaders serve on advisoryboards, sometimes for the business schools thatthey themselves attended, for schools based in

the same cities as corporate offices, or for schoolswith which the leader may have other ties. Manyprovide generous financial support to businessschools, and some show up regularly in classroomsto talk with students. They work with administra-tors and faculty, often establishing opportunitiesfor students to pursue internships and otherlearning opportunities in real-world settings.

Despite the natural affiliations between businessschools and corporations, however, mostobservers would agree that the potential for col-laboration has not been maximized. In Fall 2004,the AACSB International Board of Directorsestablished a new task force, the Alliance forManagement Education (AME), to explore possi-bilities for a more broad-based partnership thatmight appropriately be coordinated by AACSBInternational and could work to the benefit ofboth entities. The AME Task Force involvedleaders from both business schools and the cor-porate world in their discussions and considera-tions. Once it became clear that bothcommunities agreed on the profound potential of a strong partnership, AME efforts centered on the development of a position statement anddelineation of possible courses of action.

Many of the conclusions of this report are basedon discussions with business leaders; most ofwhom are senior executives in U.S. based organi-zations. As a result, this report is U.S. focusedand may not fully represent worldwide perspec-tives. Despite this, the importance of anenhanced partnership between business schoolsand business is a global challenge requiringglobal action.

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“Business school graduates excel at doing sound technical analyses,but they experience difficulty in applying that analysis to effectivedecision making that addresses broad organizational issues”


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Facing Realities

AME’s initial investigations suggested that a sig-nificant number of executives knew nothing ofAACSB and had likely given little or no thoughtto why a closer relationship with business schoolsmight be fruitful. At the same time, while manybusiness school administrators sought out corpo-rate financial support and representation on theirboards, many faculty and others in the academiccommunity had zero interest in consorting withbusiness.

Early on, AME recognized that they would needto acknowledge some of the disparities, stereo-types, and misconceptions that exist betweenbusiness and business schools and even within theacademy. Three specific hurdles were identified:

1. To many industry leaders, business schools arestill the proverbial ivory towers, where scholar-ship and education are often disconnectedfrom the real-world and its requirements.Conversely, many deans and faculty of businessschools believe business leaders misunderstandtheir teaching and research missions and theimportance of rigorously developed and vali-dated teaching and scholarship.

2. Despite growth and commitments to continu-ous improvement, business schools still attractcriticism. Most of the critics have emergedfrom the business school academic communityitself. For example, Bennis and O’Toole1

expressed concern that business schools had“lost their way” by focusing on research thatwas too scientific and not preparing studentswith skills to deal with complex managementproblems. Pfeffer and Fong2 argued that busi-ness schools could claim only “modest” resultsin preparing students and impacting manage-ment practice through research.

3. Business schools operate at a different pacefrom the communities they serve in business

and government, which often frustrates busi-ness leaders who need answers to today’s prob-lems today. Management education appearsslow to respond to new business challenges.Articulating and reacting to those challenges,plus creating the knowledge and the skilledgraduates to meet them, is often a multi-yearprocess.

While these and other issues surfaced in AMEdiscussions, the task force pointed to many posi-tive signs that underscore the value of manage-ment education and the potential benefits of astronger partnership between business and busi-ness schools. Students and employers obviouslysee tremendous value in management education.For example, the U.S. Department of Education3

reports an 11% increase in undergraduate busi-ness degrees conferred between 2001 and 2005and AACSB member schools report4 an 8%increase in MBA enrollment during that sametime period.

And while record numbers of traditional studentscontinue to enroll in business courses, more andmore experienced business executives are return-ing to the classroom as adjunct professors or inother roles. Some are pursuing a second career ineducation through participation in a new AACSB“bridge” training program. The bridge “immer-sion” helps senior business leaders to supplementtheir professional knowledge with instructionaland classroom savvy.

A significant number of leaders from business andindustry are also participating in executive educa-tion programs. These settings offer extraordinaryopportunities for business executives to engagewith business faculty in high-level dialogue. Thesuccess of these initiatives confirms the value ofsettings that bring together representatives ofboth worlds. Such efforts will help to strengthenunderstanding and communication on both sides and set the stage for even more positivedevelopments.

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Straight Talk with Business Leaders

To gather more information about business per-spectives on management education, AME mem-bers recruited ten outstanding business leadersfrom the San Diego area to participate in a spe-cial focus group held at the 2006 AACSB DeansConference. The spirited, candid dialogue of thisfocus group was invaluable and helped to shapemany of the final conclusions and recommenda-tions of AME. The business leaders responded tofour key questions:

• What are the major challenges of businessacross industries?

• What skills do business graduates need?

• How relevant is business research to the challenges of business?

• What would motivate business leaders toincrease their engagement in the managementeducation industry through involvement withAACSB?

The challenge most frequently identified by theparticipating business leaders was to find employ-ees and future leaders capable of managing inenvironments marked by constant change. Thisconcern is consistent with other surveys, includ-ing the 2006 Corporate Recruiters Survey con-ducted by the Graduate Management AdmissionCouncil (GMAC)5. The GMAC study identifiedleadership skills as the most important attributesought by employers—and the area where MBAprograms need the greatest improvement.

The focus group participants also expressed con-cern about the ability of business graduates toapply analytical models learned in the classroomto organizational problems and decisions. Severalasserted that management education needs toprovide students with more than knowledge

about specific topics and processes; it also needsto develop within students the ability to exercisegood judgment in situations where risks anddecision factors cannot always be precisely predicted.

Another critical skill identified by the participantsincluded the ability to work in teams and in col-laborative situations. While teaching team skills isa significant aspect of the business school curricu-lum, the business leaders felt that many new hireswere challenged by the application of those skillsin a fast-paced environment.

The importance of strong communication skillswas also emphasized. Once again, this point wasreinforced by the GMAC Corporate RecruitersSurvey, which indicated that excellent interper-sonal skills, along with written and oral commu-nication proficiencies, are highly prized andsought after by business.

Enhancing the relevance of business schoolresearch to the problems that confront the busi-ness community was important to focus groupparticipants. Through task force discussions, itwas clear that scholars must better communicatethe value of both basic and applied research. Inthe case of both types of research, scholarsshould work much more closely with business toinsure they are focused on the right problemsand that findings are available to industry in atimely manner through an accessible medium.

Although the purpose of the focus group was toelicit corporate perspectives and ideas, partici-pants also raised many questions about businessschool practices and philosophies. The exchangessharpened understandings of respective concernsand challenges and reinforced the concept that,once communication is established, the potentialgains from investment in a stronger coalition areobvious.

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“Even smaller businesses like mine are desperate for employees capableof working with global partners, suppliers, and customers”


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Four Key Challenges

From the task force deliberations, the focusgroup interactions, and other discussions, fourcentral challenges emerged for business and busi-ness schools: preparing the next generation ofbusiness leaders; exploring and enhancing the rel-evance, meaning, and dissemination of businessschool research; meeting the challenge of global-ization; and engaging business in business schoolsand business schools in business. Addressingthese challenges, identified as critical by bothcommunities, will establish the basis for a part-nership between business and business schools.

1. Targeting and Teaching the Right Things

Management education must develop mecha-nisms for understanding the essential competen-cies and skill sets of business school graduates,forecasting how those competencies will changein the future, and assessing the level of mastery ofthose skills and competencies. These processes areessential measures in helping to ensure the capa-bility and competency of the next generation ofbusiness leaders.

Most schools acquire feedback on their teachingeffectiveness through their own assessmentprocesses. AACSB-accredited schools have imple-mented an assurance of learning program wherekey constituents, such as past students andemployers, can provide feedback to schools onhow well they are achieving educational objec-tives. Business school deans acknowledge the crit-ical role that business can play in providingquality feedback on graduate performance andare working to incorporate this feedback rou-tinely into their assessment efforts. For AACSB-accredited schools, it is a critical source of guid-ance in assessing the strengths of their efforts and in making changes in their curricula and programs.

Engaging business leaders in discussions aboutcurriculum, the assurance of learning process, andother assessments of learning activities could bevaluable; but that opportunity cannot materializeunless business leaders are willing to take thetime to engage on a consistent basis. One ofAACSB’s roles may be to establish mechanismsthat could further advance this possibility.

2. Optimizing Business School Research

AACSB-accredited business schools view scholar-ship as a critical mission. An enhanced partner-ship, with AACSB as the linchpin, would provideopportunities for the business community to gaina clearer understanding of management educationresearch.

While the task force agreed that business leadersappear to see potential value in academicresearch, they also acknowledged frequent ques-tions about whether or not business schoolresearchers are focused on the topics most rele-vant for business. Research within the field ofmarketing provides a useful example. Few wouldargue that research has not played an importantrole in explaining the behavior of consumers. It’san important outcome for business, telling themwhy a consumer might buy a particular product.Despite that success, others would argue thatbusiness school scholars should focus on develop-ing new ideas rather than explaining existing cur-rent practices—on finding what new marketingtechniques would have an even greater influenceon consumer behavior, for example. Withimproved communication, industry leaders couldbetter understand the trade-offs and value of dif-ferent research outputs, and researchers couldunderstand the pressing needs of business.

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Another concern raises the issue of whetherresearch outcomes are communicated throughchannels accessible to business leaders. In dis-cussing how business school research can becomemore relevant, John Quelch6 argues that busi-ness-school professors pursuing academically rig-orous research must be more visible within thebusiness community. While increasing the impactof research is a critical initiative to be addressedby a future AACSB task force, it is clear thatthese questions cannot be answered withoutstronger collaboration between business andbusiness schools.

3. Keeping up with the pace and challenge of glob-alization.

Task force members identified globalization andits challenges as a concern for both business andbusiness schools. An IBM study of CEOs7 con-firmed the assumptions of task force members.The study showed that two-thirds of CEOsexpect their organizations to be engulfed inchanges, mostly related to globalization, duringthe next two years. Business schools have imple-mented strategies for addressing these globaltrends in their programs; but the pace of globalgrowth can only escalate, and keeping pace maybe daunting.

The challenge of preparing graduates for businessoperations in a global competitive market is espe-cially acute for new business graduates. In a studyby Mercer Human Resource Consulting8, 44% ofall firms reported an increase in internationaltransfers between places other than headquarters.Younger employees may be more likely to behanded these global assignments because they areless likely to have families, which means that theexpenses of an international assignment can bereduced.

The globalization challenges of AACSB-accred-ited business schools and business are similar.Task force members are convinced that businessleaders who have fully engaged in global initia-tives could provide valuable insights into theglobalization of business education, and that theinformation they share would ultimately returnas a positive force for business. Finding ways tomake these and other exchanges of information isa worthy goal.

4. Increasing the engagement of business in businessschools and business schools in business.

Leaders from both communities are concernedthat, while opportunities exist to enhance cross-communications, they are still too limited. At theindividual school level, advisory boards provideexcellent opportunity for business input relatedto a school’s unique challenges. Similarly, corpo-rate member participation on the AACSBInternational Board of Directors and in confer-ences and publications offers valuable opportuni-ties for dialogue. The task force concludes that itis also important to seek new, broader, and moreeffective ways of exchanging ideas and concerns.

Assessing the Possibilities

In looking to the future, the task force drew twoconclusions. First, business leaders acknowledgethe value of quality business education and theconcept that business success is tied to businessschool success. Second, despite their understand-ing of the symbiotic nature of the relationship,business leaders are unlikely to commit to adynamic partnership with business schools unlessthey believe that their affiliation would influenceoutcomes of business schools in ways that ulti-mately add value to their own organizations.

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AME members agreed that current structures andprocesses provide limited opportunities forengaging business leaders with business schools atan industry-wide level. They also reasserted theposition that a viable partnership between busi-ness education and business leaders can only beachieved by developing mechanisms that facilitatebusiness leader engagement in activities thatinfluence the processes of business schools.

The task force strongly advocated that AACSBshould assume a leadership role in advancing amore effective and productive liaison. Five spe-cific actions were recommended:

1. Strengthen advocacy efforts aimed at helpingboth communities to understand the value of anenhanced partnership between managementeducators and leaders of business. Advocacyshould begin with efforts to heighten aware-ness of AACSB’s crucial role in managementeducation leadership and to explain why andhow business leaders will benefit from theirassociation with the organization. A fact sheetabout AACSB developed by the task forcemight serve as an effective advocacy tool and isincluded as an attachment to this report.

2. Establish a permanent structure within AACSBwhere the mutual interests of business and busi-ness schools are specifically addressed. An effec-tive structure should allow business membersto have a direct and visible input into AACSBprocesses and decision making. Possibilitiesmight include establishing an internationaladvisory board or an affinity group dedicatedto enhancing communication. Regardless of itsform, this group should have direct communi-cations access to the AACSB board and staff.

3. Increase opportunities for engagement of seniorbusiness leaders in the recurring activities ofAACSB. One purpose of expanding theseopportunities would be to encourage businessleaders to participate at levels where they caninfluence business education in ways that addultimate value back to the business community.These opportunities require increased engage-ment of these leaders in important AACSBprocesses. Such opportunities might include:

• Increased representation on task forces

• Reinvigorating business member participationon AACSB Peer Review Teams and accredita-tion committees

• Participation in affinity groups

• Greater utilization of business leaders, especiallythose from AACSB corporate member organi-zations, as advocates for business education andin the communication of business concerns inAACSB publications, programs, and other venues.

4. Increase AACSB engagement with other associa-tions representing the interests of business. Anadditional way to encourage the increasedengagement of corporate leaders into businesseducation is for AACSB leaders and staff toparticipate in associations that serve corporateleaders who are decision makers in areas strate-gically important to AACSB. Such affiliationsmight include:

• Society for Human Resource Management

• U.S. Chamber of Commerce

• Business Leaders Roundtable

• United Nations Global Compact

• Confederation of British Industry

• Confederation of German Employers’Associations (BDA)

• The Federation of German Industries (BDI)

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“Give me an employee who places the needs of theorganization as a priority in decision and action!”


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5. Develop effective strategies for communicatingmore frequently and directly with business leaderswho are not members of AACSB.

The task force emphasized the need for effectivecommunications between AACSB and businessleaders. Several specific recommendations weresubmitted:

• Specific materials, such as AACSB thoughtleadership reports and other documents,should utilize a communication style consistentwith business modes of communication.

• Communications with individual school advi-sory boards should be emphasized. As part ofits initial dialogue, the group recognized thepower of business school advisory boards as anexisting means for business education leaders tocommunicate directly to business leaders. Oneresult of these discussions was the developmentof presentations and materials designed to helpdeans introduce AACSB and AACSB accredita-tion to their advisory councils. The presenta-tions, which were developed by AACSB staff,focus on the value of affiliation with AACSBand on universal issues of strategic importanceto management education. AACSB staff alsocreated a Web resource site that includesPowerPoints deans can use to develop cus-tomized presentations on the value of AACSBaccreditation, the value of association withAACSB, and on thought leadership initiatives.

• The task force recommends that AACSB con-tinue to develop these types of resources andtools to ensure that a consistent message is pre-sented to business leaders. Deans should beencouraged to make routine reports to AACSBon feedback received from their advisoryboards in response to these presentations andon issues of relevance to the association.

• Business focus groups should become a routinepart of AACSB activities. Task force membersvalued their work with the focus group andbelieve that similar initiatives can be effectivetools for acquiring feedback to the board ofdirectors and other task forces and committees,as well as to the AACSB staff.

• Develop areas within the AACSB Web site thatappeal to business leaders interested in businesseducation.

Raising All Boats

Any doubts about the potential power of astronger partnership between business and busi-ness schools have been dispelled through this ini-tial effort by the Alliance for ManagementEducation. The task ahead is not without chal-lenges, but few would dispute that the return oninvestment can return rich rewards for business,business schools, and the world at large.

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“Business school research is directed towards other academicsrather than practitioners”


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AACSB Fact Sheet

Frequently Asked Questions by Business Leaders about AACSB International

What is AACSB?

AACSB is the association of the world’s best business schools and the most powerful and influentialvoice for business education. AACSB’s thought leadership activities stimulate explorations of the chal-lenges and opportunities that confront the future of business education and drive the actions thataddress them. These initiatives ensure that AACSB-accredited schools continue to produce the bestgraduates and the best scholarship to meet the needs of business worldwide.

Why should business leaders participate?

AACSB provides the link for corporations to have a voice in the future of management education. Astronger partnership offers great value for both business and business schools due to the interdepend-ence of the challenges both face. For example, business educators cannot fully assess their effectivenessat developing critical student skills without significant and consistent feedback from the employers ofthose students. Likewise, businesses will be unable to meet their challenges without a highly skilledmanagerial workforce. The world’s business schools provide the primary development of those compe-tencies, and business leader engagement in activities of the business education community affords theopportunity to influence curriculum and program development.

How can business leaders participate?

Corporate membership is the gateway to AACSB. Many business leaders already participate in AACSBthrough many different venues. And the organization continues to assess the value of those opportu-nities and others from the perspectives of business leaders. Corporate members are involved in thegovernance process, as members of task forces or accreditation process teams and committees, and inconferences as presenters and participants. All these activities offer the opportunity to engage in dia-logue critical to business education outcomes.

How will business leader participation make a difference?

AACSB has led the development of business education curriculum in critical areas such as assurance of learning, ethics education, valuing diversity, globalization of the business education curriculum,enhancing specific skills in teams, and communications. Business leaders have consistently told us theseare important outcomes driven by common values. The place to influence those outcomes is AACSB.Ultimately, increased engagement by business in the business of business schools will enhance the relevance of business education and the value of business school research.

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Footnotes

1 Bennis, W. G. & O’Toole, J. (2005). How business schools lost their way. Harvard BusinessReview, 83(5), 96–104.

2 Pfeffer, J. & Fong, C. T. (2002). The end of business schools? Less success than meets the eye.Academy of Management Learning & Education, 1(1), 78–95.

3 U.S. Department of Education (2005). Higher education general information survey. NationalCenter for Education Statistics. [Data file]. Available from Digest of Education Statistics Tables andFigures Web site, http://nces.ed.gov/programs/digest.

4 AACSB International – The Association to Advance Collegiate Schools of Business. (2006, July).Business school questionnaire 2000–2001, 2004–2005. Tampa, FL: Author.

5 Graduate Management Admission Council. (2006, March). Corporate recruiters survey. SurveyReport. Retrieved July 30, 2006 from www.gmac.com/NR/rdonlyres/6838813E-4238-4B78-9C3D-F4AC11592BA6/0/CorpRecSurvey06SurveyReport.pdf.

6 Quelch, J. (2005). A new agenda for business schools. Chronicle of Higher Education, 52(15), B19.

7 IBM Global Business Services. (2006). Expanding the innovation horizon. The global CEO study.Retrieved on July 25, 2006 from www-1.ibm.com/services/us/bcs/html/bcs_ceostudy2006.html.

8 Mercer Human Resource Consulting. (2006, May). 2005/2006 international assignments survey.Retrieved on July 28, 2006 fromwww.mercerhr.com/pressrelease/details.jhtml/dynamic/idContent/1222700.

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Chair

Arthur KraftDean and Robert J. and Carolyn A. Waltos,

Jr. Chair in Business and EconomicsThe George L. Argyros School of Business

and Economics Chapman University

Members

Richard A. CosierDean and Leeds Professor of ManagementSchool of Management and

Krannert Graduate School of ManagementPurdue University

Robert B. DuncanThe Eli and Edyth L. Broad DeanThe Eli Broad College of BusinessThe Eli Broad Graduate School of ManagementMichigan State University

Fred J. EvansDean, College of Business and EconomicsCalifornia State University, Northridge

John J. FernandesPresident and Chief Executive OfficerAACSB International

Andrea GasparriManaging Director, School of ManagementSDA Bocconi

Yash P. GuptaProfessor of Information and

Operations Management Marshall School of BusinessUniversity of Southern California

Daniel R. LeClairVice President and Chief Knowledge OfficerAACSB International

Amelia MaurizioDirector, Education Alliances, Global CommunicationsSAP America, Inc.

Sung Joo ParkDean, KAIST Graduate School of ManagementKorea Advanced Institute of Science and Technology

Andrew J. PolicanoDean, The Paul Merage School of BusinessUniversity of California, Irvine

David SaundersDean, Queen’s School of BusinessQueen’s University

Sharon J. SmoskiAssistant Vice President, Learning and DevelopmentState Farm Insurance Companies

Richard E. SorensenDean, Pamplin College of BusinessVirginia Polytechnic Institute and State University

Barry SpicerDean, The University of Auckland Business SchoolThe University of Auckland

Doyle Z. WilliamsDean Emeritus and ProfessorSam M. Walton College of BusinessUniversity of Arkansas

AACSB International Committee on Issues in Management Education

For more information on the Alliance for Management Education initiative, visit the AACSB Web site at www.aacsb.edu.

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About AACSB International

Profile

AACSB International—The Association to Advance Collegiate Schools of Business—is a not-for-profit corporation of educational institutions, corporations, and other organizations devoted to thepromotion and improvement of higher education in business administration and management.

Founded in 1916, AACSB International established the first set of accreditation standards for businessschools in 1919. Through eight decades, it has been the world leader in establishing and maintainingbusiness school accreditation standards.

In addition to accrediting business schools worldwide, AACSB is the business education community’sprofessional development organization. Each year, the association conducts a wide array of conferenceand seminar programs for faculty, and administrators at various locations around the world.

The organization also engages in research and survey projects on topics specific to the field of man-agement education, as well as maintaining relationships with disciplinary associations and othergroups, interacting with the corporate community, and producing a variety of publications and specialreports on trends and issues within management education.

Mission

AACSB International advances quality management education worldwidethrough accreditation and thought leadership.

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777 South Harbour Island BoulevardSuite 750

Tampa, Florida 33602-5730 USAwww.aacsb.edu

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AME Report

Documents

Transcript of AME Report