AACSB 2013 Business Accreditation Standards: new impact metrics covering all core business of impactelligent business schools, research, engagement and teaching

See on Scoop.itDual impact of research; towards the impactelligent university

Impact: In an environment of increasing accountability, it is important that AACSB accreditation focus on appropriate high-quality inputs (human, financial, physical, etc.) and the outcomes of those inputs within the context of the business school’s mission and supporting strategies. That is, in the accreditation process, business schools must document how they are making a difference and having impact. This means that AACSB will continue to emphasize that business schools integrate assurance of learning into their curriculum management processes and produce intellectual contributions that make a positive impact on business theory, teaching, or practice. Impact also has a broader meaning in that the business school, through the articulation and execution of its mission, should make a difference in business and society as well as in the global community of business schools and management educators.Examples of metrics that schools might use to assess the impact of their activities, including scholarship and the creation of intellectual contributions, are provided below. Some activities, including scholarship, may have multiple impacts, while others have limited or no impact. Sometimes the impact of an activity or intellectual contribution may not be known or identifiable for a number of years. It is also important to note that evidence that intellectual contribution outcomes have “made a difference” may result from a single outcome produced by one or more faculty members and/or students, a series or compilations of works, or collaborative work with colleagues at other institutions or in practice. The list of categories and examples provided below is not intended to be limiting or exhaustive. Schools may identify and report other examples not included here.

Mission Alignment Impact

 

Alignment of intellectual contribution outcomes with themes or focus areas valued by the business school’s mission (e.g., global development, entrepreneurship, innovation)

 

Percentage of intellectual contribution outcomes that align with one or more “mission-related” focus areas for research

 

Percentage of faculty with one or more intellectual contribution outcomes that align with one or more mission-related focus areas

 

Research awards and recognition that document alignment with one or more “mission-related” focus areas for research

 

Substantive impact and carry-forward of mission as stated in Standard 1 and as referenced throughout the remaining accreditation standards

 

Linkage between mission as stated in Standard 1 and financial history and strategies as stated in Standard 3

 

Academic Impact

 

Publications in highly recognized, leading peer-review journals (journals in a designated journal list, Top 3, Top 10, etc.)

 

Citation counts

 

Download counts for electronic journals

 

Editorships, associate editorships, editorial board memberships, and/or invitations to act as journal reviewers for recognized, leading peer-review journals

 

Elections or appointments to leadership positions in academic and/or professional associations and societies

 

Recognitions for research (e.g., Best Paper Award), Fellow Status in an academic society, and other recognition by professional and/or academic societies for intellectual contribution outcomes

 

Invitations to participate in research conferences, scholarly programs, and/or international, national, or regional research forums

 

Inclusion of academic work in the syllabi of other professors’ courses

 

Use of academic work in doctoral seminars

 

Competitive grants awarded by major national and international agencies (e.g., NSF and NIH) or third-party funding for research projects

 

Patents awarded

 

Appointments as visiting professors or scholars in other schools or a set of schools

 

Teaching/Instructional Impact

 

Grants for research that influence teaching/pedagogical practices, materials, etc.

 

Case studies of research leading to the adoption of new teaching/learning practices

 

Textbooks, teaching manuals, etc., that are widely adopted (by number of editions, number of downloads, number of views, use in teaching, sales volume, etc.)

 

Publications that focus on research methods and teaching

 

Research-based learning projects with companies, institutions, and/or non-profit organizations

 

Instructional software (by number of programs developed, number of users, etc.)

 

Case study development (by number of studies developed, number of users, etc.)

 

Bachelor’s/Master’s Level Education Impact

 

Mentorship of student research reflected in the number of student papers produced under faculty supervision that lead to publications or formal presentations at academic or professional conferences

 

Documented improvements in learning outcomes that result from teaching innovations that incorporate research methods from learning/pedagogical research projects

 

Hiring/placement of students

 

Career success of graduates beyond initial placement

 

Placement of students in research-based graduate programs

 

Direct input from organizations that hire graduates regarding graduates’ preparedness for jobs and the roles they play in advancing the organization

 

Movement of graduates into positions of leadership in for-profit, non-profit, and professional and service organizations

 

Doctoral Education Impact

 

Hiring/placement of doctoral students, junior faculty, and post-doctoral research assistants

 

Publications of doctoral students and graduates

 

Invited conference attendance, as well as awards/nominations for doctoral students/graduates

 

Research fellowships awarded to doctoral students/graduates

 

Funding awards for students engaged in activities related to doctoral research

 

Case studies that document the results of doctoral research training activities, such as the transfer of knowledge to industry and impact on corporate or community practices

 

Research outputs of junior faculty members (including post-doctoral junior professors, assistant professors, doctoral research assistants, and doctoral students) that have been influenced by their mentors/supervisors

 

Practice/Community Impact

 

Media citations (e.g., number, distribution, and effect)

 

Requests from the practice community to utilize faculty expertise for consulting projects, broadcast forums, researcher-practitioner meetings, faculty/student consulting projects, etc.

 

Publications in practitioner journals or other venues aimed directly at improving management expertise and practice

 

Consulting reports

 

Research income from various external sources such as industry and community/governmental agencies to support individual and collaborative research activities

 

Case studies based on research that has led to solutions to business problems

 

Adoption of new practices or operational approaches as a result of faculty scholarship

 

Presentations and workshops for business and management professionals

 

Invitations for faculty to serve as experts on policy formulation, witnesses at legislative hearings, members of special interest groups/roundtables, etc.

 

Tools/methods developed for companies

 

Memberships on boards of directors of corporate and non-profit organizations

 

Executive Education Impact

 

Sustained and consistent involvement of research-active faculty in executive education programs

 

Sustained success of executive education programs based on demand, level of participation, and repeat business

 

Market research confirming value of executive education programs delivered by research-active faculty

 

Consulting activities of research active faculty that stem from participation in executive education activities

 

Inclusion of cases and other materials in degree programs that can be identified as resulting from executive education activity

 

Partnerships between the school and organizations that participate in executive education programs, which benefit the school’s teaching, research, and other activities and programs

 

Involvement of executive education participants and their organizations in the teaching mission of the school (e.g., executive-in-residence program)

 

Linkage between organizations participating in executive education and student internships, as well as placement of graduates in entry-level positions

 

Research Center Impact

 

Invitations by governmental or other agencies/organizations for center representatives to serve on policy-making bodies

 

Center research projects funded by external governmental, business, or non-profit agencies

 

Continued funding (e.g., number of donors, scale of donations)

 

Number of web visits to research center website (e.g., tracking data from Google Analytics)

 

Number of attendees (representing academics, practitioners, policymakers, etc.) at center-sponsored events

 

Sustained research center publications that are funded by external sources or that are highly recognized as authoritative sources of analysis and perspectives related to the center’s core focus

Fulltext AACSB standards: http://www.aacsb.edu/accreditation/business/standards/2013/2013-business-standards.pdf

 

See on www.aacsb.edu

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About Wilfred Mijnhardt
RMIMR is my virtual playground, a place to reflect on issues from my professional context, my job as Policy Director at Rotterdam School of Management, Erasmus University (RSM). RSM is the international university based business school at Erasmus University Rotterdam. More info here: www.rsm.nl Here is my list of relevant publications on the topic of my RMIMR weblog: http://www.mendeley.com/collections/694621/RMIMR-Repository/ The rss feed for my RMIMR collection is here: http://www.mendeley.com/collections/rss/694621/ Here is my other weblog on impact of research: http://www.scoop.it/t/dualimpact

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