Transcript AACSB Accreditation - University of Southern Indiana

AACSB Accreditation
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AACSB (Association to Advance Collegiate
Schools of Business) standards “support and
encourage excellence in management education
worldwide”
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504 accredited institutions in 24 nations, 167 of whom
also have accounting accreditation
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In Indiana, four universities have both business and
accounting accreditation: Ball State, IU, Notre Dame, and
AACSB Accreditation
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AACSB accreditation “represents the highest standard of
achievement for business schools worldwide”
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Commitment to quality and continuous improvement
Guide educational delivery by carefully constructed mission
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Select and support students to produce outstanding graduates
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implications for “high access” university?
implications for classroom expectations?
Deliver degree programs with qualified faculty
Structure learning through relevant criteria
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see USI COB mission
see Knowledge and Skill areas
Contribute to knowledge through research and
scholarship
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implications for “student-centered” university?
USI COB Vision and Mission
Vision Statement
 Our vision is to provide a premier learning
experience in business that emphasizes an
entrepreneurial mindset which involves
innovative thought and openness to new
ideas
USI COB Vision and Mission
Mission Statement
 Our mission is to place the student at the center of
our college’s educational activities, both inside and
outside the classroom. We are committed to offering
a value-driven business education that provides
personalized attention, enhances lifelong learning,
values creativity and innovation, ensures an
interactive learning experience, and nurtures social
responsibility and integrity.
 Guiding Principles
AACSB Accreditation
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Knowledge and Skill Areas
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General
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Communication abilities
Ethical understanding and reasoning abilities
Analytic skills
Use of information technology
Multicultural and diversity understanding
Reflective thinking skills
Management-specific
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Ethical and legal responsibilities in organizations and society
Financial theories, analysis, reporting, and markets
Creation of value through the integrated production and distribution of
goods, services, and information
Group and individual dynamics in organizations
Statistical data analysis and management science as they support
decision-making processes throughout an organization
Information technologies as they influence the structure and processes
of organizations and economies, and as they influence the roles and
techniques of management
Domestic and global economic environments of organizations
Employer Satisfaction with
Recent College Graduates
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Areas of concern
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Both technical and non-technical entry-level
employees were deficient in basic skills such as
thinking abstractly, establishing priorities and
setting goals, and using interpersonal skills to
handle conflict or criticism
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Employers were particularly concerned about
technical graduates’ (e.g., computer scientists,
accountants, engineers) writing and presentation skills
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Source: Education Resources Institute, 1997
USI COB Mission Translated
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Human Resource Development
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To assist you in the development of your knowledge,
skills, and abilities so as to enable you to be a competitive
candidate in the labor market upon graduation, and an
effective member of the organization that hires you…
 What will differentiate you?
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Example: 30 resumes, five interviewees, one hire
“Whatever you do, don’t treat your students like
customers!” (Journal of Management Education, 1998)
 Treating students like customers undermines their
education
 Educators should adopt a different guiding metaphor:
the fitness center, casting students as partners in the
development of character
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Mohammed’s Gym!
Will you be market-ready?
CHRIS Q. STUDENT
1234 Varsity Drive
Evansville, IN 47712
812.123.4567
[email protected]
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OBJECTIVE:
EDUCATION:
SKILLS:
WORK
EXPERIENCE:
HONORS AND
ACTIVITIES:
B.S., Business, University of Southern Indiana
May 200_
AACSB accredited
GPA:
Can Americans Compete?
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U.S. not building human capital as
before
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Primary and secondary schools
falling behind rest of world
Universities still excellent, but
foreign students increasingly
taking education back home
Science and engineering grads
increasing elsewhere, declining
here
Many iconic U.S. firms already do
most business and employ most
workers outside U.S.
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Conversely, some quintessential
American brands (e.g., Jeep)
owned by non-U.S. cos
Many products of U.S. cos made
outside U.S. while many non-U.S.
cos make products here
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Dell laptop may have been
assembled in Malaysia from parts
made by American cos in
Thailand
Can Americans Compete?
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Large cos transcended nationality long ago – globalization creates
opportunities as well as challenges
For American workers, globalization is dicier proposition—vast
numbers exposed to global labor market competition, contest many
cannot win at this time
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Global economy increasingly based on information
Cost of handling information in free fall
Low-cost countries turning out large numbers of well-educated workers
fully-qualified to work in information-based economy
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Outsourcing no longer threatens only mfg and lower-level knowledge
work
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China will produce 600,000 engineering grads this year, India 350,000,
U.S. 70,000
McKinsey estimates 52% of engineering jobs amenable to offshoring,
31% of accounting jobs
Downward pressure on U.S. wages
Can Americans Compete?
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Question is whether there can be economic dominance wo/
technology leadership
 Until scientific revolution began in 17th century, virtually everyone
lived on verge of subsistence
 Three centuries of technology breakthroughs are root of today’s
abundance in developed world
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Those w/ technological edge have highest standard of living
Key to competitiveness is maintaining technological superiority –
continually creating high-value new jobs that workers in rest of
world can’t do yet
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#1 policy prescription: education
That’s a problem for America today
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As America changed from agricultural to industrial economy, high school
movement swept U.S.
 8th grade education no longer enough
European model, which prepared small minority of young people for
college, was rejected
 Morrill Act of 1862—land-grant universities
By 1940, U.S. was world’s best-educated nation
Can Americans Compete?
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U.S. spending on R&D will have to increase
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71% of industrial R&D is on development, not basic
research
Federal funding of research in physical sciences as
percentage of GDP has been declining for 30 years
How can American workers be worth what they
cost?
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Greatest challenge will be changing a culture that neither
values education nor sacrifices the present for the future as
much as it used to – or as much as our competitors do
Challenge to business, government, and society