To the Editor:
Recently articles by David Glenn appeared in both The Chronicle of Higher Education and The New York Times citing serious concerns regarding business students, and their performance across a number of knowledge and skill dimensions. While "Business Students, What Have You Learned? An Accreditor Wants to Know," (The Chronicle, April 14), "Business Educators Struggle to Put Students to Work" (The Chronicle, April 14), and "The Default Major: Skating Through B-School" (The New York Times, April 14) were accompanied by a summary of interviews of three deans and a president of institutions that maintain AACSB accreditation, we are concerned with the broad implications that were made based on a distinct selection of anecdotal statements.
Since its founding in 1916, AACSB International (the Association to Advance Collegiate Schools of Business) has set high standards for management education. Our peer-review process focuses on evaluating the overall high-quality and continuous improvement for each of our accredited business schools in the context of their stated mission and strategic plan. In support of quality academic-degree programs, our process provides a rigorous review and evaluation of schools' plans, recruitment, and deployment of high-quality human resources (students, faculty members, and support-staff members), and a strong commitment to accountability for student learning through our Assurance of Learning Standards. Accreditation reviews that occur every five years require attention to tracking student success and using this feedback for improvement.
The AACSB Assurance of Learning standards that were adopted in 2003 require schools to articulate clear learning goals or competencies on which students should demonstrate success; to assess student's outcomes on these competencies; and when deficiencies are discovered, implement curricula and instructional reforms to address any identified issues. AACSB-accredited business schools have taken these demands seriously, and like most within disciplines across all of higher education, they are making excellent process in embracing a culture of accountability and change based on measuring the outcomes assessment of student learning.
To be effective business leaders in today's complex global environment, AACSB recognizes the ever increasing demands for students to enhance their communication skills, critical/analytical/decision-making skills, and interpersonal skills. In turn, AACSB's curricula standards guide schools' content expectations to include course requirements that address such skills, as well as an understanding of, and an appreciation for, cultural diversity in a global context. The standards also provide guidance on business content that must be addressed by all business students.
The era of accountability is under way and improvements are being made, and schools that are not embracing our expectations are being challenged. As AACSB focuses its attention on holding schools accountable for student learning, we recognize this is also a national and international trend across the entire landscape of higher education.
Business schools are often considerable in terms of their size of student body and number of faculty on most collegiate campuses, and despite this size, business curricula is delivered through a wide range of pedagogical methodologies with high degrees of success. To imply broadly that business faculty are not dedicated professionals devoted to supporting high-quality educational experiences to meet the needs of business is inappropriate and counterproductive.
AACSB is very proud of each of its 620 accredited institutions, which are located in 38 countries. Each institution maintains its own unique mission, serves its students and business partners in dedicated and meaningful ways, and continues to respond to the needs of business and students within their community. AACSB-accredited business schools are willing to stand up and be accountable for student learning, and when problems are discovered, they are willing to respond with significant solutions.
Jerry E. Trapnell
Executive Vice President & Chief Accreditation Officer
AACSB International
Tampa, Fla.
