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Accreditation Accredited Institutions Promoting Accreditation The Standards Accreditation Process Fees Process Documents Accreditation Guidelines White Papers Committees Association Links Staff Contacts Glossary Accreditation Standards Frequently Asked Questions About the Accreditation Standards 1. When is a faculty member "professionally qualified?" 2. Can a faculty member be academically qualified to teach in an area that is not identical with the area of that person's Ph.D., e.g., Can an industrial psychologist teach organizational behavior; an economist teach finance; a demographer teach marketing? 3. How do we show that we have a particular process in place at our school? Must every process be documented in writing? 4. What is the best way to display the intellectual contributions of the faculty in the self-evaluation report? 5. The standards say " diversity is a positive characteristic to be fostered, not a disadvantage to be reduced or minimized." How different can we be? 6. We have a great faculty and good students. Why did AACSB International accreditors raise questions? 7. Is it true that a faculty member can lose qualification? 8. What programs in an institution will be reviewed? 9. What is the role of the accreditation advisor? 10. If a school is making changes in programs while in the accreditation review process, will that cause problems for accreditation? 11. How long and how thorough should a self-evaluation report be? 12. Can accreditation be both evaluative and consultative? 13. Who makes the accreditation decision, the Peer Review Team, the Accreditation Committee, or the AACSB International Board of Directors? 14. We use a lot of technology-based educational delivery (distance learning by telecommunications, CD-ROMs, World Wide Web, etc.). Will that jeopardize our accreditation? 15. Can I be "certified" as a suitable faculty member for an AACSB International accredited school? 16. AACSB International standards refer to demographic diversity of personnel. What must we do to satisfy these standards? 17. Does the undergraduate curriculum have to include the calculus? 18. Is the "general education component" (Standard C.1.2.a) the same as non-business courses? Are "business communications" and "math for business" part of the general education component? 19. Can introductory courses be delivered during the freshman and sophomore years?

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