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For Business Schools |
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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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