By Jessica Brown, Senior Manager, Knowledge Services, AACSB International
One benchmarking point of interest for business school administrators is faculty structure. Whether your school is planning faculty resources for new programs or determining compensation for new hires, researching peer school faculty/staff frameworks can help provide many perspectives. One common question related to faculty structure is, what types of qualifications are held by full-time faculty at business schools. Based on data collected from the annual AACSB Global Salary Survey, the majority of full-time faculty at the professor, associate professor, and assistant professor levels have been reported as academically qualified. The minority were reported at the instructor level.
Using a controlled set of schools that participated in the survey in 2010–2011, 2011–2012, and 2012–2013 (508 schools), the percent reported as academically qualified has increased slightly from 2010–2011 to 2012–2013 at all faculty ranks except instructors.
Figure 1. Percent of FT Faculty Reported as Academically Qualified
Taking a closer look at the professor level by discipline, the following chart illustrates the distribution by field/discipline for full-time faculty reported on the 2012–2013 Global Salary Survey by the same set of schools considered in the figure above.
It is easy to notice that the majority of disciplines were above 80%, with full-time faculty in all disciplines reported as more than 75% with academic qualifications. For the 9,770 full-time professors reported in this data set, 83.7% (7,721) were listed in accounting, finance, marketing, economics, other, management, and CIS/MIS. The smallest discipline sets listed above included e-business (9, 0.1%), public administration (29, 0.3%), general business (36, 0.4%), health/hospital (36, 0.4%), and insurance (40, 0.4%). Due to the sample size for those disciplines reporting fewer faculty members, these small-set percentages have the potential to be less representative of the overall qualifications for faculty in those fields. In the case of the larger disciplines, the percentages are generally more representative of the faculty qualifications common in those fields.
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