Frequently Asked Questions


  • About AACSB

    • Has AACSB International ever changed its name?

      Yes, through the years AACSB has made changes to its name they are as follows:

      • 1916: Association of Collegiate Schools of Business

      • 1925: American Association of Collegiate Schools of Business (AACSB)

      • 1967: American Assembly of Collegiate Schools of Business (AACSB)

      • 1997: AACSB: The International Association for Management Education

      • 2001: AACSB International - The Association to Advance Collegiate Schools of Business
      *Acknowledging that both business and business schools had become global enterprises, the Board of Directors decided to add International to the AACSB acronym to promote the organizations commitment to advancing excellence in business schools worldwide.

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    • How old is AACSB International and how many members does it have?

      Organized in 1916, as the premier accrediting agency for bachelor's, master's and doctoral degree programs in business administration and accounting, AACSB's founding members include Columbia University, Dartmouth College, Harvard University, New York University, Northwestern University, The Ohio State University, Tulane University, University of California at Berkeley, The University of Chicago, University of Illinois, University of Nebraska, University of Pennsylvania, University of Pittsburgh, The University of Texas, University of Wisconsin-Madison, and Yale University. Currently AACSB International is the worlds largest accreditation association for business schools. With almost 1,200 members, in more than 78 countries, AACSB truly advances management education worldwide.

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    • When did AACSB move its headquarters?

      Previously, AACSB International was headquartered in St. Louis, Missouri, USA (1966-2004). After much consideration, AACSB International relocated its organizational headquarters to Tampa, Florida, USA in late 2004. The move was viewed as a continuing step in achieving the organizational mission of advancing excellence in business schools worldwide.

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  • Accreditation

    • Are Assurance of Learning (AoL) systems required to be only supported by direct measures of student learning?

      AACSB Assurance of Learning standards explain clearly that direct assessment of degree program learning goals is expected; however, there is no prohibition against complementing the direct assessments with indirect measures such as alumni surveys, employer surveys, and graduate satisfaction surveys. These indirect assessments may inform learning goal selection. However, indirect measures alone are not sufficient to meet the spirit and intent of the AoL standards.

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    • Are academically qualified (AQ) and professionally qualified (PQ) percentages, as articulated in Standard 10, based on teaching metrics, such as credit hours or courses?

      The metric for calculating the AQ/PQ percentages as called for in Standard 10 must not be teaching based. The correct metric is the "percent of time devoted to the mission" of the business school in its broadest sense to reflect teaching, research, and other activities that support the mission. For example, this may include executive education, internal service, administration, community service, etc. If a Peer Review Team requests the calculations for Standard 10 to be redone based on a teaching metric, such a request should be refused and if necessary follow up with AACSB staff.

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    • Are intellectual contributions the only way that academically qualified (AQ) faculty can maintain their qualifications?

      Standard 10 has never stated or implied that AQ status must be maintained only by intellectual contributions. Schools may incorporate into their AQ/PQ criteria a variety of activities throughout a faculty member's career that support currency and relevancy related to teaching and other mission components. The interpretive materials supporting Standard 10 contain a non-exhaustive list of examples of activities that could support maintenance of AQ status. However, school choice is the key. A school may choose to limit its focus to intellectual contributions as the only basis for maintaining AQ status, or broaden the approach to allow for other activities. One caveat is that schools should be careful in creating AQ/PQ criteria. An appropriate focus on intellectual contributions should be present to ensure the school demonstrates alignment with the Standard 2 expectation regarding intellectual contributions.

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    • Can faculty members who were formerly classified as academically qualified (AQ), but have failed to maintain their qualifications through appropriate development activities be reported as professionally qualified (PQ) faculty?

      PQ status, as detailed in the AACSB Accreditation Standards, is a unique category of faculty resources and former AQ faculty members who have not maintained their currency and relevancy to support the mission of the business school—thus cannot become PQ by default. Normally, PQ faculty members are expected to have a master's degree related to the field of teaching, as well as professional experience that is "significant in duration and level of responsibility." Here, professional experience is key. A former AQ faculty member who has not maintained AQ status does not meet the expectations for PQ status; therefore, PQ status is inappropriate in such cases.

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    • Can you further explain the changes in scope for AACSB Accreditation from institution to unit of accreditation?

      The newly formed committee, Committee on Accreditation Policy (CAP), will review unit of accreditation requests. The entity seeking to be the unit of AACSB Accreditation should prepare documentation based on the perimeters outlined in the narrative for Criteria D found on pages 6 to 8 of the Eligibility Procedures and Accreditation Standards for Business Accreditation. Essentially, the burden is on the entity seeking to be the accredited unit to clearly express distinction of that unit in four areas—branding, external market perception, financial relationships with the institution and business academic unit autonomy. The CAP meets twice per year (January and September) to review the documentation and make decision concerning the scope of accreditation. The application may be found at:

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    • Do all faculty or academically qualified (AQ) faculty members need to contribute to intellectual contributions?

      Standard 2 (Intellectual Contributions) states that, at a minimum, intellectual contributions should "reflect the mission and include contributions from a substantial cross-section of the faculty in each discipline." This does not say all, but implies at least a majority. However, mission and program portfolios are key influences. Schools must have criteria to guide faculty in the production of intellectual contributions and school expectations. As articulated in a school's mission, focus on research may support a significantly higher level of faculty participation in intellectual contribution production. But, alignment with mission and degree programs is important.

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    • Does AACSB have an unpublished list of acceptable journals in which intellectual contributions must appear?

      No, there is no such list. Periodically, AACSB has studied the landscape of outlets for business school faculty research and is aware of more than 4,000 journals that publish business research. The studies were not directed at developing a list of acceptable outlets, but to better understand the global nature of publications supporting the premise that strong business journals published in languages other than English are common and should be recognized. AACSB expects schools to have appropriate criteria for quality of outlets, as well as some expectations regarding quantity included in their criteria that guide the research mission of the school. Schools should be able to make the case for quality for the journal outlets for its faculty research. It is not AACSB's role to have an acceptable list, however; AACSB Accreditation volunteers should understand the global landscape of business school research journals.

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    • How are co-authored publications handled on the AACSB tables?

      AACSB Standard 2 states the following: "... The mission includes the production of intellectual contributions that advance the knowledge and practice of business and management."

      The interpretative materials under the "Basis for Judgment" supporting Standard 2 state that schools should demonstrate that, " ... the portfolio of intellectual contributions reflects the mission and includes contributions from a substantial cross-section of the faculty in each discipline." The school is expected to have guidelines (from additional interpretive material) for the development of intellectual contributions that specify:

      • The expected targets or outcomes of the activity.
      • The priority and value of different forms of intellectual contributions consistent with the school's mission and strategic management processes.
      • Clear expectations regarding quality of the intellectual contributions and how quality is assured.
      • The quantity and frequency of outcomes expected over the AACSB review period.
      • Guidance to ensure that intellectual contributions reported to AACSB include peer-reviewed, discipline-based scholarship, contributions to practice, and/or learning/pedagogical research are produced by a substantial cross-section of the faculty in each discipline consistent with the school's mission. The portfolio of intellectual contributions is expected to include a significant proportion of peer-review journal articles and/or scholarly books, research monographs, or sections/chapters of such publications that are also subject to a peer-review process described below.

      Schools are expected to develop and implement policies that reflect the spirit and intent of the above expectations within the context of the local mission, programs offered, etc. In the tables, schools should indicate if the publication is co-authored and how co-authored papers are recognized. This can be done in the table itself or by including a note below the table. The objective is that the school is clear and transparent as it provides this information to AACSB and its Peer Review Team.

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    • How do we begin the process of seeking accreditation?

      The first step before entering the accreditation process is to become a member of AACSB International. The membership application can be accessed here.

      The next step in the process is to complete the Accreditation Eligibility Application. However, before doing this, it is recommended that the administration and faculty become familiar with the AACSB Accreditation Standards and processes. Information about the accreditation process can be found at: The eligibility application can be accessed with this link as well.

      The application, once completed by your school, should be submitted to AACSB at: It will then be reviewed by the accreditation staff. AACSB staff will check for completeness and any potential concerns that may arise. The application will then be forwarded to the chair of the PreAccreditation Committee (PAC) for additional review. The fee associated with submitting the eligibility application is 1,000 USD. Upon acceptance of the eligibility application, the school is assigned a volunteer dean, who will guide the school as it moves through the accreditation process. Additionally, the school will be assigned an AACSB Accreditation Staff Liaison, who will serve as the contact person for the school within AACSB. As soon as the eligibility application is accepted, the school will begin remitting the annual pre-accreditation fee for the amount of 4,500 USD. This amount is subject to change and represents the annual reoccurring accreditation fee that all schools in the accreditation process (initial or maintenance) are assessed.

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    • How do we show that we have a particular process in place at our school? Must every process be documented in writing?

      When a school is preparing for initial accreditation, it is important that it demonstrates that it has policies and strategies in place that assure alignment with the applicable standards. The objective is to show that the school has a solid foundation of strategic and organizational processes in place that will ensure that it can maintain and continuously improve the quality of its organization. Additionally, schools in the accreditation maintenance process need to display that they have a quality control mechanism in place that requires that processes and strategies are regularly reviewed and updated or revised when appropriate. Summary reports that document that progress is assessed and considered should be adequate. An annual report on the school's progress on its strategic management plan should be adequate.

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    • How long does AACSB require its accredited schools to retain student records?

      Schools are reviewed every five years and student records pertaining to this period should be kept available. However, AACSB does not have a specific records retention policy. Most institutions have such policies, and AACSB has found them to be more than adequate. Given the five-year review cycle, records supporting the current review period should be sufficient for an AACSB review.

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    • If a school is making changes to its programs while in the review process, will that create problems for accreditation?

      As business is constantly changing, there is an expectation within AACSB that business schools should be dynamic and flexible. Adjustment to changing markets is a sign of currency, innovation, and creativity. Schools should be able to demonstrate that appropriate systems and processes are in place to ensure high-quality operations and educational offerings while changes occur. An orientation to continuous improvement means that AACSB Accreditation reviewers assume schools are always in the process of making changes. Programs should evolve to meet shifting markets and missions.

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    • In dual and joint degree programs, should faculty of partner institution/business schools meet AACSB expectations for qualifications, such as the faculty of the home institution under review?

      Eligibility Criteria D (Scope of Accreditation), Standards 17 (Undergraduate Educational Level) and 20 (Master's Educational Level) address joint or partnership programs. If the school under review grants a degree as part of a joint or partnership program, then it assumes responsibility for the quality of the degree program including the parts delivered by partner institutions. Documentation of how the program aligns with mission, the quality of students admitted by all parties is consistent with the expectations of the school under review, student services are appropriate for all students, sufficient and qualified faculty are deployed in support of the program by all partners (AQ/PQ expectations are met for faculty from partner institutions that teach in the program), and the Assurance of Learning Standards are met for the entire program including the parts delivered by partners. Such programs must be supported by strong quality controls that result from well-developed partnership agreements.

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    • Is it true that a faculty member can lose his/her qualification?

      Yes, as stated in the standards:

      "Classification as academically or professionally qualified will be lost if there is inadequate evidence of development activities within the past five years that demonstrate currency and relevancy in the field of teaching."

      Faculty members must show that they engage in activities to maintain their intellectual capacities and relevance. While these activities may take one of several forms, faculty members must display that they are currently active in their fields to maintain their qualification.

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    • Is it true that all intellectual contributions must be peer-reviewed journal articles?

      Standard 2 (Intellectual Contributions) states that an intellectual contribution is an outcome that exists "in public written form," and "has been subject to scrutiny by academic peers or practitioners prior to publication." This standard provides a non-exhaustive list of examples of intellectual contributions that extend well beyond peer-reviewed journal articles. However, school policies should govern, therefore; if an individual school adopts criteria that focuses solely on peer-reviewed journal articles, then that is the school's decision. This is not mandated by the AACSB Accreditation Standards. What is mandated is that intellectual contribution policies have clear links to the mission and degree program portfolios.

      However, peer-reviewed journal articles cannot be forgotten. Standard 2 also states that a portfolio of intellectual contributions should include "a significant proportion of peer-reviewed journal articles and/or scholarly books, research monographs, or sections/chapters of such publications ... " Therefore, the school's portfolio of intellectual contributions must include peer-reviewed journal articles or equivalents, but the entire portfolio does not have to be subject to school policies driven by mission and degree program portfolio.

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    • Is it true that only full-time faculty can be participating?

      AACSB's focus on faculty resources is placed on the "work" of the faculty not the contractual relationships between the school and individual faculty members. Therefore, title, rank, tenure, or non-tenure status are not important, it's what faculty members do in terms of their teaching, research, and other support of the school's mission. Therefore, part-time and full-time faculty can be participating faculty members just as part-time and full-time faculty members can be supporting faculty members. Schools should have appropriate criteria to guide faculty members into activities that support participating status, and these activities should be appropriately proportioned for part-time faculty who can surely be participating with a reasonable level of engagement beyond the teaching function.

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    • Is there an unwritten expectation that all faculty members should produce no less than two or three peer-reviewed journal articles every five years to be academically qualified (AQ) and/or meet standard 2 expectations?

      There is no such unwritten fact or expectation. Peer Review Team members should avoid stating or demanding such a benchmark. Schools should have criteria that guide faculty in terms of quality and quantity, but the interaction of these two dimensions does not lead to some absolute number. In some cases, one intellectual contribution in a five-year period may be an outstanding outcome, and alternatively, multiple publications over the same period may not be acceptable if the quality is not present. AACSB Accreditation Standards cannot substitute for the appropriate due diligence of each school to carefully articulate its research mission and focus which should be supported by clear criteria that guides faculty toward these types of outcomes. The objective is that expectations call for substantive, sustained expectations.

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    • Must each program, location, and discipline meet the expectations for deployment of AQ and PQ faculty (Standard 10: Faculty Qualifications)?

      As stated in the AACSB Accreditation Standards, Peer Review Teams have the right to review the deployment of qualified faculty for each degree program, location, and discipline. The macro guidelines related to the AQ minimum of 50% and AQ + PQ minimum of 90% provide baseline reference points regarding the deployment of qualified faculty for programs offering only undergraduate programs in business. As graduate programs are added, deployment of AQ faculty is expected to increase. Standard 10 "Basis for Judgment" states that, "Variations from the overall percentages may be justified at the program, discipline, and location level. The burden of proof is on the school to demonstrate overall high quality in such cases." Therefore, variations are possible and may be appropriate. But, a school must be prepared to explain the variations and indicate how quality is being maintained. In cases where deployment of qualified faculty are below the Standard 10 percentage minimum at a program, discipline, or location level, the school should fully explain the nature of the deviation (e.g., Is the deviation temporary, permanent, etc.?). Additionally, what compensating actions are being taken to sustain quality, not affect student-faculty interactions, and maintain student progress toward degree completion.

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    • What is required in order to be classified as academically qualified (AQ) at an AACSB-accredited institution?

      The interpretive materials in the AACSB Standards state the following:

      "A school should develop appropriate criteria consistent with its mission for the classification of faculty as academically or professionally qualified. The interpretive material in the standard provides guidance only and each school should adapt this guidance to its particular situation and mission by developing and implementing criteria that indicate how the school is meeting the spirit and intent of the standard. Specific policies should be developed to provide criteria by which academically and professionally qualified status is granted and maintained."

      Definitions for classifying faculty as academically qualified (AQ) can vary significantly due to the unique aspects of each school's mission. AACSB Accreditation Standards provide schools with the flexibility to develop their own criteria for both initial qualifications and the maintenance of qualifications. Many schools utilize the general guidelines outlined in the standards and in the corresponding faculty white papers (located at: as a foundation to develop their criteria. Confirmation of your classification would be most appropriately provided by each individual institution and will be based on their AQ or PQ expectations. In all cases, AQ/PQ expectations should be substantive and sustained, as well as commensurate with supporting high-quality management education in the context of each faculty member's field.

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    • What is the cost to pursue AACSB Accreditation?

      The fees associated with the accreditation process can be found at: These fees represent the standard expenses associated with pursuing the accreditation. The cost for each school is dependent on the deficiencies the school needs to resolve in order to align itself with the standards. These costs can increase especially with deficiencies that relate to arranging faculty sufficiency and qualifications, antiquating information technology, implementing Assurance of Learning systems, revising programs, developing quality assurance systems, etc.

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    • What is the recommended length of the various PreAccreditation and Initial Accreditation documents?

      • Eligibility Application: 50 pages or less exclusive of appendices
      • Standards Alignment Plan Progress Report: 10 pages
      • Standards Alignment Plan: 100 pages or less exclusive of appendices
      • PreAccreditation Annual Progress Report: 20 pages or less exclusive of appendices
      • Self-Evaluation Report: 100 pages or less exclusive of appendices

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    • Which programs at an institution are reviewed?

      AACSB Accreditation is extended to the institution, therefore; all business programs at the bachelor, master, and doctorate degree level within the institution are included in the review. This is regardless of the administrative structure of the institution. Separate accounting accreditation is an elective extension of the business accreditation. However, all accounting programs are reviewed as a part of the business accreditation review.

      Schools can submit requests to exclude programs from the accreditation review. Information concerning exclusion requests can be found at:
      Non-business degree programs, including secondary business education, fall outside of the review even if they are located in the business unit.

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    • Who makes the accreditation decision? Is it the Peer Review Team, the Initial Accreditation Committee (or Accounting Accreditation Committee), or the AACSB Board of Directors?

      The formal awarding body for AACSB Accreditation is the AACSB Board of Directors. The board delegates much of the accreditation function to the Peer Review Teams which must make recommendations for accreditation decisions. The Peer Review Teams have the most information and have visited the campuses for first-hand experiences with schools. The Peer Review Team recommendations are reviewed by the Initial Accreditation Committee (IAC). If the IAC concurs, the final decision is referred to the Board of Directors for ratification. When questions of process or consistency arise, the IAC (or Accounting Accreditation Committee) or board may remand the recommendation back for further consideration. The committee and board are not able to change the recommendation. If a review team's recommendation is questioned, it will be contacted to provide further information or clarification to the committee. If the disagreement concerning the recommendation is not resolved a panel is formed. This panel hears both parties and makes a decision; the decision of the panel is final.

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    • Will a school that meets all of the AACSB Accreditation standards always be accredited?

      AACSB Accreditation is focused on recognizing "overall high quality" and "continuous improvement" in the context of each business school's mission and strategic management plan. Quality is the key. A school that sets very low expectations for itself and follows the AACSB Accreditation Standards in meeting a mission that does not represent appropriate expectations for a leading business school should not be awarded with AACSB Accreditation. Approaching alignment with the standards in a mechanistic, compliance manner will not produce a positive accreditation outcome. Again, the focus is quality.

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  • Data

    • Do you provide data or statistics on business schools?

      To search for general information on business schools, AACSB offers a School Profile Search through DataDirect—the most comprehensive business education database in the world. Through this database, students, members of the media, and administrators can search on criteria such as basic institution characteristics, degrees/programs, mission, etc. In addition, AACSB members can upgrade their level of access and reporting measures to DataDirect through survey participation. This will allow users with the advanced capability of building custom comparisons and ad hoc reports, evaluating schools from around the world on detailed search criteria.

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    • I am looking for data on trends in management education, where do I begin?

      Stay on top of the most recent trends and statistics in business education, review best practices of the worlds top business schools, and so much more with AACSB. From fact sheets or salary statistics, to benchmarking data or survey results, AACSB International continually gathers and publishes its findings through data reports while managing DataDirect, the largest repository of business school data in the world.

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  • General Membership

    • Does an institution have to pursue AACSB Accreditation to maintain its membership?

      While membership is a prerequisite for entering the AACSB Accreditation process, members are not required to pursue accreditation. Membership is open to educational institutions, business organizations, foundations, professional associations, and non-profit organizations with strategic interests in shaping management education. Eligible educational institutions are collegiate institutions offering baccalaureate or graduate degree programs in business administration, management, or accounting. Membership does not confer AACSB Accreditation and should not be interpreted as such.

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    • Does AACSB provide a printed member directory or a mailing list? If so, where can I find it?

      To ensure you receive the most up-to-date information, while saving resources and protecting your privacy from solicitation and data mining, AACSB International no longer offers printed directories or printed mailing labels. If you are interested in receiving an electronic list for mailing purposes, download the mailing list order form.

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    • What are the benefits of being a member of AACSB International?

      Whether pursuing accreditation, or looking for ways to enhance your organizations commitment to its educational goals, AACSB membership allows you to join a group of like-minded institutions and professionals on the journey to quality management education. Members receive complimentary subscriptions to the award-wining BizEd magazine, access to benchmarking and custom reports, opportunities to build relationships through affinity groups, resources to support accreditation, discounts at professional development conferences and seminars, and much more. Contact for more information on becoming a member.
      Learn more about AACSB International membership benefits.

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  • Professional Resources

    • Do you offer special sessions or events for the management education field?

      If you are seeking an intensive learning experience or a deeper understanding of a particular topic or issue, be sure to explore the learning opportunities available through AACSB Seminars. These hands-on, sharply focused training sessions are based around skill building activities, practical tools, information, and resources.

      Additionally, our conferences provide the opportunity for attendees to link with like-minded educators and business leaders from all over the world and gain a deeper understanding of the unique issues that shape today's business schools. Focused on topics such as sustainability, assessment, and faculty development, and featuring notable speakers and session leaders, conferences strengthen networks and enrich academic programs.

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    • I have worked in the business field for many years at the executive level and have considered a career in academia. What could I do?

      AACSB International has developed a program to prepare high-level senior executives for a professionally-qualified faculty position within an AACSB-accredited business school. Partnered with the University of California, Irvine's Paul Merage School of Business and the University of Southern California's Marshall School of Business, the AACSB Bridge Program will enable the transfer of professional experience into teaching excellence.

      Attendees of the AACSB Bridge Program are pre-screened to ensure graduates meet general AACSB Accreditation Standards for professionally qualified faculty and have completed an intensive program to prepare them for an entry-level academic position. Specific determination of professionally qualified status is made by individual business schools consistent with their mission and policies.

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    • I have my PhD in the social sciences, but would like to teach within a business school. What should I do?

      In 2007, AACSB endorsed several Post-Doctoral Bridge to Business Programs that prepare experienced and new doctoral faculty from academic disciplines outside of business for faculty positions in business academia.

      By design, completing a Post-Doctoral Bridge to Business Program will enable non-business scholars to be more competitive when applying for faculty positions at AACSB-accredited business schools. AACSB's endorsement of these programs means program graduates hired by an AACSB school will receive the same initial qualification status as graduates of a business doctoral program.

      While eligibility requirements vary somewhat for each participating program, all applicants must have received doctoral degrees from an institution recognized for graduating successful scholars in that discipline. This education must have been received outside of a business school. Where applicable, the program from which the applicant graduated should normally be recognized by the appropriate specialized accreditation agency for that field. In all cases, applicants must show excellent preparation for conducting scholarly research and teaching in a field related to the business discipline for which they are applying.

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    • I currently work in management education and would like to make a change. Where can I go to look for a new position?

      AACSB International's connection to business school professionals worldwide makes it a centralized source for business education careers. Our online career center,, offers a comprehensive, up-to-date resource for those who are searching for a position or who are looking to hire a new employee.

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  • Publications

    • Do you offer periodicals for those in the field of management education?

      As an international advocate of quality management education, AACSB International continually publishes a variety of media to connect and inform the world of business schools. Read about the latest news or trends from top educators and business leaders through BizEd, our award winning management education magazine, or get association news, surveys and data reports, columns from b-school deans, and conference and seminar information electronically delivered to you via eNEWSLINE.

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    • Do you provide benchmarking reports or best practices for management educators?

      AACSB International is well-known as a thought leader in business education. By publishing various reports and maintaining comprehensive digital resources throughout the year, the organization stays informed on issues important to its members. Additionally, AACSB assembles task forces as needed to research and report on emerging topics. Visit the publications area of our website for the latest reports and information.

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  • Student Resources

    • What do you know about business school rankings?

      Generally, media rankings are conducted by the editorial staff of various newspapers and magazines. These rankings usually involve a combination of data collected from student alumni surveys, recruiter surveys, dean and director surveys, and schools. This data is then weighted to determine a system for ranking universities and programs. The key to using media rankings effectively is to know if what they measure is what is important to you in a business program.

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    • I would like to study in the field of business. Where should I go to school?

      AACSB has developed a website exclusively for prospective business students at the undergraduate, master's, and doctoral level. Site visitors will find a variety of information on business degree programs and will be able to search among only AACSB-accredited business schools. Visit to learn more about choosing a school, a concentration, preparing to attend, and other information related to the business school selection process.

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  • Transform: A Dialogue

    • Can I sort the contributions to find the ones I am most interested in?

      Yes! You can sort through all of the contributions by theme by clicking on the campaigns tab to the left of the page. From the drop-down menu, you can select one of the four themes. This will filter out all of the contributions which do not align with the selected theme. You can also sort through contributions by keyword using the built-in word cloud. Right beneath the campaigns tab mentioned above, you will see a What we're discussing header, followed by a selection of words and phrases. These words and phrases are populated from the most commonly used words in the contributions. Click on a word or phrase to filter for all of the contributions where that word or phrase appears.

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    • How do I sign up to submit contributions and comments?

      You may sign up at: Click Register in the upper-right hand corner and enter an e-mail address. You will receive an email with a link to the site asking you to create a password. If you have difficulty signing up, please contact us at: Please note, the email address and account you create is not linked to your myAACSB email and account.

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    • How do I submit a contribution to the dialogue?

      Participating in the dialogue is easy. Once you are signed in, just click the orange "Submit New Idea" button. You will be prompted to give your contribution a name, enter
      a description, and assign it to one of the four themes (or campaigns). These themes represent four broad areas of focus for management education. Please select the
      theme that you feel best fits your contribution. Optionally, you may also Tag your contribution with other words that may help those interested locate it.

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    • How will I know when new contributions or comments are added?

      For emailed updates regarding the dialogue, you can subscribe to several different RSS feeds, such as: New Ideas and New Comments. To do so, copy the link address of the feed you are interested in and paste it into your preferred RSS feed program (such as Microsoft Outlook). These feeds will send an automatic update to your email address when a new idea or comment is added.

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    • What are the votes next to each of the contributions?

      Users can agree or disagree with each contribution by clicking on the "I agree" or "I disagree" buttons to the left of the contribution. Clicking on "I agree" adds 1 vote to the
      contribution, while clicking "I disagree" removes 1 vote. The contributions with the most votes are filtered to the top.

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    • Why are my contributions or comments not appearing right away?

      All contributions and comments are vetted by AACSB International staff for appropriateness to the ongoing dialogue prior to their posting. AACSB International reserves the right to edit and/or block content that may be inflammatory, offensive, off-topic, or otherwise inappropriate to the nature of the discussion.

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