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Archived Reports
Impact of Research
(2008). In this report, the AACSB Impact of Research Task Force examines the
nature and purposes of research in business schools, exploring not only how
research is defined, but also its value proposition to different stakeholders
and the incentive structures that influence research output. In doing so, it
reaffirms business schools' commitment to research, but also identifies five
obstacles that inhibit that research from achieving its potential value and
visibility. The Task Force offers several progressive, yet controversial,
recommendations for helping to maximize the value and visibility of business
school research to students, practicing managers, and society.
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Business and Business Schools: A Partnership for the Future
(2006). Report of the AACSB International Alliance for Management Education Task Force
The best interests of business and business
schools are served when they communicate
and collaborate on their shared, fundamental
goals. In fact, it is no stretch to suggest
that the whole world might benefit if these two
entities worked together more closely.
Many of the conclusions of this report are based
on discussions with business leaders; most of
whom are senior executives in U.S. based organizations.
As a result, this report is U.S. focused
and may not fully represent worldwide perspectives.
Despite this, the importance of an
enhanced partnership between business schools
and business is a global challenge requiring
global action.
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Ethics Education in Business Schools
Report of the Ethics Education Task Force to AACSB International's Board of Directors
(2004). The main purpose of this document is to urge and encourage administrators and faculty in business
education to contemplate their current approaches to ethics education and to explore methods to
strengthen this vital part of the curriculum. The ideas, examples, and other information put forth here
and in AACSB's Web-based Ethics Education Resource Center are intended to stimulate interest in
alternative approaches and models for developing the design, delivery, and evaluation of business ethics
education.
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Management Education at Risk
Report of the Management education Task Force to the AACSB International Board of Directors
(2002).
The unique position of business schools in the management education marketplace
centers on their role as research institutions. New knowledge developed through the
intellectual creativity and research efforts of business school faculty both shapes the
content of business curricula in degree and nondegree education and enhances business
practices. This unique role is threatened, however, by the turbulent marketplace in which
business schools operate.
The marketplace for business schools today is characterized by relentless change. Increasing
competition from nonaccredited schools and globalization of the business education market
are among the root causes of the instability. Management education is at risk, and industry-wide
leadership is needed to position business schools to respond to emerging priorities
and challenges.
This report lays the foundation for this long-term initiative. It provides an overview of the
major agenda items framing the future of management education and suggests what
AACSB and business school leaders can do to meet the challenges head-on. It also suggests
how AACSB and its member schools can lead change and continuing innovation in the
design and delivery of business education.
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Sustaining Scholarship in Business Schools
Report of the
Doctoral Faculty Commission
to AACSB International's
Board of Directors
(2003). In August 2002, the AACSB International Management Education Task Force (METF) issued a
landmark report, "Management Education at Risk," which identified and prioritized the most
pressing issues facing management education. One of the foremost METF concerns related to an
emerging global doctoral faculty shortage in business. The AACSB International Board of Directors
responded by creating the Doctoral Faculty Commission (DFC). The DFC was asked to analyze
trends related to the supply and demand of business doctoral faculty, assess the magnitude and gravity
of the issue, and offer solutions if necessary.
The DFC conducted extensive research. It examined historical data and projected production and
demand for doctoral faculty by business schools. Surveys and interviews were conducted among business
school undergraduates who might be potential doctoral candidates, and with deans and doctoral
program directors. Fairly robust modeling and extrapolation were possible for the US, where data are most accessible. General trends and issues in other countries have been validated through interviews,
and commentary alludes to implications for other parts of the world. The DFC also researched a number
of doctoral education models around the globe.
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A World of Good
Business, Business Schools, and Peace
Report of the AACSB International Peace Through Commerce Task Force
(2006).
Bringing peace to the planet has never been the purpose of business or
business schools. At the same time, thoughtful leaders in both arenas
have long acknowledged that, as both entities go about achieving their
objectives, they also have the potential to be positive, powerful forces for
good around the globe. In a time and a world of devastating violence and
strife, it is not surprising that interest in the concept of peace through
commerce has escalated.
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The Business School Rankings Dilemma
A Report from a Task Force of
AACSB International's Committee on
Issues in Management Education
(2005). A rankings task force of AACSB International's Committee on
Issues in Management Education (CIME) has created the following
report to the Board of Directors that marks the beginning of a
long-term initiative to place rankings in perspective and to expand
access to students and employers to additional, relevant data they
need to make decisions. The report contains four critical recommendations.
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Why Management Education Matters
A Report from an AACSB International
Task Force of the Committee on Issues in
Management Education
(2005).
Over the course of the last hundred years, business has transformed the
world. It has been a driving force in shaping society and the catalyst
behind extraordinary economic growth and opportunity. Effective management
of business has spurred the creation of jobs, the generation of wealth,
and access to opportunity for an increasingly diverse population. Management
education has produced leaders capable of creating effective organizations that
are the core of these profound, global achievements.
Successful students of management education acquire the knowledge and skills
that enhance and enrich their lives and enable them to make meaningful contributions
to their organizations. In turn, organizations that are successful in
meeting their goals and fulfilling their purposes become enormous assets to
societies, fostering greater productivity and a more desirable quality of life.
The value of management education to individuals, organizations, and society
is almost incalculable.
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