Setting the Pace for Innovation, Sustainability, Relevance, and Quality
Business doctoral education has directly contributed to advancing the intellectual foundations of business and management, sustaining vibrant academic communities, and elevating the scholarly reputation of business schools within universities.
Yet the lens through which we evaluate the needs served by doctoral education is broadening, and imminent issues in global doctoral education still must be addressed. Doctoral education design and delivery models must continue to evolve in a way that best supports different needs, experiences, and goals around the globe. Schools must look globally to identify effective practices, seek partners, and understand the forces impacting their recruitment, positioning, and placement strategies—all while providing an unrelenting attention to quality.
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Insights from the AACSB International Impact of Research Exploratory Study
This guide draws on the experiences of ten business schools that participated in an exploratory study following the release of the Final Report of the Impact of Research Task Force. The study was intended to determine the overall feasibility of schools undertaking more concerted efforts to assess the impact of intellectual contributions, assess the burden and costs to schools, and begin to explore appropriate measures of impact. The guide is intended as a resource to assist any business school that seeks to better understand the connection between the research activities it supports and the school's mission, target objectives, and stakeholders.
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View the 2008 Full Impact of Research Report
In this comprehensive report, the AACSB Task Force on Globalization of Management Education explores broad globalization trends in management education that command the attention of any individual or institution striving to navigate in today's environment. Then, by exploring individual business school strategies, it provides valuable insights into how business schools can and should respond. The report aims to encourage and guide business schools to embrace globalization in ways that are mission-appropriate, manageable given available resources, and meaningful to the stakeholders being served.
(2010). Innovative ideas, products, services, and processes have helped to flourish all aspects of society—from medical breakthroughs to technology-driven conveniences. However, there are many complexities surrounding innovation. As it is known, innovation cannot foster without planning, organization, management, and monitoring. The report provides insights into both the innovation process and the role and value of business schools in this process.
(2008). This report 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.
(2006). 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.
(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.
(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 non-degree 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 non-accredited 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.
(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.
Appendix A: Global Survey of Doctoral Programs
Appendix B: Ph.D. Gap Analysis
Appendix C: Business Honors Student Survey
Appendix D: Analysis of US Doctoral Records Files
(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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(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.
(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.