Please read on to find out about the long-term rewards of accreditation in four top schools as well as the challenges for accreditation bodies:
Grenoble Business School and Kemmy Business School: Embedding Accreditation Management
Julie Perrin-Halot (Grenoble Ecole de Management, France) and Rachael Weiss (Kemmy Business School, University of Limerick in Ireland) argue that it provides long-term rewards when accreditation management is embedded into the life of institutions: “It is what we are doing with our accreditations internally that provides the greatest value”. Authors Perrin-Halot and Weiss believe that two primary factors are sustainable means of embedding accreditation:
- Institutionalising accreditation: a quality office.
- Operationalising accreditation: a system for data management, please click to read more.
IESA Venezuela: How to get Accreditation Right
Maria Helena Jaén outlines the accreditation experience of IESA in Venezuela.
- Accreditation is a tough decision, touching on a school’s foundations and posing strategic challenges noy only for students and alumni but most especially for the school’s leadership, faculty and administrative staff.
- Our experience with accreditation shows that the process requires committed academic and administrative leadership, supported by faculty members who are convinced that attaining accreditation is good for the school and for themselves. Please click to read more.
HEC-Liège: From EPAS to EQUIS and AACSB … and from AACSB to EPAS
The mix of EFMD and AACSB accreditation models helped achieve a rapid improvement of the quality assurance system. Anne-Joelle Philippart (HEC-Liège in Belgium) describes the key steps of :
- Involving stakeholders, both internal and external.
- Defining graduate profiles documented by about 15 measurable Intended Learning Outcomes.
- Re-organising faculty members around education background and qualification maintenance.
- Clarifying the school’s mission, vision and strategy, please click to read more.
The Challenges facing business school accreditation
Business schools face many serious challenges that, as Michael Osbaldeston explains, have deep implications for accreditation bodies. Michael highlights that:
- EQUIS was conceived as an accreditation system rooted in respect for diversity of institutional and cultural contexts. It promotes no “one best model” of a business school and does not impose standardisation of programme design, course content or delivery mode.
- Two issues at the heart of EQUIS that have engendered continuous debate since its foundation are exactly what is meant by the term “internationalisation” and how best to assess “high-quality research”, please click to read more.
Intended Learning Outcomes (ILOs): A Key Aspect of Programme Accreditation
ILOs seem to cause many schools and programme directors considerable difficulty or even resistance, Chris Greensted and Ulrich Hommel examine the issues.
- ILOs are a statement of what a student will know and be able to do at the end of a (degree) programme or at the end of each component course.
- ILOs should not only be clearly written but their achievement should also be measurable in some form.
- Six principles for developing ILOs. Please click to read more.
If you are interested in knowing more about EQUIS, or about EPAS or about EFMD Deans Across Frontiers (EDAF).