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By Bob Reid, Executive Vice President and Chief Accreditation Officer, AACSB International
Bloomberg
Businessweek
recently
published
an
opinion
piece
by
Larry
Zicklin,
former
chair
of
asset
management
at
Neuberger
Berman.
Zicklin,
now
a
professor
at
New
York
University
and
lecturer
at
Wharton
and
Baruch
College's
Zicklin
School
of
Business,
criticized
business
schools
for
their
lack
of
transparency
in
how
tuition
is
spent
and
their
obsession
with
research.
I'd
like
to
offer
a
different
perspective
and
discuss
the
role
that
AACSB
Accreditation
plays
in
framing
the
balance
between
teaching
and
research
at
the
world's
leading
business
schools.
The
2013
Accreditation
Standards
are
based
on
three
themesInnovation,
Impact,
and
Engagementeach
offering
a
different
lens
through
which
to
examine
business
education
and
the
leading
business
schools
today
than
the
one
used
by
Zicklin.
Zicklin
asserts
that
professors
are
judged
99%
on
their
research
and
1%
on
everything
else,
saying
that
research
is
often
obscure
and
exotic.
While
there
are
certainly
cases
in
which
this
is
true,
the
vast
majority
of
business
faculty
engages
in
research
that
is
more
practical
in
focus.
In
the
2013
standards,
AACSB
has
taken
a
bold
step
to
move
away
from
counting
the
number
of
intellectual
contributions,
to
emphasize
on
the
impact
of
faculty
research.
Instead
of
focusing
on
esoteric
research,
the
vast
majority
of
research
done
by
AACSB-
accredited
business
school
faculty
falls
into
one
of
three
areas:
basic
or
discovery;
applied
or
integrative/application;
or
teaching
and
learning
research.
As
part
of
the
review
process
for
accreditation,
schools
must
provide
evidence
and
answer
questions
about
the
impact
of
the
research
done
by
faculty.
What
has
happened
as
a
result
of
the
research?
How
has
the
research
made
a
difference?
What
has
been
the
impact
of
the
research
on
theory,
practice
or
the
teaching
and
learning
process?
Simply
statedhow
the
faculty
research
has
made
a
difference.
Zicklin
emphasizes
that
faculty
are
almost
totally
focused
on
research,
to
the
detriment
of
other
activities
of
the
business
school,
most
notably
teaching.
AACSB
Accreditation
establishes
a
framework
in
which
teaching
is
important,
and
engagement
with
the
world
of
professional
practice
is
a
critical
success
factor
for
any
business
school.
As
examples,
Standard
10
frames
the
importance
of
student-faculty
interactions.
In
any
business
school,
the
real
"magic"
occurs
when
highly
skilled
faculty
are
engaged
with
high-quality
students.
Standard
13
is
focused
on
the
academic
and
professional
engagement
of
students.
The
knowledge
and
skills
learned
in
the
classroom
or
learning
environment
come
alive
and
develop
deeper
meaning
when
they
are
connected
to
the
professional
world
through
experiential
learning.
Experiential
learning
activities
may
include
field
trips,
internships,
consulting
projects,
field
research,
interdisciplinary
projects,
and
extracurricular
activities.
The
role
of
excellent
teaching
is
vital
in
a
successful
business
school.
To
encourage
this
focus,
AACSB
Accreditation
includes
a
standard
on
teaching
effectiveness
(Standard
12).
Schools
are
expected
to
have
systems
and
processes
in
place
ensuring
that
students
receive
high-quality
instruction.
Schools
should
also
provide
developmental
opportunities
for
faculty
to
improve
their
teaching
skills
and
to
prepare
them
for
new
delivery
modes
and
pedagogies.
Finally,
Standard
15
is
focused
on
faculty
qualifications
and
engagement.
Zicklin
asserts
that
faculty
are
narrowly
focused
on
research.
While
this
may
be
true
in
rare
cases,
the
AACSB
standards
embrace
the
idea
that
faculty
take
on
many
roles,
with
research
being
only
one
role.
The
four-cell
faculty
qualifications
model
provides
schools
latitude
when
making
strategic
decisions
about
the
types
of
faculty
members
to
recruit
and
how
to
deploy
these
individuals.
Instead
of
being
a
one
size
fits
all
model,
AACSB
Accreditation
is
firmly
based
on
the
mission
of
the
school.
Through
the
mission,
expected
outcomes,
and
strategies,
a
school
clearly
articulates
how
it
differentiates
itself
and
establishes
a
framework
for
excellence
and
continuous
improvement
within
the
international
community
of
leading
business
schools.
Source:
http://www.aacsb.edu/enewsline/balance-between-teaching-and-research.asp