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It all depends on how you measure
About us
Articles | Newsroom - Links to current news and articles
List of
International associations for business education
AASBI's Accreditation Process
Application Checklist and Affirmation:
MS Word |
PDF.
No application and/or accreditation fees. — Dues see Table.
Sample Letter of Application for Accreditation
MS-Word |
PDF
to be accompanied by the following:
Example of Statement of Educational Conditions
HTML |
PDF
Application Checklist and Affirmation
MS-Word |
PDF
Professional Accounting Accreditation through IICPA
The AASBI's Accreditation Standards
GAEP
Generally Accepted Education Principles
GAESA
Generally Accepted Educational Standards on Auditing
Or see the
(PDF read only) of the above two standards
in one book entitled "Principles of Higher Education [and] Auditng Standards for Accredited Schools of Business" (GAEP and GAESA)
- as amended 2015-06-15 - including APPLICATION CHECKLIST AND AFFIRMATION, and Example - STATEMENT OF EDUCATIONAL CONDITIONS.
— The above book is also available in print as a 156-page paperback from the
AASBI via CreateSpace U.S. or at
Amazon.com |
Amazon UK |
Amazon DE |
Amazon IN |
Amazon JP and other international Amazon sites.
About us
Dues— for the entire accreditation period.
No accreditation application or processing fee. Initial site visit expenses explained.
Charter & Operating Agreement —
PDF
AASBI logo: authorized party download.
Contact
Currently by Post: AASBI Box 9 Pak Thong Chai 30150 Thailand;
and IICPA Max-Högger-Str. 6
8048 Zurich, Switzerland
Email: secretary [ at ] aasbi.com or
aasbi.accredited [at] gmail.com
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ASSOCIATION OF ACCREDITED SCHOOLS OF BUSINESS INTERNATIONAL
Asian Association of Schools of Business International
serving institutional members and educators on the worldwide web this
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AASBI is the global association dedicated to the prompt and unbureaucratic accreditation of qualified schools of business worldwide serving the public interest
with academically rich and diverse student bodies, providing culturally relevant professional learning experiences in stimulating environments that guarantee
the freedom of expression and other basic human rights. — AASBI is formerly known as the Asian Association of Schools of Business International, established February 2011
under the Laws of the State of Delaware.
Mission: AASBI was founded by university professors guided by the need for unbureaucratic accreditation of qualified Schools of Business, more as a matter of right
in the public interest than a selective privilege.
Timing: Today is
Your School of Business may be accredited by AASBI in about seven (7) months — or before, if certain requirements can be independently verified
or satisfied by alternative means — at a cost that is a fraction of the traditional business accreditation process.
How to apply: Click here and scroll down to Accreditation Process, then download "Letter of Application" and
"Checklist and Affirmation" downloadable forms.
Image: Professor Dr. Jan Turyna (Video on YouTube), Dean of the Faculty of Management,
University of Warsaw (Video on YouTube).
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The Dean of Business — Titles, Requirements, Salary and Role. Base Pay (U.S.) with BA degree: $154,000 - $176,000, with MBA degree: $156,000 - $179,000;
with doctoral degree: $160,000 - $183,000, compared with European salary (Germany): EUR 44'000 - EUR 66'000.
There is a trend in the UK towards the recruitment of pro-vice-chancellor/executive deans who are closer to the vice-chancellor with overall university responsibilities, but removed from operational
details and students. In contrast, accreditation agencies require demonstration of autonomy by the business school and more international students, yet schools are grappling with local centralisation of admissions and other
processes over which they sometimes have little control.
Business school deans are 'reticulists', that is 'individuals who are especially sensitive to and skilled in bridging interests, professions and organizations' with room for more visability in the media
(and social media) and to develop skills in corporate and public relations as boundary spanners, intermediaries, and ambassadors. — More.
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BOOK REVIEW: Prof. Bryan Caplan (2018). "The Education System Is a Waste of Time and Money."
"His broadside is worth considering carefully, given that the U.S. spends $1 trillion or so a year on education at all levels, more than the budget for defense," writes Peter Coy, "The Case Against
Colleges," Bloomberg, 16 January 2018.
Bryan Douglas Caplan (born April 8, 1971) is an American economist. Caplan is a professor of economics at George Mason University (a public research university at Fairfax Country, Virginia, USA),
research fellow at the Mercatus Center, adjunct scholar at the Cato Institute, and frequent contributor to Freakonomics as well as publishing his own blog, EconLog. He is a self-described economic libertarian.
The bulk of Caplan's academic work is in public economics, especially public choice. (Wikipedia, "Bryan Caplan.") — More —
Image by Amazon.com
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Image by medium.com Sep 29 [c. 2017]
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Blockchain has become the rage at U.S. business schools. As more students seek careers in financial technology, or 'fintech',
US business schools beef up training digital currency bitcoin. — The move makes sense as more students seek careers in financial technology, or "fintech," which has captivated leading Wall
Street banks and been called "the most important technology since the internet." "In January 2018, the Haas School of Business at the University of California at Berkeley will offer its first
ever course in blockchain software. The Haas school, which is near San Francisco and Silicon Valley, will handpick 60 students from the departments of business, engineering and law and split
them into groups of six to explore possible applications of the technology.
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'When people think about blockchain they think about cryptocurrencies,' said Haas school lecturer Greg LaBlanc, who
sees the technology as potentially disrupting many sectors. 'We believe it will have the biggest impact on contracting, logistics and supply chains, healthcare, public administration, assets
clearing, property, transactions,' he said." — More
Image: Chris Windsor/Getty.
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Could faculty grades be counter-productive? —
"Some institutions, like Hampshire College in Amherst, Massachusetts, give students descriptive feedback instead of grades, arguing that narrative transcripts do a better job of capturing what students have learned.
A 'stress reduction policy' listed on a University of Georgia business professor's course syllabi brought the kind of attention this week that colleges prefer to avoid. Among other things,
the policy - since removed at the behest of the dean - would have let students get the grade of their choice upon request if they felt 'unduly stressed' by the original mark." —
"But too often, Ms. Pike says, grades are asked to be things they are not: an assessment of learning, or a complete evaluation of students' work. Grades, she says, are a summary statistic.
Knowing that one student got an A and another a B tells you that the first student's performance was rated higher. But it doesn't tell you why." —
Beckie Supiano, The Chronicle of Higher Education 10 August 2017
Chronicle
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The New College Exam: A Test to Graduate — On the other hand: “Isn’t it amazing that the newest and most brilliant idea out there is that students should achieve
particular skills and prove it?” Marsha Watson, president of the Association for the Assessment of Learning in Higher Education, asked wryly. "Faculty grades fail to do this, advocates for testing say.
Forty-three percent of grades given out by college faculty are A’s, according to research published by Teachers College at Columbia University. Yet one-half of students about to graduate from four-year
colleges and 75 percent at two-year schools fall below the “proficient” level of literacy, according to a survey by the American Institutes for Research. That means they’re unable to complete such real-
world tasks as comparing credit-card offers with different interest rates, or summarizing the two sides of an argument." —
The New College Exam: A Test to Graduate
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MBA Rankings — There is no one source that is going to tell you which school is best. But "it does not matter so much where you
study as what you do there," says a PhD alumnus from top-ranked Stanford University. The systems of ranking base their conclusions on surveys of students and alumni, as well as information
provided by the business schools and peer reviews in which deans of schools and program heads are asked to rate other schools (but not their own), eg. on a scale of 1 - 5. The questionnaires
seek to establish first the quality of the educational experience, and second, the potential benefits to a student's career. —
The
20 best business schools in America Alex Morrell and Tanza Loudenback 15 March 2017 — More
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Image: End Times on YouTube 28 Jan. 2015 (fair use)
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The Halo Effect of university name recognition, that is, picking the universities whose names
one can remember because they are "big names" in the new world ranking industry:
"For example, a university can recruit people to vote in its favor for the online surveys, and QS [Quacquarelli and Symonds] offers paid consulting services to improve a university’s ranking,
as well as paid 'guidance' for university leaders. Indeed, the enterprise is so brazen that it effectively sells rating approval for a price." —
"Consider that the University of California at San Francisco — which is an outstanding medical school with some allied-health fields but doesn’t offer any other academic
programs — ranks 21st in the world, according to the folks in Shanghai [ShanghaiRankings
was started by a university in Shanghai], while actual research universities with excellence across many disciplines
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(e.g., the University of Michigan at Ann Arbor and
Northwestern University) rank lower. Global rankings of research universities are just one symptom of economic globalization.
Similarly, outstanding universities in the social sciences — like the London School of Economics and Political Science — are not even in the top 100, according to the
Shanghai rankings." — Prof. Brian Leitner (Univ. of Chicago), "Academic Ethics: To Rank or Not to Rank?"
The
Chronicle of Higher Education 12 July 2017.
Surging Graduates. Number of college graduates increased 7-fold from 2001 to 2017. Source: eol.cn
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"Wages for China’s newest 7.95 million college graduates are plunging as their ranks rise to a record.
That’s unwelcome news for the nation’s young elite, but it may aid policy makers striving to shift the economy into higher technology industries and services.
Monthly salaries plummeted 16 percent to 4,014 yuan ($590) this year for a second-straight annual decline, data from recruitment site
Zhaopin.com show. The Ministry of
Education estimates that 7.95 million will graduate this year, almost the population of Switzerland."
— Bloomberg - 02 June 2017 More.
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Income Inequality and Education Revisited.
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The study finds a large,
positive, statistically significant and stable relationship between inequality of schooling and income inequality, especially in emerging and developing economies
and among older age cohorts. The relationship between income inequality and average years of schooling is positive, consistent with constant or increasing returns to
additional years of schooling.
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While this positive relationship is small and not always statistically significant, the study finds a statistically significant negative
relationship exists years of schooling of younger cohorts. —
David Coady and Allan Dizioli, "Income Inequality and Education Revisited: Persistence, Endogeneity, and Heterogeneity,"
International Monetary Fund, IMF Working Paper WP/17/126, 26 May 2017
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Just 14 per cent of Americans have “a great deal of confidence” in universities. —
A survey conducted between December 2013 and January 2014 found that a higher proportion (19 per cent) reported a great deal of confidence
in the scientific community specifically, lagging behind the military (26 per cent), but performed better than the US Congress (3 per cent). — Times Higher Education
1st May 2017 More.
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Amazon’s shopping spree at business schools. One of the biggest recruiters of MBA graduates. —
Miriam Park's university recruitment team last year hired MBA graduates “in the high hundreds” across the world, about 30 per cent higher
than the previous 12 months at MBA levels. Starting salaries range from $137,000 for a programme manager to $180,000 for a senior product manager.
— Financial Times 27 March 2017 — More.
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Italian management education body. the (2) EFMD European Foundation for ManagementDevelopment EQUIS, (3) the British AMBA Association of MBAs; and in the process of receiving endorsement from the (4) AACSB the American Association to Advance Collegiate Schools
of Business which accredits 780 business schools in 53 countries.
Today, business schools are concerned about their survival, with traditional 2-year MBA application numbers either flat or falling. Accreditation bodies are
receiving record numbers of applications, AMBA charging a £22,000 fee for membership and accreditation with annual dues on top.
"The aim for many schools is the so-called triple crown of AACSB, AMBA and EQUIS accreditation held by 76 schools worldwide." —
More.
  
 Considering Grad School in the U.K., Australia and Switzerland versus U.S.A.
U.S. News & World Report: — When deciding between studying in the United Kingdom, Australia and the U.S., international students pursueing graduate studies
find that the U.K. and Australia – rather than the U.S. – are offering a quicker, more affordable master's degree without the required GRE or GMAT, in only one
instead of typically two years, at lower tuition. — Article by U.S. News & World Report
17 January 2017 More.
Continued in the ARCHIVE.
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