Purpose This study explores the Association to Advance Collegiate Schools of Business (AACSB) accreditation’s impact on research and teaching in an accredited business school. Despite many studies focusing on AACSB accreditation's positive impact on research output, its potential drawbacks for teaching quality have been insufficiently researched. Specifically, this study investigates how accreditation influences faculty priorities, institutional support and the perceived tradeoffs between research productivity and teaching effectiveness. Design/methodology/approach Using an exploratory case study approach, in-depth semi-structured interviews were conducted with full-time faculty members of an accredited school. The response data were examined using thematic analysis, focusing on the research and teaching changes experienced following the accreditation process. Findings While some faculty members felt that the increased emphasis on research improved teaching quality by integrating current research into the curriculum, others believed that it weakened their teaching effectiveness, revealing a nuanced relationship between the two. The findings suggest that apart from focusing on increasing research output, schools must also recognize and reward effective teaching, ensuring a more integrated approach to faculty evaluation and institutional priorities. Originality/value Besides contributing to the limited empirical literature on AACSB accreditation’s dual impact on research and teaching, this study provides theoretical and practical insights for business schools seeking to balance accreditation demands, offering recommendations for optimizing faculty evaluation and support to ensure the prioritization of both research excellence and teaching quality.
Kenji Yokoyama (Thu,) studied this question.
Synapse has enriched 5 closely related papers on similar clinical questions. Consider them for comparative context: