The International Accreditation Council for Business Education (IACBE), formerly the International Assembly for Collegiate Business Education, was founded in 1997. IACBE is an international business education accreditation agency accredited by the Higher Education Accreditation Council (CHEA). The mission of IACBE is to enhance the academic quality of business programs through accreditation and to encourage institutions to develop unique educational models that reflect their mission and vision. There are more than 240 accredited member institutions worldwide, including international renowned institutions such as HEC in Paris and Cologne Business School in Germany.
IACBE has a mission-oriented accreditation framework based on educational outcomes, it requires member institutions to establish an outcome evaluation system, use various evaluation tools to measure student learning outcomes, and evaluate the operating conditions of business education units to support school running.
IACBE certification is of great significance for promoting the sustainable development of business education in schools. Through certification, the school running unit can prove to students, employers and other business groups that it has excellent business teaching and academic quality; through certification, it can standardize the education of business school, improve teaching quality, curriculum quality, academic quality and operation quality; through certification , it can enhance the brand reputation and expand the influence at home and abroad; through the certification, it is conducive to the sharing of teaching experience between global education members and certified member units, the innovation of business courses, and the promotion of international exchanges and cooperation.
| Certification principle | Specific elaboration |
|---|---|
| Principle one Moral commitment |
The College interacts with stakeholders in an ethical, responsible and honest manner to establish effective systems, policies, procedures, evaluation systems, policies and procedures, and improvement programs that encourage and maintain ethical and responsible behavior. |
| Principle two Results Evaluation |
Driven by the mission, the college formulates a comprehensive and systematic outcome evaluation plan to evaluate students’ learning outcomes and the operational effectiveness of the college, implement the outcome evaluation plan and make continuous improvements. |
| Principle three Strategic Planning |
The college has a strategic plan consistent with its mission, and supports excellent business education in human resources, financial resources, material resources and technical resources, which helps the college to achieve its training objectives. |
| Principle four Business Courses and Learning Opportunities |
All the certification programs of the college have a complete curriculum system and clear requirements. Through internationalization and informatization, the college integrates relevant learning opportunities into the curriculum system and makes continuous improvement. |
| Principle five Teacher Characteristics Activities and Processes |
The college has a team of teachers (full-time and part-time) with academic qualifications and professional qualifications, and reasonably allocates high-quality teachers in each certification project. The college encourages teachers to participate in academic and professional activities to improve teachers’ academic knowledge and teaching ability. The college has a teacher evaluation system and a teacher optimization plan. |
| Principle six Student Policy Procedure and Process |
The college has clear, transparent and effective policies and procedures in enrollment, cultivation, academic training and other processes, and provides effective career development and planning services for students. |
| Principle seven Resource Input |
The college has sufficient financial resources, facilities resources, learning resources, technical resources, and other teaching sites to support the development of business programs. |
| Principle eight External Relationship |
The college maintains a good cooperative relationship with the advisory board, visiting professors, other business organizations and personnel of practice base, and the college has a reliable and effective way to show the educational quality of business projects to the outside. |
| Principle nine Education Innovation |
The college can adapt to the development and changes of the society, as well as the development and changes of the business major, and encourage educational innovation and student innovation. |
● IACBE promotes and recognizes the outstanding performance of business education in higher education institutions worldwide. The excellence of business education will be presented in different ways due to the educational, historical, cultural, legal and organizational environment in which the institution operates. IACBE recognizes and respects the fact that outstanding business education is generally characterized by the following common characteristics:
● It has a clear mission and overall objectives that are consistent with the objectives of the university and clearly cover business education.
● It strives to achieve a higher performance level consistent with the mission of the school, and reflect the educational outcomes and operation results of the business project of the school, as well as the completion of the mission and the realization of the overall goals.
● Strategic planning, driven by the mission of the school, and is linked to the reality of business education and the market.
● It develops and implements the achievement evaluation plan to promote the continuous improvement of the school’s business projects, and closely linked with the school's strategic plan.
● It develops students' personal and professional abilities to become well-educated, ethical, and competent business professionals.
● It encourages and supports the innovation and creativity in business education.
● It maintains meaningful and effective connections with the business community which can help ensure the forefront of business programs.
● It encourages the establishment of partnerships with other institutions that are in line with the mission and overall goals of the school, and can help to improve the academic quality of its business programs.
● In the teaching activities, teachers show good moral quality and principles.
● Teachers strive to become excellent, and play a role in their professional fields, and actively contribute to their institutions and subjects.
● Teachers actively participate in the educational programs of their school, and contribute to the mission and overall goals of the school through appropriate development plans and evaluation processes.
● Teachers have both academic and professional qualifications and deserve the respect of academia, business and industry.
● It can effectively pass on the mission of the school to the current students and potential students.
● It can provide sufficient resources to support the school's business projects and fulfill the mission and overall objectives.
● The curriculum system of the business program reflects the mission of the school and meets current acceptable business practices and the expectations of academic, business and industry personnels.
● The curriculum system for business programs ensures that students understand and prepare for key issues that need to be effectively addressed in a changing global business environment.
● It can teach business courses in an appropriate, effective way and stimulate interest in learning.
● The organizational structure of the school can support excellent business education.
ISLO (Intended Student Learning Outcomes): Expected student learning outcomes. It describes the knowledge and skills that students have acquired and should be able to demonstrate at the end of an educational program, and is an essential learning outcome characteristic for graduates.
IOO (Intended Operational Outcomes): Expected operational outcomes. It describes the elements of human, material, financial and technical resources provided by a school-running unit to achieve educational goals, and is the basic operational achievement feature of a school-running unit.
OAP (Outcome Assessment Plan): Outcome Assessment Plan. It is the provider's action plan for assessing student learning and operational outcomes in business programs, driven by the provider's mission and linked to its strategic planning process to continuously improve overall performance and the quality of education.
● Focus on the output of the teaching process
The IACBE certification focus on the output of the teaching process. The education quality defined by IACBE is the degree to which business teaching units realize students' learning results and operational results, and emphasizes the outcomes of the teaching process through students' learning and the operation of school.
IACBE以成果为基础的评估体系
● An achievement-oriented evaluation system with emphasis on teacher participation
The IACBE certification measures the quality of business education through the achievement evaluation system. Through a variety of direct or indirect evaluation tools, the achievement evaluation system evaluates whether the learning results of business students and the operation results of business teaching units have reached the performance objectives and the degree of achievement. By systematically collecting and analyzing the results of students' learning and the operation of business teaching units, it provides decision-making basis for formulating strategies and guidelines, planning and optimizing resource allocation, improving the overall operating benefits of teaching and business education units, and ensuring the stable operation of quality control system.
ACBE成果评估体系框架
● Closed-loop outcome evaluation based on the PDCA Deming ring
Achievement evaluation is a long-term and continuous cycle process. Effective achievement evaluation can continuously improve the school-running quality and operation efficiency of business teaching units. The outcome assessment system advocated by IACBE is based on the PDCA Deming Ring (Plan-Implementation-Evaluation and Index System Inspection-Action), which requires a continuous cycle of quality assessment and improvement mechanism developed and implemented by the teaching units.
以PDCA戴明环为基础的成果评估闭环