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'' The FinancialTimes gives my students a global perspective that no other journal can. – RufusWaters,Professor of Finance&International Business California StateUniversity, Fresno '' The newEducationProgram fromtheFinancialTimes A powerful combination of print and online news resources– at huge discounts. Students at more than 500 colleges across North America subscribe to the Financial Times. Professors teaching all levels– from undergraduates, to MBAs and executives– tell us how much they value the FT's unmatched global business coverage and thought-provoking analysis. They use it in class to: • Promote global awareness and perspectives • Relate class concepts to the real world • Keep students engaged and up-to-date Now including FT.com In-Depth (Level1). Available at substantial student discounts and at no additional cost for professors! Better Benchmarking To determine the most effective benchmarking practices, we conducted regression analyses of responding schools. Business schools whose reputation and prestige improved were more likely to: ■ Buy surveys from AACSB, EBI, and GMAC. ■ Exchange information through networking. ■ Benchmark or monitor organiza- tions other than business schools. resources improved were more likely to: ■ Buy surveys from AACSB, EBI, and GMAC. ■ Visit the campuses of other schools. Business schools whose financial New for 2003, each subscription now includes access to valuable online content and tools, including searchable archives, breaking news, special reports, and more. Discover how the Financial Times can enhance your students' learning experience – at 75% discounts for students and educational institutions (just 32¢ per issue). Please visit www.ftsubs.com/professor . Professors: get a one-year print and online subscription when seven students sign up! Call (800) 628-0007 to get started today. For customized programs, please contact our Education Sales Director: Theresa.Bowerman@ft.com,tel (415) 445-5650. methods such as campus visits and individual networking with other business schools, reputation and financial resources improve. Those findings hold regardless of the degree-granting type of business school, its operating budg- et, and whether it is a public or private institution. We do not detect any significant improvement in those factors when benchmarking is limited to the use of such arm's length methods as examination of publicly available information or the use of external consultants. Incidentally, our survey reveals that fewer than one in four threatening environment—one where their school's financial and reputational status is under escalating pressure. Many administrators react by choosing comparison schools that will make their own schools look good. For example, a school that is facing a sudden drop in reputational rankings 40 BizEd NOVEMBER/DECEMBER 2003 business schools is exerting a substantial amount of effort on the benchmarking process, and one in five is exerting little or no effort. The overall level of benchmarking among business schools is surprisingly low, but we believe that the new accreditation standards approved by AACSB International will stimulate efforts in this area. Be bold. Many schools today are facing an increasingly includes Online Access! Now