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might change its comparison group from a wide range of "top" schools to a narrower range of top "small" schools or top "quantitatively oriented" schools. In essence, they are introducing a greater number of structural and identity-relat- ed variables to define their relevant comparisons. We found that schools under greater threat also choose comparisons that are lower in reputational status, which has the short- term effect of making comparisons look more positive. While making a school appear to be a big fish in a smaller International comparison standards as an opportunity for productive change. Benchmark and change the things that provide a better upside potential, even though they might be more difficult to change. Many times business schools benchmark easily visible aspects of their comparison choic- es such as reputation, student quality, program offerings, and mission. Such data can be retrieved from publicly avail- able sources such as school Web sites and popular business periodicals. A school will be more successful if it can improve factors pond might make some constituents feel better in the short term, in the long run such a strategy chokes off the influx of diverse ideas that could be gathered from the benchmarking process at a time when a particular school most desperately needs to break out of a slide. We're not saying that bench- marking lower-ranked schools is bad in all cases—there is a great deal to learn from many different types of schools and organizations. But it is not a winning long-term strategy to focus only on lower-ranked schools in an attempt to look better in comparison. Be true to the goals of benchmarking. Use the new AACSB PREPARING TODAY TOMORROW'S LEADERS The Erivan K. Haub School of Business is nationally recognized for its quality graduate business programs tailored to full-time professionals. such as teaching quality, faculty research, and the develop- ment of financial resources. These are factors that require gathering richer information over a longer period of time and using more intensive benchmarking practices such as campus visits and individual networking with peer adminis- trators. These efforts require more commitment from top administrators, but they ultimately will pay off by providing a competitive advantage for the business school. We realize that creating these comparison groups will z Executive MBA Executive Pharmaceutical Marketing MBA Executive Master's in Food Marketing Professional MBA Human Resource Management M.S. Financial Services M.S. International Marketing M.S. Ranked in the top 20 for part-time MBA programs pose a challenge for many schools. If done properly, howev- er, interorganizational monitoring can serve as a catalyst for major improvements in business schools across many levels of teaching, learning, and research. ■ Jim Fairbank is assistant professor of management at The Behrend College at Pennsylvania State University in Erie. Joe Labianca is assistant profes- sor of organization and management at Emory University's Goizueta Business School in Atlanta, Georgia. SAINT JOSEPH'S UNIVERSITY THE ERIVAN K. HAUB SCHOOL OF BUSINESS 888-SJU-GRAD www.sju.edu/hsb BizEd NOVEMBER/DECEMBER 2003 41 HAUB