Issue link: https://www.e-digitaleditions.com/i/373915
38 September/October 2014 BizEd corporate representatives, current and prospective students, alumni, and media representatives. We will hold events and conduct multiple research projects to investigate major themes. These activities will lead up to CIME's final report on the association's new vision, which AACSB will release at its Inter- national Conference and Annual Meeting (ICAM) in 2016 in Boston. The city, which is in many ways AACSB's spiritual home, is the perfect place not only to celebrate AACSB's 100th year, but also to set the association on its new path. Next Phase of Globalization AACSB's 2020 Committee is an effort to inform and strengthen AACSB's globalization efforts. The committee will explore how busi- ness schools worldwide can more effectively relate to their local mar- kets, as well as attract and serve students from diverse cultural and international backgrounds. Its main responsibility is to identify ways to promote the value of accredita- tion worldwide and to help busi- ness schools realize the benefits of globalization. Because management education varies significantly across borders, the members of the committee realize that they must maintain an unwavering commitment to diver- sity; they must recognize and lever- age differences across schools and their environments. With this in mind, since 2004, AACSB has done tremendous work to globalize the organization and provide a founda- tion for its next steps: ■ It has increased the number of accredited institutions based outside of the U.S. by 168 percent, from 69 to 185. ■ It has increased the number of member schools based outside of the U.S. by 128 percent, from 295 to 674. By comparison, the number of U.S. members increased by only one, from 652 to 653. ■ Today, AACSB holds many of its conferences and nearly 30 seminars outside of the U.S. That includes ICAM, which was held in Paris in 2006 and in Singapore in 2014. ■ Today, nearly 250 schools based outside the U.S. participate in AACSB surveys such as the Busi- ness School Questionnaire, Salary Survey, and Accounting Program Questionnaire. In 2004, only a handful of schools outside the U.S., all Canadian, participated. AACSB has shifted to more global perspectives in its research and thought leadership reports, and BizEd has expanded its inter- national content dramatically. Efforts such as the Marketing Value of Accreditation initiative, an ongoing strategy to raise student awareness about AACSB accredi- tation globally, and eNEWSLINE Live, AACSB's online video series, have been international from the start. Other new initiatives, such as the Asia Pacific Leadership Insti- tute and the Teaching Effective- ness Seminar for Latin America, have been developed for certain regions. The association also has formed advisory councils targeting the concerns of business schools in Europe, Asia Pacific, and Latin America and the Carribbean. Despite this progress, we have much more to do to fulfill AACSB's global mission. AACSB's first phase of globalization focused primar- ily on developed economies. In its next phase, the organization will more fully delve into the needs of businesses in emerging economies and the schools that serve them. We will examine how the defini- tions of success and impact for business schools in emerging econ- omies might differ from those in developed countries. For example, schools in countries with higher GDPs tend to measure their success in terms of job placement rates for graduates, while schools in emerg- ing markets measure their success in terms of new business develop- ment, job creation, and income- generation in an informal economy. In fact, AACSB still must address the geographical gaps both in its membership and in its services, which include conferences, seminars, and programs that help practitioners transition to academia. Nowhere is this more evident than in emerging countries. Today, only 2.3 percent of institutions awarding business degrees in emerging markets are members of AACSB, compared to 23 percent in developed mar- kets. Only 2.5 percent of schools in emerging markets are engaged in AACSB services, compared to 26 percent in other regions. This comes at a time when experts pre- dict significantly higher population, economic, and tertiary education growth rates in emerging economies than in the developed world. In Africa, for example, the AACSB will more fully delve into the needs of businesses in emerging economies and the schools that serve them.