Innovation, Engagement, and Impact Measures: Two Exploratory Studies on the Processes and Outcomes Development

Autor/inn/en	Galperin, Bella L.; Tabak, Filiz; Kaynama, Shohreh A.; Ghannadian, F. Frank
Titel	Innovation, Engagement, and Impact Measures: Two Exploratory Studies on the Processes and Outcomes Development
Quelle	In: Journal of Education for Business, 92 (2017) 7, S.347-357 (11 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0883-2323
DOI	10.1080/08832323.2017.1395787
Schlagwörter	Business Administration Education; Business Schools; College Faculty; Test Construction; Program Development; Academic Standards; Accreditation (Institutions); Innovation; Teacher Attitudes; Attitude Measures; Case Studies; Seminars; Comparative Analysis; Qualitative Research; Meetings; Content Analysis; Scholarship; Participation; Institutional Characteristics; Program Content + Suchen Sie Ihr Suchwort? Fakultät; Testaufbau; Programmplanung; Accreditation; Institution; Institutions; Akkreditierung; Staatliche Anerkennung; Institut; Lehrerverhalten; Case study; Fallstudie; Case Study; Seminar; Qualitative Forschung; Meeting; Tagung; Inhaltsanalyse; Scholarships; Stipendium; Teilnahme; Programmgestaltung
Abstract	The authors examine the development and implementation of measures for the 2013 Association to Advance Collegiate Schools of Business (AACSB) thematic dimensions of innovation, engagement, and impact (IEI) at two AACSB-accredited business schools. Agreement exists among faculty in Study 1 that IEI should be viewed as interrelated and overlapping concentric circles rather than separate dimensions. Study 2 findings suggest the importance of dialogue with faculty during the implementation process to further clarify the conceptual IEI boundaries. Overall, the authors' findings can assist schools in ensuring that the development and implementation of IEI themes in their institutions are consistent with the AACSB standards. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01