business school data guide

Transcription

2016
BUSINESS
SCHOOL
DATA GUIDE
POWERED BY DATADIRECT
www.aacsb.edu
WE’VE STILL GOT IT.
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outranks the competition—again.
The Fox School of Business at Temple University is pleased to
announce that our Online MBA has been ranked #1 in the nation for
the second year in a row. The Fox Online MBA was the only program
in U.S. News & World Report’s 2016 Best Online MBA & Graduate
Business Programs rankings to receive a perfect score when
evaluated on on criteria including student engagement, faculty
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Outperform at
FOX.TEMPLE.EDU/OMBA
BUSINESS SCHOOL DATA GUIDE 2016
The Association to Advance Collegiate Schools of Business
World Headquarters
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Tampa, Florida 33602-5730 USA
Tel: +1 813 769 6500
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Telephone: +31 20 509 1070
www.aacsb.edu
© 2016 AACSB International
RS
EATO
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LEDG
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HUBS NG
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LIFEL ING
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ENAB BAL
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OF G ERIT Y
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PR OS
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LEAD
ON IP
ERSH
LEAD
R
U
O
Y
WILL
S
S
E
N
I
S
U
E?
B
B
L
O
O
H
SC
WHAT
Through business school leadership in five areas of
opportunity, higher education will change. Business
education will change. Business will change. And the
degree to which business is perceived as a force for
good within society will change.
Download the report at
aacsb.edu/vision
CONTENTS
1 Foreword
pg. 6
2 Business School Profile pg. 8
3 Business Degree Programs
pg. 10
4 Enrollment
pg. 16
5 Faculty & Administrative Personnel pg. 20
6 Finances
pg. 34
7 Collaborations
pg.40
8 AACSB International Membership pg. 46
9 AACSB International Resources
pg. 53
10 About AACSB International
pg. 54
FOREWORD
AACSB International’s Business School Data Guide, originally known as
the Pocket Guide, has seen many transformations over its 16-year history.
In its first edition in 2000, the guide was printed entirely in black and white and
contained data pertaining only to U.S. schools of business. The first edition’s
foreword closed with a goal statement for future editions—to provide a more
complete look at management education, one that was international in its scope.
As AACSB’s global membership network has grown, so has its survey participation
from all around the world. This year’s guide features data from 804 schools of
business in 72 countries and territories, representing six continents.
For the first time, we have included select five-year trend analyses of various
data sets. We hope these multi-year displays will trigger interest and
conversation regarding the trajectory that business education has taken over
the last five years. More curated trend analysis and data samplings can be
found at www.aacsb.edu/data.
As always, please use caution when applying the aggregate, industry-level
data shown in this guide to your decision-making. Such high-level data may
be inappropriate for benchmarking and decision-making purposes. Instead,
consider creating custom data sets through AACSB’s DataDirect, the most
comprehensive database on business schools in the world. Through DataDirect,
you will be able to generate all of the tables and graphs featured in this guide
and, further, benchmark it to your own peer institutions. For assistance with
utilizing DataDirect, visit the DataDirect Guides & Support page at
www.aacsb.edu/datadirect/help.
6
BUSI NES S SC HOO L DATA GUIDE
Demonstrate student learning
outcomes for accreditation and more
Measuring Outcomes in
Bachelor’s Degree Business
Programs — Around the World
ETS is leading the way to help business programs achieve the program-specific information necessary
to support accreditation and accountability requirements for programs in the United States, Europe,
Asia and other regions, as well as combined programs.
The ETS® Major Field Test for Bachelor’s Degree in Business is available for use around
the world.
ETS Major Field Tests have a successful track record of helping institutions like yours show that
students are mastering their major. With the data from the Major Field Tests, you can measure
student learning outcomes of bachelor’s degree business programs both inside and outside the
United States for accreditation and accountability initiatives, curriculum improvements and
to demonstrate the effectiveness of your business program. And ETS Major Field Tests include
comparative data on business-specific titles from nearly 1,000 programs and hundreds of thousands
of students in the United States, so you can evaluate your students’ performance and compare your
program’s results to programs at similar institutions.
Learn more about ETS Major Field Tests at www.ets.org/mft.
Copyright © 2016 by Educational Testing Service. All rights reserved. ETS and the ETS logo are registered trademarks of Educational Testing Service (ETS).
MEASURING THE POWER OF LEARNING is a trademark of ETS. 33159
BUSINESS SCHOOL DATA G U IDE
7
BUSINESS SCHOOL
PROFILE
27%
of desired
collaborations are with
schools in Europe & the Near East
$ 24,630,348
average operating budget
55 average full-time staff
max reported:
612
(non-faculty)
41% of schools have an endowment between 1 and 20 million USD
2,006 average undergraduate enrollment
56%
male
23% full-time
413 average MBA enrollment
traditional 2 year
81 average doctoral enrollment
most popular doctoral fields
31%
general business
70 average FT faculty in the b-school
average annual salary:
$152,700
19%
management
11%
economics
80% of
faculty have
doctoral
degrees
For benchmarking tools for your school, visit
aacsb.edu/datadirect.
56% of
faculty are
tenured
BUSINESS DEGREE
PROGRAMS
BUSINESS DEGREE PROGRAMS
UNDERGRADUATE TUITION RATES FOR LOCAL STUDENTS,
BY REGION (TUITION PER YEAR, IN USD, FIVE-YEAR PERIOD)
$18,000
$16,000
$14,000
$12,000
$10,000
$8,000
$6,000
$4,000
2010–11
2011–12
2012–13
2013–14
2014–15
Canada
United States
Latin America & Caribbean
Asia (excluding Near & Middle East)
Oceania
Europe & Near East
Source: AACSB International Business School Questionnaire
LOCAL FULL-TIME MBA TUITION RATES BY REGION (TUITION FOR FULL
DEGREE PROGRAM LENGTH, IN USD, FIVE-YEAR PERIOD)
$50,000
$45,000
$40,000
$35,000
$30,000
$25,000
$20,000
2010–11
2011–12
2012–13
2013–14
2014–15
Canada
United States
Oceania
Europe & Near East
Source: AACSB International Business School Questionnaire
11
PROGRAM GROWTH—ALL MEMBERS (FIVE-YEAR PERIOD)
2010–11
2011–12
2012–13
2013–14
2014–15
%
CHANGE
1,357
1,401
1,450
1,501
1,546
13.9%
Organizational Behavior
76
72
66
65
66
-13.2%
Business Communications
18
21
25
25
27
50.0%
Business Education
42
44
36
41
41
-2.4%
Business Ethics
15
18
16
20
24
60.0%
Business Law
52
52
58
65
71
36.5%
766
766
779
795
812
6.0%
DISCIPLINES
Accounting
CIS/MIS
e-Business
63
54
51
50
51
-19.0%
Economics
711
772
773
786
807
13.5%
Entrepreneurship
276
302
316
324
351
27.2%
Finance
1,252
1,285
1,360
1,412
1,482
18.4%
General Business
2,421
2,487
2,577
2,716
2,856
18.0%
Health Services
149
145
151
151
153
2.7%
Hotel/Restaurant/Tourism
156
171
184
177
217
39.1%
Human Resource Management
348
337
357
360
373
7.2%
Insurance
83
83
86
86
86
3.6%
681
718
748
717
709
4.1%
Management
1,820
1,822
1,904
1,911
2,000
9.9%
Marketing
1,023
1,046
1,058
1,096
1,156
13.0%
28
31
32
36
38
35.7%
International Business
Operations Research
Operations Management
222
216
208
200
202
-9.0%
Public Administration
54
52
56
58
76
40.7%
Quantitative Methods
42
46
46
55
59
40.5%
153
146
144
150
137
-10.5%
39
46
45
45
46
17.9%
Strategic Management
117
122
102
108
113
-3.4%
Supply Chain
204
220
238
248
255
25.0%
Taxation
104
103
105
107
110
5.8%
1,155
1,240
1,260
1,205
1,347
16.6%
Real Estate
Statistics
Other
Source: Controlled set of 545 schools participating in the AACSB International Business School
Questionnaire in the last five years.
S
OL
60%
12
The largest growth
over five years, for
business ethics
programs.
19%
The largest decline
over five years, for
e-business
programs.
O
PERCENTAGE OF PROGRAMS OFFERED WORLDWIDE BY LEVEL AND
DISCIPLINE (2014–15)
Table shows the percentage of degree programs reported at each education level.
DISCIPLINES
UNDERGRADUATE
Accounting/Taxation
MBA*
SPECIALIZED
MASTER’S
DOCTORATE
11.6%
3.9%
19.0%
8.0%
0.2%
0.1%
0.3%
0.0%
Business Education
0.3%
0.2%
0.3%
0.3%
Business Ethics
0.0%
0.2%
0.3%
0.2%
Business Law
0.6%
0.4%
0.5%
0.2%
CIS/MIS
6.3%
3.0%
5.6%
6.2%
e-Business
0.2%
0.2%
0.6%
0.3%
Economics
7.7%
0.7%
5.2%
8.2%
Entrepreneurship
2.9%
2.1%
1.7%
0.6%
Finance
12.2%
6.3%
15.5%
10.9%
General Business
12.8%
35.3%
3.4%
10.4%
2.5%
1.4%
3.9%
1.0%
Management
18.1%
23.8%
14.2%
22.4%
Marketing
10.3%
4.0%
6.6%
7.7%
1.3%
1.1%
1.1%
3.1%
All Others
0.5%
0.5%
1.6%
3.3%
12.7%
16.8%
20.3%
17.2%
Source: AACSB International Business School Questionnaire (2014–15)
*Throughout this guide, MBA refers to MBA and Master’s Generalist programs that are considered
MBA equivalent.
S
OL
Of all undergraduate business
degree programs offered
worldwide,
are in the
management discipline
18%
13
PERCENTAGE OF PROGRAMS OFFERED BY ACADEMIC LEVEL—ALL
MEMBERS (2014–15)
8%
21%
46%
25%
 Undergraduate  MBA/Generalist  Specialized Master’s  Doctorate
BUSINESS PROGRAMS OFFERED BY AACSB MEMBERS BY REGION
(2014–15)
Table shows the percentage of degree programs reported at each education level.
63%
59%
56%
54%
51%
42%
39%
37%
35%
34%
58%
56%
55%
38%
28%
24%
18%
10%
Canada
14%
7%
United
States
6%
Latin America
Asia
& Caribbean (excluding
Near &
Middle East)
8%
Oceania
9%
5%
Africa
Middle East
Europe &
Near East
 Undergraduate  Master’s  Doctoral
Note: Each participating school can report multiple degree programs per education level.
14
PERCENTAGE OF DEGREES CONFERRED BY LEVEL AND GENDER,
2010–11 AND 2014–15 (ALL SCHOOLS)
2010–2011
2014–15
PROGRAM LEVEL
MALE
FEMALE
MALE
FEMALE
Undergraduate
54.8%
45.2%
55.3%
44.7%
MBA
63.7%
36.3%
63.1%
36.9%
Specialized Master’s
51.5%
48.5%
49.4%
50.6%
Doctorate
62.4%
37.6%
60.1%
39.9%
Total Percentages
56.6%
34.4%
56.0%
44.0%
Source: AACSB International Business School Questionnaire (2010–11 and 2014–15)
PERCENTAGE OF DEGREES CONFERRED BY REGION AND LEVEL (2014–15)
COUNTRY/REGION
UNDERGRADUATE
MBA
SPECIALIZED
MASTER’S
DOCTORATE
Canada
76.5%
15.2%
7.7%
0.6%
United States
67.4%
20.3%
11.9%
0.4%
50.5%
36.4%
12.5%
0.6%
Asia (excluding Near
& Middle East)
49.9%
31.9%
16.7%
1.5%
Oceania
65.8%
5.8%
27.2%
1.1%
Africa
37.8%
58.8%
3.2%
0.1%
Middle East
70.9%
22.6%
6.4%
0.1%
Europe & Near East
40.1%
24.6%
33.4%
1.8%
Total Percentages
59.9%
21.5%
17.7%
0.9%
PERCENTAGE OF ACCOUNTING DEGREES CONFERRED BY LEVEL AT
ACCOUNTING-ACCREDITED SCHOOLS (FIVE-YEAR PERIOD)
PROGRAM LEVEL
Undergraduate
MBA
Specialized Master’s
Doctorate
2010–11
2011–12
2012–13
2013–14
2014–15
68.0%
67.8%
65.2%
65.8%
65.1%
1.6%
2.0%
2.4%
2.0%
2.1%
30.1%
29.9%
32.0%
31.7%
32.4%
0.3%
0.3%
0.4%
0.5%
0.4%
Source: Controlled set of 134 schools participating in each year of the Accounting Programs
Questionnaire from 2010–11 through 2014–15
15
ENROLLMENT
ENROLLMENT
ENROLLMENT PERCENTAGES BY PROGRAM TYPE AND REGION
(2010–11 AND 2014–15)
REGION
Canada
United States
Oceania
Europe & Near East
YEAR
FULL TIME
PART TIME
2010–11
62.5%
37.5%
2014–15
60.0%
40.0%
2010–11
46.8%
53.2%
2014–15
41.8%
58.2%
2010–11
36.6%
63.4%
2014–15
65.6%
34.4%
2010–11
43.5%
56.5%
2014–15
33.4%
66.6%
2010–11
23.5%
76.5%
2014–15
25.0%
75.0%
2010–11
68.4%
31.6%
2014–15
80.5%
19.5%
Note: Participating Schools by Region: Canada 15, U.S. 430, Latin America 15, Asia 20, Oceania 11,
Europe & Near East 46.
Over the last five years, full-time enrollment
has grown by
in Europe
12.1%
and has shrunk by
5%
in
& The Near East
The United States
17
ENROLLMENT
AVERAGE ENROLLMENT BY REGION (2014–15)
UNDERGRADUATE
MBA
ENROLLMENT
ENROLLMENT
REGION
SPECIALIZED
MASTER’S
ENROLLMENT
DOCTORAL
ENROLLMENT
Canada
2,811
355
193
45
United States
1,785
311
206
51
2,113
382
228
56
Asia (excluding Near &
Middle East)
2,089
495
316
93
Oceania
5,254
461
1,385
121
Middle East
1,501
228
99
40
Europe & Near East
2,269
916
942
122
All Regions
2,004
414
376
81
Note: Average is based on count of schools reporting data at that level and category. Participating
schools by region: Canada 15, U.S. 430, Latin America 15, Asia 20, Oceania 11, Middle East 18,
Europe & Near East 46. This set also applies to the following four enrollment tables.
UNDERGRADUATE ENROLLMENT PERCENTAGES BY GENDER
AND REGION (2014–15)
REGION
MALE
FEMALE
Canada
53.6%
46.4%
United States
58.4%
41.6%
54.1%
45.9%
48.2%
51.8%
Oceania
50.6%
49.4%
Middle East
43.8%
56.2%
Europe & Near East
53.1%
46.9%
MBA ENROLLMENT PERCENTAGES BY GENDER AND REGION (2014–15)
REGION
MALE
FEMALE
Canada
58.6%
41.4%
United States
62.3%
37.7%
64.9%
35.1%
67.0%
33.0%
Oceania
61.8%
38.2%
Middle East
49.0%
51.0%
Europe & Near East
55.5%
44.5%
18
ENROLLMENT
SPECIALIZED MASTER’S ENROLLMENT PERCENTAGES BY GENDER
AND REGION (2014–15)
REGION
MALE
FEMALE
Canada
48.7%
51.3%
United States
51.8%
48.2%
58.3%
41.7%
50.7%
49.3%
Oceania
42.4%
57.6%
Middle East
35.7%
64.3%
Europe & Near East
49.8%
50.2%
DOCTORAL ENROLLMENT PERCENTAGES BY GENDER AND REGION
(2014–15)
REGION
MALE
FEMALE
Canada
60.9%
39.1%
United States
62.5%
37.5%
54.3%
45.7%
58.7%
41.3%
Oceania
51.7%
48.3%
Middle East
53.5%
46.5%
Europe & Near East
61.5%
38.5%
At all levels
except doctoral,
The Middle East
has the highest percentage of
female students enrolled.
(represents AACSB member schools only)
19
FACULTY &
ADMINISTRATIVE
PERSONNEL
FACULTY & ADMINISTRATIVE PERSONNEL
PERCENTAGE OF FULL-TIME FACULTY BY GENDER AND DISCIPLINE—ALL
MEMBERS (2015–16)
DISCIPLINE
MALE
FEMALE
Accounting/Taxation
60.8%
39.1%
34.9%
65.1%
Business Education
53.5%
46.5%
Business Ethics
72.7%
27.3%
Business Law
63.3%
36.7%
CIS/MIS
73.8%
26.2%
e-Business
70.8%
29.2%
Economics
76.1%
23.9%
Entrepreneurship
74.9%
25.1%
Finance
78.9%
21.1%
55.7%
44.3%
Management
64.9%
35.1%
Marketing
62.5%
37.5%
78.6%
21.4%
78.0%
22.0%
All Others
70.0%
30.0%
All Disciplines
68.3%
31.7%
Source: AACSB International Salary Survey (2015–16)
Disciplines with the largest percentage increase in
female faculty over the last five years
67%
Entrepreneurship
45% Supply
Chain
Operations
S
OL
36% Management
Behavioral
32% Science
Business
36% Communication
Source: AACSB International Salary Survey (2010–11 through 2015–16)
Note: Percentages based on disciplines with at least 100 female faculty members in each year.
21
PERCENTAGE OF FULL-TIME FACULTY BY GENDER (2014–15)
32%
68%
 Male
 Female
22
PERCENTAGE OF PARTICIPATING AND SUPPORTING FACULTY BY REGION
(2014–15)
82%
72%
60%
76%
74%
68%
54%
46%
40%
32%
28%
26%
18%
Canada
70%
United
States
Latin
America &
Caribbean
Asia
(excluding
Near &
Middle East)
 Participating Faculty
Oceania
Africa
24%
Middle
East
30%
Europe &
Near East
 Supporting Faculty
Participating Schools by Region: Canada 28, U.S. 523, Latin America 27, Asia 62, Oceania 23, Africa 3,
Middle East 18, Europe & Near East 105.
S
OL
Latin America is the only region with more
supporting than participating faculty, with
54% supporting
faculty
23
PERCENTAGE OF RESEARCH DOCTORATES AMONG FULL-TIME FACULTY,
BY REGION (2014–15)
81.3%
80.3%
72.5%
64.1%
Africa
75.3%
81.0%
73.4%
58.8%
Asia
Europe &
Latin
(excluding Near East
America
Near &
& Caribbean
Middle East)
Oceania
Canada
United
States
Middle East
Note: Participating schools by region: Canada 28, U.S. 523, Latin America 27, Asia 62, Oceania 23,
Africa 3, Middle East 18, Europe & Near East 105.
PERCENTAGE OF RESEARCH DOCTORATES AMONG FULL-TIME FACULTY
BY GENDER AND SCHOOL SIZE (2010–11 AND 2014–15)
71%
73%
73%
68%
29%
Male
27%
70%
69%
32%
27%
Female
Male
2010-11
30%
31%
Female
2014-15
 Small
 Medium
 Large
Note: Small is 35 or fewer FT faculty; Medium is 36 to 74 FT faculty; Large is 75 or more FT faculty.
Among accredited schools,
the percentage of female
research doctorates among
FT faculty has increased by
O
S
OL
24
3.1%
in the last
five years.
PERCENTAGE OF FACULTY BASED ON ACADEMIC QUALIFICATION—ALL
MEMBERS (2014–15)
10%
5%
27%
58%
 Scholarly Practitioners
 Scholarly Academics
 Instructional Practitioners
 Practice Academics
PERCENTAGE OF ACADEMIC QUALIFICATIONS BY REGION (2014–15)
SCHOLARLY
PRACTITIONERS
SCHOLARLY
ACADEMICS
INSTRUCTIONAL
PRACTITIONERS
PRACTICE
ACADEMICS
NOT
LISTED
U.S.
3.2%
46.7%
25.4%
6.6%
18.1%
Canada
4.6%
40.9%
22.8%
8.2%
23.4%
Latin America
& Caribbean
13.9%
30.1%
22.4%
22.6%
11.0%
Asia (excluding
Near &
Middle East)
5.8%
44.2%
13.8%
13.0%
23.2%
Oceania
1.5%
54.8%
7.6%
2.4%
33.7%
Africa
1.2%
67.2%
18.8%
6.8%
6.0%
Middle East
1.1%
37.3%
12.2%
2.0%
47.4%
Europe &
Near East
5.1%
41.7%
14.9%
8.8%
29.5%
REGION
Middle East 18, Europe & Near East 46.
25
PERCENTAGE OF FACULTY COUNTRY OF ORIGIN BY REGION (2014–15)
COUNTRY OF ORIGIN
IS HOST COUNTRY
REGION
COUNTRY OF ORIGIN IS
NOT HOST COUNTRY
U.S.
94.9%
5.1%
Canada
55.1%
44.9%
87.0%
13.0%
83.4%
16.6%
Oceania
47.2%
52.8%
Africa
89.3%
10.7%
Middle East
45.2%
54.8%
Europe & Near East
68.7%
31.3%
Note: Data is based on country of origin or birthplace for schools outside of the U.S. and
based on citizenship and permanent residency for schools within the U.S.
PERCENTAGE OF FACULTY POSITIONS BY REGION (2014–15)
FT
TENURED
REGION
FT
TENURE
TRACK
FT
NON-TENURED
FT
TOTAL
FTE OF PT
FACULTY FTE OF
(NO
GTAs
GTAs)
U.S.
45.7%
18.8%
19.5%
84.0%
14.3%
1.7%
Canada
48.7%
14.9%
15.4%
79.1%
19.0%
1.9%
Latin America &
Caribbean
30.2%
7.7%
18.4%
58.9%
38.1%
3.0%
Asia (excluding
Near & Middle East)
43.1%
13.6%
13.9%
75.6%
22.8%
1.6%
Oceania
64.9%
8.7%
13.6%
87.2%
8.3%
4.5%
Middle East
32.4%
20.3%
33.0%
90.2%
9.5%
0.3%
-
-
-
74.1%
18.8%
7.1%
Europe
Note: Tenure-track data is not collected for the European region. Near East and Africa had
insufficient data.
GTA refers to Graduate Teaching Assistant.
26
BUSI NES S SC HOO L BUSINESS
DATA GUIDE
SCHOOL DATA G U IDE
26
AVERAGE OPERATING BUDGET PER FULL -TIME FACULTY MEMBER,
IN USD (FIVE-YEAR PERIOD)
352,052
342,760
336,912
332,012
321,206
2010–11
2011–12
2012–13
2013–14
2014–15
Source: AACSB Business School Questionnaire (2010–11 through 2014–15)
AVERAGE BUSINESS UNIT HEADCOUNT—ALL MEMBERS (FIVE-YEAR PERIOD)
220
215
203
205
198
2010–11
2011–12
2012–13
2013–14
2014–15
Source: AACSB Business School Questionnaire (2010–11 through 2014–15)
27
AVERAGE FULL-TIME SALARIES FOR EXISTING FACULTY BY RANK AND
DISCIPLINE—ALL MEMBERS, IN THOUSANDS OF USD FOR SELECTED
DISCIPLINES (2015–16)
PROFESSOR
ASSOCIATE
PROFESSOR
ASSISTANT
PROFESSOR
INSTRUCTORS
Accounting
156.4
132.2
136.3
76.4
106.6
86.8
77.1
63.4
Business Education
112.6
72.5
62.2
68.1
Business Ethics
148.8
104.6
94.7
88.3
Business Law
126.2
99.9
91.0
70.8
CIS/MIS
144.8
118.6
107.6
73.1
e-Business
101.0
85.5
82.7
55.0
Economics
135.5
99.7
95.2
63.8
Entrepreneurship
153.6
116.3
103.3
83.0
Finance
180.0
137.4
140.9
87.1
126.5
101.8
88.4
65.1
Management
149.0
115.3
106.5
74.1
Marketing
156.9
119.8
115.0
72.6
156.8
125.5
116.5
80.8
149.8
110.5
107.3
67.4
All Others
136.8
102.8
96.9
72.2
DISCIPLINE
28
AVERAGE FULL-TIME SALARIES FOR NEW HIRES BY RANK AND
DISCIPLINE—ALL MEMBERS, IN THOUSANDS OF USD FOR SELECTED
DISCIPLINES (2015–16)
DISCIPLINE
Accounting
PROFESSOR
ASSOCIATE
PROFESSOR
ASSISTANT
PROFESSOR
INSTRUCTORS
198.0
140.9
141.3
76.5
-
41.8
73.8
59.0
Business Education
-
-
-
66.5
Business Ethics
-
-
-
80.4
Business Law
-
104.4
97.2
71.1
70.8
CIS/MIS
166.8
122.4
107.7
e-Business
-
-
-
-
Economics
178.8
112.0
97.4
61.3
Entrepreneurship
187.1
127.1
113.5
78.8
Finance
187.4
151.7
142.2
92.3
-
-
96.5
58.9
Management
136.7
125.2
109.0
70.5
Marketing
118.0
116.7
120.0
68.1
273.5
140.3
116.4
87.1
171.4
115.9
107.8
66.9
All Others
155.6
115.9
89.3
66.8
Human Resources
Note: No average provided if fewer than three faculty were reported for a discipline.
Newly hired professors
in accounting make
26.6%
more than existing
accounting professors.
29
CURRENT AND PLANNED FULL -TIME DOCTORAL FACULTY POSITIONS—
ALL MEMBERS (2015–16)
DISCIPLINE
# OF
SCHOOLS
POSITIONS
CURRENTLY
FILLED BY
DOCTORATES
AUTHORIZED,
FUNDED
DOCTORAL
POSITIONS
CURRENTLY
UNFILLED
PLANNED
ADDITIONAL
DOCTORAL
POSITIONS
IN NEXT
ACADEMIC YEAR
Accounting
496
3,693
296
241
Behavioral Science
240
863
49
32
202
225
8
12
Business Education
105
48
3
4
Business Ethics
148
130
10
3
Business Law
330
611
9
18
CIS/MIS
405
1,971
104
95
e-Business
107
38
2
2
Economics
367
2,416
74
62
Finance
491
3,516
196
186
General Business
122
54
11
6
249
562
30
25
Health/Hospital Administration
122
82
14
28
Hotel/Restaurant Management
118
143
11
8
Insurance
129
148
8
12
International Business
216
360
26
26
Logistics
172
348
25
32
Management
417
2,576
144
116
Marketing
495
3,209
165
150
311
971
54
52
Operations Research
137
171
6
4
Public Administration
94
57
1
1
171
267
15
19
Real Estate
138
136
6
16
Small Business
273
467
48
50
Statistics
154
239
9
8
Strategic Management
278
849
39
32
Taxation
150
110
5
5
All Others
129
143
18
28
Total
500
24,403
1,386
1,273
30
PERCENTAGE OF FULL-TIME ADMINISTRATORS BY GENDER—
ALL MEMBERS (2015–16)
POSITION
MALE
FEMALE
Dean
76.1%
23.9%
Associate Dean
67.8%
32.2%
Assistant Dean
38.1%
61.9%
Assistant Dean or Director: Development
53.4%
46.6%
Assistant Dean or Director: Finance and Administration
38.4%
61.6%
Assistant Dean or Director: Information Technology
85.9%
14.1%
Academic Department Chair
75.8%
24.2%
School of Accounting, Director
77.4%
22.6%
Assistant Dean or Director: Undergraduate Programs
39.6%
60.4%
Assistant Dean or Director: Graduate Programs
55.9%
44.1%
Assistant Dean or Director: Career Services
34.7%
65.3%
Director of Cooperative Programs
46.3%
53.7%
Assistant Dean or Director: Executive Education
59.1%
40.9%
Director of Internship
30.9%
69.1%
MBA/Master’s Admissions Director
35.5%
64.5%
Assistant Dean or Director: MBA Programs
49.4%
50.6%
Small Business Administration Director
55.3%
44.7%
Director of Communications/Public Relations
31.0%
69.0%
Executive MBA Director
50.0%
50.0%
Director of Research
80.3%
19.7%
Director of Distance Education
66.7%
33.3%
Major Gifts Officer
38.5%
61.5%
Director of Business Library Services
33.3%
66.7%
Other
41.6%
58.4%
All Administrative Positions
58.5%
41.5%
31
FULL-TIME AVERAGE SALARY BY POSITION—ALL MEMBERS (2015–16,
IN THOUSANDS OF USD)
POSITION
9 MONTHS
12 MONTHS
Dean
278.7
241.9
Associate Dean
204.3
181.5
Assistant Dean
147.5
109.9
Assistant Dean or Director: Development
-
125.8
Assistant Dean or Director: Finance and Administration
-
113.5
43.2
107.2
School of Accounting, Director
143.3
200.4
Academic Department Chair
156.1
154.2
Assistant Dean or Director: Undergraduate Programs
143.9
99.8
Assistant Dean or Director of Graduate Programs
160.1
113.8
48.0
98.1
Assistant Dean or Director: Information Technology
Assistant Dean or Director: Career Services
Director of Cooperative Programs
167.6
81.5
Assistant Dean or Director: Executive Education
74.5
130.4
Director of Internship
58.0
59.8
MBA/Master's Admissions Director
86.2
93.0
120.8
118.5
Small Business Administration Director
-
89.3
Director of Communications/Public Relations
-
90.9
Executive MBA Director
104.0
119.3
Director of Research
165.5
129.6
Director of Distance Education
-
105.1
Major Gifts Officer
-
95.0
-
85.7
132.1
79.8
Assistant Dean or Director: MBA Programs
Director of Business Library Services
Other
Note: No average reported when fewer than three administrators were reported for a category.
32
®
Unforgettable Business Learning
FINANCES
FINANCES
AVERAGE OPERATING BUDGET BY REGION, IN MILLIONS OF USD (2014–15)
56.8
55.9
48.7
26.5
24.6
20.1
19
10.9
Canada
United
States
Latin
America &
Caribbean
Asia
(excluding
Near &
Middle East)
Oceania
Africa
Middle East
Europe &
Near East
Source: AACSB Business School Questionnaire (2014–15)
DIRECTION OF NET FLOW OF SCHOOL FUNDS, BY SCHOOL SIZE (2014–15)
78.3%
76.8%
60.0%
32.5%
18.8%
17.4%
5.8%
2.9%
Large
Medium
 To the Parent
 None
7.5%
Small
 To the B-School
Source: AACSB BSQ Finances Module (2014–15)
Note: Small is 0 to 35 FT faculty; Medium is 36 to 74 FT faculty; Large is 75 or more FT faculty.
35
FINANCES
Net flow of funds from the business school to the parent institution
60%
of small schools have a net
flow to the parent institution
78%
of medium schools have a net
77%
of large schools have a net
PERCENTAGE OF CONTROL OF ORGANIZATIONAL FUNCTIONS, BY
REGION (2014–15)
0.0%
0.3%
5.1%
1.3%
0.0%
33.6%
33.3%
27.7%
24.1%
44.0%
0.8%
24.0%
49.6%
17.9%
15.1%
19.0%
31.6%
52.1%
55.6%
34.8%
United
States
 Business School
27.0%
61.1%
34.0%
22.6%
Latin
America &
Caribbean
Asia
Oceania
Middle East
(excluding
Near &
Middle East)
 Parent Institution
 Jointly
 Independently
36
14.1%
22.0%
48.5%
Canada
0.8%
Europe &
Near East
FINANCES
AVERAGE ENDOWMENT MARKET VALUE BY REGION, IN MILLIONS OF
USD (2014–15)
34.1
32.1
25.5
15.3
12.8
11.8
7.2
3.3
Canada
United
States
Latin
America &
Caribbean
Asia
(excluding
Near &
Middle East)
Oceania
Africa
Middle East
Europe &
Near East
MEAN PERCENTAGES OF THE USES OF OPERATING FUNDS BY SCHOOL
SIZE (2014–15)
85.9%
83.0%
77.1%
22.9%
Large
17.0%
Medium
 Mean % for Salary Uses
14.2%
Small
 Mean % for Non-Salary Uses
Source: AACSB International BSQ Finances Module (2014–15)
37
FINANCES
AVERAGE PERCENTAGE OF TOTAL SOURCES OF SCHOOL FUNDS
(2014–15)
REGION
TUITION &
FEES
GOVERNMENT
APPROPRIATIONS
UNIVERSITY/
INSTITUTION
ALLOCATIONS
Canada
12.8%
10.0%
61.2%
United States
52.5%
9.2%
21.9%
81.5%
0.0%
0.4%
60.7%
10.4%
7.7%
Oceania
44.6%
16.5%
22.1%
Africa
35.0%
8.3%
23.6%
Europe & Near East
63.5%
9.4%
3.3%
Middle East
71.6%
20.0%
2.4%
All Regions
45.5%
7.7%
16.7%
Source: AACSB International BSQ Finances Module (2014–15)
Note: Not all categories of school fund sources are listed.
38
D AT A D I R E C T
Access global business school data on
60,000+
Faculty Members
1 million+
300+
Students
Innovative Practices
Using the world’s most comprehensive
business school database, you can
QUANTIFY
Identify Trends
COMPARE
Benchmark Institutions
CONTEXTUALIZE
Create Custom Reports
For tutorial videos on how to utilize DataDirect, visit
aacsb.edu/DataDirect/help
aacsb.edu/DataDirect
COLLABORATIONS
COLLABORATIONS
TOP COUNTRIES WITH THE MOST REPORTED EXISTING
COLLABORATIONS (2014–15)
NUMBER OF
COLLABORATIONS
INVOLVING NAMED
PARTNERS IN COUNTRY
PERCENTAGE OF TOTAL
COLLABORATIONS
United States
1,140
9.9%
France
1,133
9.8%
China
COUNTRY
1,106
9.6%
Germany
743
6.4%
Spain
631
5.5%
United Kingdom
619
5.4%
Source: AACSB International Collaborations Survey (2014–15)
PERCENTAGE OF TOTAL BUSINESS SCHOOL PARTNERS NAMED, BY
REGIONAL BASE (2014–15)
Middle East
2%
8%
Northern
America
18%
Europe &
Near East
42%
Oceania
2%
Africa
3%
Asia
(excluding
Near & Middle
East)
25%
41
COLLABORATIONS
Europe &
The Near East
Have the greatest percentage of partners,
both for non-academic and non-business
academic units.
Access the AACSB Collaborations Concourse
via the Exchange at theexchange.aacsb.edu,
under the directory menu.
PERCENTAGE OF NET PLANNED GROWTH IN NUMBER OF FULL-TIME
DOCTORAL POSITIONS BY DISCIPLINE—ALL MEMBERS (2014–15)
REGION OF DESIRED COLLABORATION
REGION OF
RESPONDENT
SCHOOL
AFRICA
ASIA
(EXCLUDING
MIDDLE &
NEAR EAST)
EUROPE
& NEAR
EAST
LATIN
AMERICA &
CARIBBEAN
MIDDLE
EAST
NORTHERN
AMERICA
OCEANIA
NO
REGIONAL
PREFERENCE
Africa (n=2)
0
0
0
0
0
0
0
2
Asia (excl.
Middle &
Near East)
(n=41)
2
19
30
6
1
52
7
18
Europe &
Near East
(n=48)
5
34
84
23
11
71
20
11
Latin America
& Caribbean
(n=20)
4
22
22
19
3
30
4
6
Middle East
(n=7)
3
2
2
0
1
7
1
1
Northern
America
(n=145)
22
134
100
58
6
15
14
42
Oceania
(n=6)
0
5
4
2
0
2
0
1
36
216
242
108
22
177
46
81
Total (n=269)
Note: 15 desired collaborations reported in “The Americas” are included in the totals of both Latin
America & Caribbean and Northern America, as they could apply to either. Likewise, seven desired
collaborations reported in “Western Asia” without specifying Middle or Near East are included in the
totals of both, as they could apply to either.
42
COLLABORATIONS
NUMBER OF COLLABORATIONS REPORTED WITH PARTNER
INSTITUTIONS IN EACH REGION (2014–15)
5,949
2,636
1,552
957
194
Africa
515
105
Asia
(excluding
Near &
Middle East)
Europe &
Near East
Latin
America &
Caribbean
Middle East
Northern
America
Oceania
PERCENTAGE OF TOTAL COLLABORATIONS BY EDUCATION LEVEL,
EXCLUDING THOSE WITH NO LEVEL GIVEN (2014–15)
LEVEL
ARTICULATION/
TWINNING
AGREEMENT
DUAL
DEGREE
(OR
MULTIPLE
DEGREE)
FRANCHISE
AGREEMENT
JOINT
DEGREE
STUDY
ABROAD/
STUDENT
EXCHANGE
VALIDATION
AGREEMENT
Undergraduate
Only
54.9%
26.4%
32.6%
8.7%
41.9%
38.5%
Master’s Only
20.1%
57.6%
43.5%
72.0%
19.5%
25.6%
Doctoral Only
1.0%
2.8%
15.2%
13.8%
0.2%
10.3%
22.2%
11.1%
8.7%
3.8%
34.8%
20.5%
Master’s and
Doctoral
0.7%
1.2%
0.0%
0.3%
1.1%
0.0%
Undergraduate
and Doctoral
0.3%
0.2%
0.0%
0.3%
0.1%
0.0%
Undergraduate,
Master’s, and
Doctoral
0.7%
0.7%
0.0%
1.0%
2.4%
5.1%
100.0%
100.0%
100.0%
100.0%
100.0%
100.0%
Undergraduate
and Master’s
Total
Note: The percentages above include all reported collaborations for the listed type, even if the
reported collaboration also involves another activity type. Only those collaboration activities for which
educational level applies are included in this table.
43
COLLABORATIONS
COLLABORATIONS BY ACTIVITY TYPE (2014–15)
COLLABORATION
ACTIVITY TYPE
NUMBER OF
COLLABORATIONS
THAT INCLUDE
ACTIVITY TYPE
PERCENT
OF TOTAL
COLLABORATIONS
NUMBER OF
SCHOOLS
REPORTING
ACTIVITY
TYPE
PERCENT
OF TOTAL
SCHOOLS
Study Abroad/
Student Exchange
10,078
87.4%
441
88.7%
Faculty Activity
2,455
21.3%
287
57.7%
Dual Degree
(or Multiple Degree)
775
6.7%
198
39.8%
Other
628
5.4%
134
27.0%
Articulation/
Twinning Agreement
423
3.7%
106
21.3%
Non-Degree/
Executive Education
375
3.3%
106
21.3%
Joint Degree
360
3.1%
104
20.9%
Shared Resources
137
1.2%
49
9.9%
Franchise Agreement
57
0.5%
19
3.8%
Validation Agreement
52
0.5%
28
5.6%
Note: Collaborations with multiple elements are included in each applicable row.
24.5%
44
of shared resource partnerships involve
the sharing of technology platforms.
COLLABORATIONS
Collaboration Definitions
•
Articulation/Twinning Agreement—one school agrees to accept courses taken in a given program
at another school toward completion of degree requirements. Upon program completion, students
receive one degree bearing the name of the institution at which they completed the degree program.
•
Dual Degree (or Multiple Degree)—a collaborative program where a student who completes the
program receives multiple degrees from the collaborative schools.
•
Faculty Activity—partnerships and alliances wherein the partner schools have collaborative faculty
agreements in any of the following areas: pedagogical development, events, publications, collaborative research, faculty exchange/visiting faculty, or other faculty activity.
•
Joint Degree—a collaborative program where a student who completes the program receives a
single degree from all involved schools.
•
Non-Degree/Executive Education—a collaborative agreement providing non-degree education.
Participants may or may not receive a non-degree certificate depending on the schools’ choices.
•
Shared Resources—collaborative agreements including any of the following: technology platforms
for course management and delivery, library resources, or other school resources (not including
faculty share or faculty exchange).
•
Study Abroad/Student Exchange—collaborative agreements where students from one university
attend another university for a period of time, such as a semester or year. Upon graduation, the final
degree is awarded from the original (home) institution.
•
Validation/Franchise Agreement—agreements where School A authorizes School B to deliver its
degree program in entirety in School B’s location and/or award the qualification of School A. The
qualification bears the name of School A. Validation most often operates similarly to an accreditation
of School B’s program(s) delivered in the name of School A, while franchise agreements typically
involve more regular oversight by School A during program delivery.
45
MEMBERSHIP
46
MEMBERSHIP
AACSB MEMBERSHIP BY TYPE—DECEMBER 2015
NUMBER
PERCENTAGE OF
TOTAL
1,435
92.9%
Corporate Members
33
2.1%
Nonprofit Organization
15
1.0%
7
0.4%
MEMBER TYPE
Educational Members
NON-EDUCATIONAL MEMBERS
Management Associations
Total Non-Educational
55
3.6%
Total AACSB Members
1,490
100.0%
Source: AACSB International
AACSB-ACCREDITED MEMBERSHIP—DECEMBER 2015
NUMBER
PERCENTAGE OF
TOTAL
Business
746
100.0%
Business and Accounting
182
24.3%
Undergraduate Only
42
5.6%
Master's Only
32
4.3%
Undergraduate and Master's
357
47.9%
Undergraduate, Master's, and Doctoral
280
37.5%
35
4.7%
ACCREDITATION TYPE
ACCREDITATION BY DEGREE
LEVELS OFFERED
Master's and Doctoral
47
MEMBERSHIP
AACSB EDUCATIONAL MEMBERS BY COUNTRY—DECEMBER 2015
Afghanistan
8
Honduras
1
Panama
1
Argentina
4
Hong Kong (China)
8
Peru
8
Australia
30
Hungary
2
Philippines
6
Austria
4
India
48
Poland
3
Bahrain
4
Indonesia
20
Portugal
5
Bangladesh
4
Iraq
3
Puerto Rico (U.S.)
4
Belgium
6
Ireland
8
Qatar
1
Bosnia and
Herzegovina
1
Israel
3
Romania
1
Brazil
13
Italy
5
Russia
6
Brunei
2
Jamaica
2
Saudi Arabia
11
Bulgaria
1
Japan
12
Senegal
2
Canada
40
Jordan
2
Singapore
5
Chile
9
Kazakhstan
3
Slovakia
1
China (Mainland)
60
Kenya
2
Slovenia
3
Chinese Taipei
31
Kuwait
5
South Africa
7
Colombia
12
Latvia
2
South Korea
21
Costa Rica
1
Lebanon
12
Spain
19
Côte d'Ivoire
2
Liechtenstein
1
Sri Lanka
3
Croatia
2
Lithuania
2
Sweden
7
Cyprus
1
Macau (China)
2
Switzerland
15
Czech Republic
2
Malaysia
18
Thailand
15
Denmark
2
Mexico
14
Tunisia
1
Ecuador
4
Monaco
1
Turkey
10
Egypt
3
Morocco
6
Ukraine
1
Estonia
1
Nepal
1
United Arab Emirates
17
Finland
9
Netherlands
9
United Kingdom
62
France
50
New Zealand
8
United States
651
Georgia
1
Nigeria
1
Uruguay
3
Germany
21
Northern Cyprus
1
Venezuela
1
Ghana
1
Norway
3
Vietnam
Greece
3
Oman
3
Guatemala
1
Pakistan
8
48
2
Total
1,435
MEMBERSHIP
AACSB MEMBERSHIP BY REGION—DECEMBER 2015
TOTAL
MEMBERS
REGION
Canada
United States
ACCREDITED
MEMBERS
40
22
651
514
78
20
272
63
Oceania
38
19
Africa
25
3
Middle East
61
13
Europe & Near East
Total World
270
92
1,435
746
New countries represented within AACSB membership (2015–16)
Georgia
Lithuania
Ghana
Senegal
Honduras
Ukraine
49
MEMBERSHIP
AACSB MEMBER SCHOOLS BY SIZE AND REGION (2014–15)
74%
29%
59%
59%
57%
36%
35%
30%
14%
47%
33%
33% 33%
33%
22%
19%
33%
33% 33%
22%
20%
27%
14%
4%
Canada
United
States
Latin
America &
Caribbean
Asia
(excluding
Near &
Middle East)
Oceania
 Small  Medium
Africa
Middle East
Europe &
Near East
 Large
PUBLIC VS PRIVATE INSTITUTIONS—ALL MEMBERS—DECEMBER 2015
Type
Number
Percentage
Public
818
57.0%
Private
617
43.0%
Source: AACSB International Membership
Derived from UNESCO definitions:
Public–controlled and managed by a public education authority or agency (national/federal, state/provincial, or local), whatever the origin of its financial resources.
Private–controlled and managed by a non-governmental organization (church, trade union, or business
enterprise), whether or not it receives financial support from public authorities.
50
MEMBERSHIP
TYPE OF COMMUNITY—WORLDWIDE (2014–15)
Type
Number
Percentage
Rural
115
16.8%
Suburban
214
31.1%
Urban
358
52.1%
AACSB Networking
members participate
4,053 AACSB
in affinity groups across
64 countries.
50+
affinity group meetings were held in
2015–16, spanning 3 continents.
have agreed to participate
18,489 individuals
in the AACSB Exchange across
123 countries.
For more, visit www.aacsb.edu/membership/affinity-groups
or theexchange.aacsb.edu.
51
27%
of desired
collaborations are with
schools in Europe & the Near East
$ 24,630,348
average operating budget
55 average full-time staff
max reported:
612
(non-faculty)
41% of schools have an endowment between 1 and 20 million USD
2,006 average undergraduate enrollment
56%
male
23% full-time
413 average MBA enrollment
traditional 2 year
81 average doctoral enrollment
most popular doctoral fields
31%
general business
19%
management
70 average FT faculty in the b-school
average annual salary:
$152,700
52
11%
economics
80% of
faculty have
doctoral
degrees
For benchmarking tools for your school, visit
aacsb.edu/datadirect.
56% of
faculty are
tenured
AACSB INTERNATIONAL RESOURCES
AACSB DataDirect
Gain access to specific, customizable business school data that is vital to everyday
decision making through the most comprehensive business school database in the
world. Participation in DataDirect surveys provides you with high-quality data and
reports about the characteristics, practices, trends, and environments of business
programs worldwide—information you won’t find anywhere else. For more
information visit www.aacsb.edu/datadirect.
Knowledge Resources
AACSB International’s online Knowledge Resources provide information, tools,
and discussions on diverse topics such as Financial Models, Curriculum, Effective
Practices, Country Profiles, and more. For further information visit
www.aacsb.edu/knowledge/resources.
The AACSB Exchange
Enhance your networking and learning experience through the AACSB Exchange—
the largest network of business schools, exclusive to AACSB members. Featuring
member-generated content, the AACSB Exchange is your networking tool to connect
with peers and experts within the management education industry, around the world.
Activate your account today at theexchange.aacsb.edu.
BizEd and LINK
Discover the latest news, trends, and ideas in business education worldwide with
subscriptions to AACSB’s publications. Award-winning BizEd magazine features
in-depth reporting and interviews with leading business practitioners and educators,
distributed to more than 40,000 business educators worldwide in print and digital
formats. LINK is AACSB’s email newsletter and content aggregator of numerous
industry publication platforms. Subscribe to both online at
www.aacsb.edu/publications.
53
ABOUT AACSB INTERNATIONAL
AACSB International is an association of educational institutions, corporations, and
other organizations dedicated to the advancement of quality business education
worldwide. With more than 1,500 members in 91 countries and territories, AACSB is an
unmatched global network committed to improving the business education landscape.
As the world’s largest accreditation association for business schools, AACSB sets and
administers the standards that indicate an accredited school’s commitment to quality
and continuous improvement.
With the world’s largest database of business school information, AACSB is uniquely
positioned to provide data and information on issues and trends that concern
business schools throughout the world. AACSB engages in research and survey
projects, maintains relationships with disciplinary associations and other groups,
interacts with the corporate community, and produces a wide variety of publications
and special reports on trends and issues within management education.
AACSB is also the largest professional development organization for business school
deans, faculty, and administrators. The organization holds more than 80 conferences
and seminars at various locations around the world each year to advance quality and
innovation in business education.
If you have questions about the data in this guide, please contact us at
[email protected].
54
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56

business school data guide

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