Research Productivity, Teaching Relevance, and AACSB Accreditation

Abstract

This article focuses on comparing research productivity and teaching relevance between AACSB accredited and non-AACSB accredited four-year business schools in the United States. Research productivity is measured by the number of papers published in peer-reviewed journals. Teaching relevance is measured using secondary data collected from students. Analysis of the data reveals that, in general, the AACSB accredited schools have higher research productivity, while the non-AACSB accredited schools have higher teaching relevance. There are, however, interaction effects between research productivity and teaching relevance, which is evident by the fact that some AACSB-accredited schools have higher research productivity as well as higher teaching relevance, whereas other AACSB-accredited school focus on the research productivity at the expense of teaching relevance. Implications for the theory and practice are discussed.

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