A Roadmap for Using Kotter's Organizational Change Model to Build Faculty Engagement in Accreditation

Abstract

INTRODUCTION Accreditation has become vital for many universities in different countries. Accreditation may influence students in their decision of which university to attend, provide external validation and credibility, and assure accountability and quality to stakeholders (Brink & Smith, 2012). The Association to Advance Collegiate Schools of Business International (AACSB) is a leading international accreditor of business and accounting at all postsecondary levels of academics. Indeed, according to the website (AACSB, 2013), AACSB Accreditation is known, worldwide, as the longest standing, most recognized form of specialized/professional an institution and its business can earn. AACSB's reputation for rigor rests on its standards, which challenge post-secondary educators to pursue excellence and continuous improvement throughout their business programs (AACSB, 2013). These standards were first promulgated in 1919 and are updated and revised for each cycle, most recently in 2013 (and updated in 2015). A key driver in the successful achievement of these standards--whether by institutions seeking initial or for accredited institutions seeking to maintain their accreditation--is faculty. The 2013 business standards center on three key principles: engagement, innovation, and impact. Who is primarily responsible for implementing and evaluating these goals? Faculty. Given that today's faculty is likely to be over-committed, over-stressed, and under-appreciated, what is the best way to implement manageable, sustainable commitment to achieving standards? Top-down imposition by administrators is likely to be met by resistance or outright sabotage. Thus, understanding how to effectively and authentically engage faculty in the process is critical. Substantial research has shown that participation in decision-making about - and implementation of--organizational initiatives fosters greater understanding and acceptance of those initiatives. However, creating environments and strategies engendering effective participation that support and sustain organizational goals can be challenging. One approach that has proven useful in that regard is Kotter's eight stage model of change management (Kotter, 1996). This model provides a roadmap for developing methods and tactics for creating and maintaining both participant engagement and continuous organizational improvement and is thus directly applicable to fostering faculty participation in activities. In this paper, the authors first discuss the process and standards and how they involve faculty engagement. Kotter's model of change management is then used to develop a roadmap to promote faculty engagement. For each stage in the process, examples used in several efforts are provided. Lastly, the paper concludes with a discussion of the advantages and disadvantages of the process as well as future challenges. LITERATURE REVIEW Accreditation provides specialized for business and accounting at the bachelor's, master's, and doctoral levels. is internationally recognized and highly sought after. There are currently 716 accredited business institutions located in 48 countries and territories (http://www.aacsb.edu/accreditation/accredited-members/). Collegiate business schools offering accounting and business administration degrees may apply for an Accreditation review. Initially, the business school must establish its eligibility for accreditation. During the init ial process, the school is evaluated on how well it achieves AACSB's standards, through a process of self-evaluation and peer review. After earning accreditation, the business school undergoes periodic peer reviews of its strategic improvement to continue its accreditation (AACSB 2013, 2015). …

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