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Stakeholder | Primary goals central to student transformation | Input factor goals | Output goals | Not directly related to student transformation |
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EQUIS | Chapter 2: skills and assurances of learning | Chapter 1: strategy and governance Chapter 3: students & job placement services Chapters 4-5: faculty quality & research output Chapter 8: admin resources Chapters 9-10: international and corporate connections | Chapter 7: contribution to community | |
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AACSB | Standards 16, 18, 19, 21: continuous improvement & assurances of learning | Standards 1 & 4: mission Standards 3, 6, 7, 14: student acceptance and retention Standards 2, 8, 9, 10, 11, 12, 13: staff and faculty sufficiency Standards 5 & 8: financial strategies | | |
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Employers | Key skills learned | Proof of capacity (high entrance scores) | Prestige of the school | Company relations with the school |
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Government | Key skills, attitudes, & intent to start new company (e.g., ASTEE) | | Number of startups Number of jobs Increase in economy | |
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Students | | Entry requirements Assurance, reliability, empathy, responsiveness, tangibles | Good job | |
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Faculty | | Good management Faculty mentors | | Collegiality Tenure process Salary |
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Business school deans | | Number of courses | Alumni exploits Number of startups Number of innovations Impact on community | Number of publications Outreach to scholars |
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Magazines and award programs | | Entry requirements (e.g., GMAT score) Number of courses Faculty qualifications Percent of entrepreneurs in faculty Resources for students (prizes, mentors, and clubs) | Number of startups Starting salaries of graduates | Research funding obtained by faculty
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Malcolm Baldrige Award Program | Performance results | Strategy & leadership Process management, measurement, & analysis Student, stakeholder, and market focus Faculty and staff focus | | |
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USASBE | | Complete and comprehensive
| | Innovative, unique Transferrable and sustainable |
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