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Relevance and Rigour in Management Education – Gulf Universities and Information on Standards |
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PP: 2365-2372 |
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doi:10.18576/isl/120613
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Author(s) |
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E. AlDhaen,
M. Stone,
G. Evans,
A. AlHawaj,
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Abstract |
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| International accreditation is becoming an important priority for many universities. In Gulf Cooperation Council (GCC) countries, internationalisation is increasingly becoming an issue of concern, with international accreditation considered a strategic objective that is expected to help higher education institutions (HEIs) cope with increasing competition from both public and private counterparts. Within the context of business schools, accreditation is also expected to drive impact on the wider Gulf economies, particularly in the post-oil era. HEIs are faced with a question as to whether they should adopt international standards outright, as proposed by accreditation bodies such as the Association to Advance Collegiate Schools of Business (AACSB), or whether they should focus on the adoption of an education management approach based on their own views as to the requirements of their respective countries. This article uses a case study of the Kingdom of Bahrain to explore possible ways forward. This paper utilises a combination of academic literature, published practices of AACSB accredited business schools, in addition to research into standards information. It also draws on the authors’ experiences of interaction with HEI leaders who are considered key decision makers that lead the development of their respective school missions, strategies, operational planning and implementation. The article argues that GCC HEIs should reconsider their approach to decision-making on management education, taking into account research that suggests that mere compliance with international standards such as those proposed by AACSB may not adequately support GCC economies to develop in ways desired by their governments. It also suggests that centralised decision-making in higher education, favoured by GCC governments, may not be optimal with regard to the intended impact. Lastly, the paper offers suggestions for aligning national QA systems and other related regulatory requirements, with international accreditation standards, towards establishing unified and rigorous frameworks that streamline higher education development.
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