An exploratory study of how business schools approach AACSB’s societal impact standards

2021/11/02 by Sertan Kabadayi, Greer Jason-DiBartolo · 1 voice · 1 citation
Business, Management and Accounting · #Management and Marketing Education #Entrepreneurship Studies and Influences

paper · doi:10.1080/08832323.2021.1997885

openalex publication_date 2021/11/02 · openalex created_date 2025/10/10 · openalex updated_date 2026/08/04

Abstract

AACSB adopted new and revised standards in 2020 that require business schools to demonstrate positive societal impact through internal and external activities. While many schools are already engaged in such activities, there seems to be no agreed-upon conceptualization or measurement of societal impact. This paper aims to help business schools organize, measure, and demonstrate their efforts to create positive societal impact and thus meet the updated AACSB standards. By using data from semi-structured interviews, this paper identifies different dimensions of positive societal impact and offers enablers and barriers in business school efforts to create such societal impact.

Citations

• Using thematic analysis in psychology

Cited by

• Societal impact and faculty burnout in business schools: A demands–resources–meaning framework

Discussions

• success. https://doi.org/10.1080/08832323.2021.1997885 [bsky, 0 points, 0 comments]

Related

• Designing societal impacting architectures for business schools: do-gooders or doing good?
• Walking the talk: organising for social impact through performance management in European business schools
• Editorial: The future of social impact in business schools − enabling research environments
• Experiential learning for societal impact
• Top business schools legitimacy quest through the Sustainable Development Goals