A Practice-Based Approach
Chapter 12: A final note: The practices support accreditation
As we stated in the opening of Chapter 1, the message of our book is quite simple. We want to advance entrepreneurship education for all types of students using an action- based method rooted in a specific set of practices. Yet this requires change on many levels. We as educators have to make some changes. As we planned the writing of this book, we openly talked with one another about the question of assessment and accreditation. Over the past few years we have delivered many messages about curriculum innovation and change at conferences and meetings around the world. We are frequently asked about the role of assessment, often hearing the perception that accreditation requirements around assessment of learning limit opportunities to experiment with new teaching approaches and to move from more traditional pedagogical styles. That has not been our experience to date, and we are actually supporters of assurance of learning, evaluating what does work with students and what is less effective. During the time that we were writing this book, we also learned about the 2013 revision of the AACSB accreditation standards and decided to explore the revised standards. Given that AACSB is the world's largest association of business schools and has accredited 682 schools across 45 countries, this seemed worth exploring.
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