The Association to Advance Collegiate Schools of Business (AACSB) was founded in 1916 to accredit schools of business worldwide. AACSB accreditation represents the highest standard of achievement for business schools worldwide. Being AACSB-accredited means a business school is able to continuously pass a strict set of standards that are designed to ensure quality. This is why AACSB-accredited business schools are the best in the world. – From AACSB International.

Engagement – Involving Stakeholders in Strategic Planning

  • Content:

    Since the Ministry of Education will not execute any more routine evaluation after our faculty achieved the AACSB accreditation, the School of Management should establish a self-control mechanism. In 2014, AACSB Peer-Review Team members suggested the faculty to broaden acceptance of external view in the review of the mission, Strategy Plan, and the procedure of AOL in order to ensure participation among stakeholders.

    1. The mission represents the existing purpose and mission goal of the faculty. The School of Management widely gathered external opinions to set up exhaustive mission review mechanism within the hold of the spirits of constant improvements, and examine the school mission’s appropriateness regularly. During the mission review, the initial mission was changed into three parts, including “the dedication to academic research,” “the promotion of management education that is both adapted to local culture and globally connected,” and “ the cultivation of business leaders with an understanding of their responsibilities for sustainable development in both the business world and society in general.” Furthermore, the connotation of each parts are clearly clarified so the phase goals are more accurate to fully perform the faculty belief.

    Being the actual research and education units, the department/institute mission and strategy goal should be able to conform to the trend of times, social demand and students’ employment status. Since 2016, every unit’s mission has been added in the Course Management Plan so that when departments are holding course inquiry committees, they can collect suggestions of the mission from members. The goal is to realize the anticipation of promoting department primary development and strategy position possessing foresight and sustainability that the departments have instituted termly to conform to the trends and social demand.

    2.The mission is the school’s foundation. Under the spirits of three scale missions, including “being dedicated to academic research,” “developing management education that is both adapted to local culture and globally connected,” “cultivate business leaders with an understanding of their responsibilities for sustainable development in both the business world and society in general,” this school developed a five-year Strategy Plan for the school’s future view of development to follow. The Strategy Plan is a comprehensive plan with rigorous censor mechanism done annually to accept wide range of stakeholders’ opinions in order to promote every development goal. From 2012, this school reviews the scheduled executive progress every academic year, while increasing execution items timely to gather the stakeholders’ opinions via numerous channels.

    3.In terms of AOL, this faculty is a research university. The balance of research and education is a considerably significant goal. This school not only shows an outstanding performance in research, but also devoted to education. Yearning to urge each department to set up thorough courses to pursue the best education result, the school has actively established a brand new course management mechanism from 2014. The course management mechanism includes Rubric’s direct evaluation and the questionnaire’s secondhanded evaluation to build a mechanism to gather every aspects of stakeholders’ opinion.

Innovation that Inspires in the SOM-2

  • Content:

    A mechanism is established to equip students with ability of converting ideas into actual solutions and to engage in outreach activities across university and communities.

    Call to Action

    As innovation and entrepreneurship becomes increasingly important, more and more students intend to play a role as a job provider rather than a job seeker. To adapt to changing market demands, students need to have competencies for defining customer’s demand and further realizing the product concept. Given that certain steps are essential for success when it comes to innovation and entrepreneurship, a systematic structure is needed to prepare students to develop creative ideas and accomplish desired learning outcomes.

    In order to enhance teaching effectiveness in the Design Thinking process, the School needs a mechanism to cultivate teaching assistant’s ability in facilitating related activities. A facilitator is usually required for each design team throughout steps of empathizing, ideating, prototyping and testing. In addition, the School realizes that there will be some possibilities in making use of the Design Thinking methodology to help other organizations to find the root causes of their problems and introduce the university’s achievement in research to external stakeholders.

    As an educational unit closely connected to the market and customers, the School also knows that it has a responsibility to convert Engineering School’s technology-push approach in product development to market-pull approach. The School needs a mechanism which can involve not only management faculty/students but also peers in engineering related disciplines in order to fully utilize the value of their patents and research findings.

    Innovation Description

    The School first develops Design Thinking courses involving cross-college faculty and students. Learning is enriched when students with various backgrounds and areas of expertise are joined together to solve design challenges collected from various sources. The Design Thinking methodology is also introduced to the Innovation and Entrepreneurship Student Team of the Yunus Social Business Center. Assisted by the methodology, great ideas are converted into actual solutions when students understand the society’s demand and define products in a practical way.

    Contributing to the creation of high quality education, senior students are selected from various colleges and receive trainings to cultivate ability in facilitating the Design Thinking process. These students are the corner stone of Design Thinking Student Team, providing assistance to faculty, mitigating faculty’s teaching load, and passing on learning experiences to junior schoolmates.

    Additionally, the School organizes Design Thinking courses opened to the public and builds an innovation space where the School engages in outreach initiatives aimed at a variety of demographics including business community, government, and non-profit organizations. The School effectively helps these organizations to create innovative solutions to challenges and achieve success.

    Finally, efforts are in place to strive for greater collaboration with engineering colleges by conducting joint projects aimed at solving issues such as aging society. This type of cross-disciplinary cooperation narrows the gap between supply and demand of talents. Workshops are held during summer and winter breaks to engage internal and external stakeholders. The success of this mechanism requires input from EMBA alumni and potential investors.


    First, the Design Thinking course involving cross-college students creates a heterogeneous environment made up of individuals with diverse backgrounds and skills. The cross-disciplinary environment helps students cultivate interpersonal relation, learn to respect diverse viewpoints, and find solutions through teamwork. Students learn empathy, define problems, brainstorm solutions, and design a product or service prototype, reaching their potential as leaders knowing how to convince others. Critical thinking and problem-solving skills the School expects from the students as identified in the School’s mission are also enhanced during the process.

    Moreover, assisted by Design Thinking methodology, the Innovation and Entrepreneurship Student Team in Yunus Social Business Center provides students with opportunity to simulate a condition of starting a social business and implement great ideas successfully. Students serving as facilitators in the Design Thinking course reduce faculties’ teaching load and enhance teaching effectiveness. The gap between talent supply and demand is narrowed while possibilities for students to start a business increase. Meanwhile, by offering solutions to challenges faced by companies, the government, and non-profit organizations, the School effectively repositions itself in the society.

    Finally, through greater engagement with other academic units across the university campus including College of Health Sciences & Technology and College of Electrical Engineering & Computer Science, opportunities for commercializing research achievements are enhanced. Joint projects aimed at solving social problems such as aging population help the School make contribution to the society. Practical values of the research results are thus created while academic research directions are influenced by the market need.

Innovation that Inspires in the SOM-1

  • Content:

    To equip students with ability of analyzing big data, a mechanism is developed to engage cross-disciplinary faculties, launch a certificate program, and form student team.

     Call to Action
    As the development of big data and cloud technology becomes increasingly essential, the School realizes the importance to equip students with ability of analyzing big data to find out managerial insights and potential business opportunities. To fulfill this new demand in education, the School needs a mechanism to engage cross-disciplinary faculties in innovation and incorporate big data analysis into faculties’ researches when basic research still remains higher priority.

    To enhance teaching effectiveness of faculty across different educational programs, the School needs a systematic structure to mitigate related new teaching load and assume students’ educational responsibility. The School expects to transplant the experience in running student teams in its leading ERP Center to the student team in big data activities. Senior students pass on learning experiences on big data analysis to junior schoolmates to enhance their big data analytics techniques and make contribution to the learning of others. As the mechanism ensures a fair teaching loading, more faculties of different disciplines can get involved and the big data trainings are more easily to be promoted across the School.

    Finally, the School needs to form partnership with external constituencies to gain access to real databanks, which facilitate students’ learning on big data analytical functionality. It is hoped that the big data trainings not only solve problems for companies and the government as a way to increase the School’s social impact, but to prepare students as business leaders who efficiently utilize information technology and acquire timely business knowledge consistent with the School’s mission.

     Innovation Description
    The School first launch a certificate program called Business Intelligence Analytics Program aimed to equip students with big data analytical techniques. A student enrolling in the semester-based program is expected to complete 15 credits to earn the certificate. The School also provides development activities focused on SAS analytical functionality to all faculty members and graduate students to adequately prepare them for the new teaching challenge. The goal is to get as many faculties and students across disciplines involved as possible.

    Second, SAS student teams and SAS Summer Camp are established for students to regularly work together on some learning tasks. By participating in these activities, students pass on their learning experiences to junior schoolmates and actively assume their educational responsibility. Each student is a resource who brings unique experience and knowledge to combined tasks. As students engage in the collaborative learning and get involved in relevant non-class activities such as big data competitions, high-quality learning outcomes is ensured. These activities are monitored by an independent unit called ERP Center which also provides software and hardware support for facilitating the School-wide Big Data activities.

    Third, the School connects with the communities and expects to gain access to big databank in various fields. For instance, the School had signed a memorandum with Taiwan’s Fiscal Information Agency, Ministry of Finance and received its permission to use national fiscal data. Based on the School’s mechanism, students analyze big data for enhancing learning experience while faculties can do in-depth domain research on Taiwan’s fiscal problems.

     Impact

    The School integrates cross-disciplinary faculty resources to fulfill the new educational demand for the big data trend. Given trainings that meet the market demand in the School’s Business Intelligence and Analytics Program, students improve their big data analytics skill along with critical thinking and problem-solving ability the School expects from its students as identified in the School’s mission. By joining the student team and summer camp, students play a significant role in the creation of high quality education as they gain profound group learning experiences which are then passed on to junior schoolmates.
    Supported by the big databank containing real data, faculties have a new opportunity to do in-depth research of real life. The availability of the databank reduces faculties’ effort in gaining a real data. Faculties can also make intellectual contributions with the emphasis on the society’s recent issues and business problems, and enhance their social influences. Also, faculties of different disciplines can more easily form a research team while each of them still continuingly focuses on their own in-depth domain research. The big databank facilitates students with the opportunities to face actual problems and to acquire timely knowledge. These efforts re-position the School’s perception within the society.

National Central University Earns AACSB International Accreditation

  • Date:August 18, 2014
  • Content:
    AACSB International (The Association to Advance Collegiate Schools of Business) announced on August 18 that National Central University has earned accreditation for the School of Management. As noted by Dean Gwo-Ji Sheen, the accreditation helps to facilitate international sister-school arrangement and establish joint degree or student exchange program. Students can be offered more international exchange opportunities to broaden their horizons. Founded in 1916, AACSB is the longest serving global accrediting body for business schools. Today, there are 716 business schools in 48 countries and territories that maintain AACSB Accreditation. Achieving accreditation is a long process of rigorous review as all accredited schools must go through a peer review process every five years in order to retain their accreditation. Robert D. Reid, executive vice president and chief accreditation officer of AACSB International, congratulates National Central University for achieving the accreditation, which has been earned by less than five percent of the world’s business programs. “Dean Sheen and the faculty, directors, and staff of NCU are to be commended for their role in earning accreditation.” AACSB Accreditation reviews three main themes: strategic planning, participant engagement, and assurance of learning. The school must meet AACSB’s Accreditation Standards and ensure continuous improvement. The School of Management has not only met specific standards of excellence, but has also ensured that the school will continue to accomplish strategic plan. The School of Management’s mission is to provide “excellence in academic research”, “international management education”, and “an environment for cultivating business leaders with an understanding of their responsibilities for sustainable development in both the business world and society in general”. AACSB Accreditation is indeed a great encouragement for the School of Management’s long commitment to teaching and research excellence.

AACSB Peer Review Team Visit

  • Date:May 18-21, 2014
  • Place:ACES Lecture Hall, Management Building II
  • Content:
    Three PRT members visited the SOM: Dr. Linda R. Garceau(Dean of the College of Business and Technology at East Tennessee State University), Dr. Moez Limayem(Dean of the College of Business at University of S. Florida), and Dr. Ricardo A. Lim(Dean of Asian Institute of Management). Six sessions were held: Mission and Strategic Planning, Assurance of Learning, Curriculum Management, Student Support, Staff Support, and Faculty Management and Support. The team interviewed directors, the SOM's Advisory Board members, staff, and alumni.

Mock Peer Review Team Visit

  • Date:April 21, 2014
  • Place:ACES Lecture Hall, Management Building II
  • Content:
    To prepare for the PRT visit scheduled from May 17-21, the SOM held a mock PRT visit on April 21. Two mock PRT members were invited: Dr. Kwei Tang (Dean of the College of Commerce at National Chengchi University) and Dr. Kwok Kee Wei (Former Dean of the College of Business at City University of Hong Kong). The SOM's performance during the mock PRT visit was reviewed and discussed on May 5.

AACSB Peer Review Team Chair Visit

  • Date:November 20-22, 2013
  • Place:ACES Lecture Hall, Management Building II
  • Content:
    Dr. Linda R. Garceau (Dean of the College of Business and Technology at East Tennessee State University) visited the SOM to review the SOM's achievements of the AACSB 21 standards, help the SOM to finalize the Self-Evaluation Report, and discuss the PRT's visit itinerary scheduled in May 2014.

Chairperson Workshop

  • Date:October 1, 2013
  • Place:Room 222, Management Building II
  • Content:
    In this workshop, Dean Sheen reported the SOM's progress in achieving the AACSB accreditation to all directors and members of the SOM's AACSB Accreditation Comnmittee. Associate Dean Huang summerized the focus of the AACSB 2013 new standards according to the information she got in the 2013 AACSB Annual Accreditation Conference

AACSB Mentor Visit

  • Date:August 22-24, 2013
  • Place:ACES Lecture Hall, Management Building II
  • Content:
    Dr. Lawrence C. Rose, our AACSB mentor, visited the SOM to discuss issues including: (1) Overview of the AACSB 2013 new standards, (2) Issues rasised by the IAC, (3) Updates and questions about the AOL, and (4) Questions about the SER, Peer Review Team's visit, and others.

The SOM AOL Seminar

  • Date:May 29, 2013
  • Place:Room 222, Management Building II
  • Content:
    This seminar aims to introduce the AOL process to administrative staff who help faculty to complete Execution Report, a report that deails how faculty execute improvement actions in their curricula.

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