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How long does the Eligibility Review process take?
This accreditation accepts Eligibility Review applications from applicant units before January 31 and June 30 every year. The Accreditation Affairs Group (AAG) will formally reply to the applicant unit with the Eligibility Review results within six weeks.
What documents should be provided when applying for accreditation if there are newly started departments/degree programs within the institution (with no graduates yet)?
For newly started departments/degree programs (those without graduates yet), please provide information on educational objectives and positioning, teaching and learning input, research and industry-academia cooperation, administration and services, as well as expected performance and outcomes. The performance will be included as part of future tracking initiatives.
What is the role of the Mentoring Professors?
Mentoring Professors are renowned senior management scholars in Taiwan with profound experience in business education. During the accreditation period, they provide continuous and close accreditation guidance and consultation, offering in-depth observations and recommendations regarding the applicant unit's current status and development direction.
What kind of mentoring and guidance will the applicant unit receive from the ACCBE during the application process?
After the Accreditation Council for Chinese Business Education (ACCBE) officially accepts an application, one to two Mentoring Professors will be assigned to guide the applicant units in drafting their reports. The mentoring covers various recommendations, including interpretations of accreditation standards, explanations of procedures, and the alignment between educational objectives, management competences (core competencies), and the curriculum for each unit.
The formal submission of the Application for Accreditation Review (AAR) for Document Review and On-site Review only occurs once the Mentoring Professors have approved the content for each degree program. During this process, the applicant unit will receive at least two on-site mentoring visits from the Mentoring Professors.
The Mentoring Professors ensure that while each degree program maintains its self-selected development direction, it also meets the core requirements for academic quality. This context-driven mentoring model strengthens the connection between institutional missions and quality assurance outcomes.
What are the dimensions of the Accreditation Review?
The Accreditation Review includes 7 dimensions, 23 standards, and 71 indicators. The 7 dimensions are:
Educational objectives and positioning
Teaching inputs
Research inputs
Administrative support inputs
Service inputs
Execution features and effectiveness
Internationalization (only applicable to those with "international orientation" in their objectives and positioning)
What documents are required during the Accreditation Review phase?
3 copies of the Application for Accreditation Review (AAR) and 1 electronic copy on disc.
Proof of payment for the Accreditation Fee.
Is it required to respond to every question under the accreditation indicators?
For questions where there are currently no related plans or practices, please directly enter "None" or explain future planned approaches.
Can the format of the Application for Accreditation Review (AAR) be adjusted?
The applicant unit should provide explanations according to the questions in the accreditation indicators and may adjust the table presentation format as needed.
What materials can be included as appendices to the Application for Accreditation Review (AAR)?
Applicant units may include class schedules, syllabi, lists of major equipment, research outcomes, relevant regulations, satisfaction survey forms, and other supporting documents as appendices.
Can different degree programs within a department set the same talent cultivation goals?
If the educational objectives are indeed the same for different degree programs, it is possible to use the same descriptions. However, given the different backgrounds of students in various programs, their desired core competencies and roles in the job market may vary. Therefore, their educational methods, course content, and graduation requirements are likely to differ as well. In such cases, it is advisable to provide separate objective of talents cultivation.
Furthermore, if identical educational objectives are set, it may be necessary to explain how, in terms of professional requirements, the department can foster students with varying backgrounds and different lengths of study to achieve equivalent competencies.
