Enhancing the Positive Impact Rating: A New Business School Rating in Support of a Sustainable Future

Business school rankings are “big business”, influencing donors and potential students alike, holding much sway over decanal and faculty priorities, particularly with respect to the curriculum as well as the focus and destination of research publications (i.e., in so-called “top” journals). Over the past several years, the perverse effects of these priorities have begun to be acknowledged, and new ratings and ranking systems have emerged. One promising newcomer is the Positive Impact Rating (PIR), which uniquely and exclusively focuses on student perceptions of their business school’s priorities and the learning experience. In addition, it organizes schools by tier, in an effort to foster collaboration and continuous improvement, as opposed to ranked competition. If this new approach is to achieve its stated objective and help shift the focus of business schools to developing future business leaders and research output in alignment with a more sustainable world (and the United Nations Sustainable Development Goals), it is essential that the metrics used be and be perceived as both valid and reliable. The current research aims to make a contribution in this regard, analyzing the results at one business school in detail and making recommendations for strengthening these aims. Results show that the parametric properties of the survey are highly interrelated, suggesting that the predictive utility of the separate elements within the scale could be improved. Additionally, biases in scores may exist depending on where the responses are collected and who solicited them, as well as the students’ perception of their overall academic experience and on socio-cultural factors.

Business School Rankings: The Financial Times’ Experience and Evolutions

The growing demand for societal impact of teaching, research, and operations necessitates fresh approaches to our analysis of business school rankings. I discuss the Financial Times’ approach and the need for fresh methods, metrics, and standards.

Enhancing the Positive Impact Rating: A New Business School Rating in Support of a Sustainable Future

Business School rankings are “big business”, influencing donors and potential students alike, holding much sway over decanal and faculty priorities, particularly with respect to the curriculum as well as the focus and destination of research publications (i.e., in so called “top” journals). Over the past several years, the perverse effects of these priorities have begun to be acknowledged and new ratings and ranking systems have emerged. One promising new comer is the Positive Impact Rating (PIR), which uniquely and exclusively focuses on student perceptions of their business school’s priorities and the learning experience. In addition, it organizes schools by tier, in an effort to foster collaboration and continuous improvement, as opposed to ranked competition. If this new approach is to achieve its stated objective and help shift the focus of business schools to developing future business leaders and research output in alignment with a more sustainable world (and the United Nations Sustainable Development Goals), it is essential that the metrics used be – and perceived as - both valid and reliable. The current research aims to make a contribution in this regard, analyzing the results at one business school in detail and making recommendations for strengthening these aims. Results show that the parametric properties of the survey are highly interrelated suggesting that the predictive utility of the separate elements within scale could be improved. Additionally, biases in scores may exist dependent on where the responses are collected and who solicited them, as well as the students’ perception of their overall academic experience and on socio-cultural factors.

A Positive Impact Rating for Business Schools: Case Study

Business school rankings have been criticized, to blindly “follow the money” with their strong focus on salaries and economic performance, thereby reflecting the values and expectations of the times the rankings were created. Rankings are increasingly seen as out of touch with changing demands on business and business schools to address issues of social impact and sustainability. The newly created Positive Impact Rating for Business Schools (PIR) provides an answer to these demands. This paper presents a case study on the new PIR. It first provides an overview of the critique of current business school rankings. It highlights emerging trends towards including social impact and sustainability in the business school landscape, with a focus on the UN Sustainable Development Goals, research initiatives, accreditations, and rankings. It then presents and discusses in detail the new PIR launched in January 2020 at the WEF in Davos and its initial reception. This new “by students and for students” rating reaches out to students to assess their own business schools on how they perceive them in creating a positive impact on and for the world.

Komparasi kepemimpinan pendidikan di Indonesia dan Malaysia dalam upaya peningkatan mutu pendidikan

Penelitian ini bertujuan untuk memahami: 1.) Essensi pendidikan yang ada di Malaysia dan Indonesia; dan 2.) Peran kepemimpinan kepala sekolah di Malaysia dan Indonesia. Penelitian ini menggunakan penelitian kualitatif dengan teknik pengumpulan data menggunakan teknik studi literatur dengan harapan dapat memberikan penjelasan secara komprehensif terkait kualitas mutu pendidikan di negara berkembang. Hasil penelitian ini adalah 1.) Essensi pendidikan yang ada di Malaysia dan Indonesia; dan 2.) Peran kepemimpinan kepala sekolah di Malaysia dan Indonesia. Essensi pendidikan baik di Malaysia atau di Indonesia hampir sama yaitu untuk mengoptimalkan kemampuan peserta didik dalam ranah pengetahuan, sikap, dan keterampilan. Malaysia dalam pengejawantahkan tentang essensi pendidikan lebih fokus dalam mengoptimalkan keterampilan peserta didik dengan kata lain peran guru sebagai pendidik di Malaysia sangat mempengaruhi keberlangsungan pedidikan. Peran yang dilakukan kepala sekolah yang ada di Indonesia dalam kaitannya untuk meningkatkan mutu sekolah yaitu dengan cara membentuk tim peningkatan mutu, melakukan perbaikan secara berkelanjutan dengan cara berkomunikasi dan meneruskannya kepada seluruh anggota yang ada dilembaga pendidikan, dan menciptakan suasana tempat bekerja yang nyaman. Sedangkan peran kepemimpinan kepala sekolah yang ada di Malaysia diimplementasikan dengan cara kepala sekolah dapat mewujudkan visi dan misi sekolah, fokus dalam pengelolaan proses belajar mengajar dengan tujuan meningkatkan peringkat sekolah, dan komitmen dalam menciptakan kondisi atau lingkungan belajar yang positif sambil mendayagunakan seluruh warga sekolah dengan pendekatan yang ramah dan terbuka. AbstractThis study aims to understand 1.) The essence of education in Malaysia and Indonesia; and 2.) The role of the principal's leadership in Malaysia and Indonesia. This study uses qualitative research with data collection techniques using literature study techniques in the hope that it can provide a comprehensive explanation related to the quality of education in developing countries. The results of this study are 1.) The essence of education in Malaysia and Indonesia; and 2.) The role of the principal's leadership in Malaysia and Indonesia. The essence of education both in Malaysia or Indonesia is almost the same, namely to optimize the ability of students in the realm of knowledge, attitudes, and skills. The Malaysian state in the embodiment of the essence of education is more focused on optimizing the skills of students, in other words, the role of teachers as educators in Malaysia greatly influences the sustainability of education. The role of the principal in the country of Indonesia in relation to improving the quality of schools is by forming a quality improvement team, make improvements on an ongoing basis by communicating and forwarding it to all existing members of the educational institution, and create a comfortable work environment. Whereas the principal's leadership role in Malaysia is implemented in a way that the principal can embody the vision and mission of the school, focus on managing teaching and learning processes with the aim of improving school rankings, and commitment to creating positive learning conditions or environments while empowering all school residents with a friendly and open approach.