CSR and legitimacy in higher education accreditation programs, an isomorphic approach of Lebanese business schools

Abstract

Purpose The purpose of this paper is to investigate the influence of the accreditation path toward legitimacy in business schools from an isomorphic and a social responsibility perspective. Design/methodology/approach A qualitative method is used to analyze the Association to Advance Collegiate Schools of Business (AACSB) accreditation process in three Lebanese business schools aiming at revealing a new role of corporate social responsibility (CSR) in this process. Findings Accreditation in business schools is a “temporary isomorphic legitimacy tool” enhanced by CSR in a continuum that may lead to sustain legitimacy in higher education once accreditation is attained. Research limitations/implications This research has its limitations around the external validity of the qualitative methods. In fact, the authors’ results depend on the context of the three studied business schools, and the generalization of the results was never the authors’ primary objective. Further research must be done to build and elaborate on the authors’ findings, either within the authors’ sample or within other business schools in Lebanon. Practical implications Corporate social responsibility (CSR) can play a major role in guaranteeing and sustaining legitimacy in the phase after accreditation. May be this was the philosophy behind the proposition of the AACSB of the new standard regarding CSR in 2013 highlighting the importance of ethics, CSR, and sustainability education in business schools. Originality/value Accreditation in business schools is a “temporary isomorphic legitimacy tool” enhanced by CSR in a continuum that may lead to sustain legitimacy in higher education once accreditation is attained.

CSR Implication and Disclosure in Higher Education: Uncovered Points. Results from a Systematic Literature Review and Agenda for Future Research

“…Besides this, fifteen countries were explored just once in sixteen years. This indicates that universities are encouraged to improve their information transparency and accountability, CSR implications, reporting and disclosure [27,[52][53][54][55]. Thus, this review recommends that European countries be explored further, with comparisons with the countries situated in other continents.…”

The influence of business ethics and community outreach on faculty engagement: the mediating effect of legitimacy in higher education

“…Engaged faculty members work in contact with administrations, local communities and firms in order to transfer and adapt their academic knowledge to improve people's daily lives (Figueiró and Raufflet, 2015; Salvioni et al , 2017). Universities that fulfill this public service through outreach activities are considered ethical and aligned with social values, therefore, isomorphically legitimate (Chedrawi et al , 2019).…”

Do academic disciplines matter? An analysis of organizational responses to the accreditation of graduate programs by field of study and sector

“…Most studies related to programmatic accreditation focus on one field of study. For example, the accreditation of business management and health programs has attracted the attention of researchers, as these processes have become commonplace for these types of programs worldwide (Borgos, 2013;Chedrawi et al, 2019;Heriot et al, 2009;Roller et al, 2003;Salto, 2021;Zhao & Ferran, 2016). These studies are vital, as they signal that some specificities of these programs-for example, being professionally oriented rather than research oriented or being predominantly graduate level programsmay influence the way accreditation works.…”