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The study aims to explore and classify the key enablers of the Association to Advance Collegiate Schools of Business (AACSB) implementation in business schools.

By applying the Interpretive Structural Model (ISM) approach, it builds a hierarchical model of the identified enablers of AACSB implementation. Additionally, the Fuzzy Matriced Impacts Croises-Multiplication Applique and Classement (FMICMAC) technique is used to classify and determine the influence of these enablers on the implementation of AACSB accreditation.

The paper presents an ISM model of the identified enablers and draws managerial insight from it. Categorization of the key enablers into four groups helps in understanding the relative influence of each group of enablers on the AACSB implementation in business schools.

The proposed model of the key enablers will help business schools that are pursuing AACSB accreditation prioritize the enablers. As the study has considered experts' opinions to establish the model, some amount of bias cannot be discounted.

The development of the ISM model of the key enablers of AACSB implementation in business schools is a unique attempt. The findings will help business schools focus on the key enablers that influence implementation of AACSB standards.

This paper aims to identify and model the key barriers to implementation of project-based learning (PjBL) in higher educational institution.

Using the interpretive structural modelling (ISM) technique, the study has developed a hierarchical-based model, depicting the mutual relationships amongst the key barriers to implementation of PjBL. Additionally, the paper has performed Matrice d’ Impacts Croises Multiplication Appliqué an Classement (MICMAC) analysis to categorize the barriers in terms of their driving and dependence power.

The study has identified the key barriers to implementation of PjBL and presented an integrated model using ISM. Higher educational institutions need to pay attention to diagnose and overcome these hindrances for effective implementation of PjBL in their programmes.

The study adopts a systematic way to model the relevant barriers to implementation of PjBL. The ISM-based model would help higher education institutions to prioritize the issues as the barriers are hierarchically structured. As the input to model development is based on the experts’ opinions, it may be biased, influencing the final output of the structural model.

The presentation of PjBL implementation barriers in the form of an ISM-based model is a new effort. The model would be useful to understand the barriers and overcome these for the successful implementation of PjBL in higher educational institutions.

The purpose of this paper is to develop a process model, focusing on the detailed analysis of the requirement of the Association to Advance Collegiate Schools of Business (AACSB) standards related to Participants area, for implementation in a business school setting.

The paper presents an articulated procedure for the development of the process model. The study adopted a three-step approach for developing the process model.

The process model has provided a systemic approach to process design and implementation of AACSB accreditation standards related to Participants area in a business school environment. The process model was developed and applied over the course of systematic reviews in a business school setting.

The present study has developed the process model catering to the requirements of the AACSB standards related to Participants area only. In the near future, the authors intend to develop processes for the remaining areas of AACSB standards.

The present work attempts to develop a process model to meet the requirements of the standards related to Participants area. Academic institutions can benefit from the process model whether they are planning to implement AACSB standards for accreditation or are interested in changing their current processes following AACSB standards.

The purpose of this paper is to identify and model the key barriers to the issue of adoption and implementation of AACSB accreditation standards in business schools. Business school management can focus on removing the key barriers and implement accreditation standards and practices to improve the quality of programs offered by them.

The present study adopts the interpretive structural modeling (ISM) approach to develop a hierarchical-based model of the key barriers to implementation of Advance Collegiate Schools of Business (AACSB) accreditation standards. It also depicts the mutual relationships among the key barriers.

The paper has identified the key barriers and presented an integrated model using ISM. Business schools need to pay maximum attention to diagnose and overcome these hindrances for effective implementation of AACSB accreditation standards.

The model is based on the experts’ opinions, which may be biased, influencing the final output of the structural model. The developed model is to help the business school management in understanding the significance of the barriers, to prioritize or eliminate the same for the implementation of accreditation standards.

The depiction of barriers in the form of an ISM-based model is a new effort in the area of business school accreditation. The results will be useful to understand the barriers and overcome these for successful implementation of AACSB accreditation standards in business schools.

The purpose of the paper is to introduce the concept of a checklist, focusing on the detailed analysis of requirements of the AACSB International – the Association to Advance Collegiate Schools of Business (AACSB) standards related to the learning and teaching area – for evaluation of implementation readiness in a business school setting.

The present study adopted a multi-method approach for developing the final content of the checklist.

The introduction of the checklist has provided a systemic approach to process design and evaluation of readiness of a business school for AACSB accreditation related to the learning and teaching area. The checklist was developed and applied over the course of systematic reviews in a business school setting.

The checklist has been developed considering the requirements of the AACSB standards related to the learning and teaching area only. In the near future, the authors intend to develop checklists for the remaining areas of AACSB standards.

This research offers a comprehensive checklist comprising the requirements of the standards related to the learning and teaching area. The checklist would be useful to the business schools that are planning to implement AACSB standards for accreditation or are interested in changing their current processes to follow AACSB standards.

The objective of the paper is to identify and model the relevant enablers related to the issue of adoption and implementation of project-based learning (PjBL) in higher educational institutions.

The present study has developed an integrated model using interpretive structural modeling (ISM) and the Fuzzy Matrice d' Impacts Croises Multiplication Appliqué an Classement (FMICMAC) approach, which helps to identify and classify the important enablers and reveal the direct and indirect effects of each enabler on the PjBL implementation in higher educational institutions.

The paper has identified the key enablers and presented an integrated model using ISM and FMICMAC. The result shows that there exists a group of enablers having a high driving power and low dependence requiring maximum attention and strategic importance, while another group consists of those enablers that have high dependence and are the resultant actions.

The study proposes a scientific way to model the relevant enablers to implementation of PjBL. This would help higher educational institutions to prioritize the enablers as these are hierarchically structured. The model is based on the experts' opinions, which may be biased, influencing the final output of the structural model.

Enablers are building blocks for the adoption of PjBL. The study presents an integrated model using ISM and FMICMAC to identify and categorize various key enablers of PjBL adoption in higher education institutions. The results will help higher educational institutions to focus on the right enablers for the successful implementation of PjBL in their programs.

The paper aims to develop a process model for implementation in a business school setting, by doing a thorough analysis of the requirement of the Association to Advance Collegiate Schools of Business (AACSB) standards relating to the learning and teaching area.

The process model is developed by adopting a three-step approach. The authors have presented an articulated procedure for the development of the process model.

The process model presented in this paper offers a systemic approach to process design and implementation in a business school environment. The process model was developed and applied over the course of systematic reviews in a business school setting by aligning with the requirements of AACSB accreditation standards belonging to the learning and teaching area.

The limitation of the present study is that the scope of the process model presented here is limited to the requirements of the AACSB standards belonging to the learning and teaching area only. The authors plan to develop process models for the other areas of AACSB standards in the near future.

It is hoped that this paper can bring a contribution to professionals as well as academics, in regards to development of process framework complying with the requirements of the AACSB standards. The process model presented in this paper comprises macro-level processes and the related activities. It will serve as a guide to develop processes in a business school setting.

The present study has attempted to present a process model complying with requirements of the AACSB standards belong to the learning and teaching area. The authors feel that developed process model can be used by the business schools that are planning to implement AACSB standards for accreditation or are interested in modifying their current processes following the requirements of the AACSB standards.

The purpose of this paper is to capture and analyze the perception gaps with respect to the current usage and importances of the lean practices from the IT support service practitioners’ perspective.

A questionnaire was developed to capture the perceptions of the IT support service practitioners. The survey data were quantitatively analyzed by using statistical techniques which included testing of the hypotheses.

The analysis of the perception gaps revealed that even though all the gaps are statistically significant but gaps between different practices are not same. The gap analysis would be useful for IT support service organization in prioritizing the lean practices for implementation.

Lean practice applicability and implementation in IT support services is a relatively new domain, where mature empirically based studies are scarce. This study provides a sound basis for further research on lean implementation in IT support service area.

The purpose of this study is to capture the perception of the IT support service practitioners regarding the applicability of the lean practices and prioritize them after analyzing the gaps with respect to current usage and importance from practitioners’ perspective.

It involved development of an instrument to capture the perceptions of the IT support service practitioners. The data collected was quantitatively analyzed by using statistical techniques and it involved testing of the hypotheses.

The study conducted a gap analysis on the perceived current usage of the lean practices versus the perceived ideal usages of the lean practices from practitioners’ perspective. The gap analysis report revealed that gaps of all practices are not same from the practitioners’ viewpoint. This gap analysis was useful for prioritizing of the practices and resource allocation.

This study was conducted in a relatively new domain, where mature empirically based studies are scarce. This study set out to determine the practitioners’ perception of the applicability of lean practices in IT support service organizations. It provides a sound basis for further research on lean implementation in IT support service area.

The purpose of this paper is to introduce the concept of a checklist, focusing on the detailed analysis of the requirement of the Association to Advance Collegiate Schools of Business (AACSB) standards related to strategic management and innovation area, for evaluation of implementation readiness in a business school setting.

The paper presents an articulated procedure for the development of the checklist. The study adopted a multi-method approach for developing the final content for the checklist.

The introduction of the checklist has provided a systemic approach to process design and evaluation of readiness of a business school for AACSB accreditation related to strategic management and innovation area. The checklist was developed and applied over the course of systematic reviews in a business school setting.

The present study has developed the checklist comprising the requirements of the standards related to strategic management and innovation area only. In the near future, the authors intend to develop checklists for the remaining areas of AACSB standards.

The present work attempts to develop a comprehensive checklist comprising the requirements of the standards related to strategic management and innovation area. Academic institutions can benefit from the checklist whether they are planning to implement AACSB standards for accreditation or are interested in changing their current processes following AACSB standards.