Philippine Business Schools Eye Global Standards Amid Quality Education Push
A significant shift is underway in Philippine higher education as local business schools increasingly seek international accreditation, driven by mounting pressures from governance challenges, educational quality concerns, and regional competition.
The momentum became evident during a recent visit by Association to Advance Collegiate Schools of Business (AACSB) International officials to De La Salle University (DLSU) on January 23. Executive Vice President for Asia-Pacific Geoff Perry and Member Engagement Manager Hana Zainoldin's discussion on quality business education sparked immediate interest from multiple Philippine institutions.
"We might be entering a tipping point of quality business education," Perry observed, as representatives from AACSB and the Philippine Accrediting Association of Schools, Colleges and Universities (PAASCU) explored how global and local quality frameworks could collaborate.
Crisis as Catalyst for Change
The Philippines faces mounting challenges that cannot be ignored. Governance failures and corruption dominate national headlines while questions about educational quality persist. Meanwhile, regional neighbors advance economically, with their universities following suit.
For Philippine business schools, this represents both challenge and opportunity. The AACSB framework emphasizes three core principles: engagement, innovation, and impact. Of these, impact holds particular significance for a nation confronting systemic challenges.
"Impact" in the Philippine context could mean graduates who build enterprises creating dignified employment rather than merely extracting profit. It means research informing local government decisions and national economic policy, programs strengthening small and medium enterprises across provinces, not just Metro Manila.
The Faculty Challenge
Quality business education requires quality faculty, yet research productivity in Philippine business schools lags behind regional peers. Many faculty publish in local conferences but lack presence in internationally recognized outlets.
The structural challenge is stark: business school teaching struggles to compete with industry salaries that often pay multiples of academic compensation. Heavy teaching loads leave minimal time for research, while incentive systems frequently reward classroom hours over scholarly publication.
Some institutions are responding with research chairs, publication incentives, and protected writing time. Whether these remain exceptions or become standard will determine Philippine business education's trajectory.
Regional Competition Intensifies
Singapore, Thailand, Indonesia, and Malaysia already boast AACSB-accredited business schools. Some hold the prestigious "triple crown" of AACSB, European Quality Improvement System, and Association of MBAs recognition. Vietnam currently matches the Philippines' level, but without increased effort, Vietnam may soon overtake Filipino institutions.
Only about 6% of business schools globally achieve AACSB accreditation, making Philippine schools underrepresented relative to stated economic ambitions. As ASEAN integration deepens, Philippine graduates will compete directly with peers from these internationally recognized institutions.
Charting a Filipino Path Forward
The AACSB-PAASCU dialogue suggests potential for a distinctively Filipino approach bridging local accreditation standards with global expectations. Rather than wholesale adoption of foreign frameworks, Philippine schools could define quality suited to local conditions while meeting international standards.
Business schools taking this challenge seriously could become institutional examples of principles they teach. If business can be a force for good, so can business education.
The interest expressed during the AACSB visit indicates appetite for change. However, appetite differs from commitment. Conferences generate enthusiasm, but sustained effort produces outcomes.
The question now is whether this moment becomes genuine transformation or another gathering producing only good intentions. The crises are real, the pressure is mounting, and the opportunity to respond is present.
For Philippine business education, the tipping point demands steering businesses toward becoming impactful forces for good, addressing the nation's most pressing challenges while meeting global standards.