Language inequalities and business school accreditation: voices from non-English-speaking countries.
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| Title: | Language inequalities and business school accreditation: voices from non-English-speaking countries. |
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| Authors: | Vigier, Mary1 (AUTHOR) mary.vigier@clermont-sb.fr, Bryant, Michael1 (AUTHOR) |
| Source: | Higher Education (00181560). Dec2025, Vol. 90 Issue 6, p1765-1797. 33p. |
| Subject Terms: | *Educational accreditation, *Higher education, *Communication barriers, English language in foreign countries, Accreditation |
| Abstract: | The purpose of this empirical study is to understand how business schools in non-English-speaking contexts experience and manage their staff's language challenges as they pursue international accreditation using English as the mandatory language. Our qualitative, exploratory research is based on 21 semi-structured interviews with respondents from business schools located in 17 non-English-speaking countries. Through thematic analysis, our findings revealed that weak English language skills led to adverse consequences on effective engagement in international accreditation processes amongst non-academic staff. Translating and transferring knowledge across language boundaries implies practical costs in terms of the time and effort exerted by academic and non-academic staff involved in international accreditation. This emphasizes the colonizing effects of English as the mandatory accreditation language, possibly hindering business schools' accreditation prospects in non-English-speaking countries. We contribute critical reflections to the debate on the colonizing effects of Englishization in higher education, notably at business schools outside the anglophone sphere seeking international accreditation. We draw on our data to develop recommendations to reduce the impact of language inequalities for business schools engaged in their accreditation journeys. [ABSTRACT FROM AUTHOR] |
| Copyright of Higher Education (00181560) is the property of Springer Nature and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Education Research Complete |
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| Abstract: | The purpose of this empirical study is to understand how business schools in non-English-speaking contexts experience and manage their staff's language challenges as they pursue international accreditation using English as the mandatory language. Our qualitative, exploratory research is based on 21 semi-structured interviews with respondents from business schools located in 17 non-English-speaking countries. Through thematic analysis, our findings revealed that weak English language skills led to adverse consequences on effective engagement in international accreditation processes amongst non-academic staff. Translating and transferring knowledge across language boundaries implies practical costs in terms of the time and effort exerted by academic and non-academic staff involved in international accreditation. This emphasizes the colonizing effects of English as the mandatory accreditation language, possibly hindering business schools' accreditation prospects in non-English-speaking countries. We contribute critical reflections to the debate on the colonizing effects of Englishization in higher education, notably at business schools outside the anglophone sphere seeking international accreditation. We draw on our data to develop recommendations to reduce the impact of language inequalities for business schools engaged in their accreditation journeys. [ABSTRACT FROM AUTHOR] |
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| ISSN: | 00181560 |
| DOI: | 10.1007/s10734-025-01403-5 |
