Jurgita Sekliuckienė, Professor at the School of Economics and Business, Kaunas University of Technology, and Head of the AACSB International Accreditation Project
What does high-quality education actually mean? Does it refer to the content of study programmes, the expertise of lecturers, or internationalisation? Or perhaps it is what a graduate is actually capable of – what skills do they acquire upon completing a specific study programme?
This year, Kaunas University of Technology (KTU) has been awarded the prestigious international AACSB (Association to Advance Collegiate Schools of Business) accreditation, granted to study programmes in business, management and economics. Fewer than 6 per cent of the world’s top business schools hold this accreditation, and KTU has become the first accredited public university in the Baltic region.
However, the significance of this accreditation extends beyond the assessment itself: it changes the approach to study quality, shifting the focus to clearly defined, measurable outcomes and their impact, which informs improvements based on data and feedback.
Competence-Based Study Process
AACSB accreditation has been awarded to KTU’s School of Economics and Business (KTU SEB) and the Panevėžys Faculty of Technology and Business. This accreditation is not just a formal assessment; it is the result of many years of focused work. This work has prompted a review of how decisions regarding studies, research and management are made, as well as the university's impact on the local community.
During the accreditation process, decisions were made regarding the duration, content and organisation of study programmes. KTU SEB had already implemented many key elements, including practical projects, industry collaboration and innovative teaching methods.
During the accreditation process, these elements were systematically integrated into a unified system that focuses on developing the competencies that are important for students’ careers. In this system, the content of study programmes, business engagement and alumni feedback are all linked together. Study programmes are continuously improved based on an assessment of the competencies that students actually acquire.
Discussions with stakeholders – students, business representatives, alumni and the academic community – have enabled us to clearly identify five key graduate competencies: up-to-date knowledge of the field, critical and strategic thinking, entrepreneurship and influential leadership. These competencies are integrated into the content of study programmes, enabling them to be assessed and allowing progress to be monitored and study programmes to be continuously improved.
How the Learner’s Experience Is Changing
For students, this means very specific things – a clear definition of what they are learning, how it will be assessed, and how it relates to the needs of the job market. The focus is not only on building a knowledge base, but also on developing the ability to act: to solve practical tasks, work with businesses, analyse situations and make decisions.
Studies at KTU are increasingly based on experiential learning – projects with business organisations, long-term placements and interdisciplinary solutions. For example, the updated “Business and Entrepreneurship” bachelor’s programme, developed in partnership with the Innovation Agency, incorporates the “Sparnai” export leadership programme, which offers the opportunity to gain one year of practical experience in Lithuanian companies.
Most Master’s programmes now include a “hands-on” semester project, in which students work in interdisciplinary teams to solve business challenges, collaborating with mentors from companies and the university. These projects have become an integral part of the curriculum.
Thus, AACSB accreditation provides assurance that the competencies acquired will be valued in both the Lithuanian and international labour markets, and that the degree will demonstrate a high level of business, management and economic expertise that is recognised by employers.
These values are also reflected in top-level career achievements. According to data from the AACSB (2024), a significant proportion of top-level executives graduated from accredited business schools. 73% of Fortune 100 company executives and 75% of the highest-paid S&P 500 executives hold degrees from institutions accredited by the AACSB. These results are closely linked to quality assurance systems.
Quality of Studies as a Coherent System
KTU’s quality assurance system has been developed through a community-wide endeavour involving lecturers, students and partners, and encompasses clear processes. Based on the European Standards and Guidelines for Quality Assurance in Higher Education (ESG), it is learner-centred, making learning the core of the system and ensuring that activities and processes promote continuous learning.
The accreditation process has further strengthened this system by establishing a clearer link between the learning process and outcomes. The assessment of students' competences is linked not only to learning outcomes but also to a broader range of evidence. This includes monitoring of alumni careers, employer feedback and external expert evaluations. This enables evidence-based decisions to be made for the targeted improvement of study content.
The quality of higher education is not always apparent at first, so clear benchmarks are important. AACSB accreditation demonstrates that the quality of study at KTU is verified and substantiated, not just an assumption.
Value for the Academic Community and Society
The work of lecturers was also affected by the changes – research activity strengthened not only nationally but also internationally, the quality of publications was improved, and involvement in international projects increased. A key step was forming interdisciplinary research groups, which reduced academic fragmentation, strengthened lecturers’ research competencies and integrated research more effectively into the study process and international collaboration.
At the same time, the role of the lecturer has changed – from a transmitter of knowledge to a facilitator of the learning process, helping students to apply knowledge in real-life situations. Greater attention is being paid to the application of innovative teaching methods and the strengthening of teaching skills, utilising KTU’s EDU_Lab initiatives. This creates the conditions for consistently strengthening the student-centred study process and ensuring that research results are meaningfully applied in practice.
The value of the accreditation process is clear throughout the entire ecosystem. For students, this means developing career-relevant competencies and receiving an internationally recognised education.
For lecturers, it means systematic improvement of the study process, a closer link between teaching and research, and greater opportunities for international cooperation. For employers, it means confidence that graduates’ competencies meet the needs of the labour market and international standards.
For partners, accreditation signifies the chance to collaborate with an institution that adheres to internationally recognised quality standards. For society, it means greater confidence in the value created by higher education. AACSB accreditation enhances a university's international visibility and appeal to international students. It is a globally recognised quality standard based on continuous improvement that enhances the value of studies, the institution’s reputation, and external trust.