Question of Faculty Assessment in Management Education: A Model for Faculty Accreditation for benchmark with Global B-School Teaching Fraternity Abstract Accreditation is the process of monitoring, assessing and evaluating the standards and quality of education a student receives at a college, university, or other institution of higher learning. Accreditation provides a strong belief to the student that the education they are paying is valuable and worthwhile. There are organizations in India and internationally which accredit institution and their programmes. Faculty profile and their research publications help the institution to get accredited. In India, there are more than 3000 business schools producing over 2-3 lakhs management graduates every year. Imagine the number of management faculty who are part of these institutions as facilitators of management education. When the question comes of faculty accreditation in India, there is only one organization, i.e.: AIMA, which accredits the faculty of management3. The Proposal is to facilitate additional dialogue of standards and rigorous evaluation criteria within the context of maintaining high academic contribution by faculty. The faculty is academically qualified, but one also looks at their professional qualification in different academic components to have overall quality standards. The Accreditation principle lies on the platform that, apart from degree, multiple categories of Academic activities and/or outcomes that may support qualification including Professional activity, Professional development, Intellectual contribution, academic contribution, et al. are the key to demonstrate the credentials as Quality faculty. The present paper emphasizes that with the accreditation of institutes and programmes, there is also a strong need of faculty accreditation at a larger level, with reputable councils and competent authority on higher education taking the initiative of accrediting management faculty to establish and certify as a certified teacher in the field of management education. The paper elaborates upon the need for accreditation and a model developed for accrediting management faculty for all the B-Schools. It also looks into procedure, process and the methodology to be adopted. Key Words: Accreditation, Performance Measurement, Evaluation, Professional Qualification Introduction: There is lot of debate and discussion in improving education system and the delivery of education Pedagogy across the globe. All discussion focuses on the areas like infrastructure, facilities, library, faculty in-put and the like. There are several surveys which speak about Ranking of B-Schools based on certain parameters like infrastructure, knowledge delivery, corporate interface, placements, and pedagogy approach apart from Intellectual generation, paper publication, paper presentation, book published and the like. Even Audits are conducted from time to time to verify the standards maintained in these areas (ISO Audits). Further, surveys focus on facilities available like canteen, recreational facilities, health care, wi-fi, laptops, apart from organizing Industrial visits, corporate guest faculty, soft skills training, student - faculty exchange, tie-up-MOU and the like. Further, when the discussion is focused in area of faculty contribution, focus is on PhD degree, paper presentation, and foreign visits, students-faculty ratio, MDPs, formal feedback system, apart from post-doctoral work. The most crucial area like "Accreditation of Faculty" is never brought to the table of discussion nor figures in any of the process or audit, per se. If we look at the surveys and ranking of any B-School, there has not been a subject of "Accreditation" of the faculty as a criteria and points defined. When, every other area in education requires accreditation and ISO certification including publications in ISBN and ISSN journals, faculty accreditation as a system for assessing and evaluating faculty contribution for overall development of student and academia should be part of assessment, contribution and evaluation. Infact, NET/SET, M.Phil, and PhD are the pre-requirements which certify the with the eligible qualification. In that case, Accreditation should be a step further for quality academic review and honoring professional qualification and contribution along with academic qualification. Accreditation: The Paradox for Excellence: A layman's understanding of Accreditation is the establishment of the status, legitimacy or appropriateness of an institution, programme (i.e. composite of modules) or module of study. The Council for Higher Education Accreditation (CHEA, 2001) describes Accreditation as the process of external quality review used in higher education to scrutinize colleges, universities, and higher education programmes for quality assurance and quality improvement. Success of any educational school results in an accredited institution and/or programmes. The Higher Education Funding Council for England (HEFCE 2010) has a narrower definition; i.e. Accreditation is the approval of a higher education course by an authorized body. Chernays (1990) definition is rather more specific: Accreditation assures the educational community, the general public, and other agencies or organisations that an institution or programme: (a) has clearly defined educationally appropriate objectives, (b) maintains conditions under which their achievement can reasonably be expected, (c) is infact accomplishing them substantially, and (d) can be expected to continue to do so. Similarly, the Universal Council for Online Education Accreditation (2003) states that: 'Accreditation is a system or process for providing public confidence and a tool for improvement used by educational institutions'. It promises a basic level of quality in an educational institution through a process that examines a school's faculty, course content, recruiting practices, admission procedures, and more. The purpose of accreditation is to ensure quality education programs through the use of standards and rigorous evaluation criteria; to stimulate institutions towards higher levels of quality and efficiency; and to provide a system for public trust and accountability. For example, in Hungary, prioritise professional accreditation, which states that it is a process of certifying the quality and standards of educational provision carried out by institutions, and judging the suitability of provision in institutions for conferring professional status on the holders of degree qualifications from those institutions. Importance of Accreditation: Accreditation is the tool to evaluate the standards and quality of the education a student receives at a college, university, or other institution of higher learning. Accreditation speaks about one's reputation and highest discipline in academic field. While a student who attends an accredited college or university is fine with his or her way of receiving a quality education, students should remember that a college or university's accreditation does not automatically guarantee a student's success. It is up to the individual student to make the most out of the education he or she recieves. But, if many students attending a college or university are not successful, and do not demonstrate a high level of educational performance, an accreditation organization may need to step into and examine the effectiveness of the institution and evaluate what aspects can be improved. Infact, if one divides equally the stake holders in providing the Quality Education Deliverables, then 'Faculty' forms the major percentage in this segment. All the knowledge workers (faculty) have to leverage learning curve and intellectual capital for growth. This is possible only with quality inputs by faculty, continuous innovation and the delivery system along with contribution in various facets of academic areas. The Stake Holders Advantage: As a Student: Accreditation provides an assurance to a student that the programme in which he or she is enrolled in or is considering to enroll in, is engaged in a continuous review and improvement of its quality, content delivery that matches the national /international standards in the profession, and that it is accountable for achieving what is anticipated to achieve. As a Faculty Member: Accreditation provides a formal process for ongoing evaluation and improvement of the programme and faculty development outcomes, a process by which faculty, students and administration can work together in advancing the educational institution's mission. As a Management Teacher: Accreditation provides a forum in which educators and practitioners of management can exchange ideas on future needs of the profession and the ways which address these needs in professional education and training. As a Member of the Public: Accreditation ensures public accountability of a programme or an institution -- that it has the means and demonstrates the outcomes for its educational process that are consistent with its goals and objectives (American Psychological Association, 2010). As an Alumnus: The credit what one gets wherever one is placed reflects in ones quality of work. This is sure because of ones academic programme accreditation. Corporate is also assured of contribution and positive financial gains because of the rigorous training received from accredited programme/institutes/colleges. As an International Community: It assures of the outcomes at global level, and a deep belief for global corporation that the human resource/student will be recruiting is of good standard, quality and assured return on investment (ROI) and right selection.