Jaipuria’s Thought

Leadership Orientation

AACSB
What does AACSB say?
Definition (page 50 of AASCB Standards):

• Thought leadership is evidenced when a business school is recognized

as a highly respected authority in an area or areas of expertise and is
thus sought after by relevant stakeholders. 
• Aligned with the school’s mission, these stakeholders should include
students, business, academics, government, nonprofits, non-
governmental organizations, and/or broader society. 
Examples of Activities that Support Thought Leadership
(page 52 of the AACSB Standards)

• The school identifies its area(s) of thought leadership, outlines its goals

for these contributions, and describes its achievements over the last five
years as well as plans for the next five years. 

• Examples of areas that could evolve into thought leadership include

organizing and holding regional, national, or international academic
and/or practitioner conferences; holding meetings for academic or
professional organizations; publishing working-paper series; publishing
academic journals; establishing a case study clearinghouse; or forming
research relationships with private-sector, nonprofit, or government
organizations. 
Proposed Thought Leadership Orientation
for Jaipuria
Jaipuria strongly believes that youth are our future, and that when they are doing well, the society and the nation benefit.
This is especially true of India which can reap the benefits of demographic dividend by focusing on the progress and
advancement of its youth. Hence, in its endeavor to contribute to the advancement of youth and especially those from the
college-going segment, Jaipuria aspires to be a thought leader in the area of “Advancement of Youth” and provide critical
intellectual inputs on this topic that can help the concerned stakeholders to plan and executive their initiatives effectively.

In its quest to be a thought leader in “Advancement of Youth”, Jaipuria intends to launch a series of leadership programs
and events for youth, publish articles in various publishing outlets, write blogs, prepare podcasts, etc., on topics helpful
for youth/student development. Jaipuria also intends to train faculty, especially from semi-urban and rural areas on
student-centric teaching pedagogy. Many other initiatives will be taken that will support and sustain thought leadership in
this area.
Activities and Data to be included in support of
Thought Leadership
• Sessions conducted for college going youth all over the country in last 5 years. (session
topic/place/number of students/profile of student/name of faculty conducted the session)
• Events & Programs designed and conducted for youth development in last 5 years. (Name
and objective of event/duration/activities performed/number of youth participated/name
of faculty organized/a write up on outcome)
• Conference/Conclave organized for youth in last 5 years.
• Leadership programs/event/talks organized in last 5 years.
• Research papers published on youth & professional development by faculty, including
pedagogical research papers.
• FDP conducted on teaching capacity building, especially focusing on student-centric
teaching.
• Any other initiatives not listed above that relate to the topic can also be considered.
Proposed initiatives…
• India Youth Fellowship for developing management professionals in
India.

• One Month FDP on “Student-centric Teaching Learning”, especially

for faculty teaching in semi-Urban (Tier 2 and Tier 3 cities) and rural
areas.

• Blog dedicated to ‘student development & success’

• Blog dedicated to ‘teaching-learning development’

Plan for the future…
• Center of Excellence in Advancement of Youth
• In addition to the type of activities listed in slide 5, the following initiatives
are also proposed for the center:
• Research projects focused on Teaching-Learning and advancement of youth
• Publications – books, journal articles, newspaper columns, cases
• Blog/Podcast
• Training and consulting
• Conference/Seminar/Round Tables
• Policy Papers on advancement of youth
• Skill Development and entrepreneurship development including setting up an
incubation center
• Collaborate with government, NGOs and Corporates on youth related projects/ issues
 Data required for
Learner Progression
Student data (last 5 years)

• Diversity Statistics (gender; state; economic class)

• City (Tier 1, 2, 3 etc) statistics
• Age ranges and mean/median
• Proportion of first generation students
• Average standardized test scores
• High school or preparatory school CGPA
• Professional experience
Student Success
• CGPA
• Placement
• Top success stories
• Start Up / Enterpreneurship
• Alumni data base and analysis
• Alumni success stories
Teaching Impact

• Learner satisfaction
• Student input quality (qualification)
• Number of applications
• External impact and participation of faculty
• Social media presence/ text book writing/blogs by faculty
 Data required for
Impact of Scholarship
Table 8-1(A)
1. Portfolio of Intellectual Contributions

A. Basic or discovery scholarship

B. Applied or integrative/application scholarship
C. Teaching and learning scholarship

2. Types of Intellectual Contributions

D. Peer Reviewed Journal Articles

E. Additional Peer-or Editorial Reviewed Intellectual Contributions
F. All Other Intellectual Contributions

3. % of Faculty Producing Intellectual Contributions

G. Percentage of Participating Faculty producing ICs

H. Percentage of FTE (Full Time Equivalent) Faculty producing ICs
Table 8-1 (B)
Alignment with the Mission

Describe how the intellectual contributions connect to and support the

mission.

For example, school with applied mission may produce large number of
white papers that are of value for business and policy makers
Table 8-1 (C)
Quality of Intellectual Contributions

• The school should describe and justify the measures it uses to analyze the quality of its
intellectual contributions. These can be quantitative measures (e.g., number or percentage of
publications in highly ranked journals or number of opinion pieces in high-quality newspapers
or social media outlets) and can incorporate trend analysis as well as overall measures.

• There can also be qualitative measures that identify some significant exemplars of quality
from within the portfolio. Validation of the quality of intellectual contributions includes the
traditional academic or professional prepublication peer review, but may also encompass other
forms of validation, such as online post-publication peer reviews, ratings, surveys of or
feedback from users, research or publication awards, fellowships, media citations, etc.
Table 8-1 (D)
Impact of Intellectual Contributions

• The first part (i) of impact is concerned with the difference made or
innovations fostered by intellectual contributions, for example what has
been changed, accomplished, or improved relative to the theory, practice
and/or teaching of business.

• The second area (ii) of impact is exemplars of the societal impact of a

school’s intellectual contributions.

• Need to develop policy on Predatory Journals

Social Impact
• The school should be specific in its desired societal impact, how it is
monitored, and how progress is measured. Societal impact can be defined at
the level consistent with the school’s mission and resources. That is, some
schools will have goals to improve their local communities, some will have
goals to impact the business community, and others will have goals to make
an international impact on society. The key is for the school to align its
activities with its mission.

• Identify: Social Impact we want to make which is also consistent with our
mission
• Describe the program / how is it executed and monitored
• Create Rubrics/Mechanism how the progress is measured