General For Human Resource Development Receives AACBE’s Accreditation

AACBE, the specialized leading accreditation agency that identifies and supports excellence in business education has granted accreditation to General For Human Resource Development, Jordan.

General for Human Resource Development wants to be the best choice for organizations and individuals in the field of consultancy and training by providing consultations, training packages and solutions that always allows them to be in advanced positions. Their objective is to develop resources and human resources by developing the scientific knowledge and abilities of trainees with the latest developments in the field of professional training, satisfy the training needs of the individual and organizations in all fields of life and prepare distinguished cadres that meet the needs of the labor market. The success of General stems from certain keys to success and excellence due to the team work cooperating with experienced technical and managerial experts to make customer needs in the first place. They have a distinguished group of trained and qualified persons with Arab and foreign experts who develop and continue research which helps to provide all that is new and modern so that the outputs are of high quality. They promote the use and application of modern training method, focus on the use of technology and its application in the training and provide appropriate training environment for the success of the training process. They have carefully selected Arab and foreign experts who have high knowledge and experience and conduct all courses in Arabic or English or both languages.

The institute emphasizes on real-world skills and experiences in an effort to either prepare students for the workforce, or to realize that they can start their own businesses and create their own opportunities. They put the practice of experience - learning by doing - at a greater emphasis while still taking into consideration the theory that needs to be understood. The student can learn while doing, giving greater context to the student. For GHRD students that means working on real-world problems. The institute’s goal is to give students three specific skill sets: soft skills - the ability to communicate and conduct oneself professionally; technical expertise - the ability to use standard tools and practices; and professional expertise - the ability for the student to continue to learn and grow by reading about current events and theory in their field.

AACBE‘s accreditation reaffirms the quality of General for Human Resource Development’s training and support services, as well as its commitment to continuous assessment and improvement. Earning an AACBE accredited degree can benefit you as a business professional by:

• Helping you build the skills you need to compete and succeed in the global marketplace
• Focusing on trainings that are industry specific and aligned with educational standards, used by businesses, government, and other organizations as a measure of quality
• Becoming more marketable to employers who recognize the value of graduates of an AACBE accredited institute

AACBE congratulates General for Human Resource Development on earning accreditation, and welcomes them into the family of AACBE accredited institutes.  AACBE accreditation represents the highest achievement for an educational institution that awards business degrees. Through AACBE accreditation, General for Human Resource Development has not only met specific standards of excellence, but has also made a commitment to ongoing improvement to ensure that the entity will continue to deliver high quality education to its pupils.

AACBE Accreditation Standards – An Evolution for the Global Business Revolution

AACBE is a world's leading accreditation body, accrediting business schools in major regions of the world.  It ensures that that business schools who achieve accreditation are best in class in how they meet the needs of their core stakeholders—students and employers.

The agency’s success lies in the hard work and experience of our evaluation commission members. Belonging to leading companies, they are well-versed in AACBE’s accreditation standards and only accredit the business schools that offer education on a par with current business standards. AACBE has developed its accreditation standards after years of study and collaboration with the global management education community and employer organizations for a new era in management education. They have been developed and chosen by nearly 700 of the best business schools globally. The best business schools in the world have defined the new accreditation standards to drive innovation, engagement, and impact with students, employers, and the communities they serve.

Over the years, AACBE accreditation has become the prime need of business schools globally because of its strong accreditation process as well as the value our accreditation offers to different institutes. Today, more than 5000 companies worldwide prefer students who graduate from AACBE-accredited schools.

AACBE recognizes that business education takes place within a dynamic, complex environment that requires innovative approaches to achieving high-quality educational outcomes. AACBE is committed to a holistic approach to achieving excellence in business education. AACBE and its members work hand in hand with the aim of assuring students that the education they get from a school is of high quality and will help them get rewarding jobs globally.  

Entrepreneurship Programs Serve as Bridge

Business schools, once, largely focused on offering careers in accounting, finance or management. But now graduates of all stripes are clamoring for help navigating a modern workplace where innovation, savvy and hard work often trump book smarts.

The topic of entrepreneurship education and the debate over whether entrepreneurship can be taught at all have been around for years but are rapidly growing in visibility. The White House also refers to the data from the Kauffman Foundation, a nonprofit that promotes entrepreneurship and its role in the economy; that asserts net new job growth comes almost exclusively from young companies. Even President Obama has made entre­pre­neur­ship and new business creation a cornerstone of his economic recovery plans.

But for universities, entrepreneurship itself is relatively new as a field of study. There’s less research and fewer textbooks to support it than other subjects, leaving some schools to struggle with how to best build it into the curriculum. There are many benefits to programs like these as they encourage creativity, stretch students outside of their comfort zones, and provide basic financial management skills that will serve students whether or not they end up as entrepreneurs. However, these programs are going to have a large, measurable effect on the number of startup companies coming from young alumni, because they simply do not and cannot address the barriers to entry that young entrepreneurs face when it comes to starting a company, namely a lack of experience and a lack of capital.

Encouraging students to believe that they can become successful entrepreneurs is wonderful; however, teachers need to strike a balance between such encouragement and reality. Students need to know that entrepreneurship is tough and perhaps look at it as an option for the future, or as a way of creating a secondary income, not as their golden ticket to wealth and autonomy. Even those for whom it does make sense right now must always have a plan B (and plan C, and D, etc.).

An academic bridge

• Students from across George Mason University’s Northern Virginia campuses were eligible to enroll in a minor program focused on entre­pre­neur­ship at the start of the academic year. It’s an undertaking that was three years in the making. Mahesh Joshi, an associate professor of management, was one of the program’s architects. The classes build on a growing belief at George Mason that entre­pre­neur­ship should not belong to any one department, he said. “If business schools said that creative ideas can only come from the school of business, it would be to their detriment,” Joshi said. “They can arise anywhere. I ask students to interview successful entrepreneurs, and then I ask them to check their functional background. Most of them don’t have a business degree,” he added.

• The University of Maryland in College Park has made similar efforts to blend academic programs. As the university introduces more interdisciplinary courses to its curriculum, the business school has devised entrepreneurship classes for students in journalism and engineering, among others.

The universities say these programs are poised for growth as demand among students climbs. Graduates today are less likely than their parents to work in just one career field and high-profile young entrepreneurs have made the prospect of self-employment seem more attainable.