Editor's Corner The Journal of Legal Studies Education: Quality and Impact

• Author: Debra D. Burke,Hollye Moss
• DOI: http://doi.org/10.1111/jlse.12045
• Date: 01 July 2016
• Published date: 01 July 2016

Editor’s Corner

The Journal of Legal Studies Education:

Quality and Impact

With the adoption of the new Association to Advance Collegiate Schools of

Busines (AACSB) standards in 2013, the quality and impact of intellectual

contributions gained importance. Previously, the default characterization of

both of those criteria was whether or not an intellectual contribution was peer

reviewed. Peer review can certainly be an indicator of quality, but the new

standards ushered in additional considerations as well such as the impact of

an academic’s scholarship. At last year’s annual meeting, the editorial board

of the Journal of Legal Studies Education (JLSE) asked me to survey Academy of

Legal Studies in Business (ALSB) members on their perceptions of the quality

of the intellectual contributions published in JLSE as well as on the impact

the articles have had on the legal and regulatory aspect of management

education.

The survey was distributed by the executive director of the ALSB in

the fall 2015 semester to approximately 900 members. A total of 212 usable

surveys were returned.1Most of the respondents (80%) were either tenured

or on a tenure track. Eighteen percent were full-time faculty, but not tenure

track, and most respondents (67%) were at public institutions. Respondents

were asked how much of each journal issue they read. Forty-eight percent of

faculty surveyed read at least half of each issue (see Tables 1 and 2).

Respondents overwhelmingly agreed that JLSE was valuable to their

teaching (86.4%), that articles in JLSE exhibit quality scholarship (92.3%),

and that JLSE articles impact the advancement of knowledge and practice

in business education (89.8%). While still a clear majority of respondents,

a smaller percentage of participants agreed that their institutions valued

articles in JLSE as an intellectual contribution (69.1%) (see Table 3).

1Any surveys submitted without responses were disregarded, resulting in about a 23.5% response

rate.

C2016 The Authors

Journal of Legal Studies Education C2016 Academy of Legal Studies in Business

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