In a sector increasingly focused on demonstrating real economic and societal impact, the Business School Impact System (BSIS) has quietly built a remarkable global community. Today, that community has reached an important milestone.

More than 100 business schools worldwide have now completed the BSIS process, reflecting a decade of growth, collaboration, and a shared commitment to understanding and strengthening the impact of business education.

This moment offers an opportunity not only to celebrate this achievement but also to reflect on how the BSIS journey began and how it continues to evolve as a strategic tool and point of reference for business schools around the world.

From a French initiative to a global framework

BSIS originated 14 years ago in France through the work of FNEGE, the French Foundation for Management Education, established in 1968 to strengthen the teaching and practice of management in France. FNEGE initially developed the BSIS to help institutions understand the extent of their impact on their local environment, particularly the city or region in which they operate.

In 2012, the system was internationalised through EFMD Global, opening the framework to schools globally and creating a unique peer-driven platform focused on comprehensive assessment across several dimensions of a school’s impact.

Over the years, the BSIS has evolved into much more than just an assessment tool. It has become a structured reflection process that enables institutions to evaluate their activities through the lens of impact, from economic contribution and business development through to societal engagement, knowledge transfer, and image.

For many institutions, the process brings clarity to how their actions translate into meaningful value for their local communities and stakeholders, it uncovers the very reason of the school’s existence, bringing to life powerful impact stories.

As representatives of HEC Liège Management School reflected after completing the process:

“The BSIS process proves highly valuable for our institution as a whole, as it compels us to evaluate all our activities through the lens of impact.”

A rapidly expanding international community

While BSIS has steadily grown since its international launch, the last few years have shown especially strong momentum. In 2023, 14 BSIS assessment visits were conducted, reflecting growing interest among schools seeking methodological approaches to understanding, monitoring, and communicating their impact. The growth continued in 2024, with 12 international assessment visits, alongside two additional visits conducted by FNEGE in France. By 2025, BSIS reached its busiest year to date, with 17 international assessments finalised worldwide, in addition to nine assessments conducted in France.

This impressive growth reflects the increasing recognition of impact assessment as a strategic priority for business schools. It also illustrates the expanding geographical footprint of the BSIS community. While Europe remains an important foundation, recent years have seen growing engagement in emerging and strategically important markets, including India, North Africa, Central Asia, and Latin America, as well as North America and Canada.

First-in-country assessments have played a key role in this trend. Institutions such as Narxoz University in Kazakhstan, Masters’ Union School of Business in India, and ISIAM Business School in Morocco are important innovators, introducing the BSIS process to new regional ecosystems and inspiring interest from neighbouring institutions.

In many cases, the momentum has been driven by word of mouth within academic networks, reinforcing the collaborative spirit that lies at the heart of the BSIS.

Complementing international accreditation, supporting impact

One distinctive feature of BSIS is that it does not replace accreditation. Instead, it complements it. Many schools that engage with BSIS already hold international accreditation(s), such as EQUIS, EFMD Accredited, AACSB, or AMBA. In fact, 65.5% of internationally assessed BSIS schools hold at least one international accreditation, demonstrating complementarity between accreditation and impact assessment.

For accredited schools, BSIS offers an additional perspective on how institutional activities translate into tangible outcomes for stakeholders and local ecosystems.

For schools at the beginning of their accreditation journey, the BSIS process can also serve as a valuable stepping stone, helping them structure their data collection, sharpen their strategy, and strengthen their impact narrative.

A process valued by schools

Feedback from participating schools consistently highlights the value of the BSIS process. In a recent feedback analysis covering multiple BSIS cycles, 96% of respondents rated the overall value of the BSIS process four or five stars out of five, reflecting strong appreciation for the tool itself and peer engagement opportunities.

Schools particularly value the structured, strategic reflection involved in the process and the practical recommendations from expert reviewers in the final report.

As EAE Business School Barcelona noted:

“The Final report has proven to be an invaluable tool for our School. It has not only validated our current efforts but also provided a clear roadmap for the future.”

International School of Economic and Administrative Sciences, Universidad de La Sabana in Colombia, highlighted the relevance of the framework itself:

“The criteria were clear, comprehensive, and highly relevant to our school. They addressed key areas that align with our goals, providing a solid and applicable foundation for the evaluation process.”

Beyond the reports and analyses, schools often cite the value of the peer dialogue that takes place during the expert visit.

As the University of Vaasa in Finland observed:

“The visit and the many fruitful discussions with the BSIS experts were the highlight of the process.”

These conversations often become catalysts for internal reflection and strategic development within institutions.

A growing network of experts and institutions

The expansion of BSIS has also been supported by a growing international pool of impact assessment experts. These experienced academics and leaders contribute their perspectives during visits, reinforcing the peer-driven nature of the framework.

As the number of assessments increases, the BSIS community itself, under the umbrella of EFMD Global, becomes a platform for knowledge exchange and creation. Schools share experiences, learn from one another, and collectively advance discussions on how business education can deliver meaningful impact.

The milestone of 100 schools, therefore, represents more than a numerical achievement. It reflects the emergence of a global network of institutions committed to understanding and strengthening their contribution to society.

Looking ahead

The growing community of BSIS schools reflects a broader shift in business education. Institutions are increasingly looking beyond traditional performance indicators to better understand their roles within society, the economy, and regional ecosystems, and to design their strategies accordingly.

Reaching 100 schools is therefore more than a milestone. It signals a shared commitment among business schools worldwide to better understand and communicate their impact. And if the past decade has shown anything, it is that this conversation is only just beginning.

For additional insights, announcements and perspectives, please visit the conversation on Economic, Regional and Societal Impact and the EFMD Business School Impact System (BSIS).