and even institutions were broken into segments, and market pressure on higher education took extremely aggressive forms, limiting access to quality higher education while system-wide enrollment was rapidly growing through the activities of new low-caliber universities. Сentral and Eastern European schools are focused on accreditation, but according to Abel (2006), accreditation which is used in the Western Europe is not exactly applicable to the Eastern Europe. In many CIS countries, accreditation body is a subject to political influence and lacks the institutional autonomy (Racine, 2011), and over the past seven years, four CIS countries – Georgia, Kyrgyzstan, Moldova and Ukraine disposed the old structures and created new, accreditation bodies, but external accreditation processes of Business-schools are not analysed so far. In Russia, despite the world practice and reality of the global educational services, there is no attention paid towards globalization, and the attention is growing only towards competitive education (Рубин, 2011), despite there are a lot of b-schools that already gained the international accreditation, mainly from EFMD and AMBA. CONCLUSION Quality will become an ever-growing concern for B-schools on a global level, and more schools will be applying for different international accreditation schemes in order to prove their offerings through accreditations. Because each accreditor has a very different mission, area of focus, their own standards, the number of multiple accreditations in B-schools will be growing as well. Accreditation in European market is a rather new phenomenon on the political agenda of higher education institutions compared to North America’s business school accreditation which has been long established, but due to the Bologna process it is a growing phenomenon in the countries of EU. Due to the policy on quality, these processes will stimulate B-schools to apply for international accreditation to seek a quality seal. There is a need in a future research on the international accreditation process in two different regions such as Central and Eastern Europe and the former Soviet Union, and which impact it has on B-schools of these regions. REFERENCES: 1. AACSB Research Report. Globalization of Management Education: Changing International Structures, Adaptive Strategies, and the Impact on Institutions (2011). Report of the AACSB International Globalization of Management Education Task Force. http://www.aacsb.edu/resources/globalization/ 2. Adolphus (2010). Article sections. International Accreditation. American Journal of Business. Meet the Editors. www.emeraldinsight.com/authors/interviews/ajb.htm 3. Bolton A. (1996) The Leadership Challenge in Universities: The Case of Business Schools. Higher Education, 31 (4), 491-506 4. Business Education. Trouble in the Middle (2011), October, 15th http://www.economist.com/node/21532269 5. Business schools and Globalization. Promising the world (2011), September, 29th http://www.economist.com/blogs/whichmba%3F/2011/09/pankaj-ghemawat 6. Butchey D. (2005). The Globalization of Tertiary Business Education www.abe.sju.edu/proc2005/butchey.pdf 7. Cornuel E. (2007). "Challenges facing business schools in the future", Journal of Management Development, 26 (1), 87 – 92 8. Friga P., Bettis R., Sullivan R. (2003). Changes in graduate management education and new business school strategies for the 21st century. Academy of Management Learning and Education, 2(3), 233-249 9. Gidley J., Hampson G., Wheeler L., Bereded-Samuel E. (2010). From Access to Success: An Integrated Approach to Quality Higher Education Informed by Social Inclusion Theory and Practice, Higher Education Policy, 23; 123-147
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