Faculty Resources | College of Business

AACSB 2020 Standards

1.1 The school maintains a well-documented strategic plan, developed through a robust and collaborative planning process involving key stakeholder input, that informs the school on resource allocation priorities. The strategic plan should also articulate a clear and focused mission for the school.
1.2 The school regularly monitors its progress against its planned strategies and expected outcomes and communicates its progress to key stakeholders. As part of monitoring, the school conducts formal risk analysis and has plans to mitigate identified major risks.
1.3 As the school carries out its mission, it embraces innovation as a key element of continuous improvement.
1.4 The school demonstrates a commitment to positive societal impact as expressed in and supported by its focused mission and specifies how it intends to achieve this impact.

2.1 The school manages its physical,
2.2 virtual, and
2.3 financial resources to sustain the school on an ongoing basis and to promote a high-quality environment that fosters success of all participants in support of the school’s mission, strategies, and expected outcomes.

3.1 The school maintains and strategically deploys sufficient participating and supporting faculty who collectively demonstrate significant academic and professional engagement that, in turn, supports high-quality outcomes consistent with the school’s mission.
3.2 Faculty are qualified through initial academic or professional preparation and sustain currency and relevancy appropriate to their classification, as follows: Scholarly Academic (SA), Practice Academic (PA), Scholarly Practitioner (SP), or Instructional Practitioner (IP). Otherwise, faculty members are classified as Additional Faculty (A ).
3.3 Sufficient professional staff are available to ensure high-quality support for faculty and learners as appropriate.
3.4 The school has well-documented and well-communicated processes to manage, develop, and support faculty and professional staff over the progression of their careers that are consistent with the school’s mission, strategies, and expected outcomes.

4.1 The school delivers content that is current, relevant, forward-looking, globally- oriented, aligned with program competency goals, and consistent with its mission, strategies, and expected outcomes. The curriculum content cultivates agility with current and emerging technologies.
4.2 The school manages its curriculum through assessment and other systematic review processes to ensure currency, relevancy, and competency.
4.3 The school’s curriculum promotes and fosters innovation, experiential learning, and a lifelong learning mindset. Program elements promoting positive societal impact are included within the curriculum.
4.4 The school’s curriculum facilitates meaningful learner-to-learner and learner-to-faculty academic and professional engagement.

5.1 The school uses well-documented assurance of learning (AoL) processes that include direct and indirect measures for ensuring the quality of all degree programs that are deemed in scope for accreditation purposes. The results of the school’s AoL work leads to curricular and process improvements.
5.2 Programs resulting in the same degree credential are structured and designed to ensure equivalence of high-quality outcomes irrespective of location and modality of instructional delivery.
5.3 Microlearning credentials that are “stackable” or otherwise able to be combined into an AACSB-accredited degree program should include processes to ensure high quality and continuous improvement.
5.4 Non-degree executive education that generates greater than five percent of a school’s total annual resources should include processes to ensure high quality and continuous improvement.

Standard 6: Learner Progression

6.1 The school has policies and procedures for admissions, acceptance of transfer credit, academic progression toward degree completion, and support for career development that are clear, effective, consistently applied, and aligned with the school’s mission, strategies, and expected outcomes.
6.2 Post-graduation success is consistent with the school’s mission, strategies, and expected outcomes. Public disclosure of academic program quality supporting learner progression and post-graduation success occurs on a current and consistent basis.

7.1 The school has a systematic, multi-measure assessment process for ensuring quality of teaching and impact on learner success.
7.2 The school has development activities in place to enhance faculty teaching and ensure that teachers can deliver curriculum that is current, relevant, forward-looking, globally oriented, innovative, and aligned with program competency goals.
7.3 Faculty are current in their discipline and pedagogical methods, including teaching varying perspectives in a comprehensive environment. Faculty demonstrate a lifelong learning mindset, as supported and promoted by the school.
7.4 The school demonstrates teaching impact through learner success, learner satisfaction, and other affirmations of teaching expertise.