20
2 0 2 0 G U I D I N G P R I N C I P L E S A N D S T A N D A R D S F O R B U S I N E S S A C C R E D I T AT I O N
In business schools of the future, we expect a proliferation both in the type of consumers of higher
education and in the learning models and technology that will facilitate and support learning. The
standards envision a wide variety of learners of all ages, participating in the educational experience
through a number of modalities of learning as well as locations. Some learners will seek degree
credentials, while others will seek microlearning credentials. Lifelong learning will become the norm, and
we must consider how quality is assured in courses or modules delivered by AACSB-accredited schools.
The standards are designed to be flexible enough to accommodate multiple types of learners,
pedagogies, instructional models, and collaborative partnerships, with a continued focus on high-quality
outcomes.
The currency and relevancy of curriculum will focus on competencies and what students will be
expected to be able to demonstrate upon completion of their program of study. Technology will be ever
important, and all AACSB-accredited schools will be expected to have processes in place to ensure that
both learners and faculty are competent with current and emerging technologies.
These standards also recognize that, with the advent of different program instructional models, certain
responsibilities once managed exclusively by those traditionally considered “faculty” may now be shared
or managed by others. In other words, developing curricula, creating instructional materials, delivering
classroom lectures, tutoring small groups of learners, and grading papers, etc., may be conducted by
traditional faculty, by nontraditional faculty, or by a diverse team of individuals.
Regardless of the blend of faculty and other key members of the business school’s team, the critical
issue is ensuring quality outcomes. Therefore, the school under review must make its case that its
division of labor across faculty and professional staff, as well as its supporting policies, procedures, and
infrastructure, deliver high-quality learning outcomes in the context of the teaching and learning models
it employs.
Thought leadership is a critical component of a quality business school. Thought leadership can be
demonstrated at the individual level or the school level, or both. The key is to determine and advance
the reputation of the school in areas of particular expertise to establish the school as a resource to
external constituents.
Intellectual contributions are one component of thought leadership, including creation and dissemination
of knowledge. An additional component of thought leadership is the myriad additional activities in which
a school engages that demonstrate its thought leadership. In this version of the standards we seek to
identify, encourage, and promote both curricular and co-curricular activities and best practices through
which business schools can have positive societal impact. This occurs through teaching, engagement,
experiential and service learning, and activities inside and outside the classroom.
A key component of these standards is that the production of intellectual contributions in and of itself is
not sufficient for demonstrating thought leadership. It is not the count of peer-reviewed journal articles
that is paramount. Production of intellectual contributions is an output measure, but AACSB is more
interested in the outcomes of these intellectual contributions; they should answer the question, how are
these intellectual contributions connected to solving real-world issues? Business education can help
solve the world’s problems when discipline silos are broken down and knowledge is combined across
disciplines. Through teaching, education, and scholarship, we seek in this version of the standards to
promote such impactful work to better society and contribute to solving some of society’s grand
challenges.