AACSB’s Standard 9: Curriculum content

Standards for Business Accreditation Strategic Management and Innovation (1-3) Mission, Impact, Innovation Intellectual Contributions, Impact, and Alignment with Mission Financial Strategies and Allocation of Resources Participants – Students, Faculty, and Professional Staff (4-7) Student Admissions, Progression, and Career Development Faculty Sufficiency and Deployment Faculty Management and Support Professional Staff Sufficiency and Deployment Learning and Teaching (8-12) Curricula Management and Assurance of Learning Curriculum Content Student-Faculty Interactions Degree Program Educational Level, Structure, and Equivalence Teaching Effectiveness Academic and Professional Engagement (13-15) Student Academic and Professional Engagement Executive Education Faculty Qualifications and Engagement

Standards for Business Accreditation Strategic Management and Innovation (1-3) Mission, Impact, Innovation Intellectual Contributions, Impact, and Alignment with Mission Financial Strategies and Allocation of Resources Participants – Students, Faculty, and Professional Staff (4-7) Student Admissions, Progression, and Career Development Faculty Sufficiency and Deployment Faculty Management and Support Professional Staff Sufficiency and Deployment Learning and Teaching (8-12) Curricula Management and Assurance of Learning Curriculum Content Student-Faculty Interactions Degree Program Educational Level, Structure, and Equivalence Teaching Effectiveness Academic and Professional Engagement (13-15) Student Academic and Professional Engagement Executive Education Faculty Qualifications and Engagement

Standards for Business Accreditation Strategic Management and Innovation (1-3) Mission, Impact, Innovation Intellectual Contributions, Impact, and Alignment with Mission Financial Strategies and Allocation of Resources Participants – Students, Faculty, and Professional Staff (4-7) Student Admissions, Progression, and Career Development Faculty Sufficiency and Deployment Faculty Management and Support Professional Staff Sufficiency and Deployment Learning and Teaching (8-12) Curricula Management and Assurance of Learning Curriculum Content Student-Faculty Interactions Degree Program Educational Level, Structure, and Equivalence Teaching Effectiveness Academic and Professional Engagement (13-15) Student Academic and Professional Engagement Executive Education Faculty Qualifications and Engagement

Learning and Teaching Determining learning goals Designing and delivering curricula Assessing whether learning goals have been met Improving the learning goals

Expected of the general characteristics or attributes of the curriculum Curricula address general content areas—skills and knowledge—that would normally be included in the type of degree program under consideration. Curricula facilitate and encourage active student engagement in learning. Curricula facilitate and encourage frequent, productive student- student and student-faculty interaction designed to achieve learning goals. Educational programs are structured to ensure consistent, high- quality education for the same degree programs regardless of differences and changes in technology and delivery modes.

Standard 9: Curriculum content is appropriate to general expectations for the degree program type and learning goals Curriculum content is appropriate to general expectations for the degree program type and learning goals. Curriculum content refers to theories, ideas, concepts, skills, knowledge, etc., that make up a degree program. Content ≠ learning goals. Learning goals describe the knowledge and skills students should develop in a program and set expectations for what students should do with the knowledge and skills after completing a program. Not all content areas need to be included as learning goals.

Curriculum Content Curricula result from effective curricula management processes. Curricula address different skill and knowledge areas depending on program type: Bachelor’s degrees General skill areas General business and management knowledge areas General business master’s Specialized business master’s Doctorates Advanced research skills in area of specialization leading to original substantive research project

Basis for Judgment: Bachelor’s Degree Programs and Higher General Skill Areas Written and oral communication (able to communicate effectively orally and in writing) Ethical understanding and reasoning (able to identify ethical issues and address the issues in a socially responsible manner) Analytical thinking (able to analyze and frame problems) Information technology (able to use current technologies in business and management contexts) Interpersonal relations and teamwork (able to work effectively with others and in team environments) Diverse and multicultural work environments (able to work effectively in diverse environments) Reflective thinking (able to understand oneself in the context of society) Application of knowledge (able to translate knowledge of business and management into practice)

Basis for Judgment: Bachelor’s Degree Programs and Higher General Business and Management Knowledge Areas Economic, political, regulatory, legal, technological, and social contexts of organizations in a global society Social responsibility, including sustainability, and ethical behavior and approaches to management Financial theories, analysis, reporting, and markets Systems and processes in organizations, including planning and design, production/operations, supply chains, marketing, and distribution Group and individual behaviors in organizations and society Information technology and statistics/quantitative methods impacts on business practices to include data creation, data sharing, data analytics, data mining, data reporting, and storage between and across organizations including related ethical issues Other specified areas of study related to concentrations, majors, or emphasis areas

Basis for Judgment: General Business Master’s Degree Programs Leading in organizational situations Managing in a global context Thinking creatively Making sound decisions and exercising good judgment under uncertainty Integrating knowledge across fields

Basis for Judgment: Specialized Business Master’s Degree Programs Understanding the specified discipline from multiple perspectives Framing problems and developing creative solutions in the specialized discipline Applying specialized knowledge in a global context (for practice- oriented degrees) or Conducting high-quality research (for research-oriented degrees)

Basis for Judgment: Doctorate Degree Programs Advanced research skills for the areas of specialization leading to an original substantive research project Understanding of managerial and organizational contexts for areas of specialization Preparation for faculty responsibilities in higher education, including but not limited to teaching,

Basis for Judgment: Doctorate Degree Programs Programs emphasizing advanced foundational discipline-based research in an area of specialization: Deep knowledge of scholarly literature in areas of specialization

Basis for Judgment: Doctorate Degree Programs Programs emphasizing rigorous research for application to practice in a specified discipline: Understanding the scholarly literature across a range of business and management disciplines Preparation for careers applying research to practice

Curriculum: Documentation Describe learning experiences appropriate to the areas listed in the basis for judgment, including how the areas are defined and fit into the curriculum. If a curriculum does not include learning experiences normally expected for the degree program type, explain why

Standard 9: Curriculum content is appropriate to general expectations for the degree program type and learning goals. [CURRICULUM CONTENT] All degree programs are required to fill in Sheet General Skills and Knowledge Master’s Degree Programs are required to fill in Sheet 01 and Sheet 02 (Masters Degree Program) Doctorate Degree Programs are required to fill in Sheet 01 and Sheet 03 (Doctorate Degree Program)

General Skill Areas Key Points Learning Experience Course Written and oral communication (able to communicate effectively orally and in writing) Ethical understanding and reasoning (able to identify ethical issues and address the issues in a socially responsible manner) Analytical thinking (able to analyze and frame problems) Information technology (able to use current technologies in business and management contexts) Interpersonal relations and teamwork (able to work effectively with others and in team environment) Diverse and multicultural work environments (able to work effectively in diverse environments) Reflective thinking (able to understand oneself in the context of society) Application of knowledge (able to translate knowledge of business and management into practice)

General Business and Management Knowledge Areas Key Points Learning Experience Course Economic, political, regulatory, legal, technological, and social contexts of organizations in a global society Social responsibility, including sustainability, and ethical behavior and approaches to management Financial theories, analysis, reporting, and markets Systems and processes in organizations, including planning and design, production/operations, supply chains, marketing, and distribution Group and individual behaviors in organizations and society Information technology and statistics/quantitative methods impacts on business practices to include data creation, data sharing, data analytics, data mining, data reporting, and storage between and across organizations including related ethical issues Other specified areas of study related to concentrations, majors, or emphasis areas

For Master’s & Doctorate Degree Program Please click this URL for detail assessment

Standards for Business Accreditation Strategic Management and Innovation (1-3) Mission, Impact, Innovation Intellectual Contributions, Impact, and Alignment with Mission Financial Strategies and Allocation of Resources Participants – Students, Faculty, and Professional Staff (4-7) Student Admissions, Progression, and Career Development Faculty Sufficiency and Deployment Faculty Management and Support Professional Staff Sufficiency and Deployment Learning and Teaching (8-12) Curricula Management and Assurance of Learning Curriculum Content Student-Faculty Interactions Degree Program Educational Level, Structure, and Equivalence Teaching Effectiveness Academic and Professional Engagement (13-15) Student Academic and Professional Engagement Executive Education Faculty Qualifications and Engagement

Preliminary Analysis Cross study programs need to be aligned based on unified framework - AACSB

Examples - MM Analysed courses: Global Entrepreneurship and Financial Risk Management Business. Details click here.