1. AACSB’s Standard 9: Curriculum content

2. 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

3. 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

4. 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

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

6. 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.

7. 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.

8. 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

9. 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)

10. 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

11. 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

12. 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)

13. 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,

14. 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

15. 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

16. 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

17. 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)

18. 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)

19. 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

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

21. 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

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

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