I. Rationale
The desired outcome from a business school’s degree and non-degree programs is
learner success, broadly defined. Positive outcomes are dependent on inputs and
processes apart from the curriculum. Admissions processes should be in place that
ensure a learner population with diversity of all kinds, consistent with the school’s
mission, that is capable of academic progress toward completion with the potential to
obtain desired outcomes such as further graduate studies or career placement.
Professional development programs and extracurricular programs are also highly
valued components in learner progression.
II. Clarifying Guidance
Admissions, Progress, Degree Completion, and Career Development Support
Institutions generally collect, monitor, and report data regarding demographic
composition of incoming student populations, student retention, and graduation rates. In
many cases, these data will be available at an institution level, though the accredited
unit may also collect, monitor, and report these data. If learners are admitted to the
university and there are no separate admission requirements for the AACSB
accreditation unit, these data will be appropriate. If there are policies and procedures at
the unit level, they should be documented. The criteria for admission should be
compatible with the school’s mission and consistently applied. Information about
admission requirements should be publicly available.
Programs, policies, and practices should be in place to support learners as they
advance toward degree completion. The mission of schools may vary widely with
respect to the students they admit. The peer review team will want to know that the
school appreciates the composition of their learner population and supports them in
their journey toward graduation. Demographic data that should be reviewed normally
include the following for the incoming class, for learners at various levels of degree
completion where appropriate, and for graduates:
- Diversity statistics;
- Age ranges and mean/median;
- Proportion of first-generation students (if available);
- Average standardized test scores;
- High school or preparatory school GPA; and/or
- Professional experience.
Data about attrition and degree completion are useful but should be supplemented with
information about support services, such as those available for learners with disabilities
or remedial needs. A school that accepts learners with lower GPAs and test scores
might be expected to assist those learners in transitioning to college or university study.
Schools that accept a large percentage of first-generation learners may need
orientation programming to prepare the learners for their course of study. Graduate
programs might include learner coaching and professional development. Counseling
and advising are an important part of learner progression to ensure that learners are
directed toward programs that best reflect their interests and talents. In addition to
maintaining policies and programs intended to attract a diverse set of learners, the
school should have programs and policies in place to ensure that students from
underrepresented populations thrive and succeed. Such programs may take a variety of
forms, and a best practice is to evaluate the effectiveness of such programs over time.
Ultimately, the rate of degree completion and the successful placement of graduates,
whether in a career or program of further study, can validate that the appropriate
admissions and processes are in place to ensure learner success.
Academic Program Quality Post-Graduation Success
The most common metric of post-graduation success is the attainment of a job in the
field of study; however, AACSB recognizes that the world is changing, and many
students pursue alternative paths following graduation. A school is encouraged to
provide metrics that capture the range of activities in which students are engaging postgraduation
that position them for success. Care should be taken by the peer review
team to align these activities with the school’s mission and the abilities of the learner
population. Accreditation is concerned with the difference or added value the school
makes in the learner’s educational transformation. As an example, a school that has
highly selective admissions standards might expect to place those learners in careers
or graduate schools that are similarly highly selective and of high rank in quality;
however, another school focused on first-generation learners as a vital part of its
mission may have a completely different placement strategy that showcases the
transformation of their students.
There are always nuances around successful outcomes and placement, which the peer
review team should consider. As an example, examination of average graduate salaries
will vary depending on whether most learners enter top-tier finance or consulting firms
or go to work for nonprofit organizations or entrepreneurial startups. Schools may prefer
to analyze and report any employment outcomes by categories, reflecting different
career paths and/or types of students, such as first-generation students.
The standard recognizes that some institutions do not collect or are unable to collect
data regarding post-graduate career placement. As an example, some schools have a
high percentage of international learners. While data on these students may be difficult
to collect, the school should demonstrate that these students have acquired added
value from their business degree programs. Schools may provide evidence such as job
acceptance rates and case examples of successful graduates; however, schools should
report outcomes that represent typical graduates, not just the most successful. The
expectation of evidence should be aligned with mission and country or regional norms
on data availability.