Assurance of Learning Overview and Intent of Standards

This interpretive information for the Assurance of Learning Standards is organized differently from the earlier standards. Rather than material accompanying each standard, the interpretive information is placed at the beginning of this section, and then the standards are listed along with their respective "Basis for Judgment" and "Guidance for Documentation."

Student learning is the central activity of higher education. Definition of learning expectations and assurance that graduates achieve learning expectations are key features of any academic program. The learning expectations derive from a balance of internal and external contributions to the definition of educational goals. Members of the business community, students, and faculty members each contribute valuable perspectives on the needs of graduates. Learning goals should be set and revised at a level that encourages continuous improvement in educational programs.

Schools use a variety of structures and approaches to provide learning experiences for students. Programs exist at a variety of academic levels and for a variety of purposes. The following general definitions describe learning expectations at three traditional degree levels.

Undergraduate degree programs (bachelor’s level) in business educate students in a broad range of knowledge and skills as a basis for careers in business. Learning expectations build on the students' pre-collegiate educations to prepare students to enter and sustain careers in the business world and to contribute positively in the larger society. Students achieve knowledge and skills for successful performance in a complex environment requiring intellectual ability to organize work, make and communicate sound decisions, and react successfully to unanticipated events. Students develop learning abilities suitable to continue higher-level intellectual development.

Master’s level degree programs educate students at a professional level that includes both the accumulation of knowledge and abilities for participation in the business world and an understanding of how to evaluate knowledge claims in their area of focus.

• General programs (e.g., Master of Business Administration—MBA) prepare students with a general managerial perspective and aptitude.


• Specialized master’s programs (e.g., Master of Accounting, Master of Marketing, Master of Finance, etc.) prepare students for roles in particular areas of business, management, and other organization-related professions.

Doctoral level programs educate students for highly specialized careers in academe or practice. Graduates of doctoral programs have sufficient understanding to participate in knowledge creation in their fields of study.

The aspirations of individual schools may create circumstances unforeseen in these more general statements. It is the responsibility of the Peer-Review Team and the Initial Accreditation Committee (IAC) or Maintenance of Accreditation Committee (MAC) to judge the reasonableness of any deviations from interpretations of the standards.

Intent of Assurance of Learning Standards

Assurance of Learning Standards evaluate how well the school accomplishes the educational aims at the core of its activities. The learning process is separate from the demonstration that students achieve learning goals. Do students achieve learning appropriate to the programs in which they participate? Do they have the knowledge and skills appropriate to their earned degrees? Because of differences in mission, student population, employer population, and other circumstances, the program learning goals will differ from school to school. Every school should enunciate and measure its educational goals. Few characteristics of the school will be as important to stakeholders as knowing the accomplishment levels of the school's students when compared against the school's learning goals.

Assurance of learning to demonstrate accountability (such as in accreditation) is an important reason to assess learning accomplishments. Measures of learning can assure external constituents such as potential students, trustees, public officials, supporters, and accreditors, that the organization meets its goals.

Another important function for measures of learning is to assist the school and faculty members to improve programs and courses. By measuring learning the school can evaluate its students’ success at achieving learning goals, can use the measures to plan improvement efforts, and (depending on the type of measures) can provide feedback and guidance for individual students.