This is the same "impossible" situation in which parents, coaches and professors find themselves. They must make decisions about what is acceptable or qualifying behavior, and at the same time, they must help to develop behavior. Fortunately, people can handle complex roles.

While peer review teams operate with a certain level of complexity, they have been able to discharge the multiple functions of their role well. In almost every case, they have been able to satisfy the expectations of the school and the expectations of AACSB simultaneously.

The school can help to avoid conflicts. Ask for clarification when you are not sure whether a suggestion has been made for accreditation purposes or as a consultative suggestion for improvement. The more open the discussions are between the school and the team, the more likely it is that the review process will be conducted smoothly to everyone's satisfaction.