4.1 The school delivers content that is current, relevant, forward-looking, globally- oriented, aligned with program competency goals, and consistent with its mission, strategies, and expected outcomes. The curriculum content cultivates agility with current and emerging technologies.
4.2 The school manages its curriculum through assessment and other systematic review processes to ensure currency, relevancy, and competency.
4.3 The school's curriculum promotes and fosters innovation, experiential learning, and a lifelong learning mindset. Program elements promoting positive societal impact are included within the curriculum.
4.4 The school's curriculum facilitates meaningful learner-to-learner and learner-to-faculty academic and professional engagement.

Definitions
• A curriculum is composed of program content, pedagogies (teaching methods, delivery modes), and structures (how the content is organized and sequenced to create a systematic, integrated program of teaching and learning), and identifies how the school facilitates achievement of program competency goals. A curriculum is influenced by the mission, values, and culture of the school.

• Curriculum content includes theories, ideas, concepts, skills, and knowledge that collectively make up a degree program.14
• Competencies state the educational expectations for each degree program. They specify the intellectual and behavioral capabilities a program is intended to instill, as well as the knowledge, skills, and abilities expected as an outcome of a particular program. In defining these competencies, faculty members clarify how they intend for graduates to be competent and effective as a result of completing the program. Not all content areas need to be included as competency goals. Competency goals should be aligned with the mission of the school.
• Experiential learning includes a wide variety of activities such as internships, service learning, study abroad, consulting projects, and other high-impact pedagogical practices.
• Curriculum management refers to the school's processes and organization for development, design, and implementation of each degree program's structure, organization, content, assessment of outcomes, pedagogy, etc. Curriculum management captures input from key business school stakeholders and is influenced by assurance of learning results, new developments in business practices and issues, and revision of mission and strategy that relate to new areas of instruction.
• An innovative curriculum may be exhibited by incorporating cutting-edge or creative content or technologies and varied pedagogies and/or delivery methods.

Basis for Judgment
4.1 Curriculum Content
• Contents of degree program curricula result from effective curriculum management processes and include relevant competencies that prepare graduates for business careers and foster a lifelong learning mindset.
• All business degree programs include an understanding of, and appreciation for, cultural norms across various regions and countries and how such differences impact managerial decision-making.
• Curriculum should reflect current and innovative business theories and practices.
• Normally, business degree programs at the bachelor's level include learning experiences that address core competencies characteristic of a successful business graduate of an AACSB-accredited school, as well as content from business disciplines, such as accounting, economics, finance, management, management information systems, marketing, and quantitative methods.

• Graduate degree programs will have higher-order learning experiences, such as synthesis and integration of information.
• Specialized business master's degree programs normally include an understanding of the specified discipline from multiple perspectives, an understanding of the specialization context, and preparation for careers or further study.
• General business master's degrees ordinarily include preparation for leading an organization, managing in a diverse global context, thinking creatively, making sound decisions and exercising good judgment under uncertainty, and integrating knowledge across fields.
• Doctoral degree programs normally include advanced research knowledge and skills, an understanding of specialization context, and preparation for faculty responsibilities or positions outside academia. Doctoral degree programs include an appreciation for the production of research that contributes positively to society. Doctoral degree programs intended to prepare learners for academic positions devote significant time in the program of study to successful classroom instruction and management.
• Current and emerging technology is appropriately infused throughout each degree program as appropriate for that degree and level of program (i.e., bachelor's, master's, doctoral). A learn-to-learn expectation is instilled in learners to facilitate agility in adaptation to emerging technologies in the future.
4.2 Curriculum Management
• Curriculum management has sound governance, and faculty are engaged in the process in terms of ownership and use of results for implementing changes and improvement.
• Curriculum management fosters and promotes innovation.
4.3 Innovation, Experiential Learning, Lifelong Learning, and Societal Impact
• The school has an innovative approach to curriculum, whether related to content, pedagogy, or delivery method, that demonstrates currency, creativity, and forward-thinking.
• The school provides a portfolio of experiential learning opportunities that promote learner engagement between faculty and the community of business practitioners.
• The school promotes a lifelong learning mindset in learners, including creativity, intellectual curiosity, and critical and analytical thinking.
• The school has a portfolio of curricular elements within formal coursework that promote a positive societal impact.

4.4 Engagement
• The level and quality of sustained learner-to-learner and learner-to-faculty interactions are consistent with the degree program type and achievement of learning goals.
• Learner-to-faculty interactions involve all types of faculty members. For any teaching/learning model employed, learners have meaningful engagement with the faculty responsible for the course.

Suggested Documentation
4.1 Curriculum Content
• Describe learning experiences appropriate to the areas listed in section 4.1 of the “Basis for Judgment,” including how the areas are defined and how they fit into the curriculum. If a curriculum does not include learning experiences normally expected for the degree program type, provide rationale for this choice.
• Consistent with the school's mission, describe how degree programs include learning experiences that develop competencies related to the integration of relevant technology.
• Provide a narrative description of current and emerging technologies for which graduates would be able to demonstrate a reasonable level of competency employed at each degree level (undergraduate, MBA, specialized master's, doctoral). Do not include ordinary and usual software programs such as word processing or presentation software.
4.2 Curriculum Management
• Describe governance related to curriculum management, including structure and activities of related committees or task forces.
• Describe how governance and processes, practices, or activities ensure curricular currency and foster innovation.
4.3 Innovation, Experiential Learning, Lifelong Learning, and Societal Impact
• Describe innovations in curriculum, as they have occurred, with respect to content, pedagogy, or delivery. Explain how these innovations demonstrate currency, creativity, and forward-looking curricula.
• Document experiential learning activities that provide business learners with knowledge of, and hands-on experience in, the local and global practice of business across program types and teaching and learning models employed.
• Describe how the school encourages students to take responsibility for their learning and promotes characteristics of a lifelong learning mindset.
• Document curricular elements within formal coursework that foster and support students' ability to have a positive impact on society.
4.4 Engagement
• Summarize how learner-to-learner and learner-to-faculty interactions are supported, facilitated, encouraged, and documented.
• Describe how students have succeeded and excelled through curricular and co-curricular engagement with faculty and the business community.