Accreditation & Student Outcomes
The School of Business and Economics is a member of the Accreditation Council for Business Schools and Programs (ACBSP).
ACBSP accredits more than 1,200 business, accounting, and business-related programs at the associate, baccalaureate, master, and doctorate degree levels in over 50 countries. Recognized by the Council for Higher Education Accreditation (CHEA) in 2001 and again in 2011, ACBSP was the first accreditor to offer specialized business accreditation at all degree levels.
ACBSP's accreditation process follows the Baldrige model. The accreditation focuses on recognizing teaching excellence, determining student learning outcomes, and a continuous improvement model. ACBSP’s student-centered teaching and learning approach, which is measured and analyzed for quality, ensures that students gain the right skills from their educational investment. Moravian University, like all institutions with programs accredited by ACBSP, is committed to continuous improvement that ensures our business program will give students the skills employers want.
ACBSP’s global mission is to pursue a better tomorrow by advancing and recognizing excellence in business education through continuous improvement.
ACBSP’s global vision is to see every business program of quality accredited and pursuing continuous improvement.
- Dynamic Leadership – Business programs and schools should employ ethical, diverse, and inclusive leadership practices that support the pursuit of quality business education. Dynamic leadership includes seeking partnerships that strengthen business-education processes and enhance student learning.
- Quality, Learning-Centered Education – The development of future business leaders is enhanced through quality teaching. Quality instruction includes teaching students with a global perspective on active, lifelong learning and development of problem-solving skills.
- Social Advancement – Business education should emphasize the opportunity to positively improve communities and influence society by prioritizing diversity, equality, and inclusion.
- Organizational Learning – Business programs should pursue regular cycles of planning, execution, assessment, and evaluation of results to improve every process and system. Programs should include clear learning objectives while considering student needs, the changing environment, and an effective means for gauging student progress.
- Continuous Improvement – Quality business systems, processes, and programs incorporate an evidence-based model of continuous improvement to facilitate excellence in global business education. Business programs' performance systems should focus on results that reflect and balance the needs and interests of students and all stakeholders.
Student Learning Outcomes
- Critical Thinking - Students will identify problems, gather the necessary evidence from multiple sources, and then organize, reflect, and evaluate it to develop reasoned conclusions.
- Ethical Foundation - Students will be able to identify ethical issues in a variety of contexts, consider how different ethical perspectives and frameworks can be applied to ethical dilemmas, and evaluate alternative courses of action.
- Global Perspective - Students will develop an awareness of diversity across the spectrum of differences and consider these differences in the analysis of global realities and challenges.
- Integration - Students will identify and apply connections among theories within their major discipline, across disciplines, and through the application of theory to practice in experiential fieldwork.
- Communication - Students will effectively communicate with their intended audience through active listening, public speaking, and written communication.
ACBSP Accredited
The School of Business and Economics is a member of the Accreditation Council for Business Schools and Programs (ACBSP).
