School of Business Accreditation
The University of Indianapolis School of Business is accredited by the Accreditation Council for Business Schools & Programs (ACBSP), and is a member of the Association to Advance Collegiate Schools of Business (AACSB). The ACBSP accredits schools whose primary focus is teaching, while the AACSB accredits schools with a research focus.
Our accreditation status demonstrates that we have met, and will continue to maintain, standards of business education that promote teaching excellence. In addition, ACBSP-accredited schools follow the core values defined by the Baldrige National Quality Program.
Two outcomes of performance for the University of Indianapolis School Of Business for ACBSP are retention and graduation percentage rates. The retention rate and graduation percentage rates for the School of Business are accessible via the Retention Rate and the Graduation Rate links below. According to the University of Indianapolis Office of Institutional Planning & Research, where the data was collected, the timeline for the graphs for the retention and the graduation rates refers to the time retention and graduation rates were measured. For example, first to second year retention for Fall 2014 means the percent of freshman who started in 2013, with the earliest projected graduation date by Fall 2017. Four year graduation rate for Fall 2017 means the freshmen who started in Fall 2013.
It should be noted the School of Business undergraduate programs accept any interested University of Indianapolis student meeting the University’s admissions requirements. Some students enroll in an academic program in an exploration mode and later change majors, which affects the retention and graduation rates. The data reflects students whose initial major was listed as Business.
University of Indianapolis School of Business experienced an increase in its undergraduate retention rate for 2014/2015 and it remains consistent through 2016/2017.
An average of ninety-seven percent of the School of Business students completing their degrees indicated in the data from 2013-2017 Senior Exit Survey that they had received a quality education. An average of ninety-six percent of the graduating seniors indicated their business courses were suited to their educational needs, and ninety-five percent reported the business courses prepared them for their career. The survey was completed online by undergraduate seniors finishing their program and was anonymous.
Students' results of the quality of the School of Business undergraduate programs is also shown within the Quality Rating, the Business Courses & Career Preparation, and the Business Courses Satisfaction links.
Program goals & student learning outcomes
The University of Indianapolis School of Business, in conjunction with ACBSP, follows the Six Sigma Define, Measure, Analyze, Improve and Control (DMAIC) process for continual improvement of academic programs.
To assure pertinent and current learning outcomes for students completing each program within the School of Business, faculty reviewed the learning outcomes for each academic major during 2012 and the first months of 2013. Critical student learning outcomes were identified for each of our business majors, based upon benchmarking against professional society certifications and standards within the field, as well as an environmental scan of employer expectations.
School of Business faculty have identified key outcome assessment measures to verify and confirm that students have achieved the identified program student learning goals. Because some of the learning objectives or assessment methods were changed or modified, based on the 2012 review, there may be some instances in which a program will only be able to report the baseline data for some or all of the program student learning outcomes.
As part of our continual quality improvement process, faculty reflect on assessment of students’ learning outcomes to diagnose any opportunities for strengthening the program. Improvements are made, based on the collaboration with other colleagues in the discipline. Adjustments may be made in prior foundation courses, course objectives, course activities, lesson plans for delivery and application of key concepts, and/or design of the assessment instrument.
The following links provide a summary of student learning outcomes and key assessment measures being evaluated over time, as well as the resulting improvements, if any, which have been made or improvements to be implemented or continued in the future.