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School of Business Undergraduate Programs

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School of Business Accreditation

UIndy's School of Business is accredited by the ACBSP.

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 per 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 2012 means the percent of students who started in Fall 2011 and returned in Fall 2012. Four year graduation rate for Fall 2012 means the freshmen who started in Fall 2009.

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.

Retention Rate
Graduation Rate

Students' rating of the School of Business quality

Student’s rating 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.

Ninety-eight percent of the School of Business students completing their degrees indicated in the 2013 Senior Exit Survey that they had received a quality education. Ninety-five percent of the graduating seniors indicated their business courses were suited to their educational needs, and ninety-three percent reported the business courses prepared them for their career. The survey was completed online by undergraduate seniors finishing their program and was anonymous.

Quality Rating
Business Courses & Career Preparation
Business Courses Satisfaction 

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.