AACSB INTERNATIONAL’S ADVOCACY OF EXPERIENTIAL LEARNING AND ASSURANCE OF LEARNING – BOOM OR BUST FOR SBI STUDENT CONSULTING? Michael D. Ames, California State University Fullerton Fullerton, CA 92834 714-278-2251; sbiames@fullerton.edu ABSTRACT AACSB International’s accreditation standards, 2005 revision, clearly outlines two important trends in the association’s thinking which appear to require a boom or bust future for SBI programs. The first focus is on the enhancement of experiential learning in higher business education, while the second demands improved assurance of learning. This paper first explores the combined impact of these two trends on SBI student consulting. Next, the paper considers how to channel the energy behind the two trends to earn a boom for student consulting. The paper gives ten recommendations for strengthening the student consulting process. EXECUTIVE SUMMARY AACSB International’s accreditation standards, 2005 revision, clearly outlines two important trends in the association’s thinking which appear to require a boom or bust future for SBI student consulting programs and other real-world, experiential-learning programs. The first focus is on the enhancement of experiential learning in higher business education, while the second demands improved assurance of learning. SBI student consulting is a strong example of experiential learning, or what the AACSB refers to as responsive interaction. One can argue that the SBI’s proven student consulting process is a poster child for responsive interaction. It offers interactive experiences, learning for all constituent groups, and practice at collaboration. Also, it demands individual accountability of both teacher and student. However, a HIGH degree of responsive interaction, as offered by student consulting, creates assessment challenges. Programs that offer high degrees of responsive interaction do not fit the mold of traditional business school programs. Student consulting, by serving real clients, creates complex dynamics pregnant with learning opportunities. However, it is challenging to measure the learning that occurs. SBI programs, and all other business programs that wish to offer a HIGH degree of responsive interaction, must invest in means to cope with the complexity and assure achievement of learning goals. They need observable, measurable standards. To answer the “So What” question, this paper provides business programs with ten recommendations. Business programs that wish to nurture a high degree of responsive interaction will find the ten recommendations given in this paper to be efficient and effective means to assure learning. BOOM OR BUST? AACSB International’s accreditation standards, 2005 revision, (“AACSB”) appears to advocate the enhancement of experiential learning in higher business education, and at the same time calls for improving the process for assuring achievement of learning goals. Given business as usual, what will be the combined impact of these two trends on SBI student consulting – boom or bust?