Abstract
The authors report the results of a survey of 420 deans at Association to Advance Collegiate Schools of Business-accredited business schools in an attempt to describe how these schools have implemented the new assurance of learning standards. The results indicate that the majority of schools budget over $10,000 annually to implement their assessment programs. Written or oral assignments are frequently used as direct measures of student leaning. Surveys of graduating seniors and alumni are often used as indirect measures of student learning. Minor modifications to existing courses and closer coordination of multisection courses were the most frequent changes made to improve student learning. Faculty frequently participate in assessment tasks, including defining the learning goals of the degree program, developing instruments to measure student learning, and creating and implementing changes to improve student learning. Major causes of faculty resistance to assessment include the demanding time commitment and the lack of appropriate knowledge required to conduct assessment.