One of the major accrediting agency for business schools, the AACSB, sets standards that graduates of accredited programs should possess upon graduation. Among the management$-$specific knowledge and skill areas $($e$.$g$.,$ directly relate to management tasks that form the business foundation of degree requirements$)$ described in Standard $15(2003$ Standards$)$ and Standard $9(2013$ Standards$)$ is a learning goal that business school graduates should have an understanding of global issues. Specifically, the standard states:

LEARNING GOAL: OUR GRADUATES WILL HAVE A GLOBAL PERSPECTIVE

CORRESPONDING OBJECTIVES:

OUR STUDENTS WILL DEFINE KEY COMPONENTS OF COUNTRIES$$ BUSINESS ENVIRONMENTS AND GIVE EXAMPLES OF HOW ENVIRONMENTAL COMPONENTS DIFFER ACROSS COUNTRIES.

OUR STUDENTS WILL EVALUATE THE FOREIGN MARKET POTENTIAL FOR A PRODUCT AND DEVELOP AND ENTRY STRATEGY.

OUR STUDENTS WILL ADAPT A DOMESTIC MARKETING $($OR HUMAN RESOURCE$)$ STRATEGY FOR A FOREIGN OPERATIONAL SETTING.

OUR STUDENTS WILL DIAGNOSE CROSS$-$CULTURAL COMMUNICATION ISSUES IN A CASE SETTING AND PROPOSE APPROPRIATE SOLUTIONS.

As a way to measure the global literacy we have designed $2$ assessments, one that can be taken prior to the course and one designed to measure global literacy at the end of the course. These $2$ assessments should provide students with insights toward their global literacy and faculty with measurable outcomes that can be used to validate this core competency and aggregate data that can be used for accreditation purposes.

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