CUFE Business School Builds a Learning Assurance System with Both International and Local Characteristics

In February 2025, CUFE received official notification from the Association to Advance Collegiate Schools of Business (AACSB) that the CUFE Business School had passed the AACSB Continuous Improvement Review and obtained the six-year maximum accreditation. In September 2024, the CUFE Business School received formal notification from the AMBA Association that the school had passed its first BGA accreditation. This signifies that the undergraduate teaching programs of the CUFE Business School continue to maintain the highest standards in global management education.

Both AACSB and BGA international accreditations are authoritative certifications in the field of global management education, representing the highest standards for business schools worldwide and being among the most prestigious business school accreditations. The learning assurance system is a crucial component of AACSB and BGA accreditations, as well as a key initiative for business schools to align with top international institutions and continuously improve teaching quality. Since 2014, the CUFE Business School has been developing its learning assurance system. Guided by international accreditation standards and combined with the needs of localized higher education practices, the school has consistently refined this system, providing strong guarantees for enhancing the quality of its undergraduate programs.

I. The Learning Assurance System for Undergraduate Education at CUFE Business School

1. Basic Model

Based on the characteristics of domestic undergraduate education, the CUFE Business School has developed a mature quality improvement model through nearly a decade of practice: the “Objective-Assessment-Feedback-Execution-Improvement” framework under the learning assurance system.

This model centers on the school’s core mission of “cultivating leaders with global vision, innovative spirit, and social responsibility,” clarifying student competency goals and integrating them into specialized courses. During instruction, the school encourages teaching teams to innovate in course design and pedagogical methods, targeting the development of students’ diverse capabilities. At the end of each semester, appropriate assessment tools are selected by teaching teams to evaluate learning outcomes. Based on the achievement rates of student competency goals, feedback and improvement measures are provided at both program and course levels, which are implemented in the following academic year to ensure continuous enhancement.

This closed-loop management model not only drives steady improvements in teaching quality but also enriches students’ learning experiences, propelling the CUFE Business School’s undergraduate education toward higher standards.

2. Distinctive Features

(1) Mission-Driven

The learning assurance system is rooted in the school’s mission, closely aligning with its educational vision and goals. It meticulously constructs and refines student competency objectives while fostering an integrated educational model that combines classroom teaching with extracurricular initiatives (e.g., Innovation and Entrepreneurship Experimental Class, Academic Rising Stars Program, Big Data Elite Class). This approach aims to holistically elevate students’ comprehensive qualities and fulfill the school’s educational mission.

(2) Future-Oriented Talent Development

During the implementation of the learning assurance system, the CUFE Business School regularly solicits feedback from faculty, alumni, employers, and other stakeholders every 2-3 years. This ensures that student development remains aligned with evolving societal demands, thereby enhancing graduates’ competitiveness in both domestic and international job markets and postgraduate applications.

(3) Multi-Dimensional Assessment

The learning assurance system emphasizes the scientific rigor and objectivity of learning outcome evaluations. To achieve this, the school employs a hybrid mechanism combining direct and indirect assessments. This includes traditional methods like final exams and case analysis reports in classrooms, as well as innovative approaches such as employer satisfaction surveys and external thesis evaluation scores. These multi-source evaluations ensure comprehensive and objective measurement.

(4) Continuous Improvement

The core feature of the learning assurance system lies in its closed-loop management model. This framework consistently identifies areas for improvement in teaching practices and student competency development, proposes and implements enhancement measures at both course and program levels, and forms a self-reinforcing cycle to tangibly elevate educational outcomes.

II. Achievements in Undergraduate Education at CUFE Business School

1. Faculty Accomplishments in Teaching and Program Development

The establishment of the learning quality assurance system, centered on competency development and focused on measuring and evaluating learning goal attainment, fundamentally ensures and continuously elevates teaching quality. After years of exploration and practice under the AACSB&BGA-aligned learning assurance framework, programs such as Marketing, Business Administration, Human Resource Management, and Supply Chain Management have been recognized as National First-Class Undergraduate Programs. The Supply Chain Management program was selected for the first batch of New Liberal Arts Construction Pilot Projects by the Ministry of Education’s Teaching Steering Committee for Logistics Management and Engineering. Additionally, the dual bachelor’s degree program in Supply Chain Management and Economic Statistics has been successfully launched. Over the past five years, the CUFE Business School has achieved remarkable milestones in teaching excellence.

Part of the Achievements of Business Schools in Teaching (2019-2024)

2. Student Achievements in Learning and Growth

The learning quality assurance system prioritizes student competency development, designing, implementing, and evaluating teaching processes based on goal attainment. While traditional pedagogy emphasizes faculty-led instruction and modern methods overemphasize student-centered approaches, the AACSB&BGA-based system positions competency enhancement as the core educational element. Through multi-dimensional assessments, efficient execution, and objective evaluations, this closed-loop system ensures improvement-driven measurement, dynamic development, and sustained progress. Students gain insights into their weaknesses through system feedback and utilize resources like academic mentoring and undergraduate advisor systems to strengthen their learning capabilities. Driven by this framework, CUFE Business School students have achieved outstanding results over the past five years in disciplines competitions, academic paper awards, and other areas.

Partial results achieved by Business School students in subject competitions (2021-2024)