Association to Advance Collegiate Schools of Business (AACSB)

TFA qualification requirements and documents

• • Minimum Qualifications for TFA

  • CV template

  • Sample TFA Individual Progress Report

CUPE qualification requirements and documents

• • TRSM CUPE 1 Policies and Documents Appendix

  • Minimum Qualification for CUPE 1 

  • CV template

  • Board Service template

  • Consulting template

  • Doctoral Studies Questionnaire

In accordance with AACSB Standard 3, TRSM has criteria for “participating” and “supporting” faculty. Individuals who are appointed to an academic rank and participate in activities beyond their teaching responsibilities, such as research, and/or service may be designated as Participating faculty under the following definition.

• Definition of Participating and Supporting Faculty

TRSM’s Societal Impact Statement, as found within the TRSM Strategic Plan 2025-2030:
“The Ted Rogers School of Management is dedicated to fostering inclusive career opportunities by addressing systemic barriers and creating pathways for all individuals to succeed. Our objective is to develop and implement initiatives that improve opportunities for equity-deserving groups, increase awareness of workforce barriers to equity, and promote solutions to overcome these barriers. We aim to equip learners with the skills and knowledge needed to succeed in the workforce while empowering them to uplift others and create a more equitable society.

To achieve these objectives, we have set goals to build strategic partnerships, conduct impactful research, expand curricular offerings and enhance student recruitment and support services. In addition, we will develop comprehensive career readiness curricular and co-curricular programming to ensure our students are equipped to succeed in the workforce.”

• Societal Impact Statement survey

Assurance of Learning (AoL) is a curriculum quality assurance process that evaluates aggregate student performance against core learning goals and associated outcomes. TRSM employs both direct and indirect measures to assess student learning within each program.

• Indirect measures include student retention rates, grades, and feedback from students, employers, and alumni, along with other mechanisms typically utilized for the Periodic Program Review, as prescribed by the Ontario Council of Universities Institutional Quality Assurance Process.

• Direct measures assess specific learning goals and outcomes using rubrics applied to individual assignments in upper-level courses. Each goal is evaluated twice within a six-year review cycle. TRSM sets a benchmark that at least 80% of assessments should meet or exceed the "meeting expectations" level. If aggregate student performance falls short, adjustments may be made to course management or, if necessary, curriculum revisions may be implemented. Learning goals and their associated rubrics can be found below by degree program:

  • Bachelor of Commerce (BComm) programs have 4 learning goals: Written communication, numeracy, ethical reasoning, integration of business functions

  • Master of Business Administration (MBA) has 6 learning goals: Strategy, oral communication, written communication, entrepreneurship/innovation, ethical reasoning, leadership

  • Master of Management Science (MScM) has 5 learning goals with 4 assessed via course-based assessments: develop knowledge, research question, frameworks/models, research methods, alternative interpretations, communication

  • PhD in Management (PhD): has 6 learning goals with 3 assessed via course-based assessment research design, professionalism, critical self reflection

  • Assessment Schedule (tbd)

  • Results (tbd)

As part of TRSM’s continuing improvement reporting to AACSB, we collect information from faculty and staff about how their research and engagement activities relate to the United Nations’ Sustainable Development Goals as well as initiatives that relate to Impact, Innovation, and Engagement. 

• Business unit survey