This article was written by LEPE Chair, Shannon McKeen. Published on behalf of the author by Content Marketing Committee Member, Cass Grimm.

In January 2026, AACSB released new global standards for business education. For those leading experiential learning initiatives, these standards represent both validation and an invitation to deeper questions about implementation.

The headlines tell one story: experiential learning is now essential, not optional. Faculty must connect with industry. Digital literacy is mandatory. But the details reveal a more complex picture—one where business schools must balance aspiration with operational reality.

What Actually Changed

Five shifts stand out, each with different implications for how schools operate:

Setting Standards: AACSB now positions itself as setting standards "applicable to all schools seeking to enhance quality improvement, relevance, and societal impact" (p. 6).

Experiential Learning is core: The standards require schools to "provide a portfolio of experiential learning opportunities" with "equal access...irrespective of modality or location" (Standard 4.4, p. 42). Previous versions mentioned experiential learning; these standards embed it as infrastructure, not enrichment. The shift is explicit: schools must demonstrate "how work in societal impact is grounded in using their business school expertise to make a positive impact on society as opposed to a list of charitable activities or good deeds" (p. 66). This isn't about counting service hours—it's about strategic integration.

Technology is more prominent: Standard 4.3 introduces "Digital Agility" as a standalone requirement (pp. 41-42). Schools must ensure "learners develop agility and an innovative mindset in adapting to evolving digital, analytical, and information technologies." The standards specify that this includes "AI literacy, data-informed decision-making, digital collaboration" and must be "intentionally integrated across courses or learning experiences" (p. 41). This represents elevation from "use technology in teaching" to "prepare graduates who can navigate a technology-transformed workplace." Different challenge entirely.

Faculty role is changing: Even Scholarly Academic faculty—those focused primarily on research—must now maintain "meaningful connection with industry" (Standard 3, Figure 1, p. 27-28). This blurs traditional boundaries between research and practice faculty, reflecting market reality: employers want faculty who understand contemporary business, regardless of their primary role.

Peer learning is a focus: Standard 4.6 explicitly separates learner-to-learner, learner-to-faculty, and learner-to-business practice engagement (p. 42). Each requires different infrastructure. Schools must demonstrate they're building capacity across all three dimensions.

So what?

These shifts raise an obvious question: what do they actually mean for experiential learning leaders on the ground? The headlines are clear enough, but the operational consequences—what will change in classrooms, staffing models, partnerships, assessment plans, and budget conversations—are far less straightforward. In the full members‑only analysis, we break down the experiential learning mandate, outline what leaders should prioritize next, and unpack the strategic questions AACSB still leaves unresolved. To access the full guidance, join LEPE here.