# MBA Core Curriculum Map: [Your programme and intake]

> A one-document map of the MBA core: the 15 core areas taught at leading international programmes, the
> competencies each builds, how the courses connect (a prerequisite and integration diagram), a typical three-term
> sequence, and links to every course guide and concept card in this library, with the pre-MBA primers and study tools
> around them. It is for applicants comparing programmes, admitted students planning preparation, core-year students
> who want to see how the pieces fit, and Executive MBA participants mapping the core to their job.
> Source basis: the AACSB Global Standards for Business Education (ratified April 2026) for the competency and
> assurance-of-learning context, the constructive-alignment principle (Biggs 1996) and the published structure of
> core curricula at leading programmes, summarised in our own words. Course names, sequences and credit loads vary by
> school: check your programme's current curriculum. Replace every [bracketed] value and every row marked *Example*.

<!--
Guidance: How to use this template
- Read section 1 to see the 15 areas at a glance, then section 4 for the competencies your programme assesses.
- Use the connection diagram in section 3 to decide what to learn first before the programme and what to review before each new course.
- Fill section 5 with your own programme's actual courses and terms; map each one to the areas here so you can find the right guide and cards.
- Track your progress in section 7 each term. A competency is "secure" when you can do the Exercise C problems of its cards without notes.
- Related templates: mba/mba-journey-roadmap, mba/mba-two-year-plan, mba/mba-elective-concentration-plan, mba/mba-exam-prep, mba/mba-concept-flashcards, mba/mba-error-log, mba/mba-formula-sheet, mba/mba-glossary, mba/mba-reading-list, mba/pre-mba-roadmap-12-weeks, mba/mba-program-comparison, academic/stats-learning-roadmap
-->

## Document control

<!-- Guidance: Record which version of your programme's curriculum you mapped and when; curricula are revised often. -->

| Field | Value |
|---|---|
| Programme and intake | [Full-time MBA, intake YYYY, School A (fictional)] |
| Curriculum source | [Programme handbook or curriculum web page, version or date YYYY-MM-DD] |
| Learner | [Your name] |
| Terms covered | [Core terms 1 to 3] |
| Reviewed by | [Academic adviser, mentor or learning team] |
| Last updated | YYYY-MM-DD |
| Version | [0.1] |

## 1. The 15 core areas at a glance

<!-- Guidance: This is the reference list the rest of the library uses. Your school may merge areas (for example financial and managerial accounting in one course) or split them; map your courses to these areas in section 5. -->

Leading MBA programmes differ in names, credits and order, but their required cores cover a recognisable set of
areas: the language of business (accounting), the economics of decisions (microeconomics, macroeconomics, finance),
the tools of analysis (data and decision analytics), the functions (marketing, operations), the integrating view
(strategy, entrepreneurship), the people side (leadership and organisational behaviour, negotiation), and the frame
around all of them (ethics, communication and, increasingly, AI). The table lists the 15 areas used in this library,
with the course guide and concept cards for each.

| # | Area | Course guide | Concept cards and tools |
|---|---|---|---|
| 1 | Financial accounting | mba/mba-financial-accounting-guide | mba/mba-three-statements-card, mba/mba-ratio-analysis-card, mba/mba-cash-flow-statement-card |
| 2 | Managerial accounting | mba/mba-managerial-accounting-guide | mba/mba-cvp-breakeven-card, mba/mba-relevant-costs-card, mba/mba-activity-based-costing-card |
| 3 | Corporate finance | mba/mba-corporate-finance-guide | mba/mba-npv-irr-card, mba/mba-capm-wacc-card, mba/mba-dcf-valuation-card, mba/mba-capital-structure-card, mba/mba-options-real-options-card |
| 4 | Microeconomics | mba/mba-microeconomics-guide | mba/mba-demand-elasticity-card, mba/mba-pricing-card, mba/mba-market-structure-card, mba/mba-game-theory-card |
| 5 | Macroeconomics and global economy | mba/mba-macroeconomics-guide | mba/mba-macro-indicators-card, mba/mba-fx-interest-parity-card, mba/mba-global-immersion-plan |
| 6 | Data and decision analytics | mba/mba-decision-analytics-guide | mba/mba-decision-trees-card, mba/mba-regression-for-managers-card, plus the academic/stats-* library |
| 7 | Marketing | mba/mba-marketing-guide | mba/mba-stp-positioning-card, mba/mba-customer-lifetime-value-card, mba/mba-marketing-mix-card |
| 8 | Operations | mba/mba-operations-guide | mba/mba-process-analysis-card, mba/mba-inventory-card, mba/mba-queueing-card, mba/mba-quality-card |
| 9 | Strategy | mba/mba-strategy-guide | mba/mba-five-forces-card, mba/mba-value-chain-card, mba/mba-resource-based-view-card, mba/mba-competitive-advantage-card, mba/mba-growth-strategy-card |
| 10 | Entrepreneurship | mba/mba-entrepreneurship-guide | mba/mba-opportunity-assessment-card, mba/mba-venture-finance-cap-table-card |
| 11 | Leadership and organisational behaviour | mba/mba-leadership-guide | mba/mba-motivation-card, mba/mba-team-dynamics-card, mba/mba-change-management-card, mba/mba-leadership-360-reflection, mba/mba-interpersonal-dynamics-journal |
| 12 | Negotiation | mba/mba-negotiation-guide | mba/mba-negotiation-planner, mba/mba-negotiation-debrief |
| 13 | Ethics, ESG and governance | mba/mba-ethics-guide | mba/mba-stakeholder-esg-card |
| 14 | Business communication | (taught across the core) | mba/mba-business-communication-card, mba/mba-case-write-up, business/memo, business/executive-summary |
| 15 | AI for managers | mba/mba-ai-for-managers-guide | mba/mba-ai-strategy-card, mba/mba-ai-decision-making-card, mba/mba-ai-risk-governance-card |

In total the library has 14 course guides and 41 concept cards for the core, plus planners, journals and practice
tools. The chart shows the number of concept cards per area; areas with few cards (negotiation, ethics) are taught
mainly through planners, journals and cases rather than formulas.

```vega-lite
{
  "$schema": "https://vega.github.io/schema/vega-lite/v5.json",
  "description": "Number of concept cards per core area in this library (41 cards in total).",
  "width": 360,
  "height": 320,
  "data": {"values": [
    {"area": "Financial accounting", "cards": 3}, {"area": "Managerial accounting", "cards": 3},
    {"area": "Corporate finance", "cards": 5}, {"area": "Microeconomics", "cards": 4},
    {"area": "Macroeconomics", "cards": 2}, {"area": "Decision analytics", "cards": 2},
    {"area": "Marketing", "cards": 3}, {"area": "Operations", "cards": 4},
    {"area": "Strategy", "cards": 5}, {"area": "Entrepreneurship", "cards": 2},
    {"area": "Leadership and OB", "cards": 3}, {"area": "Negotiation", "cards": 0},
    {"area": "Ethics and ESG", "cards": 1}, {"area": "Communication", "cards": 1},
    {"area": "AI for managers", "cards": 3}
  ]},
  "mark": "bar",
  "encoding": {
    "y": {"field": "area", "type": "nominal", "sort": "-x", "title": null},
    "x": {"field": "cards", "type": "quantitative", "title": "Concept cards"}
  }
}
```

## 2. Before the core: preparation and study tools

<!-- Guidance: The core assumes comfort with algebra, Excel and basic accounting from day one. Use the primers to close gaps before term starts. -->

| Need | Template | Feeds into areas |
|---|---|---|
| Overall path and readiness | mba/mba-journey-roadmap, mba/mba-readiness-self-assessment, mba/pre-mba-roadmap-12-weeks | all |
| Algebra, statistics, functions | mba/pre-mba-quant-refresher | 3, 4, 6, 8 |
| Spreadsheet modelling | mba/pre-mba-excel-modeling-drills | 1 to 10 |
| Accounting basics | mba/pre-mba-accounting-primer | 1, 2, 3 |
| Time value of money | mba/pre-mba-finance-primer | 3, 10 |
| Supply, demand, elasticity | mba/pre-mba-economics-primer | 4, 5, 7 |
| Case method | mba/mba-case-reading-guide, mba/mba-case-prep-sheet, mba/mba-class-participation-log | all |
| Study and exam tools | mba/mba-formula-sheet, mba/mba-glossary, mba/mba-concept-flashcards, mba/mba-error-log, mba/mba-exam-prep, mba/mba-learning-journal | all |
| Team work | mba/mba-learning-team-charter, mba/mba-peer-feedback | 11, 14 |

## 3. How the courses connect

<!-- Guidance: Arrows mean "builds on". Before each new course, review the cards of the courses that point into it. The diagram is a typical pattern, not a rule of any one school. -->

The core is not a set of separate subjects. Accounting supplies the numbers that finance values; analytics supplies
the methods that marketing and operations use; microeconomics underpins pricing, competition and strategy; strategy
and entrepreneurship pull everything together into decisions about where and how a firm competes. Leadership,
negotiation, ethics and communication run alongside every course, because every case ends with people deciding and
acting. AI for managers draws on analytics and touches every function.

```mermaid
flowchart LR
  FA["1 Financial accounting"] --> MA["2 Managerial accounting"]
  FA --> CF["3 Corporate finance"]
  DA["6 Decision analytics"] --> CF
  MI["4 Microeconomics"] --> MK["7 Marketing"]
  MI --> ST["9 Strategy"]
  MI --> MA
  DA --> MK
  DA --> OP["8 Operations"]
  MA --> OP
  MA --> MK
  MC["5 Macroeconomics"] --> CF
  CF --> EN["10 Entrepreneurship"]
  ST --> EN
  MK --> ST
  OP --> ST
  DA --> AI["15 AI for managers"]
  AI --> ST
  LO["11 Leadership and OB"] --> NE["12 Negotiation"]
  LO --> ET["13 Ethics, ESG and governance"]
  ET --> ST
  CO["14 Business communication"] --> LO
```

Integration points worth noticing:

| Connection | What carries over | Example in this library |
|---|---|---|
| Accounting to finance | free cash flow is built from the income statement, depreciation and working capital | mba/mba-cash-flow-statement-card into mba/mba-dcf-valuation-card |
| Microeconomics to marketing | elasticity and willingness to pay set the price | mba/mba-demand-elasticity-card into mba/mba-pricing-card |
| Analytics to operations | variability and probability explain queues and safety stock | academic/stats-probability-basics into mba/mba-queueing-card and mba/mba-inventory-card |
| Managerial accounting to strategy | cost structure and cost drivers shape the value chain | mba/mba-activity-based-costing-card into mba/mba-value-chain-card |
| Finance to entrepreneurship | valuation and dilution decide who owns what | mba/mba-dcf-valuation-card into mba/mba-venture-finance-cap-table-card |
| Microeconomics to strategy | market structure and games explain industry profits | mba/mba-game-theory-card into mba/mba-five-forces-card |
| Macroeconomics to finance | interest rates, inflation and exchange rates set discount rates and cash flows | mba/mba-fx-interest-parity-card into mba/mba-capm-wacc-card |
| Leadership to negotiation and ethics | interests, trust and influence | mba/mba-team-dynamics-card into mba/mba-negotiation-planner |

## 4. Competencies and the accreditation context

<!-- Guidance: Find your programme's stated learning goals (often called competency goals or programme learning outcomes) and map them to this matrix. Your school's list, not this one, is what your work is assessed against. -->

**Accreditation context (as of October 2026, check aacsb.edu).** AACSB members ratified the Global Standards for
Business Education on 20 April 2026, together with the 2026 Accounting Standards, replacing the 2020 standards. The
nine standards are grouped under Strategic Management, Learner Success and Pathways to Impact. Under Learner Success,
the curriculum standard expects content that reflects current and emerging theory, technology and practice, including
the responsible and ethical use of technology (Standard 4.3) and curricula informed by current research and
scholarship (Standard 4.5); the assurance-of-learning standard expects direct and indirect measures tied to each programme's own
competency goals. AACSB describes 2026-27 as a pilot year for about 30 volunteer schools, with the new standards
required for continuous-improvement visits from 2027-28 and for initial accreditation visits from January 2028. The
standards do not prescribe one competency list: each school sets its own goals and must show that learners reach them.
EQUIS (EFMD) accredits institutions and AMBA accredits programmes; each sets its own criteria, so check their current
documents if your programme cites them.

The matrix uses a competency list common to leading MBA programmes. P marks a primary competency the area builds and
assesses; S marks a secondary one.

| # | Area | Analytical and quantitative reasoning | Ethical decision making | Communication | Leadership and teamwork | Global perspective | Technology, data and AI | Strategic and integrative thinking |
|---|---|---|---|---|---|---|---|---|
| 1 | Financial accounting | P | S | S | | S | S | |
| 2 | Managerial accounting | P | S | | | | S | S |
| 3 | Corporate finance | P | S | | | S | S | S |
| 4 | Microeconomics | P | | | | S | | S |
| 5 | Macroeconomics and global economy | P | | | | P | | S |
| 6 | Data and decision analytics | P | S | S | | | P | |
| 7 | Marketing | S | S | P | | S | S | P |
| 8 | Operations | P | | | S | S | S | S |
| 9 | Strategy | S | S | P | | P | S | P |
| 10 | Entrepreneurship | S | S | P | P | | S | P |
| 11 | Leadership and OB | | S | P | P | S | | |
| 12 | Negotiation | S | P | P | P | S | | |
| 13 | Ethics, ESG and governance | | P | P | S | P | S | S |
| 14 | Business communication | | S | P | P | S | | |
| 15 | AI for managers | S | P | S | S | | P | P |

Read the matrix by column to find where a competency is built. Ethical decision making, for example, is primary in
ethics, negotiation and AI for managers, and secondary in almost every other area, because cases in accounting
(earnings management), finance (conflicts of interest) and marketing (data use) raise ethical choices too.

Competency goals in your own programme:

| Programme goal (own words) | Areas that assess it | Assessments | My evidence |
|---|---|---|---|
| *Example:* "Graduates make data-informed decisions" | 6, 3, 8 | analytics project, finance exam | regression memo, NPV model |
| [Goal] | [ ] | [ ] | [ ] |

## 5. Typical sequencing across terms

<!-- Guidance: The sequence below is a common pattern for a two-year full-time MBA whose core runs over the first year. One-year programmes compress it; Executive MBAs spread it over modules. Replace the example with your own programme's schedule. -->

Most two-year programmes teach the core in the first year, in two to four terms, and leave the second year for
electives. Courses that supply tools (accounting, microeconomics, analytics) usually come first; courses that apply
them (finance, marketing, operations) follow; integrative courses (strategy, entrepreneurship) and courses that need
maturity (negotiation, ethics) often come last. Many schools place strategy or leadership in the first term instead;
the order in this table is one typical pattern, not a standard.

| Term | Areas (typical) | Why here |
|---|---|---|
| Term 1 | 1 Financial accounting, 4 Microeconomics, 6 Data and decision analytics, 11 Leadership and OB, 14 Business communication | tools and team skills needed by every later course; learning teams form |
| Term 2 | 2 Managerial accounting, 3 Corporate finance, 7 Marketing, 8 Operations, 9 Strategy | functional courses that apply term 1 tools; summer internship recruiting is under way |
| Term 3 | 5 Macroeconomics and global economy, 10 Entrepreneurship, 12 Negotiation, 13 Ethics, ESG and governance, 15 AI for managers | integration, global context and judgement; often with a global immersion |

```mermaid
flowchart LR
  P["Pre-MBA primers"] --> T1["Term 1: accounting, micro, analytics, leadership, communication"]
  T1 --> T2["Term 2: managerial accounting, finance, marketing, operations, strategy"]
  T2 --> T3["Term 3: macro, entrepreneurship, negotiation, ethics, AI"]
  T3 --> I["Summer internship"]
  I --> Y2["Year 2: electives, concentration, capstone"]
```

My programme's sequence:

| Term | My course (code and title) | Maps to area(s) | Guide and cards to use | Exam or main assessment |
|---|---|---|---|---|
| *Example:* Term 1 | [FIN 501] Financial Reporting | 1 | mba/mba-financial-accounting-guide | final exam, 40% |
| *Example:* Term 2 | [OPS 520] Operations Management | 8 | mba/mba-operations-guide | case exam, 35% |
| [Term] | [Course] | [ ] | [mba/...] | [ ] |
| [Term] | [Course] | [ ] | [mba/...] | [ ] |

After the core, plan electives and concentrations with mba/mba-two-year-plan, mba/mba-elective-concentration-plan and
mba/mba-exchange-semester-plan, and the capstone with mba/mba-capstone-project-report (Executive MBA:
mba/emba-strategic-project).

## 6. Working example: mapping a real schedule

<!-- Guidance: Study the fully worked example, complete the half-worked one, then map your own programme in section 5. -->

**Example A (fully worked).** School B (fictional) lists six first-term courses: "Financial Reporting and Analysis",
"Economics for Managers", "Data, Models and Decisions", "Leading Teams", "Management Communication" and "Marketing
Management". Mapping: Financial Reporting and Analysis covers area 1 (and ratio analysis, mba/mba-ratio-analysis-card);
Economics for Managers covers area 4; Data, Models and Decisions covers area 6 (mba/mba-decision-trees-card,
mba/mba-regression-for-managers-card); Leading Teams covers area 11; Management Communication covers area 14; Marketing
Management covers area 7, earlier than the typical pattern. Consequence: the student reviews
mba/mba-demand-elasticity-card and mba/pre-mba-economics-primer before term starts, because marketing will use
elasticity before microeconomics has taught it.

**Example B (half worked).** School C (fictional) teaches "Finance I" in term 1 alongside "Financial Accounting".
Finance I maps to area [ ]. The courses that point into it in section 3 are [ ], [ ] and [ ]. Because accounting runs
in parallel, the student should complete [mba/pre-mba-...] before term and review [mba/...-card] in week 3, when
free cash flow appears.

**Exercise C.** Map your own programme's core in section 5, mark any course that comes before one of its
prerequisites in section 3, and list the pre-reading you will do for each.

## 7. Progress tracker

<!-- Guidance: Update at the end of each term. "Secure" means you can solve Exercise C of every card in the area without notes. -->

| Area | Course done | Cards secure (of total) | Error log open items | Competency evidence | Status |
|---|---|---|---|---|---|
| *Example:* 3 Corporate finance | Y | 4 of 5 | 1 (real options) | NPV model, final exam | review real options card |
| 1 Financial accounting | [ ] | [ ] of 3 | [ ] | [ ] | [ ] |
| 2 Managerial accounting | [ ] | [ ] of 3 | [ ] | [ ] | [ ] |
| 3 Corporate finance | [ ] | [ ] of 5 | [ ] | [ ] | [ ] |
| 4 Microeconomics | [ ] | [ ] of 4 | [ ] | [ ] | [ ] |
| 5 Macroeconomics and global economy | [ ] | [ ] of 2 | [ ] | [ ] | [ ] |
| 6 Data and decision analytics | [ ] | [ ] of 2 | [ ] | [ ] | [ ] |
| 7 Marketing | [ ] | [ ] of 3 | [ ] | [ ] | [ ] |
| 8 Operations | [ ] | [ ] of 4 | [ ] | [ ] | [ ] |
| 9 Strategy | [ ] | [ ] of 5 | [ ] | [ ] | [ ] |
| 10 Entrepreneurship | [ ] | [ ] of 2 | [ ] | [ ] | [ ] |
| 11 Leadership and OB | [ ] | [ ] of 3 | [ ] | [ ] | [ ] |
| 12 Negotiation | [ ] | planner and debrief used | [ ] | [ ] | [ ] |
| 13 Ethics, ESG and governance | [ ] | [ ] of 1 | [ ] | [ ] | [ ] |
| 14 Business communication | [ ] | [ ] of 1 | [ ] | [ ] | [ ] |
| 15 AI for managers | [ ] | [ ] of 3 | [ ] | [ ] | [ ] |

## 8. Using the map with the rest of the library

<!-- Guidance: The map is the hub; these are the spokes. -->

- **Before each course:** open its guide, read the session roadmap, and review the cards of the areas that point into
  it (section 3).
- **During the course:** use mba/mba-case-prep-sheet for each case, add 5 to 10 cards a week to
  mba/mba-concept-flashcards, and log mistakes in mba/mba-error-log.
- **Before exams:** follow mba/mba-exam-prep; use mba/mba-formula-sheet as the base of your own sheet.
- **For recruiting:** the same concepts return in interviews; see mba/mba-case-interview-prep,
  mba/mba-banking-technical-prep and mba/mba-market-sizing-drills.
- **For deeper statistics:** academic/stats-learning-roadmap and the academic/stats-* cards behind area 6.
- **For professional work products:** finance/investment-appraisal, finance/valuation-report, business/swot,
  marketing/marketing-plan and business/business-plan apply the core to real documents.

## Common mistakes

<!-- Guidance: Read before the programme starts and again at the start of each term. -->

| Mistake | Better habit |
|---|---|
| Treating each course as a separate subject | use section 3: every course builds on others |
| Skipping the pre-MBA primers because "the core starts from zero" | the core moves fast; arriving with accounting and Excel basics frees time for cases and recruiting |
| Studying only what the next exam tests | integrated cases and recruiting interviews test connections across areas |
| Assuming every school follows the same sequence | map your own programme in section 5 |
| Ignoring the "soft" areas until the end | leadership, communication and ethics are assessed continuously through participation and team work |
| Reading frameworks without working numbers | each card has worked examples and Exercise C; do them |
| Assuming accreditation standards set course content | standards set expectations and assurance processes; schools design their own curricula |
| Not updating the map when the programme changes the curriculum | record the curriculum version and date in Document control |

## Self-test questions

<!-- Guidance: Answer from memory, then check. -->

1. Name the 15 core areas in this map.
2. Which three areas does corporate finance build on most directly, according to section 3?
3. Why do tool courses usually come before functional courses?
4. Under which of the three AACSB groupings do the curriculum and assurance-of-learning standards sit?
5. Does the AACSB Global Standards framework prescribe one list of competencies for every MBA? Explain.
6. Give two examples of ethical decisions that arise outside the ethics course.
7. Which card connects microeconomics to marketing most directly?
8. Your programme teaches marketing before microeconomics. What should you do before term starts?

## My notes and next steps

<!-- Guidance: Write the three things you will do before your next term starts. -->

Programme mapped on: YYYY-MM-DD. Courses that come before their prerequisites: [ ]. Pre-reading planned: [ ].
Weakest competency so far: [ ]. Next review of this map: YYYY-MM-DD.

## Sources and further reading

<!-- Guidance: Accreditation documents for the competency context; classic studies of business education for background. -->

- AACSB International (2026). *Global Standards for Business Education*. Ratified 20 April 2026.
  https://www.aacsb.edu/educators/global-standards (checked 2026-10-28).
- AACSB International (2026). *AACSB Members Ratify Global Standards for Business Education* (news release, 20 April
  2026). https://www.aacsb.edu/media-center/news/2026/04/global-standards-ratification (checked 2026-10-28).
- Biggs, J. (1996). Enhancing teaching through constructive alignment. *Higher Education*, 32(3), 347–364.
- Anderson, L. W., and Krathwohl, D. R. (Eds.) (2001). *A Taxonomy for Learning, Teaching, and Assessing: A Revision
  of Bloom's Taxonomy of Educational Objectives*. Longman.
- Gordon, R. A., and Howell, J. E. (1959). *Higher Education for Business*. Columbia University Press.
- Pierson, F. C. (1959). *The Education of American Businessmen*. McGraw-Hill.
- Mintzberg, H. (2004). *Managers Not MBAs*. Berrett-Koehler.
- Datar, S. M., Garvin, D. A., and Cullen, P. G. (2010). *Rethinking the MBA: Business Education at a Crossroads*.
  Harvard Business Press.
- Further reading (by name only): each programme's published core curriculum and handbook; EFMD EQUIS and AMBA
  accreditation criteria; OpenStax *Principles of Management*, *Principles of Accounting* and *Principles of
  Economics* (current editions CC BY-NC-SA 4.0).

## Answer key

<!-- Guidance: Check after attempting. -->

**Example B.** Area 3 (corporate finance). Courses pointing into it: financial accounting, data and decision analytics,
and macroeconomics. Pre-reading: mba/pre-mba-finance-primer (and mba/pre-mba-accounting-primer); in week 3 review
mba/mba-cash-flow-statement-card.

**Self-test.**

1. Financial accounting, managerial accounting, corporate finance, microeconomics, macroeconomics and global economy,
   data and decision analytics, marketing, operations, strategy, entrepreneurship, leadership and organisational
   behaviour, negotiation, ethics, ESG and governance, business communication, AI for managers.
2. Financial accounting, data and decision analytics, and macroeconomics.
3. Functional courses apply the tools (accounting numbers, economic reasoning, statistics); learning the tools first
   lets functional courses spend their time on decisions.
4. Learner Success (Standard 4, Curriculum; Standard 5, Assurance of Learning).
5. No. Schools set their own competency goals; the standards expect them to be stated, measured with direct and
   indirect measures, and used to improve the curriculum.
6. Examples: earnings management choices in financial accounting; conflicts of interest in finance; use of customer
   data in marketing; safety and staffing trade-offs in hospital operations; bias in AI-supported decisions.
7. mba/mba-demand-elasticity-card (into mba/mba-pricing-card).
8. Work through mba/pre-mba-economics-primer and mba/mba-demand-elasticity-card so that elasticity and willingness to
   pay are familiar when marketing uses them.

## Revision history

<!-- Guidance: Update when your programme's curriculum changes or each term. -->

| Version | Date | Author | Change |
|---|---|---|---|
| 0.1 | YYYY-MM-DD | [Name] | First version from template |
| [0.2] | YYYY-MM-DD | [Name] | [Mapped term 2 courses after curriculum update] |

## Standard and licence note

<!-- Guidance: Keep this note when you share or adapt the template. -->

Structure aligned with the AACSB Global Standards for Business Education (2026) for the competency and
assurance-of-learning context, summarised in our own words as of October 2026; check the current text on aacsb.edu.
The area list, competency matrix, sequence and examples are original text written for this library and describe
common practice, not the curriculum of any particular school; schools named or implied are fictional. This template
is not affiliated with or endorsed by AACSB, EFMD, AMBA or any business school. Template licence: MIT.