AMBA MBA Self-Audit Report

TEMPLATE
This document is designed to assist in the production of the AMBA Self-Audit Report.

The Self-Audit Report (SAR) is the main document to support the AMBA accreditation process, and
it accompanies the data collated in the Self-Assessment Form (SAF). The Self-Audit Report should be
written as a constructive narrative and is the opportunity to set the context and ‘tell the story’ of your
Institution and its programmes, within the framework of the Accreditation Criteria. While this
document may therefore be seen as a template, and it is important that all information requested is
included, it should not be seen as restrictive in terms of producing a cohesive and readable document.
Design and layout features (such as the title page template) are suggestions only.

A thorough SAR helps the assessment team to digest essential information so as to be able to best add
value and contribute to the further development of the School being visited. While dependent on the
size and scope of the portfolio, a well written SAR can be approximately 100 - 125 pages in length,
with additional appendices.

The SAR must address all of the AMBA accreditation criteria, providing as much evidence as
possible that the criteria are met. If an entire section is not relevant, please explicitly state so. Where
there are cases of repetition (which will depend on the particular situation at the School and/or
programmes), please state which section earlier in the document needs to be referred to. The
information below provides comprehensive details of the types of evidence expected but the list is not
exhaustive and other information that constitutes evidence of the criterion being met is encouraged.

The SAR must address every MBA programme listed within its portfolio, as defined by AMBA.

This document also indicates where information may be provided as Appendices or in the Base
Room. For further information on Base Room set-up, please see the additional document AMBA Base
Room Requirements.

Please note that the SAR must be accompanied by full Self-Assessment Forms (SAF) for the
Institution and programmes. Where the SAF has already been provided as part of an initial
accreditation process by an Institution seeking accreditation for the first time, they should still be
included in the final submission and updated where necessary. Where data has already been provided
in tables in the SAF it does not need to be replicated within the SAR (provided it does not harm the
narrative; however, it must be accurately cross-referenced at the appropriate section.

If you have any questions about the SAR, please seek advice from the AMBA representative due to
attend your upcoming AMBA assessment visit.

This document was last updated in October 2022.

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AMBA SELF-AUDIT REPORT
Introduction

 Provide a brief description of the Institution, stating its current status (e.g. private or public,
free standing or within a larger academic Institution), academic offer, number of students and
graduates, location of the site(s), parent Institution and other key information.
 Provide a brief outline of the history of the Institution, including date established, date of first
MBA launch and the date of first accreditations (if applicable).

Re-Accreditation Only

 Institutional & Programme Developments: outline major changes in Institutional / MBA

provision since the last AMBA assessment visit
 Response to Recommendations: provide a thorough response to all recommendations from the
last AMBA assessment visit. If recommendations have not been addressed, provide a
rationale for this.
 Response to Conditions: outline response to conditions of the previous AMBA assessment
visit and accompanying report (if applicable)

The MBA Portfolio

An Institution’s MBA provision in its entirety should be tabled for assessment and meet the
accreditation criteria. This includes any programmes that are offered and awarded which bear the
name ‘MBA’. All MBAs in the portfolio should meet the criteria below, albeit with

potentially different emphases when considering the target market for each individual programme.
The School is responsible for fully identifying and communicating its MBA portfolio to AMBA, as
well as to other stakeholders.

Portfolio assessment will include all programmes delivered at the Institution, outreach programmes,
franchises, and programmes delivered in conjunction with partner Institutions. Programmes offered at
multiple campuses should each undergo an on-site assessment to ensure an equivalence of experience
for students at each site. All Institutions involved in the delivery of collaborative provision should
normally expect an on-site assessment visit to assess the quality and equivalence of experience
offered on the collaborative programmes in question, and partner Institutions with unaccredited MBA
provision will be expected to apply for accreditation within the current review cycle of the multi-
centre programme.

The awarding Institution should assume full responsibility for the quality of collaborative delivery
and is expected to make the initial application for AMBA accreditation.

Where an MBA programme is to be awarded jointly by more than one Institution, one (accredited)
Institution is to be designated as the lead provider and will be responsible for delivery by the partner
Institution(s). This also applies to programmes which allow students to undertake exchanges or
modules delivered by other Institutions.

 List all programmes offered / awarded by the Institution which bear the title ‘MBA’,
including all programmes delivered at the Institution, outreach programmes, franchises, and
programmes delivered in conjunction with partner Institutions.

• Clearly state any partner Institutions and / or additional campuses directly involved in the
delivery of MBA provision

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• State any additional awarding Institution(s) involved in the MBA portfolio, providing an
explanation for each

• Clarify the lead partner responsible for any collaborative MBA provision

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Section 1: The Institution
The Institution offering an MBA should be sustainable, financially viable, and committed to quality
and continuous improvement. It should possess a distinctive market identity which provides the basis
for a high-quality and successful MBA portfolio. Its faculty should provide sufficient and balanced
expertise in teaching, research and consultancy to guide the MBA learning experience in a cohesive
and integrated way.

1.1 The assessment of MBA provision will take account of the Institution offering the
programmes. The Institution is generally expected to be the Business School, or equivalent unit, that
offers degree programmes, including the MBA portfolio. Institutions offering accredited MBA
programmes should have:

(i) an appropriate mission, explicitly expressed and regularly reviewed, which reflects its key
strengths and underpins the design of the MBA portfolio;
 State mission, vision and values of the Institution
 State mission of the MBA programme(s)
 Outline review process for the mission statements, including timelines
 Explain how the mission differentiates the Institution from competitors and reflects its key
strengths
 Describe the unique value proposition of the Institution
 Assess the ways in which the MBA portfolio supports the Institutional mission

(ii) a well-defined, credible and coherent strategy, realistically reflecting its resources and
constraints as well as its stated mission, with specific reference to the MBA;
 State headline Institutional strategy
 Assess the viability of the strategy in terms of resources & constraints
 Explain how the strategy reflects the Institution’s mission
 Outline the role of the MBA in achieving the strategy
 Provide SWOT analysis for the Institution
 APPENDIX: Full strategy document, including internationalisation strategy if applicable

(iii) an effective and integrated organisation for the management and leadership of activities, with
a significant degree of autonomy and control over its future;
 Outline Institutional organisational structure
 Explain design of organisational structure
 List the committees & boards most directly linked to the delivery & quality control of MBA
provision, including their composition and terms of reference
 BASE ROOM: Provide minutes of all relevant Institutional committees for the last three years

(iv) a commitment to sustainability, good governance and continuous improvement which impacts
on the MBA, underpinned by well-defined and implemented policies. The Institution should
be able to demonstrate satisfactory outcomes from its own internal, national, and possibly
international, audit processes, and should provide evidence that it has responded successfully
to any recommendations resulting from these processes;
 Explain commitment to sustainability across a range of metrics, including society and the
environment

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  Outline examples of the way in which the Institution, and preferably the MBA, makes a
positive contribution to the wider concepts of sustainability
 State mandatory and voluntary internal and external Institutional and MBA-specific audits,
with previous and next review dates.
 Provide evidence of an effective feedback loop i.e. response to audit recommendations
 BASE ROOM: Provide full audit reports and other relevant outcomes from audit processes

(v) market legitimacy, secured financial viability and Institutional continuity;

 Explain market legitimacy e.g. degree awarding powers, national recognition or any other
sources
 State any guarantees of Institutional continuity and / or sustainability
 Give details of financial autonomy, particularly with regards to an element of control over
Institutional income
 Provide headline financial statements for the Business School or unit over the last three years
 Provide headline financial statements for the MBA over the last three years
 Analyse the financial statements provided
 APPENDIX: Provide full financial statements for the Business School or unit for the last
three years

(vi) a discrete identity and an appropriate degree of autonomy (e.g. from the wider ‘parent body’
University) for decision-making on issues, such as strategic development and resourcing with
respect to educational provision and management of educational resources, particularly with
regards to the MBA;
 Outline details of autonomy from any higher Institution (e.g. University)
 Describe how the School is represented within the parent Institution
 Explain how autonomy relates to the MBA provision

(vii) identified its target population and have a developed sense of the market for its products,
understanding the particular nuances required for an MBA;
 Briefly explain target population for the Institution and its programmes seeking accreditation,
including appropriate references to geographical location(s), industry sectors, age/gender
profiles, and work experience
 Define the distinctive features of the Institution’s MBA(s)
 Explain the marketing strategy and the marketing plan
 Outline details of marketing resources for both the Institution and the MBA, including staff &
budget; state clearly whether the responsibility for the marketing of the MBA provision is at
School or at parent Institution level
 Explain marketing activities for the Institution generally and the MBA specifically
 Outline and analyse competitor and aspirant Institutions, including how they have been
chosen and how it informs continuous improvement and development
 BASE ROOM: Marketing materials
 BASE ROOM: Marketing Strategy document

(viii) a clearly articulated and effective policy with regards to its relations with the organisational
and managerial world, with demonstrable impact on the MBA, including means of regular
access to employer opinion and a well-developed customer orientation. Executive education

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 activity is expected as a means of enhancing the relationship between academia and business,
and as something that will benefit MBA teaching;
 Outline policy and structure for relationships with external customers and the organisational
world
 Outline role, responsibilities and members of any Advisory Board
 Briefly outline Executive Education activity, including programmes, financial contribution
and links to Institutional mission and the MBA
 BASE ROOM: Minutes of any Advisory Board(s) or similar

(ix) a clearly articulated strategy for partnerships with other academic Institutions, which
enhances a range of opportunities for the benefit of the MBA portfolio.
 List key partner academic Institutions
 Outline policy / strategy for academic partnerships
 Explain how academic partnerships benefit the MBA portfolio
 BASE ROOM: Contracts and agreements with other academic Institutions

1.2 Institutions should demonstrate that the level of overall resourcing is appropriate for
postgraduate/ post-experience students, which may include exclusive MBA facilities. Library,
computing and research facilities should be of a high standard and should be accessible, at least
electronically, outside normal working hours and at weekends. Access to industry-standard hardware
and software is important, as is the availability of business databases and literature search facilities.
Sufficient resources should be dedicated to innovation, and to the improvement and development of
the MBA.

 State number, features (e.g.: equipment, layout, etc.) & size of teaching rooms and breakout
rooms available for the MBA
 Identify any MBA-specific facilities provided, including social space
 Outline library resources available for management & other MBA subjects, including access
& opening hours
 List number of business & management related books; number of periodical subscriptions;
business & management related databases; other electronic resources, other materials
 Supply details of online facilities for learning resources, stating any limits of availability
 Describe investment in MBA innovation, improvement & development over the last three
years, in addition to any future allocation

1.3 In order to provide suitably resourced and high-quality faculty available for the MBA, it is
expected that the Institution will have an explicit, mission-led faculty strategy as well as an efficient
organisational structure.

 Outline faculty strategy, including faculty model, plans for faculty recruitment, and target
profiles
 Explain how faculty strategy links to Institutional mission
 Describe faculty structure, including organisational diagram
 State number of faculty Full Time Equivalents (FTE) for both Full Time and Adjunct faculty
(part-time faculty, practitioners and visiting faculty)

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1.4 The MBA teaching faculty should be of a size which can, with regard to the overall
supervision and number of participants, fully resource the Institution’s MBA provision to the required
standard for which accreditation is being sought.

 State faculty size and profile currently teaching on the MBA portfolio
 Outline teaching load / allocation model

1.5 The Institution should have a thorough and inclusive faculty development and recruitment
policy to ensure that staff are suitably diverse, innovative, reflect the Institution’s commitment to
continuous improvement and continue to meet high standards.

 Outline faculty development policy for all staff

 Provide details of development policy for new faculty
 Assess faculty diversity, including nationality and gender
 Provide examples of faculty innovation and development with respect to MBA teaching &
delivery

1.6 Faculty teaching at MBA level must be appropriately qualified and credible. Therefore, at
least 75% of the Institution’s teaching staff should have a relevant postgraduate degree. It is expected
that the majority of faculty will hold a doctorate. The Institution should also be able to provide
relevant evidence of the quality of teaching from within its faculty, and that those teaching on the
MBA possess the highest teaching standards. The Institution should demonstrate that high-quality
faculty are selected for the MBA in a balanced manner.

 State headline faculty qualifications

 Analyse the information provided in table 3.a of the SAF
 Describe how faculty are selected to teach on the MBA
 Outline policy / process to ensure high quality teaching on the MBA e.g. student feedback
 Provide examples of Institutional responses to teaching audits
 Outline incentives for high quality teaching
 BASE ROOM: Provide further details of national teaching audits (if applicable)
 BASE ROOM: Full faculty CVs

1.7 Faculty teaching at MBA level should be credibly balanced in terms of diversity. There is an
expectation that faculty development and recruitment plans include mechanisms to measure diversity
and respond appropriately where necessary.

 Analyse SAF data on faculty diversity

 Outline policies and processes to ensure faculty diversity

1.8 The Institution should be able to demonstrate high levels of quality across its faculty as
evidenced by relevant management research, scholarship and consultancy. The majority of the MBA
teaching team should be actively involved in all three activities, and the Institution should be able to
demonstrate that there are effective mechanisms by which results from research, consultancy and
contact with the corporate world are regularly incorporated into its MBA provision.

 Assess the balance of current faculty with regards to research, scholarship and consultancy
 Describe Institutional strengths in research, scholarship & consultancy
 As above for the current MBA teaching team

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  Provide details of any policies which support this balance
 Outline faculty consultancy policy
 Provide examples of consultancy activities influencing MBA teaching
 APPENDIX: List of consultancy projects undertaken, and income obtained, listed by faculty
name

1.9 To ensure that MBA learning is cutting-edge and innovative, research quality should be of a
high standard in some areas of activity and show evidence of an international dimension. It is
expected that a significant proportion of research output is relevant and demonstrably contributes to
organisations and society, in line with the School’s mission and definition of impact.

 Outline current research strategy / policy

 Assess current research output in relation to the above
 State how research is organised and supported e.g. research centres, Director of Research
 Provide details of any doctoral programme(s), including completion rates for each, explaining
the ways in which they support the School’s research strategy
 Describe the international dimension of current research output
 Assess the impact of recent research on organisations and / or society
 Provide examples of faculty research impact on MBA teaching
 APPENDIX: Provide quantifiable details of research output, income and sources over the last
three years

1.10 The Institution should formally address the issues of collegiality and integration of staff into
the total teaching and learning environment of the School, including part-time faculty, faculty from
another part of the Institution, staff from other Institutions, and practitioners. All members of the
MBA teaching team, irrespective of origin, should be fully integrated and subject to the Institution’s
quality assurance policy.

 Describe integration mechanisms for all faculty

 Outline policy for integration of new faculty
 Provide details of faculty integration for the MBA teaching team
 State any specific integration policies relating to adjunct / part time faculty
 BASE ROOM: Faculty Handbook and other relevant information
 Please note in all cases where personal data is shared faculty data should be anonymised using
a unique ID number, to comply with EU GDPR legislation.

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Section 2: The Student Cohort Experience

The MBA should be designed to represent best practice in management education, taking into
account both market trends and societal aspirations. It should have clearly articulated learning
outcomes which can be measured and mapped through to course learning outcomes and
assessment, a curriculum that is comprehensive and integrative, and an assessment strategy that is
robust, varied and which adheres to standards that are consistently applied at the master’s level.

2.1 There should be an expectation on the part of the provider that the student will be able to
fulfil the objectives of the programme and achieve the standard required for the award of the
qualification. Evidence will be required to show rigour in procedures and standards for admission, for
example, standard testing and interviewing. Interviews are expected to form an important component
of the admissions process.

 State full admissions requirements for each MBA programme; where standardised tests are
used, state minimum scores required and / or expected
 Outline admissions process
 Clarify the role of interviews in the admissions process, including when they are applied and
the person(s) responsible for undertaking them
 Analyse the information on admissions provided in table 5.a.ii of the SAF
 Explain progression and completion data stated in table 5.a.iii of the SAF, analysing deferral
and referral data

2.2 The MBA is intended for a wide variety of able candidates – primarily graduates from any
discipline and/or holders of an equivalent professional qualification. Less commonly, mature and
experienced managers with the potential to meet the learning requirements of the MBA may also be
considered as candidates.

 If not clarified in the above, state the requirements with regards to undergraduate degrees
and / or equivalent professional qualifications for candidates, including level, subject area and
Institution type where applicable
 Clarify any conditions under which exceptions to the above may apply
 Outline any additional admissions criteria applied to candidates without a prior degree or
professional qualification

2.3 Students are expected to have a minimum of three years’ appropriate and relevant
postgraduate work experience on entry to a programme, and the student body as a whole should
average at least five years of such experience.

 Define ‘appropriate and relevant work experience’ in the context of MBA admissions
 Provide details of any students admitted in the last three years with less than three years
postgraduate work experience, with a brief explanation

2.4 Evidence of language proficiency will be required to a suitable standard for master’s-level
learning and for meaningful cohort interaction. Where teaching is in English, standardised evaluation
of students for whom English is not a first language will be expected.

 State language of instruction for each programme

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  Outline policy to ensure all students can meet Master’s’ level requirements of interaction in
the required language
 Provide details of any standardised language testing used, including criteria for its use and
minimum scores required
 State any remedial policies for students in need of language support and development

2.5 To maximise the learning experience, cohesion and integrity of student learning groups is a
key component of the MBA, wherever possible. As such, admission with credit, advanced standing
and/or exemptions in any form is not encouraged, and, exceptionally, should be limited to no more
than 20% of the course of study. This can be increased to 33% for students from an accredited MBM
programme. Additionally, no more than 20% of a student intake may be admitted with any level of
credit, advanced standing and/or exemptions. Where credit, advanced standing and/or exemptions are
awarded, the Institution should be able to demonstrate that any learning undertaken prior to enrolment
on an MBA programme, either within the Institution or elsewhere, is at master’s level and is
comparable to that offered to students admitted directly onto the programme. Any prior learning for
which credit, advanced standing and/or exemptions are awarded should have been acquired no more
than five years before enrolment to an MBA programme.

 Provide a rationale for any exemption policy

 Outline policy for exemptions, credit and / or advanced standing
 State amount of exemptions provided on current and previous two cohorts as a percentage of
students
 Provide details of any students receiving exemptions for the current and previous two intakes,
with a brief explanation, including the amount of exemptions provided to each individual
student as a percentage of the entire programme/award.

2.6 To achieve adequate group interaction and diversity, the expected intake on each accredited
programme would be a distinct learning group of at least 20 students. Due regard will be given to the
following factors: the need for a critical mass of participants; geographical factors which may serve to
constrain a local market; and the combination of intakes from different entry points (carousel) and
modes of delivery – providing that student group cohesion and integrity is maintained and managed
within reasonable limits above the 20 minimum threshold in each core class.

 Provide an explanation where any cohort is below 20, including remedial action taken
 Where a carousel intake model is in effect, explain the sequencing and other activities utilised
to create and maintain a combined and integrated cohort experience

2.7 In order to promote mutual learning among peers, students should be selected on the basis of
the contribution they may be expected to make to a cohort, as well as the benefit they may gain. Given
the important role members of the cohort play in enriching the learning process, student diversity
across a range of metrics (such as ethnicity, gender, disability, academic and work background) is
essential.

 Analyse key metrics of student diversity across each programme including nationality,
gender, academic/work/industry background

2.8 In order to ensure programme diversity and sustainability, intakes and student groups should
be internationally diverse and balanced where possible. This is especially important for full-time
programmes where the international experience offered by the MBA is an industry standard.

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  State number of nationalities on each programme
 Where a full-time programme is offered, provide further details of how an international
student body is encouraged and attracted

2.9 To ensure programme diversity and reflection of the real-world working environment,
individual MBA intakes should be gender diverse and balanced where possible.

 Analyse SAF data on student gender diversity

 Outline policies to promote student gender diversity

2.10 Much of the learning in an MBA is expected to take place between members of the learning
group; therefore, opportunities for collaborative learning should be provided. Such interaction can be
face-to-face and/or through the application of a virtual learning environment, as long as this
encourages and supports substantial synchronous interaction.

 Outline policy for group work on the MBA and assess the extent of group work
 Explain policy for the formation / re-formation of teams
 Describe the ways in which teambuilding is taught and supported on the MBA
 Provide details on any systems that enable synchronous group work through an online
platform

2.11 Single company and consortia MBA programmes should ensure that final decisions on
admissions, student progress, curriculum, assessment, and award of the MBA remain under the
control of the Institution. Since a major source of learning flows from the interaction between
managers from a variety of backgrounds, it is essential that the profile of the student intake conforms
to criterion 2.7.

* State any MBA programmes which are delivered for single companies or on a closed consortia basis

 If applicable, provide details of the companies involved, a rationale for the development of
such a programme(s), and the means by which diversity of the intake is assured
 Assess the diversity achieved for current and recent intakes
 Provide details of the autonomy of selection for the Institution
 BASE ROOM: Provide partnership contracts and other relevant information for Single
Company and Consortia MBA programmes

2.12 Mechanisms should be in place to ensure that students, especially international students,
receive adequate pastoral care and support throughout their course of study. The Institution should
also have a formal policy to support students with disabilities. All student policies should be clearly
articulated.

 Outline policy for pastoral care, including facilities and resources available
 State policy for students with disabilities, including facilities and resources available
 Explain where such policies are explicitly available
 State details of any induction period, including details of activities undertaken
 BASE ROOM: Student Handbook and other relevant information

2.13 The Institution should provide adequate protection for students and staff from sexually or
racially motivated assault, harassment, and discrimination. The Institution should have a formal
policy which makes clear their duty to protect students and staff as well as a fair, clear and accessible

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procedure for receiving complaints and disclosures which provides equal rights to all parties involved.
Institutions should ensure those involved in any investigatory process have access to appropriate and
effective support. Data on complaints should be centrally recorded, analysed and reported on, at the
very least within the Institution. All such policies should be clearly articulated.

 Outline policies with regards to the above

2.14 Where students have been away from formal education for an extended period of time,
explicit help in learning skills should be provided.

 State policy for learning skill provision, including facilities and resources available
 Where skills deficiencies have been identified, outline: a) diagnostic/remedial procedures
prior to the commencement of the programme, during the induction element; b) support
mechanisms for addressing weaknesses during the course.
 Please note in all cases where personal data is shared it should be anonymised using a unique
ID number, to comply with EU GDPR legislation.

2.15 Mechanisms should exist to ensure sufficient feedback and response to students’ reactions to
course delivery and content on the MBA.

 Outline formal feedback structure for students e.g. post-module evaluations, student council,
staff-student committee
 Explain the feedback loop for these mechanisms, providing examples of changes
implemented as a result
 Provide details of any informal mechanisms for student feedback
 BASE ROOM: Minutes of any relevant meetings
 BASE ROOM: Evidence of student feedback surveys (including results)

2.16 It is expected that all programmes will contain some element of support through an online
platform which students can access off campus and out of hours.

 Provide details of the virtual learning environment, including accessibility and range of
features
 Describe policies for use by both students and staff e.g. voluntary or mandatory engagement,
minimum requirements

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Section 3: MBA Design, Curriculum & Assessment

The MBA should be designed to represent best practice in management education, taking into
account both market trends and societal aspirations. It should have clearly articulated learning
outcomes which can be measured and mapped through to course learning outcomes and assessment,
a curriculum that is comprehensive and integrative, and an assessment strategy that is robust, varied
and which adheres to standards that are consistently applied at the master’s level.

3.1 Sustainable academic leadership is essential for a high-quality MBA, regardless of the
primary faculty teaching model. There should be clearly defined roles relating to the academic
leadership and administrative responsibilities for an Institution’s MBA programmes, with individuals
identified for each. Those assigned roles of academic leadership should be credible and committed to
the programme.

 Outline academic MBA leadership and administrative structure

 BASE ROOM: Job description for MBA Director / equivalent

3.2 The Institution should be able to demonstrate a level and quality of professional leadership
and support appropriate to the size of the MBA provision.

 Explain professional leadership structure for the MBA, including the interaction and
integration of this with academic leadership structures

3.3 MBA programmes should be regularly reviewed to ensure that they continue to meet the
needs of the market, taking input from all stakeholders into account. The design and content of the
programme should embrace a range of relevant theory firmly linked to the interconnected world of
sustainable leadership, business and management. Formal programme re-design is expected to take
place on a cycle of approximately every five years, based on a re-evaluation of the currency and
achievement of learning outcomes.

 Explain process & timelines for comprehensive programme review

 Provide summary of the most recent programme review
 Explain process for incremental review e.g. updating of courses, changing electives
 Indicate how and when stakeholder input is considered in the programme’s design and review
processes
 Briefly outline any other means by which design and review enables the MBA to represent
best practice in management education
 BASE ROOM: Full details of the most recent programme review

3.4 Each individual MBA programme should have clearly stated aims, objectives and learning
outcomes, which reflect the mission and strengths of the Institution. Learning outcomes should be
clear and explicit in describing what participants are expected to know and be able to do as a result of
the programme. They should make clear the ways in which the Institution recognises and assesses
intellectual, analytical, personal and enterprise qualities as well as the specific knowledge developed
by the programme.

 State overall aims, objectives and learning outcomes for each MBA programme
 Outline process for the formulation of learning outcomes
 Assess the way in which the learning outcomes reflect the mission of the Institution, including
any distinctive elements identified

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3.5 Learning outcomes should be mapped and measured against curriculum design and
assessment, to ensure that the programme is cohesive and that all intended graduate outputs are
achieved.

 Demonstrate the mapping of programme learning outcomes to curriculum design, course level
learning outcomes, and assessment methods. If possible, this should be evidenced in tabular
format, with accompanying analysis
 Outline process for regular oversight and review of the learning outcome journey

3.6 Evidence should be provided that the MBA programme enables its participants to build on
their prior professional experience and academic background to acquire a broad base of management
knowledge, skills and values that enables them to:

 Have a positive impact on themselves, organisations, and society (in the broadest sense), for
the benefit of all stakeholders
 Understand and respond through sound business practices to the challenges facing the planet
(environment, climate change, global warming, social cohesion)
 Lead themselves and others in the achievement of organisational goals within the context of
sustainable development, contributing effectively to a diverse and inclusive team environment
 Think critically and make decisions with integrity based on complex information,
understanding the overall impact of managerial decision-making
 Understand organisations and their stakeholders, and have an awareness of public policy and
the regulatory environment
 Integrate functional knowledge and apply strategic management skills at a senior level in
changing business environments
 Operate effectively and respectfully in cross-cultural settings
 Enhance their careers and commitment to lifelong learning

 Describe how the design of each programme meets the general tenets of this criterion
 Assess the extent to which learning outcomes reflect AMBA MBA attributes

3.7 An MBA is a master’s-level programme of study and is postgraduate in nature. Institutions

should be able to demonstrate that master’s-level learning is achieved across the programme, which
should be embedded in either national or international definitions. The design of an MBA programme
is based on the use of participants’ significant and relevant previous experience.

 Briefly describe the way in which MBA design utilises the work experience of participants
 Define Master’s-level learning for the Institution, considering national and / or international
definitions where appropriate
 Outline mechanisms to ensure that Master’s-level learning is achieved across the MBA
portfolio, including any relevant committees
 BASE ROOM: Minutes of any relevant committees or meetings to ensure the above

3.8 While all programmes should reflect the general character of the MBA, individual courses
may be designed to meet the needs of a specific business function or sector. While it is encouraged
that a programme includes some specialisation appropriate to the Institution’s resources and strengths,
the MBA should retain its generalist, broad character. Where an Institution offers the MBA
designation for a programme which is recognisably functional, or specialist in nature, the Institution is
expected to provide an explicit rationale for the MBA designation.

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  State any MBA programmes which are deemed to have a ‘specialist’ nature
 Provide a rationale for any such designation within the generalist framework of an MBA
 Outline any particular Institutional strengths which are reflected in the MBA curriculum,
irrespective of a specific designation

3.9 An MBA programme should encompass relevant knowledge and understanding of

organisations, the external context in which they operate, their stakeholders, and how they are
managed. While a specific module is not expected for each of the points listed below, all programmes
should demonstrate that students acquire a significant understanding of the major areas of knowledge
which underpin general management, including:

(i) the concepts, processes and Institutions in the production and marketing of goods and/or
services, and the financing of business enterprise or other forms of organisation

(ii) the concepts and applications of accounting, of quantitative methods and analytics, and
management information systems, including digital innovations;

(iii) organisation theory, behaviour, HRM issues and interpersonal communications;

(iv) the processes and problems of general management at the operational and strategic level;

(v) Macroeconomics and microeconomics;

(vi) business research methods and consultancy skills;

(vii) the impact of environmental forces on organisations, including ethical and social issues and
risks as well as those associated with legal systems, policy. demographics and technological change;

(viii) explicit coverage of the ability to respond to and manage change;

(ix) business policy and strategy;

(x) leadership and entrepreneurship;

(xi) explicit coverage of the ability to respond to and manage issues of corporate social
responsibility, sustainable development and societal wellbeing

(xii) an understanding of the impact of ethics and risk management on business decisions and
performance, and on society as a whole;

(xiii) further contemporary and pervasive issues, such as creativity, enterprise, innovation, e-
commerce, and knowledge management;

(xiv) the international dimension to the above, including political risk and contemporary processes
of regionalisation, emerging markets, global governance and globalisation.

 Analyse the curriculum mapping undertaken in Table 7.a.ii of the SAF, providing evidence
that each MBA programme covers all areas of general management within the core /
compulsory units
 Identify any potential gaps or areas of minimal coverage within the core / compulsory
curriculum
 APPENDIX: List of all elective options, if extensive

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  BASE ROOM: Full module descriptors for all MBA courses
 BASE ROOM: Sample of teaching materials, core texts etc.

3.10 To ensure an international dimension to the programme, the curriculum should take care to
incorporate an understanding of management styles and practices from different regions and cultures,
and to include diversity in examples and/or case studies. Examples should encompass a range, from
prevalent international business standards to local norms and expectations. International study
opportunities are to be encouraged where they enhance the student learning experience.

 Explain the approach to internationalisation and diversity across the MBA curriculum,
including examples where appropriate
 Provide details of any mandatory and / or optional international study opportunities, alongside
a rationale for the destination and range of activities
 BASE ROOM: Course outlines for any formal study trips, with assessment and calendar of
activities including academic and study, company visits and cultural immersion

3.11 An MBA should contain substantial evidence of programme integration, ideally at multiple
points throughout the programme journey. In many cases, this is achieved primarily as an in-company
project which demonstrates each individual student’s ability to integrate the functional areas of
management. Where included, such a project should be practically based and allow candidates to
demonstrate an understanding of theory and its application at master’s level. The expectations,
learning outcomes and assessment criteria should be made explicit. Research and consultancy skills
training should be provided in preparation for the above. Any other methods of integration are
acceptable but evidence that such methods are effective and substantial is expected.

 Outline all major integrative component(s) for each MBA programme, including a brief
rationale for such a design
 Where a project or dissertation is included as a mandatory element, provide details of any
additional research and / or consultancy training provided outside of the core curriculum, and
state general expectations e.g. length, focus
 Briefly describe the supervision or support activities provided for the project / dissertation
 State key project specifications where applicable e.g. individual / group, length, assessment
modes
 Where modular programmes are offered, explain how programme design enables the
integration of individual subjects
 APPENDIX: Project / dissertation outline (requirements and advice for students)
 APPENDIX: List of mandatory projects / dissertations titles for the current and previous two
years
 BASE ROOM: Selection of completed projects/dissertations including those with top grades;
average grades; borderline passes; and fails

3.12 Evidence will be sought that programme design and review has incorporated an
understanding of the balance between theory and practice, and between functional and integrative
teaching.

 Outline any formal mechanisms or policies which influence the balance between theory and
practice on the MBA
 Explain how the curriculum links with the practical world of management – e.g. input from
advisory boards, employer forums, research/consultancy

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  Assess balance of theory and practice on the MBA, with rationale and examples
 Assess balance of functional and integrative teaching on the MBA, with rationale and
examples

3.13 Personal growth is an important element of an MBA and should be a key and integrated
element of an accredited programme. The programme should be explicit about the means by which
transferable management skills are developed throughout the programme. Such skills include, but are
not restricted to: the ability to manage change and risk; communication; leadership; teamwork;
dealing with ambiguity; negotiation; problem solving; critical thinking; and values.

 Outline any formal taught components that address personal growth

 Provide details of any additional MBA components designed to develop transferable skills,
e.g. skills development workshops, mentoring / coaching, drop-in sessions (state whether
these are mandatory or optional)
 Clarify the ways in which these skills are measured through learning outcomes and
assessment

3.14 Innovation in MBA programme design and delivery is strongly encouraged, particularly in the
ways in which such developments enhance integration, sustainability, personal growth, and the
sharing of experiences between students.

 Outline any innovation in MBA curriculum design and / or delivery

 Provide details of resources to support and / or reward MBA innovation

3.15 The key purpose of student assessment is to enable students to demonstrate that they have met
the objectives and achieved the learning outcomes of the programme at the standard required for the
award of an MBA degree. The assessment scheme should have detailed criteria and specify the range
and relative weights of the various assessment methods used; it should be comprehensive and
consistent across the various subject areas and underpinned by a suitable assessment strategy.

 Requirements for the award of the MBA degree; merit or distinction policy
 Briefly describe assessment strategy for the MBA programme(s)
 Outline policy for setting and reviewing assessment methods within modules / courses
 Explain grading scheme and the criteria for achieving a pass in coursework and examinations
(in addition to merits or distinctions where applicable)
 Outline policies for referral / appeals etc.
 APPENDIX Assessment Strategy document

3.16 The assessment scheme should reflect the particular aims and characteristics of the course. A
diverse approach to assessment methods is expected, and individual assessment should play a
balanced role in any such scheme. The School should provide an explicit and convincing rationale
when individual examinations are not used within the overall assessment strategy, since they are seen
as valuable in testing intellectual rigour under controlled conditions. While innovation in assessment
met- hods is encouraged, particularly where new teaching and learning methods are being used,
detailed evaluation by the School of such innovations will be looked for.

 Analyse the range of assessment methods utilised across each MBA programme, including
rationale for the range used
 State the role of individual examinations on each MBA programme
 Outline any innovations in assessment, including any evaluation of their effectiveness

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  BASE ROOM: Extensive examples of marked coursework from all core courses (range from
fail to excellent), with grades and feedback
 BASE ROOM: Extensive examples of marked examinations from all core courses (range
from fail to excellent), with grades and feedback

3.17 Assessment should also be used to provide feedback to students in a consistent and timely
manner and assist in subsequent individual and group learning.

 State policy on formative and summative feedback, including length, type and timelines
 Outline formal and informal mechanisms for student feedback on assessment – written /
verbal / individual / group
 APPPENDIX: Assessment Feedback pro forma

3.18 Evidence is required that steps are taken to ensure that the individual’s own work is being
assessed, with an explicit policy with regards to plagiarism.

 State plagiarism policy

 Outline any methods used to detect plagiarism
 Provide details of any training provided to students to understand and avoid plagiarism

3.19 Assessment standards should be consistently reviewed and applied at master’s level across the
programme and the portfolio. This includes instances where delivery and assessment are undertaken
at partner sites and on student exchanges.

 Describe oversight mechanisms to ensure that assessment is carried out at the Master’s-level
e.g. Board of Examiners, Moderation, Second Marking, External Examiners, Assessment
Handbook, with examples of an effective feedback loop
 Provide details of any quality control mechanisms or actions taken regarding assessment
standards provided at partner sites or student exchanges
 BASE ROOM: Minutes of meetings for any relevant committees

3.20 The applied nature of much of the MBA demands a variety of teaching and learning methods,
including lectures, seminars, workshops, action learning, reading, individual and group projects,
distance learning, computer-based training and in-company training. Cooperation of employers is to
be encouraged and it is expected that much of the learning will be practically based.

 Outline key teaching and learning methods utilised across the MBA
 Explain how employers are directly involved in MBA delivery
 Describe any innovations in delivery
 Briefly outline teaching & learning strategy
 BASE ROOM: Full Teaching & Learning Strategy

3.21 The duration of an MBA programme is expected to be equivalent to at least one year of full-
time study and, typically, 18-36 months of part-time study. In all cases, a clear and managed
progression rate needs to be maintained and an upper limit, in exceptional circumstances, of no more
than seven years should be set. Where the duration of a programme is shorter than the prescribed
range above, the School should provide clear rationale and evidence that the contact hours and
learning effort set out in criterion 3.23 are met.

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  State standard duration of each MBA programme, and specify policies for deferral and any
upper limits for completion
 Provide a rationale for MBA programmes that are shorter than the standard duration outlined
 Explain the delivery mode of the programme, stating main delivery pattern e.g. weekdays,
weekends, four days every month

3.22 An MBA programme will correspond to the equivalent of at least 1,800 hours of learning
effort, which should incorporate suitable time for faculty–student interaction (contact time), group
work, individual reading and preparation, and reflection. The design of the programme should ensure
that this can be achieved within the standard set duration, accounting for other responsibilities that
students will have outside the study environment.

 State number of credits required for the completion of the degree

 State minimum learning hours for the MBA, including a brief description for how these are
calculated
 Where programmes are shorter than the standard duration, explain how learning hours can be
achieved in balance with students’ other commitments e.g. employment

3.23 The total number of contact hours is expected to be at least 500. Contact hours are defined as
compulsory interaction between the learning group and faculty, which would be delivered entirely
synchronously in traditional delivery modes. The minimum requirement for the synchronous elements
in a programme is expected to be 120 hours, usually reserved for online delivery, which can include
the use of demonstrably effective technologies that enable synchronous interaction between student
learning groups and faculty. In all cases, the balance up to the minimum total of 500 contact hours
should be delivered and should be composed of mandatory and interactive faculty-student group
learning as well as mandatory, interactive and faculty-supervised peer-to-peer group learning.
Demonstrable feedback loops should exist, delivering feedback from faculty and peers, respectively.

 State minimum mandatory contact hours for the MBA (in line with the AMBA definition),
identifying those which are physically face-to-face, synchronous and asynchronous
 Explain how any non-face-to-face contact is achieved and monitored, and where necessary
assessed

3.24 Acceptable delivery modes range across a spectrum, from traditional face-to-face
programmes through to those which are fully online, with many blended variations in-between.
Innovative approaches to design and delivery are welcomed if they enhance learning opportunities
and can maintain the coherence and integrity of the course, while meeting the general standards
outlined in this document.

 Explain means of achieving cohort integration and interaction throughout the mode of study
 Provide a detailed description of any flexibility built into the MBA journey, paying particular
attention to the achievement of cohort integration in such cases
 Provide a rationale for the stated balance between contact hours and student learning hours

3.25 Some programmes may be designed to deliver a significant part – or indeed all – of the
learning experience online, ranging along a spectrum from offering one section or module of the
course online, to ‘blended learning’, to fully online for the entire programme. In such cases, it is
expected that all standards outlined in this document will continue to be met. Programmes delivered
by such modes should ensure that students receive an equivalent learning experience to that of

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students studying on a face-to-face basis. Flexibility is an important feature but should not be to the
detriment of the student peer-to-peer learning experience, which is a cornerstone of the MBA. Within
this framework, the criteria may be adapted to account for a significant evolution in technology-
assisted learning that may occur throughout the lifecycle of this document. Accreditation will
therefore focus, in particular, on examining evidence that there is:

 List all programmes that have a significant element of distance delivery, particularly distance
learning or blended learning programmes. This criterion is only applicable if such
programmes are offered.
 Outline rationale for delivering elements of the course at a distance, and how this links to the
mission and strategy of the Institution
 Outline key resources and in-house expertise in delivering MBA content at a distance
 BASE ROOM: Provide all assessors with full access to the distance learning platform

(i) a physical base from which the programme operates, which provides an effective
logistical and administrative infrastructure that ensures that all participants engage with
the programme as intended, that monitors this engagement, and that consistency is
maintained year on year. This should also extend to include local teaching and support
facilities, where appropriate;

 State details of the main physical base of operations

 Outline logistical and administrate structure, with evidence that it enables the engagement and
monitoring of all stakeholders
 Provide information on any local support facilities, including teaching space and
administrative support
 Provide full details of local teaching and support staff and facilities provided, including any
specific policies for recruitment and review
 BASE ROOM: Details of any specific / bespoke learning materials provided
 BASE ROOM: Full CVs for local teaching and support staff
 APPENDIX: Handbooks for Distance Delivery

(ii) a quality assurance system specifically designed to ensure the continued quality and
currency of all staff, systems and teaching materials, with a systematic process of periodic
quality review;

 Outline specific quality assurance system

 Explain process for periodic quality review
 Provide examples of the effectiveness of the quality assurance system

(iii) remote out-of-hours access for all students to the necessary study materials, library
resources and software, with dedicated technical support available and readily accessible;

 Confirm remote out-of-hours access policy to all necessary learning and administrative
materials
 Outline dedicated technical support provided

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 (iv) consistent and accessible academic leadership which provides cohesion for the
programme underpinned by appropriate research and scholarly activity, and which has
responsibility for the review of course content, delivery and academic standards;

 Describe any additional mechanisms and support for academic leadership

(v) a tailored system of programme management and support, ensuring transparent

coordination and regular communication between the various units involved in the
delivery of the programme and the entire student journey;

 Outline system of programme management and support

(vi) a customised system for regular and responsive student engagement with the Institution,
to include access to academic and support staff, student feedback and pastoral care;

 Provide additional details on the system for student engagement and provision of key services
outlined above
 Provide evidence of a feedback loop and Institutional responsiveness to student feedback

(vii) a means to ensure that all students, including those studying online, receive appropriate
career development opportunities, in addition to evidence that the development of
transferable skills is addressed explicitly;

 Explain how career development and transferable skills development are achieved at a
distance

(viii) a transparent system to regularly monitor student interaction and progression on the
programme, with effective means to remedy any issues that arise as a result of this
monitoring;

• Explain processes for monitoring student access and engagement, and any remedial action
taken where necessary

(ix) a structured, effective and interactive platform to provide, encourage and monitor
interaction within student peer groups and between the students and faculty/tutors both
synchronously and asynchronously, across key elements of the course. This should
provide an effective means for group work as well as an opportunity for networking and
peer support;

 Explain how the system enables, supports and encourages synchronous and asynchronous
interaction between the cohort, groups, and faculty
 Explain how the system produces effective learning for students through both synchronous
and asynchronous delivery

(x) a robust and secure assessment system which guards against plagiarism, ensures the
correct identity of submitted work, and allows for appropriate feedback to students, both
formative and summative.

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  Explain how assessment is undertaken at a distance, addressing plagiarism and unethical
behaviour
 Describe the means by which appropriate and timely formative and summative feedback is
provided

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Section 4: Impact
Impact is a transversal principle that is integral to all principles. Therefore, the Institution should
articulate a clear definition of its desired impact, and have formulated a strategy, with clear
milestones that are appropriately resourced, to achieve the desired impact. Furthermore, it should
have authentic and measurable policies in place to analyse its impact. The Institution should
demonstrate, in particular, how it (and its MBA portfolio) makes a positive contribution to the
sustainable development of participants, organisations, its immediate ecosystem and wider society.
MBA graduates should be able to demonstrate significant career enhancement as a result of their
MBA and should be supported in their continual development by the Institution.

4.1 The Institution should have a clearly articulated definition of impact, with an authentic and
measurable analysis of the way in which the Business School and its MBA portfolio make a positive
contribution to the sustainable development of individuals, organisations, its immediate ecosystem
and wider society.

 State institutional definition of impact

 Outline ways in which the School measures its impact

4.2 It is expected that the School engages and maintains outreach activities that contribute to
some, if not all, of the complex challenges the world is facing.

 Assess the way in which the School contributes to the above

4.3 Faculty output should have a demonstrable impact on pedagogy and student learning which
demonstrably contributes to MBA teaching. Furthermore, faculty members who teach on MBA
programmes are expected to have a demonstrably current impactful engagement with academia,
industry, government or civil society. It is expected that the School’s research output is relevant and
impactful, whether in terms of scholarly impact, teaching and learning impact, managerial or industry
impact, policy impact, or societal impact. The output should be consistent with the School’s mission
and definition of impact. It is also expected that the School has measures in place to demonstrate this
impact.

 Assess the way in which faculty scholarship directly impacts teaching and learning on the
MBA
 Outline policies for impact of faculty scholarship
 Assess the impact of faculty scholarship

4.4 Learning outcomes should explicitly specify how the programme will prepare its participants
not only for employability success but also for contributing to the sustainable development of
organisations and wider society, and to responsible social engagement.

 Assess the way in which MBA learning outcomes meet this criterion

4.5 The curriculum is expected to explicitly address and cover issues around responsible
management, how and why businesses should be a force for positive change, sustainable
development, and societal wellbeing. These issues are expected to be integrated in both disciplinary
and interdisciplinary courses on the one hand, and in leadership and personal leadership development
courses on the other.

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  Assess core curriculum coverage of the areas above, with specific reference to module /
course content, learning outcomes, and assessment

4.6 Institution should have appropriate mechanisms to regularly review the long-term success and
impact of graduates, and to evaluate the currency and achievement of programme learning outcomes.

 Describe mechanism and feedback loop to capture the views of graduates and employers on
the currency and achievement of MBA learning outcomes
 Provide examples of any changes made to learning outcomes or programme design as a result
of this activity

4.7 An accredited MBA should be able to provide evidence of significant impact and return on
investment for its graduates and other stakeholders. When assessing the overall quality of the
programme, consideration will be given to the value added by the MBA programme to work
experience and career development. The views and experiences of appropriate alumni, employers and
sponsors will also be sought. The transfer of learning from the programme to the place of work will be
evaluated, and evidence that these outcomes are being met by graduates in the workplace is expected.
An inclusive view of the measurement and articulation of impact and the return on investment of the
MBA is encouraged, taking into account factors that include contribution to society and value
creation.

 Provide testimonials from key MBA employers and alumni

 Provide a sample list of main employers and sponsors with contact name, address and
telephone number (employing organisations may be contacted for their opinions about the
MBA)
 Give detailed examples of MBA graduates demonstrating impact as a result of their studies.
Examples can include, but are not limited to placement / career / salary data; business & value
creation / entrepreneurial activities, societal impact & charitable activities; research &
publications
 State any other information which demonstrates tangible impact from the MBA

4.8 Facilities should exist to assist students in employment at the conclusion of their studies, with
career development opportunities available irrespective of delivery mode and employment status.
Employment services should be cognisant of the specific requirements and career aspirations
demanded by MBA students.

 Outline careers services offered at the Institution, both in terms of placement and career
development
 Provide details of any MBA-specific career services, including number of staff available
 Explain any contribution made by careers services to teaching and learning on the MBA
 State highlights of any careers data
 BASE ROOM: Full details of any careers data / surveys

4.9 A well-established and active association of MBA alumni is expected, which provides
tangible networking and lifelong learning opportunities for its members.

 Describe the organisation, status and size of the alumni association

 Outline Institutional alumni services for both networking and lifelong learning, including
frequency and attendance

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  Provide details of any MBA-specific services, including number of staff available
 Explain mean by which alumni are actively engaged in supporting the Institution

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