Master of Business Administration Program
Malaysian Graduate School of Entrepreneurship and Business
Universiti Malaysia Kelantan, Kelantan, Malaysia

1. Accreditation Review Result

ABEST21 International Accreditation Result of the Master of Business Administration Program,
Malaysian Graduate School of Entrepreneurship and Business, Universiti Malaysia Kelantan,
Kelantan, Malaysia is as follows:
“ABEST21 International certifies that the School’s educational and research activities generally satisfy accreditation standards. The School’s Kaizen plans are good and quality maintenance and prospects for the improvement of education and research are promising and good.
Accreditation commences April 1, 2026 for a five-year period.”

2. Comprehensive Review

Overall, MGSEB demonstrates strong commitment to continuous quality improvement across governance, curriculum, faculty, student support, and infrastructure. The School aligns well with ABEST21 standards but needs to further formalize, document, and systematize its processes to ensure sustainability, transparency, and measurable outcomes.

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Overall, MGSEB demonstrates strong commitment to continuous quality improvement across governance, curriculum, faculty, student support, and infrastructure. The alignment with ABEST21 standards is evident, yet several areas require further formalization, documentation, and systematic implementation to ensure sustainability and measurable outcomes.
To enhance the usability and accessibility of the accreditation documents, the PRT recommends:

 
  • Incorporating hyperlinks or clear page references for each appendix in digital documents to facilitate easy navigation and cross-referencing.
  • Ensuring all referenced documents (minutes, policies, rubrics) are regularly updated, accessible to faculty and relevant stakeholders, and version-controlled.
  • Establishing consistent document management practices to maintain accuracy and alignment across multiple standards and chapters.

By addressing these recommendations, MGSEB will improve the transparency, effectiveness, and credibility of its quality assurance framework and better demonstrate compliance with ABEST21 standards.

  • MGSEB demonstrates a strong commitment to entrepreneurship education, with shown stakeholder loyalty (students, alumni, and staff rate satisfaction 9/10 and willingly contribute back). The flexible blended delivery model effectively serves working professionals, and faculty accessibility (e.g., midnight WhatsApp) represents an authentic competitive advantage. However, several gaps exist between documented aspirations and operational reality. The PDCA cycle remains informal despite “fully implemented” claims; international mobility programs need to be rebranded, improve ethics oversight beyond plagiarism checking, and add international faculty presence. The administrative staff managing dual programs (MBA and DBA) are overstretched, city campus facilities are limited for case pedagogy, and the curriculum development that includes digital transformation content alumni explicitly request. Financial sustainability concern comes from tuition dependency and realizing the plan of a 40+ deliverable action plan. The school excels at relationship-building and access but must formalize quality systems, align infrastructure with mission, bridge the evidence-aspiration gap, and prioritize aggressively given resource constraints. MBA-ODL 2026 launch will increase the complexity that needs to have immediate staffing, digitalization, and facility investments that transform aspirational plans into funded, accountable initiatives.
  • Overall, the School has made an effort to comply with the ABEST21 Accreditation Standards. There is always room for improvement (as mentioned above) and the 3 year plan by the School has identified the key areas that they will be working on.

The School’s Feedback:

MGSEB accepts the PRT’s overall assessment and agrees that greater formalisation, documentation, and systematisation are needed, particularly in relation to the PDCA cycle, governance processes, mobility initiatives, and curriculum updating. At the same time, the SCR already demonstrated the School’s strong commitment to continuous improvement through its mission alignment, blended delivery model, stakeholder engagement, faculty accessibility, and the development of its three-year action plan. These foundational elements indicate that MGSEB is aligned with ABEST21 expectations, though further clarity and stronger evidence are required to bridge the gap between existing practices and fully documented systems. The PRT’s suggestions regarding document management, version control, infrastructure readiness, and realistic prioritisation are valid and consistent with areas MGSEB has already acknowledged for enhancement. The revised submission will therefore focus on strengthening transparency, consolidating documentation, improving infrastructure planning, and aligning improvement initiatives with available resources and measurable outcomes.

PRT Response:

The PRT acknowledges MGSEB’s feedback and appreciates the School’s recognition of the need for further formalisation, documentation, and systematisation across governance, curriculum, faculty, student support, and infrastructure.
The PRT notes that the SCR already demonstrates strong foundational elements, including:

  • Commitment to continuous quality improvement through the three-year action plan and mission-aligned initiatives.
  • Effective blended learning delivery for working professionals and high faculty accessibility, contributing to stakeholder satisfaction and engagement.
  • Established stakeholder loyalty and positive outcomes in entrepreneurship education, as reflected in student, alumni, and staff feedback.
    At the same time, the PRT concurs that several areas require attention to ensure sustainability, transparency, and measurable outcomes:
  • PDCA cycle: While in practice, it remains informal and requires documented timelines, role assignments, performance indicators, and closed-loop reporting.
  • Internationalisation and mobility programs: Need clearer branding, ethics oversight, and measurable faculty involvement.
  • Administrative capacity: Current staffing managing dual programs (MBA and DBA) may be overstretched, necessitating immediate planning for additional personnel and digitalisation support, particularly ahead of the MBA–ODL 2026 launch.
  • Curriculum updates: Integration of emerging industry trends (e.g., digital transformation, sustainability) requires systematic updating, stakeholder validation, and alignment with PLOs.
  • Infrastructure and facilities: City campus constraints and case-based pedagogy demands highlight the need for phased investments in physical and digital learning spaces.
  • Financial sustainability: Reliance on tuition revenue underscores the need for realistic prioritisation of initiatives, phased implementation, and clear linkage to revenue diversification strategies.

To enhance usability, accessibility, and credibility of accreditation documentation, the PRT recommends that MGSEB:

  • Incorporate hyperlinks or page references for appendices and key documents in digital submissions.
  • Ensure all referenced materials (e.g., meeting minutes, rubrics, policies) are updated, version-controlled, and accessible to faculty and relevant stakeholders.
  • Establish consistent document management practices to maintain alignment across standards, chapters, and ongoing improvement initiatives.
  • Align improvement initiatives with available resources, providing measurable outcomes and realistic timelines.

The PRT concludes that MGSEB demonstrates a strong foundation and genuine commitment to ABEST21 standards. Implementation of the above recommendations will bridge the gap between existing practices and fully formalised, sustainable systems, enhancing transparency, accountability, and institutional effectiveness.

3. Compatibility with the ABEST21 Standards

Chapter 1: Internal Quality Assurance and Management

  • Standard 1: Academic Unit Management
  • Standard 2: Governance System
  • Standard 3: Self-Check/Self-Evaluation
  • Standard 4: Staff-Development

The School demonstrates a good understanding of internal quality assurance through its PDCA cycle, governance structure, and continuous improvement efforts. However, formal documentation, clarity in decision-making roles, and more systematic audits are needed to strengthen alignment with ABEST21 standards. Overall, the School’s internal quality assurance and management are compatible with the standards but can be further improved.

  • The School demonstrates a foundational understanding of internal quality assurance through its ongoing PDCA cycle efforts, informal decision-making processes, and governance structure. While governance roles and processes are in place, greater clarity on decision-making and formalization of procedures will enhance alignment with ABEST21 standards. There is evidence of commitment to continuous improvement, though formal documentation and frequency of audits could be strengthened.
  • Compatible
  • Overall, the School’s internal quality assurance and management seems to be compatible with the ABEST21 Accreditation Standards. There are, naturally, some areas of improvement.

The School’s Feedback:

MGSEB accepts the PRT’s assessment and agrees that while the SCR presented a functioning internal quality assurance system, including the PDCA cycle, governance structure, and ongoing improvement efforts, several elements require stronger formalisation. The comments regarding clearer documentation, defined decision-making roles, and more systematic audits are valid, as the SCR described many of these processes informally rather than through structured procedures or scheduled reviews. The School acknowledges that these enhancements will improve alignment with ABEST21 expectations, and will refine its documentation, clarify governance responsibilities, and strengthen audit mechanisms to ensure full compatibility with the standards.

PRT Response:

The PRT thanks MGSEB for its acknowledgement of the assessment regarding internal quality assurance and management. We appreciate the School’s recognition that while the PDCA cycle, governance structure, and continuous improvement efforts are in place, further formalisation of documentation, clearer definition of decision-making roles, and more systematic audits are needed to fully align with ABEST21 standards.
The PRT welcomes MGSEB’s commitment to refine its internal quality assurance processes, strengthen governance clarity, and enhance audit mechanisms. We commend the School’s proactive approach and look forward to reviewing the updated documentation, which will demonstrate full compatibility with ABEST21 expectations while reinforcing its culture of continuous improvement.

Issues to be improved:

  • Clarify the governance roles and responsibilities of the Dean, Deputy Dean, and key committees.
  • Formalize governance structures and decision-making procedures through clear SOPs.
  • Increase transparency by making meeting minutes and audit reports more accessible.
  • Implement a documented PDCA system with clear timelines, responsibilities, and performance indicators.
  • Conduct annual audits to assess PDCA effectiveness and link findings to curriculum and learning outcomes.
  • Develop clear rubrics for all Program Learning Outcomes (PLOs) and assess them regularly at course and program levels.
  • Review curriculum mapping every two years with input from external and industry advisors.

In summary: Improvements should focus on clarifying governance roles, formalizing decision-making, enhancing transparency, implementing a structured PDCA system with timelines, conducting annual audits, and strengthening Program Learning Outcome assessments.

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  • Clarify the respective governance roles of Dean and Deputy Dean in university-level decisions.
  • Formalize governance structures and decision-making processes for consistency despite lean staffing.
  • Increase transparency and accessibility of meeting minutes and audit reports.
  • Provide detailed timelines and monitoring mechanisms for PDCA formalization.
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  • Hired specialized roles for several positions, such as international student coordinator and finance assistant.
  • A visible feedback loop with published action reports and digitalize governance tracking as staff requested “real-time notifications” and accountability.
  • PDCA tracking dashboards with baseline metrics, demonstrate closed-loop examples where Check phase findings led to documented Act phase changes, and train all staff on systematic quality improvement beyond audit compliance.
  • A targeted professional development plan addressing identified needs (such as ethics governance, multilingual communication, CRM systems), facilitate peer institution visits for benchmarking as staff suggested, and track competency development linked to performance evaluations.
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Formalize the PDCA Cycle:

 
  • Implement a documented, school-wide PDCA system with clear timelines, responsible personnel, and performance indicators.
  • Conduct annual audits of PDCA effectiveness linked to curriculum changes and student learning outcomes.
    Strengthen Assurance of Learning (AoL)
  • Develop clear rubrics for all Program Learning Outcomes (PLOs) and assess them at course and programme levels.
  • Conduct curriculum mapping reviews every 2 years, not just every 5, with input from external academic and industry advisors.

The School’s Feedback:

Many of the improvement points raised by the PRT are valid and MGSEB accepts the need for clearer formalisation of governance roles, SOPs, decision-making processes, PDCA timelines, and annual audit mechanisms. At the same time, several of the elements highlighted by the PRT were already included in the SCR, such as the description of the governance committees, the PDCA activities undertaken, the use of curriculum reviews, the assessment of PLOs, and the identification of new specialised roles required for the School’s expansion. The SCR also noted MGSEB’s practice of curriculum mapping, stakeholder engagement, and ongoing faculty development, though not yet in the structured manner expected by ABEST21. Therefore, while the foundational components were presented in the SCR, MGSEB accepts that they require clearer documentation, stronger evidence, and more explicit articulation in the revised report to fully demonstrate alignment with the standards.

PRT Response:

Strengths:

  • PDCA cycle supporting continuous improvement.
  • Governance structure with committees and decision-making.
  • Curriculum reviews, PLO assessments, and faculty development.
  • New specialized roles (e.g., International Student Coordinator, Finance Assistant).

Areas for Improvement:

  • Governance: Clarify roles and formalize decision-making procedures.
  • Transparency: Make minutes, audit reports, and PDCA tracking accessible; use digital dashboards.
  • PDCA: Document timelines, responsibilities, and indicators; conduct annual audits; act on feedback.
  • Assurance of Learning: Develop PLO rubrics; review curriculum mapping every two years with external input.
  • Faculty Development: Targeted training and link competency development to evaluations.

Chapter 2: Mission Statement

  • Standard 5: Mission Statement
  • Standard 6: Financial Strategies

The School’s mission reflects its commitment to program expansion, student affordability, and stakeholder engagement, including agents and alumni. The mission aligns well with the University’s overall objectives. However, the operationalization of the mission in curriculum development, stakeholder engagement, and financial initiatives requires clearer articulation and measurable implementation plans.

  • The School’s mission reflects a commitment to program expansion, student affordability, and engagement with stakeholders such as agents and alumni. There is a general framework linking the mission with strategic goals, though operationalization in curriculum and financial initiatives requires more explicit articulation.
  • Compatible
  • The Mission Statement of the School is in line with the Mission Statement of the university and covers the main aspects of its objectives and stakeholders.

The School’s Feedback:

MGSEB accepts the PRT’s comments regarding the need for clearer operationalisation of the mission, particularly in linking it more explicitly to curriculum development, stakeholder engagement, and financial strategies. At the same time, the SCR already demonstrated that the mission aligns fully with UMK’s mission, and it outlined key elements such as programme expansion, affordability, and stakeholder involvement through agents, alumni, and industry engagement. These foundations were presented, but not translated into measurable plans or detailed implementation pathways. Therefore, while the mission itself and its strategic direction were clearly articulated in the SCR, MGSEB acknowledges that the revised submission must further strengthen the connection between mission objectives and concrete actions, timelines, and indicators to demonstrate full alignment with ABEST21 expectations.

PRT Response:

The PRT thanks MGSEB for its constructive feedback regarding the areas identified for improvement. We acknowledge the School’s recognition that while foundational governance structures, PDCA activities, curriculum mapping, PLO assessment, and specialized roles are already in place, these elements require clearer formalisation, stronger documentation, and more explicit articulation to fully align with ABEST21 standards.
The PRT welcomes MGSEB’s commitment to formalize governance roles and decision-making processes through SOPs, enhance transparency, implement a structured PDCA system with timelines and responsibilities, conduct annual audits linked to curriculum and learning outcomes, and strengthen Program Learning Outcome assessments with regular curriculum mapping and external input.
We commend the School’s proactive approach and look forward to reviewing the revised submission, which will demonstrate systematic quality assurance, evidence-based improvements, and full alignment with ABEST21 expectations.

Issues to be improved:

  • Provide detailed timelines and implementation plans for new programs such as the MBA–ODL.
  • Specify target groups and application mechanisms for discounted fee structures.
  • Elaborate on engagement initiatives with agents and alumni, including events and referral programs.
  • Clarify the process and frequency for reviewing the mission statement and incorporating stakeholder feedback.
  • Explain how the mission translates into measurable educational outcomes and graduate competencies.
  • Highlight how projects such as the Entrepreneurship Enhancement Project (EEP) support financial sustainability and mission achievement.

In summary: Improvements should focus on operationalizing the mission with clear implementation plans for programs, specifying target groups and financial initiatives, enhancing stakeholder engagement, and linking the mission to measurable educational outcomes and financial sustainability efforts.

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  • Provide detailed timelines and implementation plans for new programs (e.g., MBA-ODL).
  • Specify target groups and application mechanisms for discounted fee structures.
  • Elaborate on engagement initiatives for agents and alumni (events, referral programs).
  • Clarify the frequency and process of mission statement review and stakeholder feedback incorporation.
  • Explain how the mission translates into measurable educational outcomes and graduate competencies.
  • Detail the role of projects such as the EEP in supporting financial sustainability.
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  • More quantifiable mission achievement indicators (e.g., % alumni starting businesses, leadership positions attained, community contributions), and conduct biannual impact assessments beyond employment data
  • Acceleration on Executive Education Program commercialization, formalize consultancy pricing structure, and secure dedicated budget allocation from the university for internationalization initiatives to complement the self-generated funds.

The School’s Feedback:

MGSEB accepts the PRT’s suggestions, as the SCR did not fully articulate timelines, target groups, or implementation mechanisms for initiatives such as the MBA-ODL, discounted fee structures, or agent/alumni engagement programmes. However, the SCR did already present MGSEB’s mission, its alignment with UMK, and the School’s broader intentions to expand access, enhance affordability, and strengthen stakeholder relationships. These foundations were stated, but not translated into measurable plans, specific review cycles for the mission statement, or clear indicators of mission achievement. The PRT’s comments are therefore valid in highlighting the need for more explicit operationalisation and stronger linkage between mission objectives, educational outcomes, financial strategies, and projects such as the EEP. The revised submission will address these gaps by providing detailed timelines, quantifiable indicators, and clearer mechanisms showing how the mission drives programme quality and sustainability.

PRT Response:

The PRT thanks MGSEB for its constructive feedback regarding the operationalisation of the School’s mission. We acknowledge the School’s recognition that while the SCR outlined the mission and broader intentions, clearer timelines, target groups, implementation mechanisms, and quantifiable indicators are needed to demonstrate how the mission translates into measurable educational outcomes, graduate competencies, stakeholder engagement, and financial sustainability.
The PRT welcomes MGSEB’s commitment to strengthen the revised submission by detailing implementation plans for initiatives such as the MBA-ODL, discounted fee structures, and agent/alumni engagement programs, clarifying mission review cycles, and highlighting the role of projects like the Entrepreneurship Enhancement Project in supporting financial and educational objectives.
We commend the School’s proactive approach and look forward to reviewing the enhanced evidence showing how the mission drives programme quality, graduate impact, and sustainable growth in alignment with ABEST21 standards.

Chapter 3: Curriculum

  • Standard 7: Learning Goals
  • Standard 8: Curriculum Policy and Management of Curriculum
  • Standard 9: Quality Improvement of Curriculum
  • Standard 10: Online Education
  • Standard 11: Diploma Policy and Learning Outcomes
  • Standard 12: Globalization of Curriculum

The curriculum design demonstrates alignment with the School’s mission and Program Learning Outcomes (PLOs). Cross-disciplinary access, learning clusters, and international mobility programs are evident. However, integration of emerging industry trends, systematic stakeholder feedback, and continuous curriculum updates could be further strengthened.

  • Curriculum design shows awareness of program learning outcomes and their alignment with institutional mission. Cross-disciplinary access and learning clusters are acknowledged, and internationalization efforts exist through mobility programs. There is evidence of ongoing curriculum review processes, albeit with room for improvement in integration of emerging industry trends.
  • Compatible
  • The Curriculum seems to be compatible with the ABEST21 Accreditation Standards. It is inline with the mission and objectives of the School.

The School’s Feedback:

MGSEB appreciates the PRT’s positive assessment of the curriculum structure and its alignment with the School’s mission and Program Learning Outcomes (PLOs). The School acknowledges the PRT’s recognition of existing curriculum strengths, including cross-disciplinary access, the integration of MQF learning clusters, and internationalisation efforts through mobility and collaborative academic activities.
MGSEB has no objection to the PRT’s comments and agrees that the curriculum is compatible with the ABEST21 Accreditation Standards. The School welcomes the PRT’s constructive remarks regarding the need to strengthen the integration of emerging industry trends, enhance systematic stakeholder feedback mechanisms, and ensure continuous, timely curriculum enhancement.

PRT Response:

The PRT welcomes MGSEB’s commitment to further strengthen the curriculum by enhancing the integration of emerging industry trends, systematically incorporating stakeholder feedback, and ensuring continuous and timely updates. We commend the School’s proactive approach and look forward to reviewing the revised curriculum enhancements, which will further reinforce alignment with ABEST21 standards.

Issues to be improved:

Demonstrate clear mapping of Program Educational Objectives (PEOs) and Program Learning Outcomes (PLOs) to the School’s mission and goals.

  • Strengthen mechanisms for aligning PLOs with course activities and assessments using updated rubrics.
  • Ensure systematic feedback and stakeholder involvement in curriculum review and improvement cycles.
  • Address data privacy and security concerns in academic management systems.
  • Clarify the extent and guidelines for offering asynchronous and hybrid learning classes.
  • Integrate current and emerging industry trends, including digital transformation, sustainability, and AI, into curriculum content.
  • Establish a committee to monitor curriculum relevance and update case studies regularly with input from industry and alumni.

In summary: Improvements should focus on aligning Program Educational Objectives and Learning Outcomes with the School’s mission using measurable indicators, integrating industry trends and emerging knowledge areas, incorporating stakeholder feedback, and ensuring clarity and privacy in digital and asynchronous learning offerings.

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  • Demonstrate clear mapping of PEOs and PLOs to school mission and goals with measurable indicators.
  • Strengthen mechanisms for mapping PLOs to course activities and assessments with regular rubric revisions.
  • Ensure systematic feedback and evaluation in curriculum review cycles, addressing gaps in stakeholder participation.
  • Address privacy concerns in academic management systems related to student information access.
  • Clarify the extent and limits of asynchronous class offerings.
  • Improve integration of industry trends and emerging knowledge areas in curriculum updates.
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  • Integration of Program Learning Outcome awareness into orientation and course syllabi discussions, implement alumni/employer competency assessments at 6-month/1-year/3-year intervals, and publish outcome achievement data demonstrating curriculum effectiveness.
  • Forming a curriculum team to scan and monitor emerging trends, conduct course-level updates every 2 years, and prioritize digital/technology modules for alumni and industry partners, specifically identified as critical gaps.
  • Relocation to appropriate business school facilities or redesigning current space for collaborative learning and formalizing an academic advising model with assigned advisors and documented student meeting records.
  • Provision of systematic online teaching certification for all faculty, develop a best practice repository for hybrid pedagogy, and pilot a teaching assistant program for courses exceeding 15 students to maintain interaction quality.
  • Establishment of an external examiner system for program-level outcome validation, ensure auditors have disciplinary expertise, and implement capstone assessment rubrics explicitly mapping to all PLOs with employer/alumni validation.
  • Modifying physical mobility metrics with virtual internationalization (e.g., dual-taught modules with partner universities online), recruit 2-3 visiting international faculty annually for intensive blocks, and design 3–5-day international intensive study tours feasible for employed students.
  • The School could establish a committee to monitor developments in digital transformation, sustainability, and AI.
    Case studies and course content should be updated based on real-time input from industry and alumni.

The School’s Feedback:

MGSEB has no objection to the PRT’s comments under issues to be improved. The School appreciates the constructive recommendations and acknowledges that they align with ongoing enhancement efforts, particularly in strengthening PEO–PLO alignment, improving assessment mechanisms, integrating industry trends, enhancing stakeholder feedback processes, and refining digital and internationalisation practices.

PRT Response:

The PRT thanks MGSEB for its positive engagement with the suggested areas for curriculum improvement. We note the School’s acceptance of the need to strengthen the alignment of Program Educational Objectives (PEOs) and Program Learning Outcomes (PLOs) with the School’s mission and goals, enhance assessment mechanisms, integrate emerging industry trends such as digital transformation, sustainability, and AI, and ensure systematic stakeholder feedback.
The PRT welcomes MGSEB’s commitment to refining digital and asynchronous learning practices, establishing committees to monitor curriculum relevance, updating case studies with industry and alumni input, and expanding internationalisation through visiting faculty and virtual collaborations. We commend the School’s proactive approach and look forward to seeing the implementation of these enhancements, which will further strengthen curriculum relevance, graduate competencies, and alignment with ABEST21 standards.

Chapter 4: Students

  • Standard 13: Admission Policy and Student Selection
  • Standard 14: Student Encouragement and Support
  • Standard 15: Student Body Diversity

The School provides various mobility opportunities and support services that cater to working professionals and international students. Efforts to track career outcomes and provide mental health support are commendable. However, participation in mobility programs and international student diversity remain limited, and more structured student engagement and feedback mechanisms are needed.

  • The School provides various student mobility opportunities and support mechanisms tailored to working professionals and international students. Efforts to track career outcomes and feedback are commendable. Support for diverse learning needs and student mental health is recognized.
  • Compatible
  • The School is working hard to be compatible with the ABEST21 Accreditation Standards. They need to increase their number of international students.

The School’s Feedback:

MGSEB appreciates the PRT’s positive assessment of the School’s student support services, mobility initiatives, and efforts to cater to working professionals and international students. The School has no objection to the PRT’s comments under Chapter Four: Students. MGSEB acknowledges the recommendations to enhance international student diversity, increase participation in mobility programmes, and further strengthen structured engagement and feedback mechanisms. The School is committed to improving these areas to ensure continued alignment with ABEST21 Accreditation Standards.

PRT Response:

The PRT thanks MGSEB for its constructive feedback on student-related matters. We acknowledge the School’s recognition of the strengths in mobility opportunities, student support services, career tracking, and attention to mental health.
The PRT welcomes MGSEB’s commitment to further enhance international student diversity, increase participation in mobility programmes, and strengthen structured engagement and feedback mechanisms. These efforts will support a more inclusive and globally connected learning environment and reinforce alignment with ABEST21 Accreditation Standards.

Issues to be improved:

  • Provide detailed structures and examples of existing and planned student mobility programs, including new partnership initiatives.
  • Clarify selection criteria and support mechanisms for students participating in mobility and exchange programs.
  • Enhance support services for international students and those with different learning needs or disabilities.
  • Formalize the academic advisor system with scheduled one-on-one sessions each semester and a tracking system for at-risk students.
  • Systematize the use of student feedback in academic planning, advising evaluation, and curriculum improvement.
  • Conduct structured surveys after each course and annually with alumni, employers, and current students.
  • Hold annual student town halls and alumni roundtables to strengthen communication and engagement.
  • Partner with industry to expand internships, consultancy projects, and experiential learning opportunities.
  • Improve learning spaces and collaboration platforms to support teamwork, innovation, and flexible study.

In summary: Improvements should focus on expanding student mobility and internationalization, enhancing support for differently abled and international students, formalizing academic advising, systematically using student feedback, and increasing industry engagement opportunities such as internships and consultancy projects.

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  • Provide detailed structures and examples of mobility programs, including new planned partnerships.
  • Clarify selection criteria and support for student participation in mobility.
  • Enhance support services for international and differently abled students.
  • Systematize use of student feedback in academic planning and evaluation of advising mechanisms.
  • Address low participation in mobility programs in the context of student demographics.
  • Present clear strategies and measurable outcomes demonstrating progress in internationalization and diversity.
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  • Implementing a structured interview protocol or portfolio assessment for borderline candidates, and establish the Accreditation of Prior Experiential Learning (APEL) advising partnership with certified centers to streamline the non-traditional applicant pathway.
  • Creating MGSEB-specific support orientation covering financial aid, counseling access, and career services; establishing annual academic excellence awards; and developing postgraduate-tailored career advancement tracking beyond traditional job placement.
  • Hiring a dedicated multilingual international student coordinator, establishing a faculty/peer buddy program, and creating structured cross-cultural learning activities beyond orientation to leverage diversity for educational outcomes to support the current demographic statistics.
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The School could do the following to provide more student encouragement and support:

 
  • Formalize the academic advisor system with scheduled one-on-one sessions each semester and a tracking system for at-risk students.
  • Use structured, anonymous surveys after every course and annually from alumni, employers, and current students.
  • Hold student town halls and alumni roundtables at least once a year.
  • Partner with companies to offer internships, consultancy projects, or business simulations.
  • Provide flexible study spaces and collaboration platforms that encourage group learning and innovation.

The School’s Feedback:

MGSEB appreciates the PRT’s constructive recommendations concerning student mobility, support services, academic advising, and stakeholder engagement. The School has no objection to the comments provided and acknowledges that the suggestions align with its ongoing efforts to enhance student support and internationalisation. MGSEB is committed to expanding mobility structures, strengthening support for international and differently abled students, formalising academic advising processes, systematising student feedback mechanisms, and deepening industry engagement through internships and consultancy-based learning. These improvements will further align MGSEB with ABEST21 expectations and enhance the overall student experience.

PRT Response:

The PRT thanks MGSEB for its detailed response and acknowledges the School’s commitment to enhancing student support, mobility, and engagement. We welcome the School’s initiatives to expand international student mobility programs, strengthen services for differently abled and international students, formalize academic advising with structured tracking, and systematically incorporate student feedback into academic planning.
The PRT also appreciates MGSEB’s plans to deepen industry engagement through internships, consultancy projects, and experiential learning, as well as efforts to improve learning spaces and collaboration platforms. These measures are expected to enhance student outcomes, foster a more inclusive and globally connected learning environment, and further align the School with ABEST21 Accreditation Standards.

Chapter 5: Faculty

  • Standard 16: Faculty Structure
  • Standard 17: Faculty Qualifications
  • Standard 18: Maintenance of Education and Research Environment
  • Standard 19: Faculty Development
  • Standard 20: Faculty Diversity

The School has a qualified and diverse faculty with balanced expertise in teaching, research, and industry engagement. Faculty development and recognition programs are in place, but there is a need for clearer workload policies, enhanced research support, and systematic strategies for continuous professional growth and global exposure.

  • Faculty structure, qualifications, and development initiatives are generally aligned with accreditation standards. There is recognition of workload balance, diversity, and support for research and mental health. Incentives and recognition programs are present but could be better integrated.
  • Compatible.
  • Overall, the School has talented Faculty members who are well qualified to teach the various courses offered by the School. Therefore, it is compatible with the ABEST21 Accreditation Standards.

The School’s Feedback:

MGSEB welcomes the PRT’s comments and agrees that clearer articulation of workload policies, structured research support, and systematic faculty development especially for global exposure would strengthen alignment with ABEST21 standards. At the same time, the SCR already demonstrated that the School has a well-qualified faculty team with balanced expertise in teaching, research, and industry engagement, and highlighted that faculty development, recognition efforts, and mental health support are available through UMK. These elements show that the foundation for compliance is already in place, even if certain processes were not fully detailed. The PRT’s suggestions reinforce areas that MGSEB has acknowledged for enhancement, particularly in formalising workload management, expanding research assistance, and strengthening long-term professional growth pathways. The School will therefore clarify these mechanisms in the revised submission to fully demonstrate compatibility with ABEST21 expectations.

PRT Response:

The PRT acknowledges MGSEB’s feedback and appreciates the School’s recognition of the need for clearer workload policies, structured research support, and systematic faculty development, particularly in terms of global exposure. The PRT notes that the SCR already demonstrates a qualified and balanced faculty, with ongoing initiatives in teaching, research, industry engagement, and mental health support.
The PRT welcomes the School’s commitment to formalize workload management, enhance research assistance, and strengthen long-term professional development pathways. These actions are expected to further align MGSEB with ABEST21 Accreditation Standards while maintaining and improving the quality and effectiveness of faculty contributions to teaching, research, and student learning outcomes.

Issues to be improved:

  • Define clear and transparent criteria for teaching load allocation, considering research, administrative, and service responsibilities.
  • Establish workload balancing policies and procedures to ensure fairness and prevent staff overload.
  • Strengthen support mechanisms for faculty research, funding applications, and conference participation.
  • Provide structured faculty development programs focusing on emerging areas such as digital transformation, AI, and sustainability.
  • Develop initiatives to promote faculty well-being and mental health.
  • Introduce a formal faculty professional development roadmap with mentoring and exposure to international best practices.
  • Launch faculty exchange and mobility programs with partner institutions in ASEAN, South Asia, and others.
  • Enhance diversity and inclusivity in faculty recruitment and development.
  • Implement a recognition and reward system for excellence in teaching, research, and community or industry engagement.
  • Ensure faculty expertise is systematically integrated into curriculum development and program delivery to enhance student learning outcomes.

In summary: Improvements should focus on defining teaching workloads and research support, implementing faculty development in emerging fields, supporting faculty well-being, recognizing contributions, promoting diversity, and ensuring faculty expertise informs curriculum development and delivery.

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  • Provide detailed criteria for teaching load allocation, including factors like research and administrative duties.
  • Define policies for workload balancing and workload reduction for research/admin roles.
  • Explain support mechanisms for faculty mental health and rewards for scholarly output.
  • Outline faculty development strategies for emerging fields (AI, sustainability).
  • Enhance recruitment practices to promote faculty diversity.
  • Clarify institutional support for research funding applications and conference participation.
  • Demonstrate how faculty expertise is integrated into curriculum development and delivery for student learning impact.
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  • Conducting a comprehensive workload audit, including non-teaching responsibilities, establishing maximum supervision loads, and recruiting additional faculty before the MBA-ODL launch to maintain quality standards.
  • Recruiting 1-2 international visiting professors annually for intensive teaching blocks, formalizing adjunct appointments with industry practitioners, and documenting actual (not aspirational) international faculty contributions with evidence of teaching delivery.
  • Relocating to facilities matching graduate business school standards or securing dedicated postgraduate learning spaces with a business-appropriate environment; systematically track research-teaching integration with examples in course delivery.
  • Requiring all faculty to have an online pedagogy certification, providing discipline-specific teaching development, and operationalizing claimed international exchange programs with actual participation targets and funding.
  • Recording specific contributions of international faculty to curriculum globalization and recruiting faculty with emerging technology/digital transformation expertise, addressing alumni-identified curriculum gaps
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The School could do a number of things:
Design a Professional Development Roadmap

 
  • Institute a faculty development plan with individual learning pathways, mentoring, and exposure to international practices.
    Enhance Global Competence and Mobility
  • Initiate faculty exchange programmes with partner schools in ASEAN, South Asia, or Africa.
    Recognize and Reward Staff Contributions
  • Implement a recognition scheme that rewards staff achievements in teaching, industry engagement, and student mentorship.
    Encourage Faculty Diversity
  • Pursue inclusive recruitment policies and explore secondments from international partner institutions.

The School’s Feedback:

MGSEB accepts the PRT’s comments, as several improvement areas such as clearer teaching load criteria, stronger research support, structured faculty development, and enhanced international exposure were not fully detailed in the SCR. At the same time, the SCR did present the School’s existing strengths, including a qualified and diverse faculty, evidence of research activity, engagement with industry, and participation in UMK-wide development and mental-health initiatives. These foundations show that many of the PRT’s suggested improvements are extensions of practices already in place, but not yet documented in a systematic manner. The SCR also highlighted curriculum review processes and the contributions of faculty expertise to teaching, though more explicit integration pathways and workload policies were needed. MGSEB therefore agrees with the PRT’s suggestions and will strengthen the revised submission by formalising workload policies, expanding faculty development in emerging fields, enhancing diversity strategies, and documenting how faculty expertise drives curriculum quality and student learning outcomes.

PRT Response:

The PRT acknowledges MGSEB’s feedback and appreciates the School’s recognition of areas for enhancement in faculty management and development. The PRT notes that the SCR demonstrates a well-qualified and diverse faculty, active in teaching, research, and industry engagement, with access to mental health and professional development support through UMK.
The PRT welcomes MGSEB’s commitment to:

  • Defining clear and transparent teaching load allocation criteria, including provisions for research and administrative responsibilities.
  • Formalizing workload balancing policies to ensure fairness and prevent staff overload.
  • Strengthening support mechanisms for research, funding applications, conference participation, and faculty well-being.
  • Implementing structured faculty development programs in emerging areas such as digital transformation, AI, and sustainability, alongside professional development roadmaps with mentoring and international exposure.
  • Enhancing faculty diversity and inclusivity, and launching exchange and mobility programs with partner institutions.
  • Establishing recognition and reward systems for excellence in teaching, research, and industry/community engagement.
  • Demonstrating systematic integration of faculty expertise into curriculum development and program delivery to enhance student learning outcomes.

The PRT recognizes that many of these proposed improvements build upon MGSEB’s existing strengths. Formalizing these processes and documenting evidence of implementation will strengthen the School’s alignment with ABEST21 Accreditation Standards and support continued faculty excellence and student success.

Chapter 6: Educational Infrastructure

  • Standard 21: Maintenance of Educational Infrastructure
  • Standard 22: Globalization of Educational Infrastructure

The School has established the foundation for internal quality assurance and continues to enhance financial sustainability through program diversification. The current facilities and digital infrastructure support effective teaching and learning, although some limitations remain, such as shared office spaces and accessibility provisions. Further planning and resource allocation are needed to meet international standards.

  • The School has initiated PDCA-based internal quality assurance processes and is actively pursuing financial sustainability through diversified programs. Teaching and learning infrastructure supports current needs, with ongoing efforts to upgrade digital and physical resources.
  • Compatible.
  • The School has the basic facilities for a conducive educational teaching and learning environment. Students have access to a library, counselling, advisors, shops, and hostels. Although the academic staff still share office space, it is still adequate. Therefore, it is compatible with the ABEST21 Accreditation Standards.

The School’s Feedback:

MGSEB accepts the PRT’s observations regarding the need for further planning, resource allocation, and infrastructure enhancement to meet international standards. The SCR already demonstrated that the School has foundational facilities in place like classrooms, seminar rooms, digital learning platforms, library access, counselling services, and hostel availability and these were acknowledged by the PRT as compatible with ABEST21 expectations. At the same time, the SCR also noted existing limitations such as shared office spaces and the need for strengthened accessibility provisions, making the panel’s recommendations reasonable. The School’s ongoing efforts to expand programme offerings, diversify revenue, and formalise PDCA-based quality assurance were highlighted in the SCR, but require clearer documentation and forward planning. MGSEB will therefore strengthen its revised submission by presenting more detailed infrastructure roadmaps, digital learning upgrades, and resource allocation strategies to support growth and international alignment.

PRT Response:

The PRT acknowledges MGSEB’s feedback and appreciates the School’s recognition of the need for continued infrastructure enhancement to meet international business school standards. The PRT notes that the SCR demonstrates a solid foundation for teaching and learning, including classrooms, seminar spaces, digital learning platforms, library access, counselling services, and hostel availability.
The PRT welcomes MGSEB’s commitment to:

  • Developing detailed infrastructure roadmaps aligned with program expansion and anticipated student enrolment increases, such as the MBA–ODL.
  • Upgrading digital learning environments and integrating collaborative tools to support both in-person and online learning.
  • Addressing accessibility limitations for staff and students, ensuring inclusive facilities.
  • Allocating resources strategically to secure dedicated office spaces, library resources, and equipment replacement schedules to maintain operational effectiveness.
  • Formalising the PDCA-based internal quality assurance processes in alignment with infrastructure planning and programme delivery.

The PRT recognizes that while foundational facilities are adequate, formal planning, documentation, and systematic upgrades are essential to ensure long-term sustainability and alignment with ABEST21 standards. Implementation of these improvements will enhance the overall educational environment, support student learning outcomes, and strengthen MGSEB’s international competitiveness.

Issues to be improved:

  • Provide clear timelines and prioritization plans for PDCA formalization and SOP implementation across all units.
  • Define role assignments, monitoring responsibilities, and training plans for consistent PDCA application.
  • Develop a phased implementation plan with financial projections to support revenue diversification and infrastructure improvement.
  • Establish clear criteria for infrastructure prioritization and periodic assessment of digital learning adequacy.
  • Improve facilities and accessibility for differently abled students and staff.
  • Plan for the provision of individual office spaces for academic staff to enhance productivity and professionalism.
  • Prepare a strategic infrastructure development plan with timelines, resource allocation, and alignment to international standards.
  • Regularly review and upgrade digital learning platforms to ensure accessibility, reliability, and equity for all students.

In summary: Improvements should focus on providing individual faculty offices, upgrading digital learning infrastructure, prioritizing accessibility, and developing a strategic plan with timelines and resource allocation to align facilities with international standards.

●
  • Provide detailed timelines and prioritization plans for PDCA formalization and SOP implementation.
  • Clarify role assignments, monitoring, and training plans for PDCA application across units.
  • Detail phased implementation and financial projections for revenue diversification initiatives.
  • Describe mechanisms for infrastructure prioritization and assessment of digital learning adequacy.
  • Ensure adequate facilities for differently abled staff and students, including plans for individual faculty offices.
  • Present a strategic plan with timelines and resource allocation to address current infrastructure limitations and align with international standards.
●
  • Securing appropriate business school facilities before MBA-ODL 2026 launch (projected enrollment increase will add complexity) and establishing an equipment replacement schedule with concrete budget allocation.
  • Repurposing mobility infrastructure investment toward technology such as virtual exchange platforms and collaborative tools, creating international student hub space within existing facilities, and expanding discipline-specific digital resources addressing technology/digital transformation compared with generic business databases.
  • Additional individual office space for academic staffs are needed.

The School’s Feedback:

MGSEB accepts the PRT’s recommendations, as the SCR did not fully detail timelines, prioritisation mechanisms, or role assignments for PDCA formalisation, nor did it provide a comprehensive infrastructure development roadmap. At the same time, the SCR already acknowledged ongoing PDCA initiatives, revenue diversification plans, and the foundation of existing digital and physical facilities, including recognition of constraints such as shared office spaces and accessibility gaps. These points show that MGSEB is aware of its infrastructural challenges and has begun addressing them, though the processes require clearer documentation and structured planning to meet international expectations. The PRT’s suggestions regarding digital learning upgrades, accessibility improvements, phased facility development, and financial projections are therefore aligned with MGSEB’s current direction and will be strengthened in the revised submission with explicit timelines, resource allocation, and strategic priorities.

PRT Response:

The PRT acknowledges MGSEB’s feedback and appreciates the School’s recognition of the need for more structured planning and documentation regarding infrastructure development and PDCA formalisation. The PRT notes that the SCR already highlights ongoing initiatives in PDCA implementation, revenue diversification, and foundational teaching and learning facilities, while identifying limitations such as shared office spaces and accessibility gaps.
The PRT welcomes MGSEB’s commitment to:

  • Develop detailed timelines and prioritisation plans for PDCA formalisation and SOP implementation across all units, including role assignments, monitoring responsibilities, and staff training.
  • Prepare a phased infrastructure development plan with clear financial projections aligned to revenue diversification, internationalisation, and program expansion (e.g., MBA–ODL 2026 launch).
  • Establish criteria for infrastructure prioritisation, including periodic assessment of digital learning platforms to ensure reliability, accessibility, and alignment with programme needs.
  • Enhance facilities and accessibility for differently abled students and staff, and provide individual office spaces for academic personnel to improve productivity and professionalism.
  • Integrate strategic resource allocation and timelines in all infrastructure upgrades to meet international business school standards.
  • Repurpose existing mobility infrastructure investments toward technology-enabled solutions such as virtual exchange platforms, collaborative tools, international student hubs, and discipline-specific digital resources.

The PRT recognizes that while foundational facilities are in place, formalising PDCA processes, documenting implementation steps, and planning infrastructure strategically are essential for long-term sustainability and ABEST21 compliance. Implementation of these recommendations will strengthen MGSEB’s educational environment, support student learning outcomes, and enhance international competitiveness.

4. Good Practice in the School’s Educational Programs

Title: Flexible, Entrepreneurial-Focused MBA for Working Professionals
Reason: MGSEB demonstrates good practice by tailoring its MBA programme for working professionals through flexible learning approaches, including asynchronous and online options. The School actively tracks graduate career outcomes, gathers student feedback, and aligns the programme with industry needs. Its emphasis on entrepreneurial skill development equips students to launch and grow businesses, supporting inclusivity, lifelong learning, and real-world impact.

5. Matters to be improved

The School has made notable progress in governance, curriculum, faculty, student support, and infrastructure, but several areas require formalization, systematic implementation, and clearer documentation to ensure sustainability, transparency, and alignment with international standards.

  • Formalize and consistently implement the PDCA cycle across all functional areas to improve transparency and quality tracking.
  • Operationalize the mission statement and educational goals more clearly in curriculum design, research, and student development strategies.
  • Establish systematic mechanisms for regular stakeholder engagement in governance, curriculum review, and strategic planning.
  • Update curriculum revisions to address emerging industry trends (e.g., digitalization, sustainability, AI) and include formal evaluation metrics.
  • Develop a strategic roadmap for infrastructure improvements, including faculty offices, libraries, and accessible facilities, with clear timelines and resource allocation.
  • Outline detailed financial sustainability plans with revenue targets, phased implementation, and market validation for non-tuition income sources.
  • Define faculty workload policies, research support mechanisms, and development strategies to maintain teaching and research excellence.
  • Intensify efforts to increase international student diversity and mobility participation, with measurable targets and support structures.
  • Ensure the PDCA cycle is systematic and effective in achieving goals, including improving staff and student diversity.
    *Note: Enhance navigability and version control in accreditation documents, including hyperlinks or clear page references for all appendices.

In summary: The School has progressed in governance, curriculum, faculty, student support, and infrastructure, but requires formalization and systematic implementation to meet international standards. Key improvements include fully implementing the PDCA cycle, operationalizing the mission in curriculum and student development, engaging stakeholders regularly, updating curriculum for emerging industry trends, enhancing infrastructure and document management, strengthening financial sustainability plans, defining faculty workload and development strategies, and increasing international student diversity and mobility participation.

●
  • The School is encouraged to formalize and consistently implement the PDCA cycle across all functional areas. The lack of documentation and standard operating procedures currently limits transparency and quality tracking.
  • The mission statement and educational goals should be more clearly operationalized in curriculum design, research, and student development strategies.
  • Stakeholder engagement remains largely informal. The School should establish systematic mechanisms for regular stakeholder feedback and participation in governance, curriculum review, and strategic planning.
  • Curriculum revisions need to be more responsive to emerging industry trends (e.g., digitalization, sustainability, AI) and integrate formal evaluation metrics to measure learning goal achievement.
  • While MGSEB has acknowledged infrastructure challenges (e.g., shared faculty offices, absence of a dedicated library), a clear strategic roadmap with specific timelines and resource allocation is necessary to meet international standards.
  • The document submission for accreditation should improve navigability. It is recommended that all appendices be hyperlinked in the digital format or include clearly marked page numbers, and version control should be implemented to ensure document consistency across chapters.
  • Financial sustainability plans are promising, but the School must outline specific revenue targets, implementation phases, and market validation to ensure long-term viability of non-tuition income sources.
  • Faculty workload policies, research support mechanisms, and development strategies should be more clearly defined and monitored to avoid overburdening staff and to maintain teaching and research excellence.
  • Efforts to increase international student diversity and mobility participation need to be intensified, with measurable targets and support structures to ensure inclusivity and global engagement.
  • The School needs to ensure their PDCA cycle is systematic, they achieve their goal and targets for improvements, especially increasing the diversity of their staff and student population.

The School’s Feedback:

SEB appreciates the PRT’s recognition of the School’s good practices, including its flexible blended delivery model, entrepreneurial focus, strong faculty accessibility, and commitment to meeting the needs of working professionals. These strengths were thoroughly highlighted in the SCR and reaffirm MGSEB’s distinct positioning in entrepreneurship-oriented postgraduate education. At the same time, the PRT’s comments on areas requiring further formalisation particularly the PDCA cycle, curriculum responsiveness to emerging trends, infrastructure improvements, and more structured stakeholder engagement are valid. While these elements were mentioned in the SCR as ongoing or planned initiatives, they require clearer systematisation, timelines, and documented mechanisms to fully demonstrate alignment with international standards.
The SCR also acknowledged challenges such as tuition dependency, facility limitations, and limited staff and student diversity. The PRT’s recommendations on document navigability, version control, faculty workload policies, and financial sustainability reinforce improvements that MGSEB has already identified in its three-year action plan. MGSEB therefore accepts these comments and will strengthen the revised submission by formalising processes, improving documentation practices, enhancing curriculum mapping and AoL assessments, and implementing measurable targets for internationalisation, infrastructure development, and revenue diversification.

PRT Response:

The PRT acknowledges MGSEB’s feedback and commends the School for the clear identification of its good practices and areas for enhancement.

Good Practices

The PRT recognizes the following strengths highlighted by MGSEB:

1. Flexible and Blended Learning for Working Professionals

  • The MBA programme’s flexible delivery—including asynchronous, online, and modular learning—demonstrates responsiveness to the needs of employed learners.
  • Faculty accessibility, including extended availability, supports a highly student-centric learning environment.

2. Entrepreneurial Focus

  • The programme’s emphasis on entrepreneurial skill development equips graduates to start and grow businesses, fostering practical impact and lifelong learning.
  • Alumni feedback indicates tangible outcomes in business creation and leadership development.

3. Proactive Stakeholder Engagement/p>

  • Tracking of graduate career outcomes and systematic collection of student feedback illustrates commitment to programme quality and continuous improvement.

The PRT agrees that these elements represent strategic strengths and good practice in delivering postgraduate education aligned with the School’s mission and the needs of working professionals.
Matters to be Noted / Areas for Improvement
The PRT concurs with MGSEB’s recognition of several areas requiring further formalisation, systematic implementation, and documentation:

1. PDCA Cycle Formalisation

  • While PDCA initiatives exist, the cycle requires clear documentation, standard operating procedures (SOPs), assigned responsibilities, timelines, and measurable performance indicators to ensure transparency and effective quality tracking.

2. Operationalisation of Mission and Educational Goals

  • Curricula, research initiatives, and student development strategies should explicitly reflect the School’s mission and programme objectives with measurable outcomes.

3. Stakeholder Engagement

  • Governance, curriculum review, and strategic planning processes need systematic mechanisms for regular input from students, alumni, industry, and faculty.

4. Curriculum Responsiveness

  • Updates should address emerging trends such as digitalization, sustainability, and AI, with integrated evaluation metrics to measure achievement of learning outcomes.

5. Infrastructure Development

  • A strategic roadmap is needed to improve faculty offices, library resources, digital learning platforms, and accessibility, with clear timelines and allocated resources.

6. Financial Sustainability

  • Detailed revenue targets, phased implementation plans, and market validation for non-tuition income sources are necessary to reduce tuition dependency and ensure long-term viability.

7. Faculty Workload and Development

  • Clear policies on teaching loads, research support, professional development, and recognition are required to maintain academic excellence and prevent staff overburden.

8. Internationalisation and Diversity

  • Measurable targets and support structures are needed to increase international student enrolment, mobility participation, and staff diversity.

9. Document Management and Accessibility

  • Accreditation documents should incorporate hyperlinks or clear page references, consistent version control, and updated appendices to enhance navigability and reliability.

Conclusion

The PRT acknowledges MGSEB’s acceptance of these recommendations and agrees that formalisation, systematic implementation, and measurable monitoring are essential to bridge the gap between current practices and international standards.
The PRT encourages the School to:

  • Fully implement and document the PDCA cycle across all functional areas.
  • Operationalise the mission in curricula, research, and student development strategies.
  • Enhance stakeholder engagement mechanisms and curriculum responsiveness to emerging trends.
  • Strengthen infrastructure planning, financial sustainability, and faculty support systems.
  • Improve documentation practices for transparency, accessibility, and version control.

By addressing these areas, MGSEB will consolidate its strengths in flexible, entrepreneurial-focused education while ensuring sustainable quality systems aligned with ABEST21 expectations.

6. Peer Review Schedule

ABEST21 assessed the School’s ABEST21 Management Accreditation by conducting substantial assessment on “Self-Check/Self-Evaluation Report (SCR)” by the Desk Review and the Peer Review Visit according to the Review Schedule below.

  • Aug. 8, 2023: Acceptance of the “QIS”
  • Oct. 30, 2023: Online Interview
  • Nov. 28-29, 2023: Ratification of the “QIS” by the Peer Review Committee
  • Jul. 1, 2025: Acceptance of the “SCR”
  • Oct. 8-9, 2025: Peer Review Visit
  • Nov. 5, 2025: Informal Announcement of the Draft of the PRT Review Report
  • Nov. 5-28, 2025: Coordination of opinions between the PRT and the School
  • Dec. 2-3, 2025 : Ratification of the “PRT Review Report”
  • Jan. 15, 2026: Recommendation of the Accreditation Committee
  • Mar. 7, 2026: Ratification of the ABEST21 Accreditation by the Board of Trustees