Master of Business Administration Program – Global, SP Jain School of Global Management, Singapore

1. Accreditation Review Result

ABEST21 International Accreditation Result of Master of Business Administration – Global Program, SP Jain School of Global Management, Singapore Campus, Singapore 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, 2023 for a five-year period.”

2. “Educational and Research Environment Analysis”

The School has done a good analysis on its educational and research environment via the SWOT analysis. Further consideration could be taken to develop appropriate strategies based on this SWOT analysis. The multi-city learning model has a big advantage. Though it requires a complex logistic management, the School is handling it very well. The School has a track record of achievements in the field of research. The School has sought to improve the environment for education and research in a comprehensive manner. The implementation of the tri-cities program is very positive and improves the brand image of SP Jain as a global school of management. However, efforts to make this School more inclusive will be very beneficial. In addition, the School is expected to explore the uniqueness that distinguishes it from other global schools.

3. “Self-Check/Self-Evaluation Analysis”

Chapter One: “Internal Quality Assurance and Management”

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

Internal quality assurance and management are in place, but the objectives of the quality assurance are not explicitly discussed. The School meets the standards in this chapter. The internal quality system implemented by SPJSGM has met the criteria. However, there are several inputs for the improvement of this system, namely: (1) the implementation of a clearer PDCA cycle and involvement of all stakeholders, (2) SPJSGM needs to create clearer quality standards that can be a guideline for every stakeholder action.

Chapter Two: “Mission Statement”

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

The School meets the standards in this chapter. The School has met the criteria.

Chapter Three: “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 standards in this chapter are fully satisfied. The School has met the criteria.

Chapter Four: “Students”

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

No major issues. However, it is suggested that efforts should be made by the School to increase student diversity so that this could further enhance learning process in the classroom and therefore reflect the meaning of a Global MBA program.

The School meets the standards in this chapter, however, it is desirable to increase the diversity of students in terms of nationality.

Some suggestions from the interview: (1) to improve the diversity of students for every batch, (2) to explore the development of networks between the stakeholders including the industries.

Chapter Five: “Faculty”

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

There are not many issues on this chapter. However, it is suggested that the School could consider a more objective and measurable performance appraisal system. Although the current system is acceptable, however, there is a fear that the points system may lead to the faculty members’ burnout and stress. Another area for consideration is to increase diversity in terms of nationality of the faculty members. Overall, the School conforms to the standards in this chapter. The School has met the criteria.

Chapter Six : “Educational Infrastructure”

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

The School’s educational infrastructure as well as its infostructure are adequate to ensure conducive learning environment for the GMBA students. The School meets the standards in this chapter. The School has met the criteria.

4. Good Practice in the School’s Educational Programs


“Multi-city Learning Model”
“Excellent Education through Multi- Country Learning Model.”
“The dynamic global school of management”


This concept is unique as it allows the GMBA students to undergo experiential learning in 3 different countries. As a result, the students are able to learn and reflect on the experience being in those countries, and to develop better understanding of different business practices and cultures. The multi-city learning model has a big advantage. Though it requires a complex logistic management, the School is handling it very well. With the policy of multi-campuses as the main characteristic, SPJSGM is a dynamic global management School.

5. Matters to be improved

Establish quality objectives in the quality system and management that are measurable and objective. e.g., percentage of students that graduate on time in 5 years’ time.

Increase diversity by attracting students from different nationalities.

Ratio of student to lecturer should be 1:20 for core courses as well. Engage the alumni to be part of the curriculum review process rather than for student activities since they would be able to provide feedback on the latest changes/job skills related to the industry.

Reexamine the current performance appraisal for the academic staff which can be objectively measured and linked to the School’s vision and mission.

It would be nice to receive answers for the preliminary questions which are not covered during the PRT visit. It is appreciated if we can get answers before the submission of PRT report.

Some issues regarding the Improvement Issues should be noted.

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 online Peer Review Visit according to the Review Schedule below.

  • Jun. 30, 2021: Acceptance of the “QIS”
  • Oct. 12, 2021: Online Interview
  • Dec. 16, 2021: Ratification of the “QIS” by the Peer Review Committee
  • Jun. 30, 2022: Acceptance of the “SCR”
  • Sep. 7-8, 2022: Online Peer Review Visit
  • Oct. 7, 2022: Informal Announcement of the Draft of the PRT Review Report
  • Oct. 7-Nov. 14, 2022: Coordination of opinions between the PRT and the School
  • Nov. 24-25, 2022: Ratification of the “PRT Review Report”
  • Jan. 17, 2023: Recommendation of the Accreditation Committee
  • Feb. 15, 2023: Ratification of the ABEST21 International Accreditation by the Board of Trustees