| Â Â COURSE SUMMARY | |
| Â Â Qualification / Award | Master of Business Administration |
| Â Â Course Duration | 2 years full-time |
| Â Â Credit Points | 96 credit points |
| Â Â Delivery | On Campus |
| Â Â Available to | Domestic (FEE-HELP available)/International |
| Â Â IELTS | 6.5 with no band less than 6.0 |
| Â Â CRICOS Code | 096445K |
| Â Â Financial Information | Course Fees Page |
| Â Â AQF | Level 9 |
| Â Â Key Dates | Application Deadlines and other Key Course Dates |
Master of Business Administration
According to the 2015/16 Quaquarelli Symonds (QS) Jobs & Salary Trends survey, Australian MBA graduates have a higher earning potential and are more likely to be hired than those without the qualification. That is because employers worldwide recognise that an MBA graduate has the strategies, tools and knowledge to become an insightful and effective leader.
The focus of the Excelsia College MBA is on âLeadership and Social Responsibilityâ. The program is designed to develop in students leadership skills as well as knowledge of ethical and socially responsible practices within organizations. It can help students become a business leader that seeks to make a difference in the world by doing the right thing.
Reasons to choose this program:
⢠Globally recognised qualification
⢠Focus on leadership, management and social responsibility
⢠Relevant curriculum - where lessons can be immediately applied
⢠Opportunity to study alongside students from other cultures
English Language Proficiency
Applicants for whom English is not their first language must provide certified documentary evidence that their secondary schooling, or tertiary studies of at least one year, were conducted in the English language;Â or evidence of satisfactory results in an accepted English Language Proficiency examination, as set out in the table below.
|  Examination | Minimum Score |
| Â Â IELTS | 6.5 with no band less than 6.0 |
| Â TOEFL iBT (Internet-based) | 79* with no score less than 60 |
| Â PTE Academic | 59 with no score less than 51 |
Applicants with Higher Education
Educational Prerequisites
- A bachelor degree (AQF Level 7) in any field of study from an Australian higher education institution; OR
- A qualification recognised as equivalent by the National Office of Overseas Skills Recognition (NOOSR); OR
- Other qualifications and experience as may, on application by the student, be deemed equivalent to (a) by the Academic Board of the College.
Applicants without an undergraduate degree who have three yearsâ professional experience with at least two yearsâ managerial experience may apply for admission into the Graduate Certificate in Business Administration, on the successful completion of which they may progress into the Graduate Diploma program.
Those candidates who are successful in completing the Graduate Diploma program may apply for admission to the MBA with full credit for the units completed in the Graduate Certificate and Graduate Diploma programs.
International Students
In addition to meeting the prerequisites above, international applicants who have not completed an educational qualification in English have to provide proof of proficiency in English through internationally recognised tests such as IELTS or TOEFL, or through satisfactory completion of an approved course at one of the Collegeâs partner language colleges.
Visit the International Student page
CREDIT AND RECOGNITION OF PRIOR LEARNING (RPL)
If the applicant is successful they will be issued an offer letter and a written agreement. Students will need to respond to the offer within 6 weeks. This is done online and a confirmation will be emailed back to the applicant. At this point, applicants are welcome to apply for Credit or Recognition of Prior Learning (RPL). If you are eligible for credit or RPL, you may be exempt from completing some units and you may be able to finish your degree in a shorter amount of time.
Please refer to the Credit and Recognition of Prior Learning Policy reference.
Download the Student Selection and Admissions Policy and Procedure.
The Master of Business Administration and Executive Master of Business Administration both focus on responsible organisational leadership, with an emphasis on the formulation and implementation of strategy. The difference between these awards is their audience. Like the Graduate Diploma, the Master of Business Administration is designed for young managers and business leaders who are still developing their knowledge and mastery of business processes. The purpose of the Executive version of the Masters, on the other hand, is to create cohorts of experienced managers and business professionals who wish to further their understanding in a scholarly context with colleagues from diverse backgrounds.
The aim of this unit is not to provide a definition of leadership, but to discuss key aspects of the concept and their implications, in particular, the idea of a âleaderâ as a role, or a person with particular qualities, or as a process; or, as is considered at length in this unit, a fluid combination of all these elements, the precise combination of which at any time and in any one situation will vary according to a host of factors, not the least of which is how people view themselves as âleadersâ and/ or âfollowers.â Central to this unit is the view that in understanding how leadership is conceptualised and has been enacted, what âworksâ and what doesnât, we can better understand our own leadership behaviour and that of others. As well as addressing the history and theories of leadership, the unit discusses the core themes and debates at the centre of contemporary leadership research. In seeking to understand a biblical approach to leadership, the unit analyses the difference between leadership and management, and how leaders are defined by, and define, organisational culture and stakeholder expectations. Particular attention is paid to the concept of âmindfulnessâ in leadership, of awareness of context, an ability to reflect on the perspectives of self and others, and of the importance of learning from action as well as action learning.
Organisational behaviour is the study of how people as individuals and in aggregate determine the character, dynamic and effectiveness of an organisation. This unit is designed to provide students with an in-depth introduction to the broad range of theory, research, and practise in organisational behaviour. The unit aims not only to provide a better understanding of how individuals, teams, and organisations function, but to elucidate the role of leaders in organisations, the role that individual personality and motivation play in organisational structure, and how group and team dynamics shape organisational goal outcomes and individual performance.
In the spirit of the Parable of the Talents, stewardship is not about risk avoidance, but how best to maintain and, where possible, add value to that with which one is entrusted. In a business context, this view is captured by two notions, corporate âsocial responsibilityâ and âgovernanceâ. âStewardshipâ has a wide range of meanings that are very much context-dependent. However, no matter what the context, all notions of stewardship reflect John Wesleyâs view of âthe good stewardâ as one who exercises responsible and dutiful management of something entrusted to oneâs care, whether it is a company or the state of the world, with a view to maintaining and/or enhancing its value for future stakeholders, be they shareholders or generations yet to be born.
Theories of organisational learning address the processes which lead to (or prevent) changes in organisational knowledge, as well as the effects of learning and knowledge on behaviours and organisational outcomes. Organisations are shaped by complex learning processes which combine current experiences with lessons learned in the past. From an organisational change perspective, organisational learning is an organisation-wide continuous set of processes events that enhances the collective ability to perceive, comprehend, and respond to internal and external events. The strategic link between organisational learning theory and organisational change is that, in order to be competitive in a changing environment, organisations must adapt to survive and prosper, and that adaptive change is a consequence of organisational learning.
Develop financial and accounting decision making skills that are consistent with an advanced level of ethical and cultural awareness. Students will evaluate the role that accounting information plays in business decisions.
Learn to analyse the business environment and determine effective management practices. Students will evaluate the relationship between leadership and management and maintain an awareness of the ethical challenges involved in each.
Learn marketing from an integrated framework within local and global contexts. Particular attention will be paid to social responsibility in marketing and the ethical and social implications of campaigns. Learn to develop appropriate strategies while analysing solutions for strategy failures.
Discover the role that managerial economics plays in business decision-making. Gain an advanced understanding of demand analysis, cost analysis and market strategy,with particular attention on resource allocation. This unit will also consider ethicsin managerial business economics.
Investigate the strategic role that operations management plays in enhancing a firmâs competitive advantage. Students will learn to analyse business operations using appropriate performance measures, as well as model ways of effectively implementing theories of quality control in business operations.
This unit will cover major concepts, theories and tools used to design, control, and improve business processes. Also covered are performance and quality control measures in business operations.
Gain a critical appreciation of information systems and technology in organisations. Students will begin to analyse major issues facing managers in the effective use of information technology and the importance of aligning IT and IS with business strategy and goals.
In some ways, the term âbusiness ethicsâ is an inadequate concept for an interdisciplinary field covering a vast range of normative issues in commerce, governance, leadership and management. The term lends itself most directly to a core set of questions about how individuals in the business world ought to behave, or what principles they might appeal to in order to negotiate moral dilemmas in some aspect of commercial or organisational life.
In this unit, business ethics will be discussed in terms of a âhigherâ standard of professionalism, according to which the Socratic and Christian emphasis on self-management determines the way in which one manages and deals with others.
This unit addresses the role and issues of management in the international environment. The principal aim is to provide students with the requisite knowledge and skills that will enable them to manage in a complex multi-national business environment. The unit also provides an overview of the international economic, political, legal and cultural environments within which international businesses have to operate.
The unit addresses the key parameters of strategic management, covering the evaluation of the organisationâs internal and external environments, the formulation of organisational mission, purposes and objectives; the development of policies and strategies to achieve them, and the efficient implementation of processes that result in the achievement of organisational objectives.
This unit covers the social, legal, cultural, environmental, technological contexts of business and their links to long-term viability or sustainability. Models of corporate social responsibility are evaluated in light of ethical principles.
This double credit-point unit is the culminating event of Excelsia Collegeâs MBA. Students will apply the knowledge and skills gained throughout the course in an original business project of their choice, subject to relevant approvals and the availability of appropriate supervision.
| Â Applicant background |
2019 Semester 2 | |
| Number of Students |  Percentage of all students | |
| Â (A) Past higher education study (includes a bridging or enabling course) |
0 | 0% |
| Â (B) Past vocational education and training (VET) study | 0 | 0% |
|  (C) Work and life experience (Admitted on the basis of previous achievement not in the other three categories) |
0 | 0% |
 (D) Recent secondary education:
|
0 | 0% |
|
0 | 0% |
|
0 | 0% |
| Â Â International students | 108 | 100% |
| Â Â All students | 108 | 100% |
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