Master of Business (Research)

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Excelsia College > Study > School of Business > Master of Business (Research)

Master of Business (Research)

Duration: 2 years full-time
This course is accredited pending TEQSA renewal
Delivery: On Campus
Credit Points: 96 credit points (8 units + a master thesis)
CRICOS CODE: 091315E
Available to: Domestic (FEE-HELP)/International
IELTS: 6.5 with no band less than 6.0
AQF: Level 9
Tuition Fee: $10,000 semester/$40,000 in total for International students

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This is an advanced coursework and research program in organisational leadership. Coursework will consist of one year of study in leadership/management as well as research preparation; followed by a year to complete a research thesis. The course offers progression to the PhD program.

Reasons to choose this program:

• Builds your research abilities

• Leadership development – you will create your own leadership development plan to build on your skills

• Leadership portfolio – that you can share with current and prospective employers showcasing your skills and projects

• Pathway to doctorate studies

Course Units

The course structure is based on four semesters (each of 12 weeks duration), with four subjects/units representing a full-time study load in the first two semesters, followed by the one-year masters thesis. The course comprises:
4 compulsory Discipline units (24 credit points);
1 compulsory Ethics unit (6 credit points);
3 compulsory Research Methods units (18 credit points);
and 1 compulsory Thesis unit (48 credit points).

Graduates will be well-equipped to pursue further academic study in organisational leadership or a related area should they desire to pursue an academic career. Graduates will also be equipped to seek employment in leadership and management roles in government and non-government organisations and corporations. Other potential career options, depending on the research focus of the student, include those in consulting, finance, policy analysis, market research, data analytics, technology transfer, and technical and professional writing.

Bachelor of Management and Entrepreneurship

What do our students say?

‘The Master of Business has provided knowledge about being an effective organisational leader in the 21st century. I learned about people and their behaviours in organisations and how to practice organisational learning and change so that competitive advantage can be maintained even in turbulent times. All in all, I got a thorough understanding of how to practice responsible leadership.’

Sanjeeb Kafle

Business Student

Sanjeeb
Organisational Behaviour and Leadership

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.

Leadership Theory

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.

The focus of this unit is primarily on organisational change – incremental and modular change (organisation development) and fundamental organisation-wide strategic change (transformation) – and change agency, in particular, change leadership.

Organisational Learning and Change

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.

The focus of this unit is primarily on organisational change – incremental and modular change (organisation development) and fundamental organisation-wide strategic change (transformation) – and change agency, in particular, change leadership.

Stewardship and Governance
 
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 ‘social responsibility’ and ‘governance’. ‘Stewardship’ has a wide range of meanings that are very much context -dependent. However, no matter what the context, all notions of stewardship reflect John Wesley’s view of “the good steward” as one who exercises responsible and dutiful management of something entrusted to one’s 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. In a corporate context, stewardship is the process through which directors, managers, shareholders and/or others seek to influence organisations in the direction of long-term, sustainable performance that derives from contributing to human, environmental and social well-being. ‘Corporate social responsibility’ is in some ways the secular articulation of the ‘outward-looking’ perspective of stewardship. ‘Governance’ refers to the procedures and practices associated with decision-making, performance and control, which provide structures and satisfy expectations of accountability and compliance in organisations. It is, so to speak, the ‘inward-looking’ perspective of stewardship. While mindful of the external legal, socio-political and ecological environment in which an organisation operates, the perspective taken in this unit is that an organisation’s governance function is essentially introspective and focused on the proper management of the organisation in the pursuit of shareholder value and/or stakeholder interests. In other words, governance is as much a matter of risk minimisation as it is a process for ensuring probity.  The unit discusses governance and corporate social responsibility through the lens of stewardship, understood as a willingness to be held accountable for the well-being and enhancement of the interests of others.
Business Research Methods

This unit is designed to help students to conduct effective research and analysis in real workplace situations, and to apply key concepts of qualitative and quantitative methodologies to research and assessments in other units. Students will learn how to define and scope problems so that they may be investigated in a methodical and valid fashion, and, in particular, how to prepare research proposals, conduct literature reviews, and select, and justify, relevant research methodologies.

In keeping with a business context, all quantitative and graphical problems are presented in MS Excel format, and students are not required to use dedicated statistical tools other than those used in normal business practice. The assessments for this unit are all linked to the central concept of the development and preparation of a research proposal relevant to a business setting.

Business Research Methodology and Data Collection

This unit addresses methodological and data collection issues related to the research proposal developed in the unit Business Research Proposal and Literature Review. In particular, it concentrates on the details of how the proposed research is to be undertaken. Students will develop the workflow of the proposed research, frame research questions, identify objectives and hypotheses, which techniques and tools will be used for data collection, and how data will be interpreted, analysed and presented.

The first part of the unit will concentrate on finalising methodological issues. As soon as the student and his or her supervision committee agree that the research methodology has been finalised, and all relevant institutional and ethics clearances have been approved, the student will commence data collection.

Business Research Proposal and Literature Review

This unit takes as its starting point the introduction to research proposal development given in Business Research Methods. Students are required to develop a research proposal and related critical literature review for supervised research that will be undertaken in future units.

In consultation with an appointed supervisor, students will select a research project that is achievable in terms of available time, resources, access to relevant sources and appropriate internal and/or external supervision. The proposed research must be relevant to studies undertaken by the student in the course in which this unit is being taken.

Business Research Methodology and Data Collection

This unit addresses methodological and data collection issues related to the research proposal developed in the unit Business Research Proposal and Literature Review. Students will develop the workflow of the proposed research, frame research questions, identify objectives and hypotheses, which techniques and tools will be used for data collection, and how data will be interpreted, analysed and presented.

48 credit points

Entry Requirements
  • Master degree (AQF Level 9) from an Australian higher education institution; or Bachelor (Honors); 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 Institute.

A student’s entry qualification need not include studies in business, management or related fields, but studies in these fields would be an advantage.

English Language Proficiency

Applicants who have not completed an educational qualification in English will be required to demonstrate English proficiency as per the table below:


  ExaminationMinimum Score 
   IELTS6.5 with no band less than 6.0
  TOEFL iBT (Internet-based)79* with no score less than 20
  PTE Academic58 with no score less than 50

 

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 Admission Policy and Procedure.

  Applicant background
2019 Semester 2
Number of Students Percentage of all students
 (A)  Past higher education study
(includes a bridging or enabling course)
11%
 (B)  Past vocational education and training (VET) study00%
 (C)  Work and life experience
(Admitted on the basis of previous achievement not in the other three categories)
00%
 (D)  Recent secondary education:

 

  • Admitted solely on the basis of ATAR (regardless of whether this includes the impact of adjustment factors such as equity or subject bonus points)
00%
  • Admitted where both ATAR and additional criteria were considered (e.g. portfolio, audition, extra test, early offer conditional on minimum ATAR)
00%
  • Admitted on the basis of other criteria only and ATAR was not a factor (e.g. special consideration, audition alone, schools recommendation with no minimum ATAR)
00%
    International students36899%
    All students369100%

 

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