PS Business Studies 2nd Ed 16.8.2021

18
Programme Standards: Business Studies, Second Edition
First published , March 2015

Second Edition, August 2021
© 2015 Agensi Kelayakan Malaysia (Malaysian Qualifications Agency, MQA)
Malaysian Qualifications Agency

Mercu MQA
No. 3539, Jalan Teknokrat 7
Cyber 5
63000 Cyberjaya
Selangor
Tel: +603-8688 1900

Fax: +603-8688 1911
Portal: www.mqa.gov.my
Email: [email protected]
All the Agency’s publications are available on our Portal: www.mqa.gov.my

CONTENTS
Page
FOREWORD i
ABBREVIATIONS iii
1. INTRODUCTION 1
2. PROGRAMME DEVELOPMENT AND DELIVERY 5
2.1 PROGRAMME EDUCATIONAL OBJECTIVES 5
2.2 LEARNING OUTCOMES 9
2.3 CURRICULUM DESIGN AND DELIVERY 17
3. ASSESSMENT OF STUDENT LEARNING 31
4. STUDENT SELECTION 36
5. ACADEMIC STAFF 43
6. EDUCATIONAL RESOURCES 53
7. PROGRAMME MANAGEMENT 54
8. PROGRAMME MONITORING, REVIEW AND CONTINUAL QUALITY 56

IMPROVEMENT
REFERENCES 58
APPENDICES
APPENDIX 1: LIST OF PANEL MEMBERS 59
APPENDIX 2: LIST OF STAKEHOLDERS INVOLVED 60
APPENDIX 3 BODY OF KNOWLEDGE 62
APPENDIX 4: EXAMPLES OF NOMENCLATURES 115
GLOSSARY 117
FOREWORD
The Malaysian Qualifications Agency (MQA) has published numerous quality assurance
documents such as the Malaysian Qualifications Framework (MQF), Code of Practice for
Programme Accreditation (COPPA), Code of Practice for Institutional Audit (COPIA), Code of
Practice for TVET Programme Accreditation (COPTPA), Code of Practice for Open Distance
Learning (COPPA-ODL), Standards, Programme Standards (PS), and Guidelines to Good
Practices (GGP), to ensure that the programmes offered by Higher Education Providers
(HEPs) in Malaysia meet international practices. It is imperative that these documents must
be revised periodically to reflect the changes in the industry, economy and the practice of
higher education.
The MQA policies and good quality assurance practices are maintained through the PS guided
by MQF, COPPA, and discipline requirements and practices. The MQA first introduced the PS
for Business Studies in 2015. Generally, the PS is subject to a comprehensive review every
five years in order to update the requirements. The revised PS reflects the outcomes of the
review conducted to ensure its relevance to the rapidly changing Business Studies
programmes offered by different HEPs across higher education, technical and vocational
education, and training providers.
This PS outlines revised sets of requirements describing the minimum levels of acceptable
practices in the Business Studies programmes based on the quality assurance areas in
COPPA 2nd Edition (programme development and delivery, assessment of student learning,
student selection and support services, academic staff, educational resources, programme
management, and programme monitoring, review and continual quality improvement),
encompassing all levels of qualifications ranging from Certificate (Level 3) to Doctoral Degree
(Level 8) in the MQF.
An expert panel (see Appendix 1) reviewed the PS based on the feedback obtained from the
HEPs, expert assessors, MQA and the industry. The revisions were further refined through
multiple online consultations involving public and private HEPs, relevant government and
statutory agencies, professional bodies, industry, alumni and students (see Appendix 2). The
revised PS reflects national and international good practices to ensure Business Studies
graduates from Malaysian HEPs are globally competitive.
i
The MQA would like to express its heartfelt appreciation to all the panel members and all
stakeholders for their valuable inputs and all the MQA officers who have contributed to
developing the PS for Business Studies. Ultimately, the revised PS should benefit different
stakeholders in producing business graduates to face future challenges.
Prof. Dato’ Dr. Mohammad Shatar Sabran

Chief Executive Officer
Malaysian Qualifications Agency (MQA)
August 2021
ii
ABBREVIATIONS
COPIA Code of Practice for Institutional Audit

COPPA Code of Practice for Programme Accreditation
COPPA: ODL Code of Practice for Programme Accreditation: Open and Distance
Learning
CPD Continuous Professional Development
DKM Diploma Kemahiran Malaysia
DLKM Diploma Lanjutan Kemahiran Malaysia
DVM Diploma Vokasional Malaysia
GGP Guidelines to Good Practices
HEP Higher Education Provider
MQA Malaysian Qualifications Agency
MQF Malaysian Qualifications Framework
PEO Programme Educational Objective
PLO Programme Learning Outcomes
PS Programme Standards
SKM Sijil Kemahiran Malaysia
SPM Sijil Pelajaran Malaysia
STAM Sijil Tinggi Agama Malaysia
STPM Sijil Tinggi Persekolahan Malaysia
iii
1. INTRODUCTION
Since 2015, the MQA’s PS: Business Studies has become a reference and guidance for
Higher Education Providers (HEPs) regarding the minimum acceptable practices in designing
and offering Business Studies programmes in Malaysia at the tertiary levels. The PS ensures
Business Studies programmes equip students with the necessary knowledge, skills and
competencies at the respective levels as prescribed by the MQF 2nd Edition (2018) to enable
them to pursue career opportunities in a variety of jobs. Amongst the possible job designations
including executives, supervisors, managers, consultants, academics and entrepreneurs.
Business Studies is a broad academic subject evolving from popular specialities such as
management, marketing, and human resource management to more contemporary areas
such as digital business. Furthermore, management is embedded in many other disciplines
such as agriculture and food; architecture, engineering and technology; arts and culture;
catering, tourism and hospitality; communication and media; defence and security; fashion
and design; education; environmental science; facilities and building; general and health
sciences; knowledge and information science; manufacturing and processing; occupational
safety and health; oil and gas; public and office administration; spa and beauty services; sports
and recreation; and transportation. Hence, providing a single, all-encompassing definition for
Business Studies is challenging. For the purpose of the PS, the following is adopted:
The Business Studies programmes mainly prepare and provide students with the necessary
knowledge, skills and practices to perform different roles in organisations (cooperatives, sole
proprietorships, partnerships, private and public companies) which operate in an ever-
changing environment and meet different stakeholders and regulatory requirements.
Business Studies programme is designed to:

i. provide a comprehensive introduction to the key elements of business organisations,
the competing theories and models of the firm and its environment, and the main
functional areas of business and management;
ii. develop analytical skills to identify the links between the functional areas in
organisations, management practices and the business environment;
iii. provide students with the ability to understand and evaluate evidence related to
management practices; and
iv. provide students with the knowledge and skills to succeed in their career.
1
Hence, the general Business Studies programmes provide a broad, analytical and
highly integrated study of business and management which cover the following core
areas:
i. Human Resource Management
ii. Marketing
iii. Accounting and Finance
iv. Business Economics
v. Management
vi. Business Analytics.
The specialist Business Studies programmes provide an in-depth and analytical study
of business and management in one or more of the above listed core areas.
DESCRIPTION OF THE AREAS IN BUSINESS STUDIES
Human Resource Management

Human resource management (HRM) is concerned with people management processes,
techniques, issues and challenges in organisations. HRM is a shared function between line
management and human resource management in organisations. Thus, human resource (HR)
managers are required to manage employees jointly with line managers for better
organisational performance and greater competitiveness. In addition, the role of the HR
managers evolves along with the changing competitive market environment, including
technology usage, and the realisation that HR management must play a more strategic role in
an organisation’s success.
Marketing
Marketing is the activity, set of institutions and processes for creating, communicating,
delivering and exchanging offerings that have values for customers, clients, partners and
society at large (American Marketing Association, 2014). It is the science of choosing target
markets through market analysis and market segmentation, as well as understanding
consumer buying behaviour and providing superior customer value. It can be looked at as an
organisational function in ways that benefit the organisation and its shareholders. Today’s
organisations must use cutting-edge marketing technology to stay on top and remain in the
competition.
2
Accounting and Finance
Accounting and finance are part of an enterprise’s decision-making, planning and control
subsystems, dealing with issues that primarily concern corporate managers and the
considerations involved in making financial decisions inside and outside the firms. A crucial
part of accounting is reporting the business performance and position to external users.
Accounting also deals with the internal control and management of resources and costs.
Meanwhile, finance examines the processes of raising and utilising funds for the benefit of
businesses, and the techniques used to identify profitable investment opportunities and the
models used by investors to value bonds and stocks. Along with virtually every other discipline
in business, technology has significantly impacted the field of accounting and finance.
Business Economics
Business economics focuses on how the economy works from a business perspective,
concerning economic issues and problems related to public and private organisations,
management and strategy. Economic concepts and theories, and economic modelling
techniques are tailored to build the ability to analyse the economic context in which modern
business operates.
Management
Management is developing and implementing systems for a business to run smoothly, creating
value and accomplishing the goals and objectives. Management comprises planning,
organising, staffing, leading or directing, and controlling an organisation or initiative to
accomplish a goal. Additionally, management involves leveraging an enterprise’s human
capital to contribute to organisational success. The area presents a creative and innovative
approach to address the challenges of globalisation and sustainability.
Business Analytics
Business analytics is an interdisciplinary area which involves the application of quantitative
and behavioural methods aided by technology to analyse and address the complex problems
of an organisation. Besides, business analytics focuses on developing individuals’ ability to
assess decisions affecting the organisations using big data.
SCOPE OF THE PROGRAMME STANDARDS
The panel acknowledges that besides prescribing a set of minimum requirements to ensure
consistency in the programme quality offered by various HEPs, the PS should encourage
diversity and innovation. Consequently, HEPs could craft their niches to meet the dynamics of
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the targeted employment markets, meet society’s needs, and engage the HEP and students
with ethical responsibilities towards Sustainable Development Goals (SDG).
This PS covers all the seven quality assurance areas: (i) programme development and
delivery, (ii) assessment of student learning, (iii) student selection and support services, (iv)
academic staff, (v) educational resources, (vi) programme management, and (vii) programme
monitoring, review and continual quality improvement. This document also describes the
different levels of standards leading to the award of individual qualifications prescribed in the
MQF based on different modes of study, that are:
i. Certificate (Level 3, MQF);
ii. Diploma (Level 4, MQF);
iii. Bachelor’s Degree (Level 6, MQF);
iv. Master’s Degree (Level 7, MQF: Coursework, Mixed Mode and Research); and
v. Doctoral Degree (Level 8, MQF: Coursework, Mixed Mode and Research).
The document aims to provide minimum requirements on the development and conduct of
different levels of Business Studies programmes within the core areas described. Hence, the
document must be read together with other quality assurance documents and policies issued
by MQA and other related agencies, including but not limited to the following:
i. The Malaysian Qualifications Framework (MQF) 2nd Edition
ii. The Code of Practice for Institutional Audit (COPIA)
iii. The Code of Practice for Programme Accreditation (COPPA) 2nd Edition
iv. The Code of Practice for Open and Distance Learning (COPPA: ODL) 2nd Edition
v. Relevant Standards
vi. Relevant Guidelines to Good Practices (GGP)
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2. PROGRAMME DEVELOPMENT AND DELIVERY
2.1 PROGRAMME EDUCATIONAL OBJECTIVES
The programme educational objectives (PEOs) are broad statements describing the career
and professional accomplishments the programme prepares graduates to achieve after they
graduated.
“The quality of a programme is ultimately assessed by the ability of its graduates to carry out
their expected roles and responsibilities in society. This requires the programme to have a
clear statement of the competencies that is the practical, intellectual and soft skills that are
expected to be achieved by the students at the end of the programme" (COPPA 2nd Edition,
2017).
A guidance of the PEOs are provided under each level of study from certificate to doctoral
level. The flexibility in describing the PEOs remains with the Higher Education Providers
(HEPs), provided that the PEOs are consistent with the vision and mission of the HEP.
The PEOs of each qualification level are outlined below:
CERTIFICATE (Level 3, Malaysian Qualifications Framework, MQF)
PEO 1: Possess basic theoretical and practical knowledge in business.
PEO 2: Possess basic operational and entrepreneurial skills to perform effectively and
responsibly in different organisations.
PEO 3: Use basic digital applications and numeracy skills to support business functions.
PEO 4: Exhibit teamwork and interpersonal communication skills.
PEO 5: Demonstrate lifelong learning in education and career.
5
DIPLOMA (Level 4, MQF)
PEO 1: Possess broad-based theoretical and practical knowledge in business.
PEO 2: Possess broad-based operational and entrepreneurial skills to perform effectively and
PEO 3: Use a wider range of digital applications and numeracy skills to support business
functions.
PEO 4: Demonstrate teamwork, interpersonal communication, creativity and innovation skills.

.
PEO 5: Pursue lifelong learning in education and career.
BACHELOR’S DEGREE (Level 6, MQF)
PEO 1: Possess in-depth and comprehensive theoretical and practical knowledge in business.
PEO 2: Possess comprehensive managerial and entrepreneurial skills to perform effectively

and responsibly in different organisations.
PEO 3: Use a broad range of digital applications and analytical techniques to support business
functions.
PEO 4: Demonstrate teamwork, leadership, interpersonal communication, creativity and

innovation skills.
PEO 5: Commit and seek learning for continuous development.
MASTER’S DEGREE BY COURSEWORK AND MIXED MODE (Level 7, MQF)
PEO 1: Demonstrate mastery of theoretical and practical knowledge in business.
PEO 2: Demonstrate comprehensive managerial and entrepreneurial skills to lead effectively

and responsibly in different organisations.
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PEO 3: Adopt and apply a broad range of digital applications and analytical techniques
competently to support business functions.
PEO 4: Demonstrate teamwork, interpersonal communication skills, creativity and innovation

skills.
PEO 6: Apply a range of research skills for complex business and management issues.*
*PEO 6 is applicable to only the mixed mode programme.
MASTER’S DEGREE BY RESEARCH (Level 7, MQF)
PEO 1: Demonstrate mastery of theoretical and practical knowledge in specialised business

fields.
PEO 2: Develop and implement research independently and responsibly to address complex
business and management problems.
PEO 3: Adopt appropriate methods/techniques for research and academic enquiry.
PEO 4: Demonstrate collaborative and interpersonal communication skills.
DOCTORAL DEGREE BY COURSEWORK AND MIXED MODE (Level 8, MQF)
PEO 1: Demonstrate advanced theoretical and practical knowledge in business.
PEO 2: Demonstrate advanced managerial, entrepreneurial and professional skills through

sound theory and rigorous research to solve complex issues and lead effectively and
PEO 3: Adopt and apply a broad range of digital applications and analytical techniques
competently to support business functions.
PEO 4: Demonstrate effective collaborative and interpersonal communication skills.
7
DOCTORAL DEGREE BY RESEARCH (Level 8, MQF)
PEO 1: Demonstrate the creation and interpretation of new knowledge through original and
rigorous research in specialised business fields.
PEO 2: Develop the ability that can contribute to developing and understanding the chosen
business areas.
PEO 3: Conceptualise, design and implement research independently and responsibly to

address complex business and management problems.
PEO 4: Adopt appropriate methods/techniques for research and academic enquiry.
PEO 5: Demonstrate collaborative and interpersonal communication skills.
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2.2 LEARNING OUTCOMES
Learning outcomes are detailed statements describing in explicit terms the achievement of
learners. Assessment of the learners is conducted upon completion of a period of study.
“A programme is designed and delivered to facilitate the attainment of a set of desired learning
outcomes. It starts with a clear definition of the intended outcomes that students are to achieve
by the end of the programme and supported by appropriate instructional approaches and
assessment mechanisms” (COPPA 2nd Edition, 2017).
The learning outcomes in Business Studies should cumulatively reflect the five clusters1
of learning outcomes aimed to develop well-balanced individuals with a holistic set of
competencies.
The five clusters of learning outcomes are:

i. Knowledge and understanding;
ii. Cognitive skills;
iii. Functional Work Skills with a focus on:
a. Practical skills;
b. Interpersonal skills;
c. Communication skills;
d. Digital skills;
e. Numeracy skills;
f. Leadership, autonomy and responsibility;
iv. Personal and entrepreneurial skills; and
v. Ethics and professionalism.
Table 2.1 shows the mappings of learning outcomes based on MQF learning outcomes for
Business Studies. The flexibility in describing the learning outcomes remains with the
Higher Education Providers (HEPs) provided they are sufficiently covered.
1 Malaysian Qualifications Agency. (2018). Malaysian Qualifications Framework 2nd Edition. Cyberjaya, Malaysia.
9
Table 2.1 Learning Outcomes (LO) for Business Studies mapped against MQF LOs
Knowledge and understanding
Ethics and professionalism

Leadership, autonomy and
Communication skills
Entrepreneurial skills
Interpersonal skills
Numeracy skills
Cognitive skills
Personal skills
Practical skills
responsibility
Digital skills
LO
(CERTIFICATE LEVEL 3, MQF,
DIPLOMA LEVEL 4, MQF AND
BACHELOR LEVEL 6, MQF)
Certificate: Describe basic principles

and theories in business.
Diploma: Describe broad-based √

principles and theories in business.
Bachelor: Assess in-depth theories

and concepts in business.
Certificate: Apply basic business

knowledge to solve routine problems in
different organisations.
Diploma: Apply broad-based business

knowledge to solve routine and non-
routine problems in different √
organisations.
Bachelor: Apply in-depth and

comprehensive business knowledge to
manage complex problems in business
organisations using different
approaches.
Certificate: Perform mainly routine

tasks/operations ethically within
business organisations.
Diploma: Perform routine and non-

routine tasks/operations ethically and
√ √
flexibly within business organisations.
Bachelor: Organise tasks/operations

ethically and flexibly within business
organisations.
10

Numeracy skills
Cognitive skills
Personal skills
Practical skills
responsibility
Digital skills
LO
Certificate: Demonstrate basic written

oral communication and collaborative
skills
Diploma: Demonstrate effective written

and oral communication and √ √
collaborative skills.
Bachelor: Demonstrate effective

written and oral communication and
collaborative skills with diverse
stakeholders.
Certificate: Demonstrate relevant

digital skills for work/study.
Diploma: Demonstrate relevant digital √

skills for work/study.
Bachelor: Demonstrate relevant digital

skills for work/study.
Certificate: Interpret basic numerical

and graphical data.
Diploma: Interpret numerical and

√
graphical data with relevant tools.
Bachelor: Analyse numerical and

graphical data to assist decision-
making in work/study.
Certificate: Demonstrate responsibility

for business operations for self and
others with guidance.
√
Diploma: Demonstrate responsibility
for business operations for self and
others with minimal guidance.
11

Numeracy skills
Cognitive skills
Personal skills
Practical skills
responsibility
Digital skills
LO
Bachelor: Demonstrate leadership

skills and responsibility in managing
Certificate: Perform self-improvement

for academic and career development.
Diploma: Demonstrate self-

√
improvement for academic and career
development.
Bachelor: Identify self-improvement for

academic and career development.
Certificate: Demonstrate basic

entrepreneurship skills.
Diploma: Demonstrate broad

√
entrepreneurship skills.
Bachelor: Demonstrate
entrepreneurship skills in resolving
business problems.
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Numeracy skills
Cognitive skills
Personal skills
Practical skills
responsibility
Digital skills
LO
(MASTER’S DEGREE LEVEL 7,
MQF AND DOCTORAL DEGREE
LEVEL 8, MQF BY COURSEWORK,
MIXED MODE AND RESEARCH)
Master’s: Evaluate theories and

concepts in business.
Doctoral degree by coursework and

mixed mode: Integrate theories and
concepts in business to advance the
√
frontiers of knowledge and/or
professional practice.
Doctoral degree by research: Critique

theories and concepts in business to
advance the frontiers of knowledge
through research.
Master’s by coursework and mixed

mode: Resolve complex problems by
providing recommendations to
Master’s by research: Resolve

complex problems in business by
providing recommendations through
advanced research.
Doctoral degree by coursework:

Resolve complex problems and
√
contemporary issues faced by
Doctoral degree by mixed mode:

Resolve complex problems and
contemporary issues by providing
novel solutions to business
organisations through advanced
research.
Doctoral degree by research: Resolve

complex problems and contemporary
issues by providing novel solutions
13

Numeracy skills
Cognitive skills
Personal skills
Practical skills
responsibility
Digital skills
LO
and new practices in business

organisations through research.
Master’s by coursework: Organise

complex tasks/operations ethically
and flexibly within business
organisations.
Master’s by mixed mode:

Demonstrate the ability to carry out a
project / research relevant to a
business context independently and
ethically.
Master’s by research: Demonstrate

the ability to carry out research
√ √
relevant to a business context
independently and ethically.
Doctoral degree by coursework: Adapt

advanced technical skills to practical
situations creatively, ethically and
flexibly.
Doctoral degree by mixed mode and

research: Demonstrate the ability to
carry out specialised and original
research independently and ethically
to resolve complex and contemporary
business issues.
Master’s: Demonstrate effective and

cogent written and oral
communication and collaborative
skills with diverse stakeholders.
√ √
Doctoral degree: Display mastery of
written and oral communication and
collaborative skills with diverse
stakeholders.
14

Numeracy skills
Cognitive skills
Personal skills
Practical skills
responsibility
Digital skills
LO
Master’s: Demonstrate relevant digital

skills for research/work/study.
√
Doctoral degree: Adapt a broader
range of suitable digital applications
and analytical techniques for
research/work/study.
Master’s by coursework: Interpret

numerical, qualitative and graphical
data to support decision-making and
problem-solving in work/study.
Master’s by mixed mode: Assess

different quantitative and qualitative
research techniques to support
decision-making and problem-solving
in work/study.
Master’s by research: Assess different

quantitative and qualitative research
techniques to support decision- √
making and problem-solving in
research.

mixed mode: Evaluate numerical,
qualitative and graphical data to
resolve complex problems and
contemporary issues in work/study.
Doctoral degree by research:

Evaluate numerical, qualitative and
graphical data to resolve complex
problems and contemporary issues in
research.
Master’s by coursework: Display

√ √
leadership skills and responsibility in
managing business organisations.
15

Numeracy skills
Cognitive skills
Personal skills
Practical skills
responsibility
Digital skills
LO
Master’s by mixed mode: Display

independence, leadership skills and
responsibility in work/study.
Master’s by research: Display

independence, leadership skills and
responsibility in managing research.

mixed mode: Display professionalism
and responsibility in assigned
research, projects and tasks.
Doctoral degree by research: Display

professionalism and responsibility in
managing own research.
Master: Display continuous self-

improvement for academic and career
development.
√
Doctoral degree: Display continuous
self-improvement for professional
development.
Master’s by coursework and mixed

mode: Display entrepreneurship skills
in resolving business problems.
Master’s by research: Demonstrate

entrepreneurship skills in research.
√
Doctoral degree coursework and
mixed mode: Display
entrepreneurship skills in resolving
complex business problems.
Doctoral degree by research:

Demonstrate entrepreneurship skills
in research.
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2.3 CURRICULUM DESIGN AND DELIVERY2
Learning and teaching can only be effective when the curriculum content and the programme
structure are kept abreast with the most current development in its field of study (COPPA 2nd
Edition, 2017). The curriculum structure should identify the objectives and learning outcomes
of the programme and incorporate a schema that would map the curriculum to the stated
objectives and learning outcomes (Guidelines to Good Practice: Curriculum Design and
Delivery, 2011).
This section of the PS contains statements pertaining to the structure and delivery of a
programme within the field of Business Studies. The six essential areas are human resource
management, marketing, accounting and finance, business economics, management, and
business analytics, forming the common core of a Business Studies programme.
Specific requirements on the body of knowledge (BOK) of the common core and discipline
core are summarised in Table 2.2 and Appendix 3. Notably, regardless of the programme
structure, the common core must be covered according to the requirements in Table
2.3.
Table 2.2: Body of knowledge for common core and discipline core of Business
Studies programmes
Common Core Discipline Core

Human Resource Management Human Resource Management
Marketing Marketing
Accounting & Finance Finance
Business Economics Business Economics
Management Management
Business Analytics Entrepreneurship
International Business
Logistics and Supply Chain Management
Technology Management
Business Information Systems
Digital Business
Business Analytics
2 Standards in this area are best read together with Guidelines to Good Practices: Curriculum Design and Delivery,
which is available on the MQA Portal: www.mqa.gov.my.
17
Higher Education Providers (HEPs) have the flexibility to design their programmes,
provided they cover the BOK indicated in this PS. A given BOK can be covered either
as topics or a course. It is important that HEPs align their programmes with one or more
of the Sustainable Development Goals (SDG). The HEPs should also develop
curriculum allowing students to creatively use digital technology to shape new
business models in furtherance of national and global agenda.
An undergraduate programme with integrated management components such as

Diploma in Real Estate Management, Diploma in Plantation Management, Bachelor in
Sports Management, Bachelor in Technology Management (programmes with National
Education Code, NEC other than 340 and 345) and others, must include at least 25% of
its programme core with courses that cover the relevant BOK of this PS. Additionally,
the selection of business courses must be appropriate to the programme learning
outcomes and observe the assessment requirements of this PS. (These requirements
can be exempted based on the requirements of professional bodies, if any.)
The HEPs are encouraged to develop programmes to reflect the current best practices and
offer a high-quality academic programme. Business Studies programmes may vary in its
nomenclature; however, the programme nomenclature must reflect the content of the
programme. HEPs may also refer to the Guidelines on Nomenclature of Malaysian Higher
Education Programme (2018). Examples for each level are provided according to the
programme structure in Appendix 4.
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Table 2.3: Minimum credits of each curriculum component for all levels of
qualifications
CERTIFICATE (Level 3, MQF)
COMPONENT MINIMUM CREDITS
Compulsory Courses (General* and HEPs courses) 4

Common core 48
Industrial Training** 0
Electives*** 0
Sub Total Credit 52
The remaining 8 credits can be placed in any of the above categories to complete the
minimum requirement of 60 credits.
GRADUATING CREDITS 60
Notes:
* General courses refer to Mata Pelajaran Pengajian Umum (MPU) courses which
are mandatory. Please refer to Garis Panduan Mata Pelajaran Pengajian Umum
(MPU) Edisi Kedua for the minimum credit requirement as stipulated by the Ministry
of Higher Education (MoHE). HEP has an option to offer its own compulsory
courses in addition to the General courses.
** Industrial training must be in a relevant industry and is allocated, at a minimum,

according to the formula of 1 credit = 2 weeks of training. The training is suggested
to be placed during final semester.
*** Electives can be non-business related courses.
Recommended Delivery Methods

• Lectures/tutorials
• Practical/ laboratory classes
• WBL
• Blended learning
• Guest lecture series (speakers from the industry and academic institutions)
• Field/industry visits (business organisations, universities, non-governmental
organisations, government-related corporations, and others)
• Apprenticeship
• Industrial training
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DIPLOMA (Level 4, MQF)
MINIMUM CREDITS
COMPONENT GENERAL DIPLOMA* SPECIALIST DIPLOMA*
(e.g., Diploma in (e.g., Diploma in
Business Studies) Entrepreneurship)
Compulsory Courses (General**
6 6
and HEPs courses)
Common Core 48 48
27
(No more than 9 credits
for each discipline core.
Some parts of the body 27
Discipline Core of knowledge of each (Cover one discipline
discipline core area are core area)
covered, taking into
account the credit
requirement)
Industrial Training*** 0 0
Electives**** 0 0
Sub Total Credit 81
GRADUATING CREDITS 90
Notes:
* HEPs must indicate clearly in standard 1.2.4 MQA-01/02 the programme structure
when designing a programme.
In the case of the Diploma in Management programme, HEPs can design it either
as a general or a specialist programme.
** General courses refer to Mata Pelajaran Pengajian Umum (MPU) courses which are
mandatory. Please refer to Garis Panduan Mata Pelajaran Pengajian Umum (MPU)
Edisi Kedua for the minimum credit requirement as stipulated by the Ministry of
Higher Education (MoHE). HEP has an option to offer its own compulsory courses
in addition to the General courses.
*** Industrial training must be in a relevant industry and is allocated, at a minimum,

according to the formula of 1 credit = 2 weeks of training. The training is suggested
to be placed during final semester.
**** Electives can be non-business related courses.
20
Recommended Delivery Methods:
• Practical laboratory/classes
• WBL
• Guest lecture series (speakers from the industry and academic institutions)
• Apprenticeship
BACHELOR’S DEGREE (Level 6, MQF)
MINIMUM CREDITS
COMPONENT
SINGLE MAJOR* MAJOR*
WITH
GENERAL MAJOR* WITH MINOR
(e.g., SPECIALIST SPECIALISATION (e.g.,
Bachelor in (e.g., (e.g., Bachelor in Bachelor in
Business Bachelor in Business Marketing
Administratio Marketing) (Entrepreneurship)) with
n) Information
Technology)
Compulsory
Courses
8
(General** and
HEPs courses)
Common Core*** 42
36
36
(No more
(No more than
than 12
12 credits for 36
credits for
each (No more than 12
each
discipline core credits for each
discipline
area. Some discipline core area,
36 core area for
parts of the excluding the area
(All credits general
body of of specialisation.
are from a major. Some
Discipline Core knowledge of Some parts of the
single parts of the
each body of knowledge
discipline body of
discipline core of each discipline
core) knowledge
area are core area are
of each
covered, covered, taking into
discipline
taking into account the credit
core area
account the requirement)
are covered,
credit
taking into
requirement)
account the
21
MINIMUM CREDITS
COMPONENT
SINGLE MAJOR* MAJOR*
WITH
GENERAL MAJOR* WITH MINOR
(e.g., SPECIALIST SPECIALISATION (e.g.,
Bachelor in (e.g., (e.g., Bachelor in Bachelor in
Business Bachelor in Business Marketing
Administratio Marketing) (Entrepreneurship)) with
n) Information
Technology)
credit
requirement)
(All credits
are from a
single
discipline
core for
specialist
major)
Industrial
0
Training****
30 30
Specialisation*****
- (From a discipline (From
/ Minor
core area) another field)
Electives****** 0
Sub Total Credit 86 116
The remaining 34 credits can
The remaining 4 credits can be
be placed in any of the above
placed in any of the above
categories to complete the
categories to complete the minimum
minimum requirement of 120
requirement of 120 credits.
credits.
GRADUATING
120
CREDIT
22
Double Major within Business Studies (e.g. Bachelor in Marketing and Human Resource
Management)

Compulsory Courses
8
(General** and HEPs courses)
Common core 42
Discipline Core (Major 1) 36
Discipline Core*** (Major 2) 36
Industrial Training**** 0
Electives****** 0
Sub Total Credit 122
122
Note: If there are shared credits between
GRADUATING CREDIT
Major 1 and Major 2, the minimum
graduating credit is 120.
Double Major from different disciplines (e.g. Bachelor in Management and Information
Technology)

Compulsory Courses
8
(General** and HEPs courses)
Core of Business Common core 42
Studies Discipline core 36
Industrial Training**** 0
Minimum credit requirement for core
component as per the specific programme
Core of Second Major*** standards OR minimum 66 credits for
subject areas without programme standards
OR field suitability.
Based on programme standards or the field
Industrial Training****
requirement
Electives****** 0
Sub Total Credit 152
GRADUATING CREDIT 152
23
Notes:
* HEPs must indicate clearly in standard 1.2.4 MQA-01/02 the programme structure when
designing a programme.
In the case of the Bachelor in Management programme, HEP can design it either as a
general or a specialist programme.
** General courses refer to Mata Pelajaran Pengajian Umum (MPU) courses which are
mandatory. Please refer to Garis Panduan Mata Pelajaran Pengajian Umum (MPU)
Edisi Kedua for the minimum credit requirement as stipulated by the Ministry of Higher
Education (MoHE). HEP has an option to offer its own compulsory courses in addition
to the General courses.
*** For a double major programme, if the majors are governed by programme standards
(PS), the minimum core requirements can be based on the respective PS. However,
the minimum graduating credit specified in this PS must be fulfilled.
**** Industrial training must be in a relevant industry and is allocated, at a minimum,

according to the formula of 1 credit = 2 weeks of training. The training is suggested to
be placed during final semester.
***** Specialisation shall be in the same field or discipline of study of the programme major.
If a programme has double specialisations, both specialisations must meet minimum
25% of the core components (consisting of common core, discipline core, industrial
training and specialisation).
****** Electives can be non-business related courses. The number of credits for electives
should not lead to a specialisation or minor.
Recommended Delivery Methods:

• WBL
• Flipped Learning
• Fieldwork
• Apprenticeship
• Guest lecture series (prominent speakers from the industry and academic institutions)
• Final year project
• Seminar
• Empirical studies
• Case study
24
MASTER’S DEGREE BY COURSEWORK (Level 7, MQF)
i. General Master’s Programme

A master’s by coursework programme comprises mainly of common core to equip
students with broad knowledge at master’s level in the areas of Business Studies.
Generally, this programme is appropriate for students from a non-business
background.

WITHOUT SPECIALISATION WITH SPECIALISATION
30
30
(All body of knowledge for
Common Core* (All body of knowledge for
common core must be
common core must be covered)
covered)
Specialisation Not Applicable 10
Project** 6 6
Electives*** 0 0
The remaining 4 credits can be
placed in any of the above A programme designed
categories to complete the with specialisation will
minimum requirement of 40 have more than 40 as the
credits. minimum graduating
credit.
ii. Specialist Master’s Programme

A master’s by coursework programme comprises discipline core to equip students with
specialised knowledge in the areas of Business Studies. Generally, this programme is
appropriate for students from any business-related background.

24
(Body of knowledge of the corresponding
Discipline Core*
discipline core area must be covered, taking
into account the credit requirement)
Project** 6
Electives*** 0
25
Notes:
* Coursework components must include methodological training appropriate to the

type of project.
** The project is not limited to a research project, provided it demonstrates knowledge

and understanding of the relevant subject area.
For a programme with specialisation, the project must be in the field of specialisation.
The recommended minimum word limit for a project paper is 15 000.
The following requirements must be decided by the HEP:

i. Maximum period of study considering good practices.
ii. A project report or equivalent conspectus guideline or manual must be provided
to describe a common structure and format for submission. (Refer to the
Standards: Master’s and Doctoral Degree, 2nd Edition).
*** Electives can be non-business related courses.
Recommended delivery methods:

• WBL
• Fieldwork
• Apprenticeship
• Seminar
• Case study
26
MASTER’S DEGREE BY MIXED MODE (Level 7, MQF)

8
(Relevant body of knowledge of the corresponding
Discipline core*
discipline core area are covered, taking into
account the credit requirement)
Research Methodology** 3
Dissertation*** 20
Electives**** 0
Sub Total Credit 31
Notes:
* The ratio of coursework to dissertation is within the range of 50:50 or 40:60 or 30:70.
(Refer to the Standards: Master’s and Doctoral Degree, 2nd edition).
** The research methodology must cover both qualitative and quantitative research
methods. For quantitative data analysis, HEP may refer to body of knowledge of
Business Analytics in the common core and discipline core.
*** Students are required to undertake research in a related field of study and submit a
dissertation.
The recommended minimum word limit for a dissertation is 20 000.
The following requirements must be decided by the HEP:

ii. A dissertation or equivalent conspectus guideline or manual must be provided
to describe a common structure and format for submission. (Refer to the
**** Electives offered must be discipline-related courses.

• Supervision of dissertation
• WBL
27
• Fieldwork
• Apprenticeship
• Seminar
• Case study
MASTER’S DEGREE BY RESEARCH (LEVEL 7, MQF)
COMPONENT CREDITS REMARKS

The programme must include a Research
Methodology course covering qualitative
Dissertation* No credit value
and quantitative components and other
relevant courses
Notes:
* Students are required to undertake research in a related field of study and submit a
dissertation.
The recommended minimum word limit for a dissertation is 35 000.
The following requirements must be addressed by the HEP:

i. Maximum period of study considering good practices and validity of research
undertaken.
ii. A dissertation or equivalent conspectus guideline or manual must be provided
to describe a common structure and format for dissertation or conspectus (Refer
to the Standards: Master’s and Doctoral Degree, 2nd Edition).

• Colloquium/Seminar/Workshop
• Attachment
28
DOCTORAL DEGREE BY COURSEWORK (Level 8, MQF)

24
Common core (Body of knowledge of the common core area must be
covered, taking into account the credit requirement)
Research Methodology* 6
Project** Max 39 credits
Electives*** 0
Sub Total Credit 69
Notes:
* The research methodology must cover both qualitative and quantitative research
** Students are required to undertake research in a related field of study and submit a
project paper.
The recommended minimum word limit for a project paper is 50 000.
The HEP must have a set of procedures and guidelines pertaining to:
i. Minimum and maximum periods of study.
ii. A project or conspectus guideline or manual must be provided to describe a
common structure and format for submission. (Refer to the Standards: Master’s
and Doctoral Degree, 2nd Edition).
*** Electives offered must be discipline-related courses.

• Attachment
• WBL
29
• Fieldwork
• Case study
DOCTORAL DEGREE BY MIXED MODE (Level 8, MQF)
COMPONENT* MINIMUM CREDITS

16
Common Core (Relevant body of knowledge of the common core area
are covered, taking into account the credit requirement)
Research Methodology** 6
Thesis*** 40
Sub Total Credit 62
Notes:
* The ratio of coursework to thesis is within the range of 50:50 or 40:60 or 30:70. (Refer
to the Standards: Master’s and Doctoral Degree, 2nd edition).
** The research methodology must cover both qualitative and quantitative research
*** Students are required to undertake research in a related field of study and submit a
thesis.
The recommended minimum word limit for a thesis is 60 000.
The HEP must have a set of procedures and guidelines pertaining to:
ii. A thesis or conspectus guideline or manual must be provided to describe a
common structure and format for submission (Refer to the Standards: Master’s
and Doctoral Degree, 2nd Edition).

• Supervision of thesis
30
• WBL
• Fieldwork
• Attachment
• Case study
DOCTORAL DEGREE BY RESEARCH (Level 8, MQF)
COMPONENT CREDITS REMARKS

The programme must include a Research
Methodology course covering qualitative
Thesis* No credit value
and quantitative components and other
relevant courses
Notes:
* Students are required to undertake research in a related field of study and submit a
thesis.
The recommended minimum word limit for a thesis is 70 000.
The following requirements must be addressed by the HEP:

i. Maximum period of study considering good practices and validity of research
undertaken.
ii. A thesis or equivalent conspectus guideline or manual must be provided to
describe a common structure and format for thesis or conspectus (Refer to the

• Supervision of thesis
• Attachment
31
3. ASSESSMENT OF STUDENT LEARNING3
“Assessment of student learning is a key aspect of quality assurance and it is one of the most
important indicator of learning outcomes achievement. Hence, it is crucial that appropriate
assessment methods and mechanisms are in place. Qualifications are finally awarded on the
basis of the results of assessment. The assessment methods used must be aligned, clear,
consistent, effective, reliable, engaging, authentic and in line with current practices. They must
clearly measure the achievement of the intended learning outcomes” (COPPA 2nd Edition,
2017).
The methods of assessment depend on the specific requirements of each course.

Nonetheless, the following must be considered as a general guide:
i. Assessments should comprise formative and summative assessments;
ii. Assessments must be appropriate to the learning outcomes;
iii. Candidates are required to pass BOTH continuous and final assessments for
every course. HEPs can define the meaning of a pass; however, a pass should imply
that the examiner is satisfied that the candidate has met all the learning outcomes of a
course; and
iv. The HEP must have clear marking guidelines such as assessment rubrics,
marking schemes, and others for continuous and final assessments to indicate
the achievement of course learning outcomes.
The percentages of continuous and final assessments for a course at each level of study are
presented in Table 3. The suggested forms of assessments indicated are merely examples.
The HEPs are encouraged to use various methods and tools appropriate for measuring
learning outcomes and competencies.
3 Standards in this area are best read together with Guidelines to Good Practices: Assessment of Students, which
is available on the MQA Portal: www.mqa.gov.my.
32
Table 3: The percentages of continuous and final assessments for each common core
and discipline core course.
CERTIFICATE (Leval 3, MQF)
CONTINUOUS FINAL
ASSESSMENT ASSESSMENT SUGGESTED FORMS OF ASSESSMENT
(%) (%)
o Assignment (Individual / Group)

o Quiz
o Written test
50 – 70 30 – 50 o Oral test
o Demonstration
o Presentation
o Final examination
DIPLOMA (Leval 4, MQF)
CONTINUOUS FINAL
(%) (%)

o Project
o Quiz
o Written test
50 – 70 30 – 50
o Oral test
o Demonstration
o Presentation
o Final examination
BACHELOR’S DEGREE (Leval 6, MQF)
CONTINUOUS FINAL
(%) (%)

o Project
o Case studies
30 - 70 30 - 70
o Quiz
o Written test
o Oral test
33
CONTINUOUS FINAL
(%) (%)
o Practical assessment
o Presentation
o Demonstration
o Industrial training report
o Employer evaluation
o Final examination
MASTER’S DEGREE (Leval 7, MQF)
CONTINUOUS FINAL
SUGGESTED FORMS OF
MODE ASSESSMENT ASSESSMENT
ASSESSMENT
(%) (%)
COURSEWORK o Assignment (Individual / Group)

o Project
Coursework 30 – 70 30 – 70 o Case studies
o Quiz
o Written test
Project 0 – 40 60 – 100 o Oral test
o Presentation
o Demonstration
Final examination
MIXED MODE o Assignment (Individual / Group)
o Project
o Quiz
o Written test
Dissertation 0 100 o Oral test
o Presentation
o Demonstration
o Dissertation
o Viva-voce (optional)
o Final examination
RESEARCH o Dissertation
Dissertation 0 100
34
DOCTORAL DEGREE (Leval 8, MQF)
CONTINUOUS FINAL
SUGGESTED FORMS OF
MODE ASSESSMENT ASSESSMENT
ASSESSMENT
(%) (%)
COURSEWORK o Assignment (Individual / Group)

o Project
o Written test
o Oral test
Project 0 100 o Practical assessment
o Presentation
o Demonstration
o Final examination
MIXED MODE o Assignment (Individual / Group)
o Project
o Written test
o Oral test
Thesis 0 100 o Practical assessment
o Presentation
o Demonstration
o Thesis
o Final examination
RESEARCH o Thesis
o Viva-voce
Thesis 0 100
Notes:
i. The HEPs should have a clear policy on the criteria for the appointment of external
and internal examiners for dissertation/thesis assessment at postgraduate levels.
ii. The composition of the dissertation/thesis examiners should meet the

requirements of Standards: Master’s and Doctoral Degree, 2nd Edition.
35
4. STUDENT SELECTION
This section of the Programme Standards relates to the selection of students for a programme
of study.
“In general, admission to a programme needs to comply with the prevailing policies of the
Ministry of Education (MOE). There are varying views on the best method of student selection.
Whatever the method used, the HEP must be able to defend the consistency of the method it
utilises. The number of students to be admitted to a programme is determined by the capacity
of the HEP and the number of qualified applicants. HEP admission and retention policies must
not be compromised for the sole purpose of maintaining a desired enrolment. If an HEP
operates in geographically separated campuses or if the programme is a collaborative one,
the selection and assignment of all students must be consistent with national policies” (COPPA
2nd Edition, 2017).
The standards for the selection of students into the Business Studies programmes shall be
formulated in reference to generic national higher education policies pertaining to minimum
student entry requirement.
The minimum entry requirements are shown in Table 4.
Table 4: Minimum Entry Requirement for Student Admission
ENGLISH
COMPETENCY
MQF LEVEL ENTRY REQUIREMENT REQUIREMENT
(INTERNATIONAL
STUDENT)
CERTIFICATE i. Possesses Sijil Pelajaran Malaysia -

(LEVEL 3) (SPM) with at least credit in any ONE
subject;
OR
ii. Possesses Sijil Kemahiran Malaysia
(SKM) Level 2 in the related field;
OR
iii. Other relevant equivalent qualifications
recognised by the Malaysian
Government.
DIPLOMA i. Possesses SPM with at least credit in Achieve a minimum

(LEVEL 4) THREE subjects; Band 3 in MUET OR
36
ENGLISH
COMPETENCY
(INTERNATIONAL
STUDENT)
OR equivalent to CEFR
ii. Possesses SKM Level 3 in the related (High B1)**.
field;
OR
iii. A Certificate (Level 3, MQF) in the
related field with at least CGPA of 2.00;
OR
iv. A pass in Sijil Tinggi Pelajaran Malaysia
(STPM) with at least Grade C (GP 2.0) in
any subject;
OR
v. A pass in Sijil Tinggi Agama Malaysia
(STAM) with at least Grade Maqbul;
OR
vi. Other equivalent qualifications
Government.
BACHELOR’S i. A pass in STPM with at least Grade C Achieve a minimum

DEGREE (GP 2.0) in any TWO subjects*; Band 3 in MUET OR
(LEVEL 6) OR equivalent to CEFR
ii. A pass in STAM with at least Grade (Low B2)**.
Jayyid*;
OR
iii. Matriculation or Foundation with at least
CGPA of 2.00;
OR
iv. A Diploma (Level 4, MQF) with at least
CGPA of 2.00;
OR
v. An Advanced Diploma (Level 5, MQF)
with at least CGPA of 2.00;
OR
vi. A Diploma Kemahiran Malaysia (DKM) /
Diploma Vokasional Malaysia (DVM)
subjected to HEP Senate / Academic
Board’s approval***;
OR
vii. A Diploma Lanjutan Kemahiran Malaysia
(DLKM) subjected to HEP Senate /
Academic Board’s approval***;
Note for (vi) & (vii): The HEPs are to
conduct screening and provide necessary
37
ENGLISH
COMPETENCY
(INTERNATIONAL
STUDENT)
guidance specific to the discipline of the
programme.
OR
viii. Other equivalent qualifications
Government.
*Additional requirement: A pass in

Mathematics and English at SPM level or
equivalent qualifications (Refer to the Notes
(*) below this table).
MASTER’S Master’s Degree by Coursework Achieve a minimum

DEGREE Band 4 in MUET OR
(LEVEL 7) i. A Bachelor’s degree (Level 6, MQF) in equivalent to CEFR (Mid
related fields with a minimum CGPA of B2)**.
2.50 as accepted by the HEP Senate;
OR
ii. A Bachelor’s degree (Level 6, MQF) in
related fields with a minimum CGPA of
2.00 and not meeting CGPA of 2.50 can
be accepted, subject to a rigorous internal
assessment****;
OR
iii. A Bachelor’s degree (Level 6, MQF) in
non-related fields with a minimum CGPA
of 2.00 as accepted by the HEP Senate
and with relevant working
experience*****, subject to a rigorous
internal assessment****;
OR
iv. A Bachelor’s degree (Level 6, MQF) in
and without relevant working experience,
subject to passing pre-requisite
courses******;
OR
v. Other equivalent/related qualifications to
a Bachelor’s degree (Level 6, MQF)
Government.
38
ENGLISH
COMPETENCY
(INTERNATIONAL
STUDENT)
Master’s Degree by Mixed Mode and
Research
i. A Bachelor’s degree (Level 6, MQF) in

2.75 as accepted by the HEP Senate;
OR
ii. A Bachelor’s degree (Level 6, MQF) in
be accepted, subject to rigorous internal
assessment****;
OR
iii. A Bachelor’s degree (Level 6, MQF) in
be accepted, subject to a minimum of 5
years relevant working experience*****
and rigorous internal assessment****;
OR
iv. A Bachelor’s degree (Level 6, MQF) in
of 2.50 as accepted by the HEP Senate,
subject to having relevant working
experience***** and rigorous internal
assessment****;
OR
v. A Bachelor’s degree (Level 6, MQF) in
of 2.00 and not meeting 2.5 as accepted
by the HEP Senate, subject to a minimum
of 5 years relevant working
experience***** and rigorous internal
assessment****;
OR
vi. A Bachelor’s degree (Level 6, MQF) in
and without relevant working experience,
subject to passing pre-requisite
courses******;
OR
39
ENGLISH
COMPETENCY
(INTERNATIONAL
STUDENT)
vii. Other qualifications equivalent to a
Bachelor’s degree (Level 6, MQF)
Government.
DOCTORAL Doctoral Degree by Coursework and Mixed Achieve a minimum

DEGREE Mode Band 4 in MUET OR
(LEVEL 8) equivalent to CEFR (Mid
i. A Master’s degree (Level 7, MQF) in B2)**.
related fields as accepted by the HEP
Senate;
OR
ii. A Master’s degree (Level 7, MQF) in non-
Senate, subject to having relevant
working experience***** and rigorous
OR
iii. A Master’s degree (Level 7, MQF) in non-
Senate and without relevant working
experience, subject to passing pre-
requisite courses******;
OR
iv. Other qualifications equivalent to a
Master’s degree (Level 7, MQF)
Government.
Doctoral Degree by Research*******
i. A Master’s degree (Level 7, MQF) in

Senate;
OR
ii. A Master’s degree (Level 7, MQF) in non-
Senate, subject to having relevant
working experience***** and rigorous
OR
iii. A Master’s degree (Level 7, MQF) in non-
40
ENGLISH
COMPETENCY
(INTERNATIONAL
STUDENT)
Senate and without relevant working
experience, subject to passing pre-
requisite courses******;
OR
iv. Other qualifications equivalent to a
Master’s degree (Level 7, MQF)
Government.
Notes:
* A pass in Can be waived should any other higher qualifications

Mathematics and contain Mathematics and English subjects with an
English at SPM level equivalent/higher achievement.
or equivalent
qualifications Malaysian students using English as the medium of
instruction in their previous study or with at least Band 2
(English subject in MUET or equivalent can be exempted from a pass in
requirement does not English requirement.
apply to international
students since they Those without a pass in Mathematics and/or English at
are required to meet SPM level or equivalent can be admitted but are required
certain scores of to attend special enhancement course(s). These special
international English enhancement courses should be SPM equivalent,
examination and remedial in nature. Students must pass the Mathematics
privileged with certain and English enhancement courses as a prerequisite to
exemptions) related core courses taught in English.
** Refer to Surat JPT GS 1000-630(41), 9th December 2019 - Syarat Kompetensi

Bahasa Inggeris Kepada Pelajar Antarabangsa for equivalent English language
assessments and score.
*** For Public Universities: Refer to Surat JPT.S(BPKP)2000/400/04/01 Jld.5 (53), 20th
November, 2019 - Pindaan syarat kelayakan minimum (Syarat am) Diploma TVET
(DKM, DLKM, DVM) sebagai syarat kelayakan masuk ke program Ijazah Sarjana
Muda di Universiti Awam (UA).
For Private Higher Educational Institutions: Refer to Surat JPT/GS 1000-606 Jld.
2(23), 21st April, 2020 - Kemasukan Pelajar Lulusan Diploma Kemahiran Malaysia
(DKM), Diploma Lanjutan Kemahiran Malaysia (DLKM) dan Diploma Vokasional
Malaysia (DVM) ke Peringkat Sarjana Muda (Tahap 6 MQF) atau yang setara
dengannya di Institusi Pendidikan Tinggi Swasta.
41
**** Rigorous assessment to evaluate the suitability of an applicant for a programme
through statement of purpose, interview and other methods may cover the following
criteria:
i. Demonstration of strong business experience, and that you have held significant
managerial responsibilities.
ii. Evidence of any achievements in your professional life, for example,
consistently performing at a high level, consistent career progression and any
impact that you have had on your organisation.
iii. Professional skills that you have developed, for example, team work,
leadership, problem-solving, negotiating and analytical skills.
iv. How you will contribute to your class and what experiences you can bring to the
institution. (Lancaster University, 2021)
***** Experience can be cumulative experience even before acquiring required

qualification for a particular level of study. However, the experience must be
relevant to the level of study as well as the content.
****** The pre-requisite courses must equip the students with necessary business
knowledge (managing people, managing financial resources, understanding
customers, understanding environments and strategic planning) of one level lower
than the programme level.
******* The HEPs can take excellent Bachelor’s Degree (Level 6, MQF) graduates for
direct admission to Doctoral Degree by Research (Level 8, MQF) programme with
the following conditions:
i. Students have first class Bachelor's degree or equivalent qualification; or
ii. Students have obtained CGPA of at least 3.67 or equivalent from either an
academic or Technical and Vocational Education and Training (TVET)
programme; and
iii. Evaluated through rigorous internal assessment by the HEP; and
iv. Approved by the HEP Senate and accepted as a candidate for the Doctoral
Degree (Level 8, MQF) programme. Students must demonstrate appropriate
progress during the candidature period.
Accreditation of Prior Experiential Learning for Access (APEL.A)
APEL.A provides an alternative entry route to formal programmes of study from Certificate
(Level 3, MQF) through to Master's Degree by Coursework and Mixed Mode (Level 7, MQF)
through recognition of learning and experiences regardless of how and where it was acquired.
(Refer to the Guidelines to Good Practices: Accreditation of Prior Experiential Learning
(APEL)).
42
5. ACADEMIC STAFF
“As the quality of the academic staff is one of the most important components in assuring the
quality of higher education, an HEP is expected to search for and appoint the best-suited
candidates, to serve its programmes, in an open, transparent and fair manner. To achieve
this, HEPs are expected to design and implement an academic staff search and recruitment
practice that is as efficient as it is effective to achieve the desired results. It is important that
every programme has appropriately qualified and sufficient number of academic staff, working
in a conducive environment that attracts talented individuals. The numbers recruited have to
be adequate for, and appropriate to, the needs of the programmes. The role of the academic
staff in various activities has to be clarified in order to reflect a fair distribution of
responsibilities. It is important for the HEP to provide a continuous staff development
programme for its academic staff, for them to be current in their knowledge and skills, both in
their chosen discipline as well as in their pedagogical skills” (COPPA 2nd Edition, 2017).
Table 5.1 provides the minimum requirements of the qualifications of academic staff and
relevant staff ratios for the different qualification levels in Business Studies. Besides
possessing qualifications in the related field, HEPs must ensure that academic staff are
assigned courses based on their areas of expertise or relevant industry experience.
Table 5: Qualifications for academic staff
MQF LEVEL REQUIREMENT REMARK
CERTIFICATE i. A Bachelor’s Degree (Level 6, Academic staff ratio

(LEVEL 3) MQF) in the relevant business field; i. At least 60% of the
OR academic staff are full-
ii. A Bachelor’s Degree (Level 6, timers.
MQF) in non-related fields with ii. Part-time staff may
FIVE years of relevant working consist of industry
experience*. practitioners or from
academia.
iii. The minimum number of
academic staff in the
related field for each
programme is 4**.
Staff-student ratio
1:30
43
DIPLOMA i. A Bachelor’s Degree (Level 6, Academic staff ratio

(LEVEL 4) MQF) in the relevant business field; i. At least 60% of the
OR academic staff are full-
ii. A Bachelor’s Degree (Level 6, timers.
MQF) in non-related fields with TEN ii. Part-time staff may
years of relevant working consist of industry
experience*. practitioners or from
academia.
iii. The minimum number of
programme is 6**.
Staff-student ratio
1:30
BACHELOR’S i. A Master’s Degree (Level 7, MQF) Academic staff ratio

DEGREE in the relevant business field; i. At least 60% of the
(LEVEL 6) OR academic staff are full-
ii. Practitioners with a Bachelor’s timers.
degree in the relevant business ii. Part-time staff may
field with the following work consist of industry
experience* may also be appointed practitioners or from
as academic staff or co-supervisor: academia.
a. At least FIVE years of relevant iii. The minimum number of
working experience* in senior academic staff in the
management roles (General related field for each
Manager and above) in the programme is 10**.
course taught;
OR Staff-student ratio
b. At least TEN years of relevant 1:25
working experience* in
managerial roles (Senior
Manager and Manager) in the
course taught;
OR
c. Entrepreneurs with at least
FIVE years of experience* and
a proven track record in running
business(es) may be
considered to teach some of the
entrepreneurship courses.
44
MASTER’S Master’s Degree by Coursework Academic staff ratio

DEGREE i. At least 60% of the
(LEVEL 7) Principal Supervisor / Co-Supervisor academic staff are full-
/ Teaching Staff timers.
i. A Doctoral degree (Level 8, MQF) ii. Part-time staff may
in the relevant business field; consist of industry
OR practitioners or from
ii. A Master’s degree in the relevant academia.
business field (Level 7, MQF) with The minimum number of
at least FIVE years of relevant academic staff in the
experience* in teaching. related field for each
OR programme is 5** (only
iii. A Bachelor’s degree (Level 6, for Coursework and
MQF) in the relevant business field Mixed Mode
with at least FIVE years of relevant programme).
experience* at a level appropriate
for the dissertation (applicable for Staff-student ratio
supervisor from industry / i. Programme – 1:20 (only
practitioner who is to be for Coursework and
appointed as co-supervisor). Mixed Mode programme)
OR ii. Overall principal
iv. A Bachelor’s degree (Level 6, supervisor to student ratio
MQF) in the relevant business field is 1:10***
with at least FIVE years of relevant
experience** at a level appropriate The principal project
for courses to teach practical/ supervisor must be from the
professional/ hands-on related field of study and a
components (applicable for full-time staff of the HEP.
teaching staff from industry /
practitioner only).
Master’s Degree by Mixed Mode
Principal Supervisor
i. A Doctoral degree (Level 8, MQF)
in the relevant business field;
OR
ii. A Master’s degree (Level 7, MQF)
in the relevant business field
a. with at least FIVE years of
relevant experience* in
teaching and research;
and
45
b. has co-supervised master’s
candidate.
Co-Supervisor
OR
in the relevant business field with
at least ONE year of relevant
experience* in teaching and
research;
OR
iii. A Bachelor’s degree (Level 6,
MQF) in the relevant business
field with at least FIVE years of
relevant experience* at a level
appropriate for the dissertation
(applicable for co-supervisor
from industry / practitioner
only).
Teaching Staff
OR
at least FIVE years of relevant
experience* in teaching;
OR
appropriate for courses to teach
practical/ professional/ hands-on
components (applicable for
practitioner only).
46
Master’s Degree by Research
OR
in the relevant business field
a. with at least FIVE years of
relevant experience* in
teaching and research;
and
b. has co-supervised master’s
candidate.
Co-Supervisor
OR
at least ONE year of relevant
research;
OR
appropriate for the dissertation
(applicable for co-supervisor
from industry / practitioner
only).
DOCTORAL Doctoral Degree by Coursework Academic staff ratio

DEGREE i. At least 60% of the
(LEVEL 8) Principal Supervisor / Co-Supervisor academic staff are full-
i. A Doctoral degree in the relevant timers.
business field ii. Part-time staff may
a. with at least TWO years of consist of industry
experience* in teaching and practitioners or from
research; academia.
and iii. The minimum number of
47
b. has supervised master’s or programme is 10** (only
doctoral research candidate to for Coursework and
completion. Mixed Mode
OR programme).
ii. A Master’s degree in the relevant
business field Staff-student ratio
a. with at least TWO years of i. 1:12 (only for
experience* in teaching and Coursework and Mixed
research; Mode programme)
and ii. Overall principal
b. has supervised master’s or supervisor student ratio
doctoral research candidate to is 1:10***
completion;
and The principal project
c. has extensive experience in supervisor must be from the
research, subject to the related field of study and a
approval of the Senate of the full-time staff of the HEP.
HEP.
OR
iii. A Master’s degree (Level 7, MQF)
at least TEN years of relevant
for thesis (applicable for
supervisor from industry /
practitioner who is to be
appointed as co-supervisor
only).
Teaching Staff
at least TWO years of experience*
in teaching;
OR
for courses to teach practical/
professional/ hands-on
components (only for teaching
staff from industry /
practitioner).
48
Doctoral Degree by Mixed Mode
i. A Doctoral degree in the relevant
business field
a. with at least TWO years of
research;
and
b. has supervised master’s or
doctoral research candidate
to completion.
OR
ii. A Master’s degree in business or
the relevant business field
c. with at least TWO years of
research;
and
d. has supervised master’s or
doctoral research candidate to
completion;
and
e. has extensive experience in
research, subject to approval of
the Senate of the HEP.
Co-Supervisor
OR
in the relevant business field and
extensive experience in research,
subject to the approval of the
Senate of the HEP;
OR
for the thesis (applicable for co-
practitioner only).
49
Teaching Staff
at least TWO years of experience*
in teaching;
OR
for courses to teach practical/
professional/ hands-on
components (applicable for
practitioner only).
Doctoral Degree by Research
i. A Doctoral degree in the relevant
business field
research;
and
completion;
OR
ii. A Master’s degree in business or
the relevant business field
research;
and
completion;
and
c. has extensive experience in
research, subject to approval by
the Senate of the HEP.
50
Co-Supervisor
OR
in the relevant business field and
extensive experience in research,
subject to the approval of the
Senate of the HEP;
OR
for the thesis (applicable for co-
practitioner only).
Note:
* Experience can be cumulative experience even before acquiring required

qualification for a particular level of study. However, the experience must be relevant
to the level of study as well as the content.
** Refer to Surat Makluman MQA Bil. 7/2014 – Garis Panduan Beban Staf Akademik.
*** The overall principal supervisor-student ratio is inclusive of Master’s and Doctoral
degree students.
A candidate without a Bachelor’s degree but with a Master’s degree obtained through the
Accreditation of Prior Experiential Learning for Access [APEL.A] route may be accepted as
academic staff, considering the qualification in the related field together with the relevant
industry experience gained. The HEPs should ensure that these academic staff are
assigned courses based on their qualifications and areas of expertise.
Academic Staff Development
In order to deliver quality programmes and to produce marketable graduates, competent

qualified academic staff must be employed. Hence, HEPs must ensure that the academic
qualifications of their academic staff are accredited by the relevant accreditation bodies. It
would also be an advantage for the HEPs to hire those with certain years of working
experience to reflect on their intellectual maturity and enrich learning experience of students.
51
The HEPs must commit to providing staff with development opportunities to ensure that their
staff are able to contribute fully to their vision and mission. Therefore, the HEPs must provide
the academic staff with at least 40 hours per year of Continuous Professional
Development (CPD) programmes to enhance their expertise and skills in teaching, learning,
assessment and research. The CPD may include participating in training, workshops and
conferences; pursuing academic / professional qualifications; engaging in self-directed
studies; coaching / mentoring / tutoring; and performing industrial attachments, consultancies
and community services. Part-time and / or contract staff should also be considered in the
CPD programmes.
52
6. EDUCATIONAL RESOURCES
“Adequate educational resources are necessary to support the teaching and learning activities
of a programme. These include all the required academic and instructional expertise, physical
facilities, information and communication technologies, research facilities, and finance”
(COPPA 2nd Edition, 2017).
For Business Studies programmes, Higher Education Providers (HEPs) are required to
provide sufficient resources conducive to support learning and teaching in the field. Lecture
and tutorial rooms, and technical support / facilities, must be designed to accommodate
student-centred learning. For research in postgraduate programmes, students should be
provided with a conducive work area.
Educational resources recommended for Business Studies programmes include:

i. Sufficient qualified experts in various fields.
ii. Technical support/facilities.
iii. Internet access.
iv. Lecture rooms (with sufficient Audio-Visual facilities).
v. Library/resource centre (including online resources for teaching and research) with up-
to-date resources.
vi. Working space/station (with access to the Internet).
vii. Computer laboratory (with access to the Internet).
viii. Sufficient access to relevant software according to the needs of the programmes and
students.
ix. Relevant online data bases, online journals, statistical packages, qualitative analysis
software, and citation and referencing software.
53
7. PROGRAMME MANAGEMENT
“There are many ways of administering an educational institution and the methods of
management differ between Higher Education Providers (HEPs). Nevertheless, governance
that reflects the collective leadership of an academic organisation must emphasise excellence
and scholarship. At the departmental level, it is crucial that the leadership provides clear
guidelines and direction, builds relationships amongst the different constituents based on
collegiality and transparency, manages finances and other resources with accountability,
forges partnership with significant stakeholders in educational delivery, research and
consultancy, and dedicates itself to academic and scholarly endeavours. Whilst formalised
arrangements can protect these relationships, they are best developed by a culture of
reciprocity, mutuality and open communication” (COPPA 2nd Edition, 2017).
This PS does not raise issues pertaining to governance and administration as these are at the
institutional rather than at the programme level. In this PS, academic leadership largely
focuses on suitably qualified persons in the Business Studies field to manage the programme
delivery from admission to graduation. The leaders of the programme should demonstrate
knowledge of the field and the attributes of good ethical values in work practices. A person
holding the programme leadership position must has relevant academic qualifications and
experience in the area of study. Additionally, the following characteristics may be looked in a
programme leader:
i. broad-based view of business studies and perception of the education industry and its
impact on the environment and society;
ii. ability to inspire others to perform at their full potential;
iii. ability to listen and communicate effectively with sensitivity to both individuals and
groups;
iv. ability to show a strong commitment in translating the organisation’s aspirations
through initiatives consistent with the organisation’s purposes;
v. ability to make sound judgements based on relevant input or information;
vi. flexible to changing demands and pressures from key stakeholders to achieve
individual and organisational goals;
vii. ability to promote continuous learning among staff and student; and
viii. ability to establish a constructive mechanism for collaboration with stakeholders.
The programme leaders, i.e. Programme Coordinator, Head of Programme or equivalent

position must meet the qualification and experience requirements as stated in Table 7.
54
Table 7: Criteria for Selection of Programme Leader
MQF LEVEL REQUIREMENT
CERTIFICATE A Bachelor’s degree in a relevant business field with a minimum of

(LEVEL 3) TWO years of relevant academic experience.
DIPLOMA A Bachelor’s degree in a relevant business field with a minimum of

(LEVEL 4) TWO years of relevant academic experience.
BACHELOR’S A Master’s degree in a relevant business field with a minimum of

DEGREE TWO years of relevant academic experience.
(LEVEL 6)
MASTER’S i. A Doctoral degree in a relevant business field with a minimum of

DEGREE TWO years of relevant academic experience;
(LEVEL 7) OR
ii. A Master’s degree in a relevant business field with a minimum of
FIVE years of relevant academic experience.
DOCTORAL A Doctoral degree in a relevant business field with a minimum of

DEGREE TWO years of relevant academic experience.
(LEVEL 8)
Note:
Experience can be cumulative experience even before acquiring required qualification for a
particular level of study. However, the experience must be relevant to the level of study as
well as the content.
55
8. PROGRAMME MONITORING, REVIEW AND CONTINUAL QUALITY
IMPROVEMENT
“Quality enhancement calls for programmes to be regularly monitored, reviewed and

evaluated. These include the responsibility of the department to monitor, review and evaluate
the structures and processes, curriculum components as well as student progress,
employability and performance.
Feedback from multiple sources -- students, alumni, academic staff, employers, professional
bodies and informed citizens -- assists in enhancing the quality of the programme. Feedback
can also be obtained from an analysis of student performance and from longitudinal studies.
Measures of student performance includes the average study duration, assessment scores,
passing rate at examinations, success and dropout rates, students’ and alumni’ reports about
their learning experience, as well as time spent by students in areas of special interest.
Evaluation of student performance in examinations can reveal very useful information. For
example, if student selection has been correctly done, a high failure rate in a programme
indicates something amiss in the curriculum content, teaching-learning activities or
assessment system. The programme committees need to monitor the performance rate in
each course and investigate if the rate is too high or too low.
Student feedback, for example through questionnaires and representation in programme

committees, is useful for identifying specific problems and for continual improvement of the
programme.
One method to evaluate programme effectiveness is a longitudinal study of the graduates.

The department should have mechanisms for monitoring the performance of its graduates and
for obtaining the perceptions of society and employers on the strengths and weaknesses of
the graduates and to respond appropriately. Higher Education Providers (HEPs) are also
advised to refer to the Guidelines to Good Practices: Monitoring, Reviewing and Continually
Improving Institutional Quality.
“Comprehensive monitoring and review of the programme for its improvement is to be carried
out with a proper mechanism, considering feedback from various parties. The committee
responsible for this should be granted adequate autonomy to carry out its responsibility
effectively. It is desirable that the departments work in association with the HEP’s central
Quality Assurance Unit to ensure objectivity” (COPPA 2nd Edition, 2017).
56
The HEPs are expected to provide evidence of their ability to monitor, maintain and improve
the quality of the programme consistent with internal and external requirements, and keep
pace with changes in the field of Business Studies and the requirements of the stakeholders.
These shall be demonstrated by, but are not limited, to the following:
i. The department must have a Quality Assurance (QA) unit for internal quality assurance
of the department working together with the QA unit of the HEP.
ii. A comprehensive curriculum review should be conducted at least once every two to five
years. Nonetheless, updating the curriculum to keep pace with current developments
should be conducted at a more regular interval.
iii. Compulsory appointment of external advisor(s) qualified in the relevant fields to provide
feedback on programme design and review.
iv. Compulsory appointment of external examiner(s) qualified in the relevant fields to review
the assessment systems for Bachelor’s degree (Level 6, MQF) and above.
v. Consultation/Engagement with stakeholders.
Additionally, HEPs are encouraged to demonstrate the following:

i. Continual benchmarking against top universities at national and international levels.
ii. Linkages with related professional bodies, government agencies and industry.
iii. Active participation of academic staff at relevant conferences, seminars, workshops and
short courses.
iv. Presentations by invited speakers, local or international.
v. Organising conferences, seminars and workshops.
vi. Encouraging international exchange among students and staff.
57
REFERENCES
Compilation of Policies on Quality Assurance of Higher Education (2009 - 2020), Retrieved

on 10th November 2020 from www.mqa.gov.my
Lancaster University. (2021, 14th August). Apply for the Lancaster MBA.
https://www.lancaster.ac.uk/lums/postgraduate/mba/the-lancaster-mba/mba-apply-
and-funding
Malaysian Qualifications Agency (2018). Malaysian Qualifications Framework – MQF 2nd

Edition. Cyberjaya, Malaysia.
Malaysian Qualifications Agency (2017). Code of Practice for Programme Accreditation –

COPPA 2nd Edition. Petaling Jaya, Malaysia.
Malaysian Qualifications Agency (2013). Survey Report on the Effectiveness of Programme

Standards. Petaling Jaya, Malaysia.
Malaysian Qualifications Agency (2016). Programme Standards: Finance. Petaling Jaya,

Malaysia.
Ministry of Higher Education (2016). Garis Panduan Mata Pelajaran Pengajian Umum
(MPU) Edisi Kedua. Putrajaya, Malaysia.
Surat JPT/GS 1000-606 Jld. 2(23) – Kemasukan Pelajar Lulusan Diploma Kemahiran
Malaysia (DKM), Diploma Lanjutan Kemahiran Malaysia (DLKM) dan Diploma
Vokasional Malaysia (DVM) ke Peringkat Sarjana Muda (Tahap 6 MQF) atau yang
setara dengannya di Institusi Pendidikan Tinggi Swasta, dated 21st April 2020.
Surat JPT GS 1000-630(41) – Syarat Kompetensi Bahasa Inggeris Kepada Pelajar

Antarabangsa, dated 9th December 2019.
Surat JPT.S(BPKP)2000/400/04/01 Jld.5 (53) – Pindaan syarat kelayakan minimum (Syarat

am) Diploma TVET (DKM, DLKM, DVM) sebagai syarat kelayakan masuk ke
program Ijazah Sarjana Muda di Universiti Awam (UA), dated 20th November 2019.
58
APPENDIX 1
LIST OF PANEL MEMBERS
NO. PANEL MEMBERS ORGANISATION
Dr. Chong Siong Choy

1. Finance Accreditation Agency
-Chairman-
2. Dr. Hazman Shah Abdullah Quality Assurance Expert
3. Dr. Lee Chew Ging INTI International University & Colleges
Prof. Dr. Zafir Khan Mohamed

4. Universiti Kebangsaan Malaysia
Makhbul
5. Tengku Farith Rithaudheen Skali Group
59
APPENDIX 2
LIST OF STAKEHOLDERS INVOLVED
A. Ministry/Government Agency
1. Bahagian Kecemerlangan Akademik, Jabatan Pendidikan Tinggi, Kementerian

Pendidikan Tinggi
2. Bahagian Kurikulum, Jabatan Pendidikan Politeknik dan Kolej Komuniti, Kementerian
Pendidikan Tinggi
3. Bahagian Dasar, Kementerian Sumber Manusia
4. International Student Management Services, Education Malaysia Global Services
(EMGS)
5. Institut Maklumat dan Analisis Pasaran Buruh (ILMIA), Jabatan Statistik, Kementerian
Sumber Manusia
B. Higher Education Providers
1. School of Management, Asia e University

2. Asia Pacific University of Technology and Innovation
3. Faculty of Business, Information and Human Sciences, Infrastructure University Kuala
Lumpur
4. Faculty of Business, International University of Malaya-Wales
5. Faculty of Business, Communication and Law, INTI International University
6. Faculty of Accountancy, Management and Economics, New Era University College
7. Faculty of Business, Accountancy and Social Sciences, Poly-Tech MARA University
College, Kuala Lumpur
8. School of Business, Monash University Malaysia
9. Faculty of Business and Management, UCSI University
10. Universiti Islam Antarabangsa Sultan Abdul Halim Mu'adzam Shah
11. Faculty of Entrepreneurship and Business, Universiti Malaysia Kelantan
12. Azman Hashim International Business School, Universiti Teknologi Malaysia
13. Graduate School of Business, Universiti Tun Abdul Razak (UNIRAZAK)
14. Faculty of Business and Finance, Universiti Tunku Abdul Rahman (UTAR)
15. School of Business Management, Universiti Utara Malaysia
16. International Islamic University Malaysia
17. Faculty of Business and Accountacy, Universiti Selangor (UNISEL), Shah Alam
Campus
18. Faculty of Business and Management, DRB-HICOM University of Automotive Malaysia
19. Fakulti Ekonomi dan Muamalat, Universiti Sains Islam Malaysia
20. Faculty of Business and Management, Melaka International College of Science and
Technology (MiCoST)
21. Fakulti Pengurusan Perniagaan, Kolej Poly-Tech MARA
22. Jabatan Perdagangan, Nilai Polytechnic
23. School of Creative Business, Equator College
24. Kolej Antarabangsa AlmaCrest
25. Aviation Management College
26. AMC College
27. Executive College
28. IBS College
60
29. UCSI College
30. ASA College
31. Institut FMM
C. Industry
1. Etiqa Insurance and Takaful

2. Maybank
3. Malaysian Employers Federation
4. Talent Corporation Malaysia Berhad
5. Malaysian Association of Private Colleges and Universities (MAPCU)
6. Malaysia Retail Chain Association
D. Students
E. Alumni
F. Panel of Assessors
G. MQA Officers
61
APPENDIX 3
BODY OF KNOWLEDGE
COMMON CORE FOR BUSINESS STUDIES
1) HUMAN RESOURCE MANAGEMENT
MQF Level
No. Area Body of Knowledge
Certificate Diploma Bachelor’s Master’s Doctoral
Overview and Evolution of HRM / / / / /
Job and Organisational Design / / / / /
Industrial Relations / Employee Relations / / / / /
Recruitment and Selection / / / / /

Human Resource
1.
Management (HRM) Compensation Systems and Performance / / / / /
Management
Human Resource Development / / / / /
Human Resource Information System and / / / /

Human Resource Analytics
62
2) MARKETING
MQF Level
Overview of Marketing / / / / /
Analysing Market Opportunities / / / /
Marketing Mix / / / / /
Sales Management / / /
Marketing Environment / / / / /
Consumer Behaviour / / / / /
1. Marketing Market Segmentation, Targeting and / / / / /
Positioning
Marketing Ethics and Legal Requirements / / / / /
Digital and Social Media Marketing / / / / /
Marketing Communication / / / / /
International/Global Marketing / / / /
Marketing Research / / / /
Market Planning / / /
63
3) ACCOUNTING AND FINANCE
MQF Level
Accounting and the Business Environment     
Analysis and Interpretation of Financial     

Statements and Cash Flow for Business
Users
1. Accounting
Recording, Reporting and Analysing     
Business Transactions within the Accounting
Cycle
Main Functions of Management Accounting     
The Financial Environment and the Role of     

Finance in Business
Investment Evaluation    
Business
2. Capital Structure and Cost of Capital    
Finance
Dividend Policy    
The Theory and Practice of Investment and    

Financial Decision-Making
Financial Impact of Technology on Accounting and / / / /

3.
Technology Finance
64
4) BUSINESS ECONOMICS
MQF Level
Introduction to Economics     
Supply and Demand     

1. Microeconomics
Cost of Production     
Firm Behaviour and Market     

Structure
Measuring GNP and GDP / /   
Monetary System   
Unemployment   
Aggregate Demand /    
2. Macroeconomics Aggregate Supply / /   
Government Debt /   
Monetary Policy / /   
Fiscal Policy / /   
Saving and Investment   
65
MQF Level
Sources of Growth   
3. Digital and Knowledge Economy
Consequences of IR4 / / / /
66
5) MANAGEMENT
MQF Level
Evolution of Management   
Managerial Roles and Skills   
1. Basic Management Process   

Management
Organisational Structure   
(Bachelor’s level should also

cover Organisational Design)
Overview of Strategic / / /
Management
Strategic Analysis /   
Functional, Business and / / / /

Corporate Level Strategy
2. Strategic Management Strategy Formulation   
Strategy Implementation   
Strategy Evaluation and Control   
Effective Governance   
Frameworks
67
MQF Level
Corporate Management and   

Control
Value Creation and / / / /

Management
Individual Differences and Work    

Behaviour
Motivation     
Team Dynamics    
Communication    
Organisational Power, Politics,    

3. Organisational Behaviour Culture and Conflict
Leadership     
Organisational Processes    
Current Issues in Organisational    

Behaviour
Decision-Making and    
Negotiation
4. Entrepreneurship Evolution, Concepts and    

Theories of Entrepreneurship
68
MQF Level
Characteristics of Entrepreneurs     
Entrepreneurial Networking    
Developing New Venture    
(Must include Legal

Requirements)
Overview of International     
Business
Role of Culture    
Global Market Places and the    

5. International Business Environment
(Must include Legal, Political,

Technological aspects)
Management from a Global     

Perspective
Overview of Business   
7. Business Communication Communication
Communication Process   
69
MQF Level
Effective Communication Skills   
Barriers to Communication   
Digital Communication Tools   
Ethical Theory and Business     /

Practice
Moral Development     /
8. Business Ethics Ethics of Work and     /
Management
Ethics and Corporations     /
Good Governance in Practice     /
Digital Commerce / / / / /
Customer Relationship / / / /
Management and Technology
9. Digital Business
Applications and Implications of / / / /
Artificial Intelligence, Blockchain
and Digital Currency in Digital
Business
10. Business Process Management Overview of Operations / / / / /

Management
70
MQF Level
Manufacturing/Service / / / / /
Operations
Inventory Management and Just / / / / /

in Time
Total Quality Management and / / / /

Service Quality
Supply Chain and Logistics / / / /

Management
New Product and Service / / /

Development
Overview of Management / / / / /
Information Systems
Use of Information Technologies / / / / /

and Systems (IT&S)
11. Organisational Infostructure
Development and / / /
Implementation of IT&S
Impacts of IT&S on / / / /
Organisational Structures,
Strategies and Processes
71
6) BUSINESS ANALYTICS (only for NEC 340 and 345)
MQF Level
The Roles of Business Analytics / / / / /
Business Applications of Equations     

and Graphs
Quantitative Research Principles in    

Collecting, Summarising and
1. Quantitative Methods Displaying Business Data
Data Visualisation / / / / /
Elementary Probability Concepts    
Estimation and Hypothesis Testing    
Use of Software for Data Analysis / / / /
Relevant Topics in Econometrics / / /

Advanced Data
2.
Modelling
Relevant Topics in Business Statistics / / / /
72
DISCIPLINE CORE FOR BUSINESS STUDIES
The Programme Standards presents twelve discipline cores. Below is the list of areas for each discipline core followed by respective body of
knowledge at the stated qualification levels.
1) HUMAN RESOURCE MANAGEMENT
MQF Level
Job Analysis / / / / /
Forecasting HR Requirements / / / / /
1. HR Planning
Forecasting HR Availability / / / / /
Links between HR Planning and Strategic / / /

Planning
Concept of Recruitment / / / / /
Recruitment Process / / / / /
Recruitment and
2.
Selection
Concept of Selection / / / / /
Selection Process / / / / /
Salary Survey / / / ./ /
Compensation and
3.
Benefit
Direct Financial Compensation / / / / /
73
MQF Level
Indirect Financial Compensation / / / / /

(Benefits)
Non-Financial Compensation / / / / /
Training and Development Process / / / / /
Training Needs Analysis / / / / /

Human Resource
4. Performance Management Process / / / / /
Development
Career Planning Process / / / / /
Change Management Process / / / / /
Concept of IR/ER / / / / /
Industrial Concept of Trade Union / / / / /

5. Relations/Employee
Relations (IR/ER) Formation of Trade Union / / / / /
Collective Bargaining / / / / /
Evaluation of the Outsourcing Proposition / / / / /
HR Issues in Effects of Outsourcing on People / / / / /

6.
Outsourcing
Evaluation of the Effectiveness of / / / / /
Outsourcing Effort
74
MQF Level
Challenges in GTM in Multinational Firms / / / / /

Global Talent
7. Strategic Importance of GTM / / / / /
Management (GTM)
Talent Retention in Global Organisations. / / / / /
Concept of Safety / / / / /
Occupational Safety Developing Safety Programmes / / / / /

8. and Health
Management Concept of Health / / / / /
Developing Health Programmes / / / / /
75
2) MARKETING
MQF Level
Buying Decision Process / / / / /
Individual Influence on Consumer / / / / /

Behaviour
1. Consumer
Behaviour
Environmental Influence on Consumer / / / / /
Behaviour
Decision-Making Model / / / / /
Research Problem / Objectives / / / /
Research Design and Plan / / / /
Information Analysis / / / /
Marketing Presentation of Findings / / / /

2. Research and
Analytics
Decision-Making / / / /
Application of Marketing Metrics / / / / /
Modelling Techniques for Marketing / / / / /

Planning and Decision-Making
76
MQF Level
Decisions to go Global / / / /
Decisions on which Market to Enter / / / /

3. International /
Global Marketing
International Market Penetration Options / / / /
International Marketing Programme / / / /
Nature of Service Marketing / / / / /
4. Service
Marketing Service Marketing Strategy / / / /
Service Quality / / / / /
Role of Marketing Management / / /

Marketing
5. Management / Strategic Marketing Planning Process / / /
Strategy
Marketing Plans / / /
Product Strategies / / / /
Product Innovation Management / / / /

6. Innovation and
Management New Product Management / / / /
77
MQF Level
Understanding Pricing / / / /
Pricing Analysis / / / /
7. Pricing Pricing Strategies / / / /
Price Adaptation / / / /
Price Changes Adjustments / / / /
Type of Retailers / / / /
Retail Environment / / / /
8. Retailing
Analysing Needs of Customers / / / /
Retailing Strategies / / / /
Role of Marketing Communication / / / /
Effective Marketing Communication / / / /
Promotion Promotion Mix / / / /

9.
Management
Promotion Budget / / / /
Integrated Marketing Promotion / / / / /

Communication
78
MQF Level
Sales Management Process / / /
Sales Sales Programme Planning / / /

10.
Management
Sales Force Organisations / / /
Customer Interaction Management / / /
The Implications of the Internet and Digital / / / / /

Technologies on Marketing Practices and
Strategies
Tools to Evaluate the Use of Digital / / / / /

11. Digital Marketing
Technologies on Marketing Effectiveness
Digital Marketing Strategies / / / / /
Role of Ethics and Ethical Behaviour in / / / / /

Social Media and Digital Marketing
79
3) FINANCE
MQF Level
Working Capital Management   
Capital Investment Decisions   
Issuance of Corporate Securities and   

Corporate Capital Structure
1.
Finance
Payout Policy   
Corporate Control and Restructuring   
Mergers and Acquisitions   
The Functions of Financial Markets   
The Banking and Payments System   
Financial System Deregulation   
2. Financial Markets Non-bank Financial Institutions   
Stock Exchange Operations   
Debt Markets   
Foreign Exchange Markets   
80
MQF Level
Markets for Financial Derivatives   
Spot and Forward Exchange Rates   
Theory of Interest Rate Parity   
International Currency Hedging and Exchange Rate   

3.
Finance Forecasting Techniques
The Internationalisation of Markets   
Global Financial Crisis   
Forwards, Futures and Swaps   
Options Markets   
4. Derivatives
Approach to Pricing Derivatives  
Application in the Management of Risks  
Institutional Framework of Bond Markets   
Bond Yield and Pricing Models   

Fixed Income
5.
Investment Interest Rate Determination  
Bond Market Strategies and Portfolio  

Decision-Making
81
MQF Level
Comparative Financial Systems   
Roles of Financial Intermediation   

Money and
6.
Banking
Regulation of Banks   
Risk Management in Banking  
Principles of Risk and Risk Management   
Practice of Risk Management   
7. Risk Management Business Continuity and Crisis  

Management
Managing Complexity, Uncertainty and  

Conflict
Islamic Economics   
8. Islamic Finance Islamic Capital Market   
Islamic Wealth Management   
The FinTech Revolution / / /
9. FinTech The FinTech Ecosystem / / /
Business Model Innovation and FinTech / / /
82
MQF Level
Cybersecurity / / /
Note: A single major and double major Bachelor's degree and Master's degree in Finance must refer to body of knowledge in Programme
Standards: Finance. Whereas, a business major with Finance specialisation (e.g. BBA (Finance)) must cover all the areas of the Finance discipline
core in Programme Standards: Business Studies.
83
4) BUSINESS ECONOMICS
MQF Level
Monopoly Pricing    
Oligopolistic Market    
Game Theory    
Intermediate
1.
Microeconomics
Choice Under Uncertainty    
Economics of Information    
Auction and Bidding   
Aggregate Demand in a Closed    

Economy
Aggregate Demand in an Open Economy    
Aggregate Demand, Aggregate Supply    

and Price Level
Intermediate
2.
Macroeconomics
Inflation and Unemployment    
Macroeconomic Policies    
Economic Growth    
84
MQF Level
Regression Analysis    
Dummy Variables    
Non-linear Regression   
Heteroscedasticity    
3. Econometrics
Autocorrelation    
Qualitative Dependent Variable   
Time Series Models   
Panel Data Models   
Organisational Architecture   
Managerial Theory of the Firm   
Behavioural Theory of the Firm   

Economics of
4.
Organisation
Agency Theory   
Transaction Cost Economics   
Resource Based View of the Firm   
85
MQF Level
Horizontal and Vertical Firm Boundaries   
Measurement and Determinants of   

Market Concentration
Links between Structure and   

Industrial/Firm Performance
Industrial
5.
Economics Advertising and R&D   
Pricing Tactics   
Strategic Entry Deterrence   
Nature and Consequences of   

Competition and Regulation
Abuse of Monopoly Power   

Competition and
6.
Regulation
Merger Control   
Evaluation of Competition and   

Government Policy
86
5) MANAGEMENT
MQF Level
Managers and Management     

Theories
Managers and Decision-Making     
Performing Industry Analysis     
Building and Managing Information     

Age Businesses
Organisational
1.
Management Creating, Developing and Managing     
New Ventures
Managing Service Operations     
Managing Creativity and Innovation     
Managing Human Resource/ Talent     
Managing Culture     
World Class Leadership Practice     
2. Leadership Managerial Traits and Skills     
Effective Leadership Behaviour     
87
MQF Level
Charismatic, Transformational and     

Spiritual Leadership
Participative Leadership, Delegation     

and Empowerment
Power, Value and Influence     
Managing Change     
Conflict, Power and Politics   
The External Environment   
Designing Organisations for the   

International Environment
Strategy, Organisation Design and   

Effectiveness
Organisational Theory Fundamentals of Organisation   

3.
and Design Structure
Organisational Culture and Ethical   

Values
Decision-Making Process   
Manufacturing and Service   

Technologies
88
MQF Level
Organisation Size, Life Cycle and   

Decline
Project Life Cycle and Organisation     
Project Management Processes     
Project Integration Management   
Project Scope Management     
Project Time Management    
Project Cost Management   

4. Project Management
Project Quality Management   
Project Human Resource

  
Management
Project Communications
  
Management
Project Risk Management   
Project Procurement Management   
Total Quality Total Quality Approach  

5.
Management
Understanding Quality Culture    
89
MQF Level
Customer Satisfaction, Retention

   
and Loyalty
Leadership and Total Quality

    
Management
Training for Quality  
ISO 9000 and Total Quality

  
Management: The Relationship
Process Management     
Overview of Total Quality Tools  
Quality Function Deployment  
Optimising and Controlling

  
Processes
Implementing and Sustaining Total

  
Quality Management
Continuous Improvement Methods  
Designing Quality Services    
90
6) ENTREPRENEURSHIP
MQF Level
Creativity and Innovation Concepts and     

Techniques
Creativity and
Generating Business Ideas through     
1. Innovation in
Creative Tools
Entrepreneurship
Venture Opportunity Concept and     
Strategy
Characteristics, Issues and Development     

of Small and Medium Enterprises
Entrepreneurial Life     
Integrity and Ethics in Entrepreneurship     

Small Business
2.
Management
Starting a Small Business     
Managing Key Functions of Enterprises     
Strategies for Managing Growth in Small     

Business
Venture Formation and Planning     

3. Business Plan
Tools and Areas of Business Plan     
Development
91
MQF Level
Communication Techniques in Business   

Plan Presentations
Financing Start-Up and Growth     
Application of a Range of Analytical   

Techniques (qualitative and quantitative)
to Evaluate Business Options
Financing for
4.
Entrepreneurs
Crowdsourcing and Funding for   
Entrepreneurs
Accounting and Taxation for   

Entrepreneurs
Technology Entrepreneurship Concepts   
Strategies for Technology Innovation   

and Commercialisation
Generating Technopreneurial Ideas   

Technology
5.
Entrepreneurship Developing Business Plans for   
Technology Ventures
Funding for Technology Ventures   
Intellectual Property Laws and   

Protection
92
MQF Level
Concepts of Coaching and Consultancy   

in Entrepreneurship
Coaching and
Consultancy for The Consultancy and Coaching Process   
6.
Entrepreneurship
Managing Consultancy Project  
Developing Coaching Competencies  
Shaping and Creating Business   

Ventures
Entrepreneurship Formation of Business Entity   
7. Lab
Operating and Marketing Business   
Ventures
Social Entrepreneurship   
93
7) INTERNATIONAL BUSINESS
MQF Level
Drivers of Globalisation     
Key Features of the Environments of the     

Global Economy
1. Global Economy
The Process of Globalisation     
The Theory of Comparative Advantage     
Global Business and Investments     
Nature of Theories of International Trade     
The Global Instruments of Trade Policy     

2. Trading System
and Policy Government Intervention and Free Trade     
Development of the Global Trading System     
Entry Modes and Selection     
Foreign Investments and Fund Expatriation     

Foreign Market
3.
Entries
Technology Transfer, Joint Ventures,     
Licensing, Franchising and Multinational
Corporations
94
MQF Level
Implications of International Business to    

Functional Areas
International/Global Marketing    
International Human Resource Management    
International Finance and Taxation    

International
Business
4. Global Operations and Supply Chain 
Management and
Management
Strategy
Strategic Management for International   
Business
Global Diversity Management and the   

Concept of GLOCAL
International Business Ethics and Corporate   

Governance
Understanding Foreign Exchange Market     
The Spot and Forward Market     
5.
The Foreign Exchange Rate Determinants and     
Exchange Market Forecasting
Foreign Exchange Rates and Quotations     
95
MQF Level
Setting the Equilibrium Spot Exchange Rate   
Central Bank Intervention   
Expectations and the Asset-Market Model of   

Exchange Rates
96
8) LOGISTICS AND SUPPLY CHAIN MANAGEMENT
MQF Level
Issues in domestic and global transportation    
Freight transportation planning and operations    
Transportation infrastructure and regulations    

Transportation
1. and freight Freight transportation costing    
logistics
Terminal management    
Freight transportation strategies / / /
Information technology in freight transportation    
The role of a warehousing in a supply chain    
Warehousing information systems / / / /
Warehouse and distribution channel   

Warehouse and management strategy
2. Distribution
Channels Warehouse safety, health and security    
Design warehouse operations and distribution   

channel networks
97
MQF Level
Organisational procurement process    

Procurement
3. Management and Sourcing process    
Sourcing
Supplier management / / /
Basic supply chain and logistics management / /
Supply chain network design    
Supply chain risk management /   
Supply chain coordination and integration /   

Supply Chain
4.
Management
Supply chain performance measurement /   
Sustainability/ethical issues in supply chain / / / /
Supply chain and logistics strategy / / /
Customer relation management / / / 
Inventory planning and management / / / /
Inventory management location decision / / / /

Inventory
5.
Management
Inventory management system / / / /
Inventory management and control / / / /
98
9) TECHNOLOGY MANAGEMENT (only for NEC 340 and 345)
MQF Level
No Area Body of Knowledge
Fundamentals of Technology Management / / / /
Theories of Technology / / / /
Technology and Wealth Creation / / / /
Factors in Technology Management / / / /

Technology
1. Management Technology Management Tools / / / /
Concepts
Technology Lifecycle / / / /
Innovations / / / /
Technology Diffusions / / / /
Intellectual Property / / / /
Creativity and Innovations / / / /
R & D Management / / /
Technology
2. Creation and Technology Acquisitions / / /
Development
New Product Development / / / /
Technology Gap and Opportunities / / /
99
MQF Level
Technology Commercialisation / / / /
Technology Start-up / / /
Entrepreneurship and New Technology

Technology Ventures / / / /
3.
Capitalisation
Technology Transfer Management / / /
Technology Project Management / / /
Marketing of Innovative Products / / /
Technology Planning and Strategy Formulation / / / /
Technology Scanning and Forecasting / / /
Technology Intelligence and Analytics / / /

Strategic
4. Management of Technology Audit and Assessment / / /
Technology
Technology Strategy Implementation and
Monitoring / / /
Managing Technological Change and

Organisational Structure / / /
Technology and Socio-Economic Development / / / /

Socio-Economic
5.
Consideration for
National Technology Policy / / / /
100
MQF Level
Technology
National Innovation System / / / /
Technology and Industrial Revolutions / / /
University-Industry Technology Collaboration / / /
Technology Centres and Intermediaries / / /
Technology and Human, Socio-Culture / / / /
Green and Sustainable Technology / / /
Social Innovations / / / /
Emerging and Pivotal Technology / / /
Financing New Technology Ventures / / / /
Boot Strapping in Technology Ventures / / /
Financial Aspects Venture Capital Financing / / /

6.
of Technology
Financial Evaluation and Risk Assessment of
Technological Projects / / /
Technology Worthiness and Evaluations / / /
101
10) BUSINESS INFORMATION SYSTEMS
MQF Level
E-Commerce Business Model and Concept  
The Internet and World Wide Web: E-

 
Commerce Infrastructure
Building an E-Commerce Website   
Online Security and Payment Systems   
E-Commerce Marketing Concept     
E-Commerce Marketing Communication     

1. E-Commerce
Ethical, Social and Political Issues in E-
    
Commerce
Online Retailing and Services     
Online Content and Media     
Social Network, Auctions and Portals   
B2B E-Commerce: Supply Chain

  
Management
B2B E-Commerce: Collaborative Commerce   
102
MQF Level
Decision Support System: Decision-Making,

  
Systems, Modelling and Support
Decision Support Systems: Concept,

  
Methodology and Technology
The Essential of Business Intelligence     
Data Warehousing    
Collaborative Computer Support Technology   

Decision Support Group Support Systems   
2.
Systems
Knowledge Management     
Artificial Intelligence and Expert Systems   
Intelligence Systems over the Internet   
Implementing Decision Support Systems   
Systems Development and Acquisition   
Integration of Management Support Systems   
Business Systems Analysis  

3. Application
Development Fact-finding Techniques    
103
MQF Level
Modelling System Requirements   
Data Modelling and Analysis  
Feasibility Analysis and the System Proposal    
Data Normalisation    
Data Queries    
Forms, Reports and Applications    
Database Integrity and Transactions  
Data Warehouse and Data Mining  
Database Administration  
Business Information    
Distributed Data Processing    
Internet History and Architecture    

Business Data
4.
Communication
Internet-based Applications    
LAN Architecture and Protocols /   
Wireless LANs    
104
MQF Level
Data Transmissions    
Data Communications Fundamentals    
Doing Business on the Internet    
Network Security   
Network Management   
Business Intelligence Architecture   
Business Intelligence Project Lifecycle   

Business
5. Intelligence Business Intelligence Development   
Designing Business Intelligence

  
Infrastructure
Managing Business Intelligence Operations   
The Importance of a Security and Control

  
Framework
IT Security and IT Strategy and Enterprise Architecture   

6.
Governance
Key IT Decisions and Mechanisms   
IT Organisation: Roles and Policies   
105
MQF Level
IT Policy Development   
Key IT Policies   
QMS and the Management of IT Controls   
Resource Management   
Contracting   
Assessing IT Risks   
Managing IT Risks   
Maturity Models   
IT and Organisation  
Information System and Change  
The Information Systems Strategy Triangle   

Strategic
7. Information IT and Competitive Advantage   
Systems
Information Systems Planning   
IT Architecture and Infrastructure   
Information Systems Sourcing   
106
MQF Level
IT Governance   
Project Management  
Knowledge Management  
Ethics and Security of IT   
107
11) DIGITAL BUSINESS
MQF Level
E-Commerce Business Model and Concept  
The Internet and World Wide Web: E-

 
Commerce Infrastructure
Building an E-Commerce Website   
Online Security and Payment Systems   
E-Commerce Marketing Concept     
E-Commerce Marketing Communication     

1. E-Commerce
Ethical, Social and Political Issues in E-
    
Commerce
Online Retailing and Services     
Online Content and Media     
Social Network, Auctions and Portals   
B2B E-Commerce: Supply Chain

  
Management
B2B E-Commerce: Collaborative Commerce   
108
MQF Level
Decision Support System: Decision-Making,

  
Systems, Modelling and Support
Decision Support Systems: Concept,

  
Methodology and Technology
The Essential of Business Intelligence     
Data Warehousing    
Collaborative Computer Support Technology   

Decision Support Group Support Systems   
2.
Systems
Knowledge Management     
Artificial Intelligence and Expert Systems   
Intelligence Systems over the Internet   
Implementing Decision Support Systems   
Systems Development and Acquisition   
Integration of Management Support Systems   
Purchasing and Supply Management    

Supply Chain
3.
Management
Supplier Evaluation   
109
MQF Level
Supplier Management and Development   
Strategic Sourcing for Successful Supply

  
Chain Management
Resource Planning Systems    
Process Management    
Logistics: Fundamentals of Transportation     
Logistics: Warehousing     
Customer Relationship Management (CRM)     
Service Response Logistics  
Supply Chain Process Integration   
Performance Measurement   
Systems Analysis  
Business Fact-finding Techniques    

4. Application
Development Modelling System Requirements   
Data Modelling and Analysis  
110
MQF Level
Feasibility Analysis and the System Proposal    
Data Normalisation    
Data Queries    
Forms, Reports and Applications    
Database Integrity and Transactions  
Data Warehouse and Data Mining  
Database Administration  
The Foundation of Big Data   

Big Data The Data Analytics Lifecycle   
Analytics and
Business
5. Understanding Business Intelligence Platform /   
Intelligence
Understanding Data Analytics Technologies   
Managing Business Intelligence Operations /   
Nature of Information Security and /

  
Cybercrime
8. Cybersecurity
Combating Cybercrime /   
111
MQF Level
Emerging Threats   
Ethical Issues /   
The Implications of the Internet and Digital / / / / /

Technologies on Marketing Practices and
Strategies
Understand the Tools to Evaluate the Use of / / / / /

Digital Technologies on Marketing
Effectiveness
9. Digital Marketing
Develop and Deploy Digital Marketing / / / / /
Strategies
Understand the Role of Ethics and Ethical / / / / /

Behaviour in Social Media and Digital
Marketing
112
12) BUSINESS ANALYTICS (only for NEC 340 and 345)
MQF Level
Concept and Methods of Data Analytics / / /
Data Exploration through Statistical and / / /

Probabilistic Methods
1 Data Analytics
Evaluation of Data Analytics Methods / / /
Evaluation and Interpretation of the / / /

Results of the Data Analytics Methods
Information Visualisation / / /
Scientific Visualisation / / /
2. Data Visualisation
Evaluation of Visualisation Tools / / /
Visualisation for Communication / / /
Predictive Modelling Process / / /
Predictive Modelling Techniques / / /

3. Predictive Analytics
Predictive Analytics in Different Business / / /
Settings
Evaluation of Predictive Models / / /
113
MQF Level

Results of the Predictive Models
Concept and Methods of Prescriptive / / /

Analytics
Prescriptive Analytics Optimisation / / /

Problems in Different Business Settings
4. Prescriptive Analytics
Evaluation of Prescriptive Analytics / / /
Methods

Results of the Predictive Methods
Business Intelligence User Models / / /
Business Intelligence Lifecycle / / /

5. Business Intelligence
Implementation of Business Intelligence / / /
Business Intelligence and Technology / / /
114
APPENDIX 4
EXAMPLES OF NOMENCLATURES
Programme
Structure Explanation Example
Major Programme that focuses only in one main • Certificate in Business

area. Studies
• Diploma in Business
Management
• Bachelor in Business
Analytics
• Bachelor in
Technology
Management
Major with A programme that has a specialised area • Bachelor in Business

Specialisation covering 25-30% of the body of knowledge Administration
(BOK) in the programme major (International
(programme core). Specialisation shall be Business)
in the same field or discipline of study of the • Bachelor in Business
programme major. (Marketing)
This specialisation is indicated in bracket.
The programme structure for Certificate and

Diploma programmes shall not include
specialisation.
Note: If the percentage of courses in certain

specialised area offered in the programme
structure is less than 25% of the body of
knowledge of the programme major, it should
not be stated in the programme
nomenclature. However, it can be stated in
the transcript.
Major – Minor Programme with an area of study covering • Bachelor in

25-30% of the BOK in another area from Management with
the programme major (programme core). Mathematics
• Bachelor in Business
The conjunction 'with' is used in naming this Administration with
type of programme where the major and Information
minor areas are mentioned. Technology
• Bachelor in Human
The programme structure for Certificate and Resource
Diploma programmes shall not include a Management with
minor in another area. Banking.
115
Programme
Structure Explanation Example
Double Major A double major programme should consist of Double Major within
an equal percentage (50%) of the body of Business Studies
knowledge from two different areas in the • Bachelor in Business
programme core. Economics and
Management
The conjunction 'and' is used in naming this • Bachelor in Supply
type of programme where both areas are Chain Management
mentioned. and Business Analytics
The programme structure for Certificate and Double Major from
Diploma programmes shall not include a different discipline
double major. • Bachelor in
Entrepreneurship and
Halal Logistics.
• Bachelor in Marketing
Management and
Information
Technology.
116
GLOSSARY
1) Common Core Required courses related to six fundamental areas of

Business Studies.
2) Continuous Assessment Assessments conducted throughout the duration of a

course for the purpose of determining student
attainment.
3) Dissertation Refers to the documentation of the original research

prepared and submitted by the candidate for the
award of the degree for the master’s programme by
research and mixed mode.
4) Discipline Core Required courses for a specific area of Business

Studies.
5) Final Assessment Assessment of student attainment at the end of a

course which can be in the form of a final examination,
lab assessment, presentation, dissertation/thesis,
project or industrial training report.
6) Final Examination A written examination scheduled within an official

examination period held at the end of an academic
term.
7) Formative Assessment Assessment of student’s progress throughout a

course, in which the feedback from the learning
activities are used to improve student attainment.
8) General Programme The programme core is designed to prepare students

in the broad area of Business Studies. It
encompasses evenly six core areas of Business
Studies.
9) Industrial Training A period of time within the programme when students

are required to be placed in the industry to experience
the real working environment.
10) Project Paper Refers to the documentation of the research or any

applied project prepared and submitted by the
candidate for the award of the master’s and doctoral
degree programme by coursework.
117
11) Related fields Related fields refer to the programmes with at least
25% of their programme core that cover relevant BOK
of this PS.
12) Specialist Programme The programme core is designed to prepare students

in a specific area of Business Studies.
13) Summative Assessment Assessment of learning which summarises the

student progress at a particular time and is used to
assign the student a course grade.
14) Thesis Refers to the documentation of the original research

prepared and submitted by the candidate for the
award of the degree for the doctoral programme by
research and mixed mode.
15) Viva Voce Oral defence of the dissertation/thesis for the

programme.
118

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18

Programme Standards: Business Studies, Second Edition

First published , March 2015

© 2015 Agensi Kelayakan Malaysia (Malaysian Qualifications Agency, MQA)

Malaysian Qualifications Agency

Tel: +603-8688 1900

All the Agency’s publications are available on our Portal: www.mqa.gov.my

2. PROGRAMME DEVELOPMENT AND DELIVERY 5

2.1 PROGRAMME EDUCATIONAL OBJECTIVES 5

2.2 LEARNING OUTCOMES 9

2.3 CURRICULUM DESIGN AND DELIVERY 17

3. ASSESSMENT OF STUDENT LEARNING 31

8. PROGRAMME MONITORING, REVIEW AND CONTINUAL QUALITY 56

APPENDIX 1: LIST OF PANEL MEMBERS 59

APPENDIX 2: LIST OF STAKEHOLDERS INVOLVED 60

APPENDIX 3 BODY OF KNOWLEDGE 62

APPENDIX 4: EXAMPLES OF NOMENCLATURES 115

Prof. Dato’ Dr. Mohammad Shatar Sabran

COPIA Code of Practice for Institutional Audit

Business Studies programme is designed to:

DESCRIPTION OF THE AREAS IN BUSINESS STUDIES

Human Resource Management

SCOPE OF THE PROGRAMME STANDARDS

The PEOs of each qualification level are outlined below:

CERTIFICATE (Level 3, Malaysian Qualifications Framework, MQF)

PEO 1: Possess basic theoretical and practical knowledge in business.

PEO 4: Exhibit teamwork and interpersonal communication skills.

PEO 5: Demonstrate lifelong learning in education and career.

PEO 1: Possess broad-based theoretical and practical knowledge in business.

PEO 4: Demonstrate teamwork, interpersonal communication, creativity and innovation skills.

BACHELOR’S DEGREE (Level 6, MQF)

PEO 2: Possess comprehensive managerial and entrepreneurial skills to perform effectively

PEO 4: Demonstrate teamwork, leadership, interpersonal communication, creativity and

PEO 5: Commit and seek learning for continuous development.

MASTER’S DEGREE BY COURSEWORK AND MIXED MODE (Level 7, MQF)

PEO 1: Demonstrate mastery of theoretical and practical knowledge in business.

PEO 2: Demonstrate comprehensive managerial and entrepreneurial skills to lead effectively

PEO 4: Demonstrate teamwork, interpersonal communication skills, creativity and innovation

PEO 5: Commit and seek learning for continuous development.

MASTER’S DEGREE BY RESEARCH (Level 7, MQF)

PEO 1: Demonstrate mastery of theoretical and practical knowledge in specialised business

PEO 3: Adopt appropriate methods/techniques for research and academic enquiry.

PEO 4: Demonstrate collaborative and interpersonal communication skills.

PEO 5: Commit and seek learning for continuous development.

DOCTORAL DEGREE BY COURSEWORK AND MIXED MODE (Level 8, MQF)

PEO 1: Demonstrate advanced theoretical and practical knowledge in business.

PEO 2: Demonstrate advanced managerial, entrepreneurial and professional skills through

PEO 4: Demonstrate effective collaborative and interpersonal communication skills.

DOCTORAL DEGREE BY RESEARCH (Level 8, MQF)

PEO 3: Conceptualise, design and implement research independently and responsibly to

PEO 4: Adopt appropriate methods/techniques for research and academic enquiry.

PEO 5: Demonstrate collaborative and interpersonal communication skills.

PEO 6: Commit and seek learning for continuous development.

The five clusters of learning outcomes are:

Knowledge and understanding

Ethics and professionalism

Certificate: Describe basic principles

Diploma: Describe broad-based √

Bachelor: Assess in-depth theories

Certificate: Apply basic business