The Swiss School of Management’s 18 months, fully accredited Master of Business Administration Degree Program is designed to equip students with the tools and analytical framework required for a successful career. The interactive community of faculty and students in an international setting provides students with globally relevant materials on today’s ever-changing economy.


Throughout the MBA program, students will be immersed in the modules of Leadership, Business, Entrepreneurship, and Management Philosophies modules that can be applied to any management role across varied industries. This business school gives students hands-on, applicable experience leading groups and classroom discussions which is essential in providing an interactive, dynamic, and effective program to students.

The program features international lectures, optional corporate visits, visiting speakers, seminars, webinars, and workshops to help boost and enhance student learning. One of the Swiss School of Management’s goals is to start growing students’ networks immediately when their program starts.

Target Group

The Swiss School of Management has a set of rules and regulations when it comes to admissions. Criteria for the selection process is available for all interested candidates through the institution's brochure and website. SSM does not discriminate in its selection between race, religion, nationality or sexual orientation, all interested candidates are invited to apply whether online or at their nearest SSM admissions office. The target audience for this MBA program consists of professionals who have demonstrated experience in diverse business environments. These individuals are autonomous, capable of managing responsibilities independently, and have a verifiable track record of success across various industries. They are looking to deepen their knowledge, sharpen their leadership skills, and elevate their career trajectory through advanced business education

Through the Global Management Academy students have the option to specialize through three separate tracks: Leading Effective Teams, Strategic Planning, and Executive Leadership, each paired with a professional certificate to enhance specific leadership competencies. The first track focuses on developing team-building, communication, and motivational skills for first-line managers aiming to build high-performing, inclusive teams. The second emphasizes strategic planning, equipping mid-level managers with the skills to design, execute, and adapt strategic initiatives aligned with organizational goals. The third track targets professionals in multinational environments, honing their cross-cultural leadership and strategic influence capabilities. Each program prepares candidates to advance through a structured career path, progressing from team leadership roles to senior executive positions while fostering skills essential for navigating dynamic business challenges. The career paths are separated by 5 different levels:

Level 1: Team member (2 years in this level)
Level 2: Team leader (4-5 years after level 1)
Level 3: Department Manager (2-3 years after level 2)
Level 4: Regional/Senior Manager (4-5 years after level 3)
Level 5: Director/Executive Manager/C-Suite (5-7 years after level 4)

Overall Program Description

The MBA in Global Leadership and Management at the Swiss School of Management is designed to provide professionals with the knowledge, skills, and strategic insights to lead in rapidly evolving local and global business landscapes. The program focuses on developing critical-thinking leaders who can navigate complex markets, manage diverse teams, and drive innovation across borders and distinct cultures. MBA candidates gain expertise in business strategy, cross-cultural leadership, financial planning and management, and sustainable business practices.

The curriculum combines theoretical knowledge with practical application, offering case studies, simulations, and real-life projects to bridge classroom learning and professional practice together. The ultimate goal is to foster a global mindset through interactive learning, equipping the candidates with the knowledge and skills to thrive in today's complex business world. Emphasis is placed on cultivating advanced leadership capabilities, critical thinking, and decision-making skills while maintaining high standards for business ethics, social responsibility, and sustainable development.


Blended Method

The program is available in person or online through our blended study method. Every class session is live-streamed and recorded on our online platform, giving students the tools they need to succeed in their program.

Exit or Additional Award

At the Swiss School of Management, we recognize the diverse needs and circumstances of our MBA candidates. To provide greater flexibility and value, we offer an Exit or Additional Award option within the MBA program.

This pathway is designed for:
- Candidates who are unable to complete the full MBA program.
- MBA students who wish to earn an additional qualification alongside their degree.

By successfully completing 65 ECTS from the accredited MBA modules, students are eligible to receive a Postgraduate Diploma in Leadership and Management.

Final Assessment Requirement

To be awarded the Postgraduate Diploma, students must:
- ​Successfully complete all selected modules totaling 65 ECTS.
- ​Undergo a final international assessment provided by Peregrine Global Services.

Upon successful completion of the assessment, students will be conferred the Postgraduate Diploma in Leadership and Management, a recognized qualification that reflects advanced knowledge and practical skills in leadership and management. 

Learning Outcomes for Knowledge Obtained at the end of the Program

At the end of the program the learner will have been exposed to the following:
1. Evaluate local and global business environments and their impact on organizational strategies.
2. Critically assess leadership approaches in cross-cultural environments to optimize work performance
3. Formulate strategic business solutions for local and global operations while maintaining ethical behavior and being socially responsible and responsive to environmental issues.
4. Propose business decisions based on data-driven information technologies and business intelligence .


Learning Outcomes for Skills Obtained at the end of the Program

At the end of the program the learner will have acquired the following skills:
1. Design effective business strategies by applying advanced management frameworks to real-world local and international market challenges.
2. Implement cross-cultural leadership techniques to lead diverse teams and drive performance in business organizations.
3. Develop innovative solutions that help businesses achieve sustainable growth while being socially responsible towards all stakeholders.
4. Apply analytical models to make data-driven decisions that enhance the profitability and sustainability of operations.
5. Lead organizational change initiatives in local and global contexts by applying strategic management concepts, ensuring alignment with cultural and market dynamics.

SSM’S programs are focusing on the following aspects of pedagogical methods:

1. Establishing a foundation for the learning process:

The lectures are designed to support the development of the learning community by creating an atmosphere of mutual respect, and shared learning among students and faculty. 

The online lectures assist students to participate with a higher degree of flexibility, regardless their location and time zone. In addition, faculty are instructed to act student-centered and proactively in outreach and follow up with students, e.g., when assignments are late, the students appear 'absent'.

2. Facilitating the learning process:

SSM Program is designed to early establish clear expectations for how students should participate in the lectures, assignments, and research projects. In addition, the courses are delivered in a way which contributes to students’ development, by focusing on the development students' critical thinking and creative abilities, e.g. critical review of peer-reviewed articles and students’ presentations in the class for feedback and discussion; critical review of real case scenarios in business and management and resolutions presentation; role play such as mock interviews; co-analysis of data; appropriate and regulated use of Artificial Intelligence tools to draft specific assignments with the appropriate use of prompts. These pedagogical techniques encourage students to actively participate in the class and perform at higher standards.

SSM also adopts a student-centered approach and co-creation of learning with students, by providing exposure to multiple perspectives to encourage
reflective thinking.

The learning process is facilitated in three directions:
instructor-to-student, student-to-instructor, and student-to-student.


3. Responding to the learning process:

At SSM, timely feedback to students is an essential component of our Programs. Examples of timely feedback is the regular and synchronous participation via discussion board and other communication channels in each course’s online Google Classroom, responding to student emails within 48 hours, returning grades within required timelines.

SSM requires from faculty to provide substantive and quality feedback by addressing in detail students’ questions, highlighting where students did well, and by providing specific solutions and instructions about how students’ work can be improved and meet higher standards. Having a Google Classroom facilitate digital communication and feedback that is interactive and documented; quite superior to physical documentation that has few traces.

Online lectures, even though they are synchronous, are recorded to enhance learning by having the chance to review the digital lectures several while preparing assignments or revising for exams; this is also an advantage of digital teaching and learning methods as opposed to non-digital or physical channels.

4. Verifying the learning process:

SSM Programs are designed to evaluate students' work products against stated expectations by providing specific grading instructions and rubrics per assignment and course. Faculty should assess students' critical thinking skills in addition to content mastery and students’ scholarly writing skills.

5. Scholarship, Ethics and Values:

SSM curriculum aims at developing scholar-practitioners, using of one or more modes of scholarship (discovery, integration, application, or teaching) and one or more type of service (institution, discipline, or community) in activities developed for the classroom, the school, and/or personal growth. In addition, SSM leadership regularly reviews and evaluates faculty and students’ coursework, to confirm that this adheres to the core values articulated in the Student and Faculty Handbooks and Code of Conduct, e.g., respect and consideration for all faculty and students, regardless of race, ethnicity, gender, gender identity or expression, sexual orientation, physical ability, nationality, age, socioeconomic status, and belief, in alignment with diversity, equity and inclusion principles; professional environment and code of conduct enforcement process in both in-person and online lectures/activities, aiming at a respectful, harassment-free environment for all participants.


Selection Criteria for Tutors/Lecturers for this Program:

Faculty teaching graduate-level courses in a master’s degree program must possess, at a minimum, a doctoral/terminal degree earned at an appropriately accredited institution in the subject field of the discipline and demonstrate familiarity with practical applications of the field. Faculty members who hold a Master’s degree only must have at least 10 years of experience in their relevant field. Faculty should also have a demonstrable professional level of English.

Dissertation:
This work is the presentation of scientific research results. It is a capstone
dissertation that covers the accounting, marketing, finance, leadership and management aspects of business. Thus, this is the most summative assessment as it culminates the learning experience of the student after having finished all the study modules.

Projects:
Projects are used for summative assessment of knowledge and to measure the achievement level of learning outcomes in a real-life or at least in a simulated business environment for applied or experiential learning purposes.

Article Review/papers/Cases:
These are assessment tools used to check the student’s analytical skills and critical thinking that could be either formative or summative. Students are supposed to produce their own articles out of a reasonable number of secondary or primary research in certain modules.

Viva voce:
Anytime students are required to write a dissertation, paper, article, case or project, they are required to make oral presentation, discussion and viva. This is important especially that AI-content generation tools are growing and one best way of verifying knowledge is through a viva.

Exams:
They are either midterm and/or final exams used for assessing the summative knowledge of students’ achievement of almost all the learning outcomes of the related module.

Quizzes:
They are in the form of mock/short quizzes that are used for formative assessment to measure achievement of one or few learning outcomes during the teaching/learning flow of a given module.

Indirect measures:
There are also indirect measures to assess the measures of student learning from the learner’s perspective such as student satisfaction surveys at the module level and exit interviews at the programme level.

To guarantee a higher degree of student integrity, a panel of two evaluators will moderate the marking of formative and summative assessments that are submitted via the Google Classroom link. For well-monitored exams, the assigned faculty member can do the invigilation and for the oral presentations, students’ integrity and knowledge can be assessed by checking their ability to positively respond to the viva voce questions.

The SSM faculty and staff receive regular training and consultation from experienced scholars at the SSM Research Center on the use and outcomes of AI detection software. Additionally, online resources and case studies, provided by the AI detection software vendor, support SSM faculty and staff in accurately identifying AI-generated content. This advanced technology, with over 25 years of expertise in safeguarding academic writing, is highly effective in distinguishing AI-written content from human-written content, particularly in student work. Further, SSM strongly recommends and encourages faculty and staff to participate in seminars and training sessions on this topic, such as the 2024 AI in Higher Education Symposium. SSM also uses Turnitin as a plagiarism check and AI detection tool.

When academic misconduct involving generative AI is suspected, SSM follows a structured process to ensure fairness and clarity. Faculty identify potential issues, submit an Academic Integrity Violations form, and collaborate with the Research Center Dean to determine next steps, which may include sending an inquiry letter to the student. Students are given an opportunity to explain their use of AI tools, with evaluations leading to appropriate sanctions ranging from grade reductions to enrollment termination. SSM supports responsible AI use as a supplementary tool to enhance research, writing, and data analysis while emphasizing critical thinking and originality. Students must acknowledge AI use, obtain prior approval, and provide detailed documentation, ensuring alignment with course objectives. They remain accountable for errors or plagiarism and must demonstrate comprehension of course content during evaluations.


Assessments are explained fully in each module as there is no generic pattern.