Quality Assurance

GBS has developed a tailor-made quality assurance model which allows it to successfully achieve its educational mission through structured, planned and sustainable quality and institutional effectiveness.

The GBS Quality Assurance Model framework coordinates GBS processes across all campuses and program locations. It encourages coherence and efficiency in practices and services. The model is composed of (i) the GBS Operating Structure, which ensures that quality inputs contribute to the accomplishment of desired outputs; and (ii) the GBS Quality Cycle, which supports GBS in verifying and attesting efficiency in procedures, academic programs, and any other internal or external services.

The Quality Assurance Model relies on synergies between GBS strategies (executive level), GBS policies (management level) and GBS guidelines/protocols (operations level) in the following domains:

  • GBS Purposes and Planning
  • Quality Assurance
  • Academic Excellence
  • Research
  • Students Services
  • Institutional Resources
  • Communication and Public Disclosure

The Quality Assurance Model harmonizes the standardization of practices, processes, and documentation across all GBS departments, campuses, and program locations to guarantee consistent learning outcomes for all graduates and a sense of belonging for all employees. However, cultural or legal specificities are taken into consideration to enhance exclusive added-values and the identity of campuses or program locations situated outside of Switzerland. This flexibility allows governance and empowerment at the heart of GBS educational activities without jeopardizing compliance with the GBS Quality Assurance Model.

In Switzerland, the Swiss educational system is composed of Public and Private Institutes. It is important to highlight that only Swiss public universities are recognized by the state.

To elaborate further, the Swiss public universities are managed by the state and the degrees are equally issued by the state or state-run governing entity. Students often opt for public universities if they wish to study in an environment with a large array of permanent faculty members and large classes as government subsidized tuition fees allow more students to apply. The teaching approach is wholly theoretical and often taught by professors who have carried out research and long been associated with the academic world and rarely with the professional world of private companies and employment.

Private business schools, on the other hand, offer small classes, are not government subsidized, and have more flexibility in employing professionals who teach on a part-time basis as they juggle their professional and teaching commitments. The teaching methodology is much more hands-on, interactive, and practical. This category of professors ultimately train students to be better prepared and offer an insight into real-world markets. As a result, credible private schools venture overseas to gain programmatic accreditation and look for external supervision and global benchmarking. GBS and its mission are focused on doing exactly this, with the ultimate goal of assisting as many students and graduates to be employed during and after graduation with degrees that are programmatically accredited by US-based agencies, such as IACBE.