Master of Business Administration (Competency Based-CB) program guide

Current program identity

The Master of Business Administration (MBA) program prepares students in the functional areas of business allowing them to develop managerial skills necessary to be effective in a rapidly changing business environment. The program is designed for students with an interest in entering or advancing their careers in business. The program reflects current research of leadership competencies as well as graduate business standards as reflected by existing international accreditation agencies. In addition to the University learning goals, the MBA program prepares students to do the following:; Recognize and solve problems systematically to make better business decisions.; Manage, develop, and motivate personnel to meet changing organizational needs. Discover how diversity and values strengthen working relationships and contribute to effective problem solving.; Leverage technology in a global environment to create sustainable competitive advantage.; Evaluate risks and develop plans to lessen or eliminate their impact.; Develop awareness of one's own personal values and how they affect business decision making.; Assess whether an organization's plans and actions are aligned to meet its values.; Integrate knowledge and reach decisions with incomplete or limited information.; Understand a broad range of theoretical and practical applications in business

The 2026-2027 University of Phoenix Online Academic Catalog is the public identity source for this Master path and program code MBA-CB. Its program table supplies the mapped class codes and titles; the catalog course guide supplies descriptions where published. The map preserves pathways and options rather than presenting every listed class as universally required.

This is a competency-based program. Its registered assessments use Mastered, Met, or Not Met results and the catalog permits up to three attempts on a final assessment. The public catalog does not publish one universal numbered assessment inventory for every course, so this site does not invent Assessment 1, Assessment 2, or similar pages.

Before scheduling support, reconcile this map with the current academic plan. Confirm catalog year, modality, admission status, prerequisites, transfer work, electives, substitutions, clinical placement, practicum or residency requirements, and advisor approval. Preserve alternatives as alternatives. A class listed inside an option or pathway is not automatically required for every student.

The classes, one by one

Open a code for its full class guide, current catalog focus, every mapped program context, session boundary, rubric workflow, grade controls, and right-side navigation. Shared classes own one canonical page so their guidance cannot drift between degrees.

Catalog curriculum, pathways, and options

Program → class → Week or live registered classroom syllabus

The catalog verifies this program and its class codes but does not establish one universal public Week count for the mapped classes. No generic Week layer is generated from a calendar or a neighboring program. The registered schedule and classroom syllabus control the actual cadence.

For each registered class, copy section, instructor, start and end dates, due-day pattern, time zone, grading model, late policy, required technology, and final-submission window from MyPhoenix and the registered classroom. Then inventory the real work: discussions, replies, quizzes, papers, cases, presentations, projects, labs, simulations, competency assessments, clinical or practicum records, and exam-preparation blocks.

A Week number is a position, not an assessment identity. Preserve the exact live title, directions, rubric version, template, permitted sources and tools, point value or weight, file type, deadline, and submission location before production. Announcements that amend a requirement belong in the same control packet.

Build the session board

Give every obligation one row with class code, exact registered classroom label, Week or date, due time and time zone, points, weight, competency result, dependency, evidence need, permitted tools, current status, feedback status, and next action. Keep different work types separate because a discussion, quantitative problem, presentation, clinical record, competency assessment, and proctored-exam preparation block do not share one completion test.

Work backward from the deadline. Reserve intake time for directions and rubric, evidence time for research or data, production time for the actual deliverable, and a delivery pass for citations, accessibility, filename, file type, export, and upload rendering. A short class compresses these blocks; it does not remove them.

Reconcile after every posted result. Use raw points only when the syllabus is points-based; calculate weighted categories independently when weights control. Keep full precision until display and track any separate exam-average, clinical, competency, attendance, or progression floor as its own gate.

Turn the live rubric into acceptance tests

Directions and rubric are separate contracts. Directions control scenario, audience, length, format, source limits, tools, and submission rules. Rubric rows control scoring evidence. Translate each requirement into a yes-or-no test and assign it a visible destination in the paper, calculation, presentation, care document, project file, or discussion.

Read verbs literally. Describe requires accurate coverage; compare requires a visible basis; analyze requires relationships and implications; evaluate requires criteria and judgment; recommend requires a defensible choice tied to evidence. Universal words such as all, each, and every change the minimum complete response.

Run content quality before delivery quality. Check coverage, logic, evidence quality, calculations, and consistency across prose, tables, figures, slides, and appendices. Then check citation matching, template fields, accessibility, filename, file type, and rendered export. A polished file cannot compensate for a missing decision, and good analysis can still fail when the wrong file is uploaded.

Clinical, professional, and exam boundaries

Students perform patient care, clinical decisions, skills, simulations, laboratory activity, practicum or rotation hours, preceptor communication, signatures, experience logs, group participation, identity-verified activity, and final submission. Remove protected health, client, employee, and proprietary information before any tutoring review.

Proctored, standardized, competency, dosage-calculation, readiness, and licensure-related assessments are preparation-only. Legitimate support includes a study blueprint, practice questions, rationale review, calculation practice, concept explanation, rehearsal, and readiness decisions. It does not include entering an authenticated environment or completing the real assessment.

Questions about this Phoenix program