Abstract
Stress is associated to personal inadequacies at work. Academic stress from facilitator-learner role ambiguity in learning process; grade and skill expectations from the employers is mostly ignored. United Arab Emirates (UAE) offers multi-disciplinary qualifications through many institutions to meet global employment. The study aims to assess the potential academic stressors resulting poor performance and learning stress in UAE and the support of framework/outcome-based learning in metacognition; reducing academic stress and anxiety by establishing an effective deeper learning experience. Through qualitative research method comparing the impact of outcome/framework-based teaching pedagogy among undergraduate students majoring business administration, the research reveals positive relationship between outcome-based learning and deeper learning reporting higher level of satisfaction, increased responsibility and achievement of cognitive abilities during the course. The research scope is limited towards analysing the National Qualification Authority (NQA) developed qualification framework of Emirates (QFE) as an ideal model to deliver outcome-based courses to undergraduate learners (level 7 in the QFE).
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