proposed strategic plan for the graduate school of business...
TRANSCRIPT
Proposed Strategic Plan for the Graduate School of Business
De La Salle University-Dasmariñas
Presented to:
The Administration of the De La Salle University - Dasmariñas and the Graduate of School of Business
In Partial Fulfillment of the Requirements for Strategic Management
By:
Students of the Strategic Management Class of Dr. Jose Mario B. Maximiano, 3rd term SY 2005-2006
20 May 2006
1
TABLE OF CONTENTS
Executive Summary ...................................................................................................2
Introduction ................................................................................................................3
Strategic Plan.............................................................................................................4
Vision......................................................................................................................4
Mission ...................................................................................................................4
SWOT Analysis.......................................................................................................5
Strategic Objectives..............................................................................................25
Key Result Areas and Performance Indicators .....................................................26
Strategic Formulation............................................................................................27
Strategic Implementation ......................................................................................35
Strategic Evaluation / Monitoring and Control.......................................................41
References...............................................................................................................43
2
Executive Summary
This strategic plan continues to build previous efforts in sustaining the quality of the
educational experience at DLSU-D. The desire to be known for both academic and
on-the-job excellence is the key driver of the plan. This provides a framework for the
development of new programs for nontraditional students at the graduate level.
It shows an impartial assessment of the DLSU-D graduate school in terms of image,
quality, performance and structure as a whole. It also recommends the necessity of
infusing strategies to further realize the defined vision and ensure well-being by
keeping the Graduate School of Business competitive.
This paper is an initiative that leads to an actual strategic planning exercise; a result
of combined ideas through close collaboration within the Strategic Management
Class of Professor Jose Mario B. Maximiano.
3
Introduction
This strategic plan for the next four years will clear the overall direction for the
Graduate School of Business of DLSU-D. It will provide a compelling vision for
students, faculty, professors and staff. It is not intended to draw completely the
events for the next four years but instead it is anticipated that the plan will be an
instrumental tool to strengthen the Graduate School of Business, eventually
strengthening the university as a whole.
The plan begins to articulate what the Graduate School of Business DLSU-D aspires
to be and how it envisions in the year 2010. Using a vision and mission statement
and a set of strategic objectives, a motivating image comes into a perspective.
The second part of the plan is focused on analysis. A carefully selected research
methodology was used to present substantial facts for strategic planning. The reader
can examine the Graduate School’s performance over the past three to four years.
A summarized discussion of strengths, weaknesses, opportunities, and threats is
available.
The third part comprises of strategic objectives and key-result areas that provide the
specific ways in which this plan will be implemented over the next four years. It
includes teaching and learning processes, competitiveness of the programs,
continuous quality improvement and stakeholders’ satisfaction.
Fourth section addresses the strategic formulation, action planning and evaluation. It
defines the specific items that will fulfill the strategic objectives and finally, deriving a
pragmatic approach to realize the vision for 2010.
4
Strategic Plan
Vision
We shall be the preeminent provider of graduate business education in region IV.
Mission
As a leading business institution in the region, we are highly committed to serve the
graduate education needs of employed learners, business owners and
entrepreneurs. We shall provide the best possible graduate education system which
comprises of research, workplace-based learning and benchmarking with leading
business institutions in the country and in the global marketplace in order to sustain
our distinct competitive advantage in capturing the students’ lifetime values.
We shall be inspired and moved by “One La Sallian” values and ethical philosophies
so that we can impart lasting moral standards, socially responsive culture and
humane principles to our students. We shall unceasingly upgrade and improve the
effectiveness of teaching methodologies, quality of professors and educators,
facilities in a more futuristic manner and in ways that will align students learning with
emerging business trends. More so, we are committed to satisfy and delight our
stakeholders and the society at large with the school climate and learning process
we establish through the years.
5
SWOT Analysis
Strengths
S1. DLSU Brand – Image and Reputation
DLSU has a good reputation as a business school. This is one of the top reasons
why graduate students go to DLSU-D GSB for an MBA degree.
PREFERENCE FOR DLSU-D
0102030405060708090
Reasons
Proximity
Reputation
Techno MBA Program
Saturday Only Classes
Employee of DLSU-D(privileges)
Ambiance
Competence of Faculty
Affordability
Figure1. Reasons for enrolling at DLSU-D GSB (based on student survey)
S2. Competent Faculty Members
• 62% of GSB faculty members have completed the Philosophical Doctorate in
their respective fields of study.
We also take pride in saying that we have professors who took post-graduate
degrees from universities in abroad such as Dr. Magno, Dr. Maximiano and
Professor Lanuza.
6
Table.1 Professor’s Educational Attainment Highest Educational Attainment Percentage
Ph. D. 13/21(62%)
MBA / MS 8/21 (38%)*
Bachelor’s Degree 0/21 (21%) Note: Two (2) professors are practicing professionals in the field of IT and handling specialized subjects for the Techno MBA program.
• Majority of the faculty members have industry experience and are practitioners in
their field of expertise.
Some of the teaching staff acts as consultants to various companies. Others occupy
top positions in private firms, and professional organizations.
S3. The 1st Graduate School in the Philippines that offered Techno-MBA program.
The MBA program attracts enrollees from semiconductor industries. At present, this
MBA program accounts for 43% of the total enrolment while the Regular MBA
program accounts for the 50% of the student population (see Figure 2). About 17%–
28% of Techno MBA enrollees are Intel employees.
Other graduate schools in Cavite such as San Sebastian Recolletos, Cavite State
University and Philippine Christian University – Dasmariñas offer only the regular
MBA program.
7
ENROLMENT BY PROGRAM
0.020.040.060.080.0
100.0
1 2 3 1 2 3 1 2 3 1 2 3
2002-2003 2003-2004 2004-2005 2005-2006
SCHOOL YEAR
%
MBA Techno (%) Regular MBA (%) EP (%)
Figure.2 Comparative statistics for various programs
S4. Presence of Regular Faculty Performance Evaluation.
Faculty evaluation is done every semester to ensure that students are satisfied with
the performance of their faculty. This can also serve as a tool for faculty members to
see how their students view their teaching methodology.
S5. Attractive Facilities and Green Environment that is Conducive to Learning.
Facilities such as Aklatang Emilio Aguinaldo, state-of-the art classrooms (AVR-type),
and the Internet Laboratory, which provides a venue for students to do online
researches on vast information that can be accessed through on the web. These are
also used as comparative advantages of DLSU-D over other graduate schools in
Cavite. Students, who participated in the survey, gave DLSU-D facilities an average
rating of 3.7 on a scale of 1 - 5.
8
S6. Segmentized MBA Program
Our segmentized MBA program offers variety and allows potential students to
choose a program that fits their professional development needs. Currently, the
institution offers Regular, Techno, Executive and even Doctoral degrees.
S7. MBA Society
Active participation of the MBA Society in MBA students’ lives brings awareness
about current offerings or announcements in the program while encouraging social
interaction between students. The student organization not only serves as the
students’ voice in airing their concerns, but it also supplements classroom learning
through various activities such as the Bizchat, Sports fest, Recognition Day and
other activities.
Weaknesses
W1. Higher Tuition Fees as Compared with other Graduate Schools in Cavite.
The tuition fee rates of various graduate schools in Cavite are as follows:
Table.2 Tuition Fee
DLSU-D PCU- Dasma TUP-Cavite SSC-R
Tuition Fee Rate (per unit) P1,063.50 P750 P 333 P 667
A survey of potential students indicated that tuition fee is also a factor for selecting
the graduate school (p=0.022). Furthermore, in informal interviews with students
from other graduate schools, students have this perception that DLSU-D offers an
expensive MBA program.
9
W2. Longer tenure than other GSB schools.
The average tenure of those who already graduated from 1998 to 2006 is 3.5 years.
Returning students who were allowed to re-enroll are not taken into account in the
computation. A regular MBA student is allowed 4 years of residency while an MBA
techno student is given 5 years to complete the program.
Table.3 Comparative Data on Units to be Taken and Length of Course Offering
DLSU-D PCU- Dasma TUP-Cavite SSC-R
Length of program 3 - 4 years 16 months (1 ½ years) 2.5 years 2 years
Units to complete
57-TechMBA
48-Regular
45-Executive
36, 48 (non-thesis)
45 units (non-thesis)
51 units (non-thesis)
45 units (thesis
program)
In a survey conducted, students feel that the program is too long for them to finish
(p=0.014). To quote some comments from students surveyed:
Student A: “The ladderized MBA program is too long. It is also unfair for most
students who reach their maximum residency because of the unavailability and
seasonality of most subjects especially those that are required for the
comprehensive exam. I highly appreciate the diploma in BA given. Because of the
very long program, high cost, rigid residency and compliance to the program, most
students would just get the diploma as a return on their efforts and do not continue
with the MBA degree anymore. Then after the comprehensive exam, there are still a
lot of subjects to be taken prior to thesis writing which would again entail time and
cost.”
Student B: “Some got too tired because of the lengthy study, hence, to cut off on
costs and save on time, they decided to file a leave.”
10
Student C: “The current program is too long for us to finish.”
Students associate the longer tenure with the Diploma in BA requirements and poor
planning for the courses (subjects) being offered. Some students enroll below the
typical 6 units, while others are forced to file a LOA because of the seasonality of
some subjects.
W3. Limited choices (if not, no options at all) for Elective Subjects.
There are a number of elective subjects that can be offered to students, but most of
the time, only one elective subject is opened to students per semester. Furthermore,
there are instances wherein only IT-related elective subjects are being offered
making it difficult for non-techno MBA students to comply with the course
requirements.
List of Elective Subjects:
o Management Lecture Series
o E-Commerce
o Marketing in the Information Age
o IT and Financial / Capital Market Applications
o Software Development Management
o Strategic Analysis for High-Tech Industry
o Managing New Products & High-Tech Products
o Operations and Technology Management: Systems, Strategies & Policies
o Managing Business Intelligence
o Managing the Information Systems Resource
11
o Managing Information Intensive Change
o IT Project Management
o IT Cross Functional System Design and Implementation
o IT & Organization Forms in the 21st Century
o IT and Managerial Decision Making
W4. Ineffective Advertising/ Marketing Strategies
Currently enrolled students who participated in the survey learned about the
program offerings of GSB through personal inquiry and through acquaintances (see
survey results). Three times a year, GSB spends money - posting advertisements in
Manila Bulletin. A local radio program in Cavite is also being used to promote GSB.
However, only one of the students surveyed took notice of the newspaper
advertisement. No evaluations are likewise done to measure the effectiveness of PR
strategies and the returns derived from them it in terms of enrolment. There are no
known efforts to sell the program directly to its market -- professionals who work or
reside in Cavite and nearby municipalities in Laguna and Metro Manila.
12
AWARENESS OF GSB PRORAM OF DLSU-D Billboard
Web
Alumni of DLSU-D
Personal Inquiry
Friends and Acquaintances,etc.
Newspaper Ad
Employee
Figure.3 How students learned of the DLSU-D graduate school MBA offering
W5. Very low graduation rate.
The following figures and tables clearly indicate that the enrolment and graduation
rates have a wide gap and that the graduation rate is very low. To date, the highest
graduation rate for MBA is only 6%, while those who choose to file LOA has an
average rate of 17%.
020406080
100120140160180200
No. of Students
2000-2001
2002-2003
2004-2005
School Year
ENROLMENT AND GRADUATION DATA
Number of studentsMBA
Number of studentsDiploma
Number of students Ave.Enrolment
Figure.4 Graduation and Enrolment Data
13
Table.4 Graduation Statistics
MBA Diploma Total
2000-2001 4 NA 4 2001-2002 3 NA 3 2002-2003 8 108 116 2003-2004 4 51 55 2004-2005 2 42 44
2005-2006 5 59 64
W6. No “non-thesis” program.
Not all students are looking forward to pursuing a doctorate degree, and hence,
some find it not so beneficial to go through the process of writing and defending a
thesis. As seen in Figure 4, the number of students who graduated with an MBA
degree is not even close to half of those who graduated with DipBA the previous
year. The presence of non-thesis program for non-executives may potentially
increase not only the student enrolment, but also the graduation rate.
Opportunities
O1. MBA Additional Courses
The addition of MBA courses to its existing roster of innovative courses is seen as
an added opportunity to address various needs and interests of potential MBA
enrollees, as well as the diversity of one’s workplace in terms of gender, ability, age,
education, influence and lifestyle.
In a pulse survey given to employees from Cavite, a positive response was noted
from respondents who would consider enrolling in an MBA course. Top choice is still
the standard MBA at 38%. MBA majors that were found to be of interest to
respondents are the following: International Business 19%, Computational Finance
14
10% (both of which are currently being offered in the La Salle Professional School)
and Agri- Business 14% (currently offered in UP Los Baños). Meanwhile, still a big
percentage accounts for those interested in taking up MS Engineering at 19%, who
are all engineering graduates and are holding engineering positions in their
respective companies.
38%
14%19%
10%
19%
0%5%
10%15%20%25%30%35%40%45%50%
MBA MBA Major inAgri-BusinessM anagement
MBA MajorinInternational
Business
MBA Major inComputational
Finance
M S Engineering
Post Graduate Courses Preferred to Take
Figure.5 Survey result: Courses Preferred
O2. MBA Online
The advent of the Internet revolution has opened new doors not just to the business,
financial, transport and tourism services, among others, but also to the educational
sector as well. The highly competitive, fast paced and information technology driven
society gives an opportunity for the education sector to continuously reinvent itself.
An MBA Online offering where students can just meet once a month to interact with
each other, get modules and take examinations will help sustain professional growth
and improve technical skills, especially for those who cannot leave their jobs or
home for “full time studies”.
15
Survey results show that there is an opportunity for DLSU GSB to increase its
students through an Online Program. 67% gave positive feedback while 33% were
not interested.
MBA Online
67%
33%
Yes- 36 No- 18
Figure.6 Survey result: MBA Online
O3. Additional MBA Off-campus Sites
The desire of companies to help their employees achieve career advancement by
sponsoring off-campus programs is an opportunity that can be explored by GSB to
increase enrollees. Off-campus programs provide convenience and incentive (i.e.
scholarship) to employees, as well as benefiting the company with and increase of
highly strategic and analytically skilled workforce. This also provides De La Salle a
mutually beneficial business relationship with companies they have partnered with,
which could be very good resources for its alumni and future projects.
The current DLSU-D MBA off-campus program held in ASTEC is a success, with
twenty students expected to graduate this year. Two additional off-campus sites are
16
already on it way, one in Ho Cheng Group, FCIE- Cavite and the other in Magsaysay
Shipping.
Additional source of potential students is shown below, obtained by a pulse survey.
Overall result showed that 69% of the respondents are willing to take off-campus
MBA classes as long as it will be conducted inside their respective industrial zones,
while 31% were not interested.
Potential MBA Off-Campus
31% 69%
yes
no
Figure.7 Survey result: Potential Off-campus Students
Figure.8 Potential Off-campus Students from Analog
17
Figure.9 Potential Off-campus Students from Intel
Figure.10 Potential Off-campus Students from Cypress
18
O4. 4. Alumni of DLSU-D as Potential Enrollees
College of Business Administration Graduates for the following years:
2005- 2006, Total= 483 students
o BS in Accountancy= 9
o BS in Business Administration, Major in Agri Business Management= 5
o BS in Business Administration, Major in Business Management= 30
o BS in Business Administration, Major in Economics= 240
o BS in Business Administration, Major in Entrepreneurial Management= 30
o BS in Business Administration, Major in Human Resources Development= 15
o BS in Business Administration, Major in Management Accounting= 22
o BS in Business Administration, Major in Marketing Management= 132
Threats
T1. Competitors
Latest data show the number of students enrolled in MBA offered by other
universities in CAVITE which are considered as DLSU-D’s major competitors.
Table.8 Comparison on the number of enrollees As of 3rd Term SY 2005-2006 DLSU-Dasma PCU-Dasma TUP-Cavite
No. of Enrollees 154 – 72% 35 – 16% 25 – 12%
Although De La Salle University Dasmariñas enjoys the market lead, its competitors
still eat up a considerable number of students, which could have been a part of
DLSU- D’s market share.
One of the impacts of globalization is the liberalization of educational services. This
may entail the entry of various service providers under the various modes of supply.
19
Given these inflows, the primordial function of CHED should be the promotion of
public interest and the protection of the consuming public.
T2. Open Learning and Distance Education as a mode of supply in the Philippine
Higher Education
Excerpt from CHED Memorandum Order No. 35, series of 2000 as follows:
SUBJECT: UPDATED POLICIES/ GUIDELINES ON OPEN LEARNING &
DISTANCE EDUCATION
Art. I, Section 3
CHED takes cognizance of the need to make quality education accessible to a
greater number of qualified Filipinos.
Art. I, Section 4
CHED recognizes the education and acquisition of higher learning take place both
within and beyond the confines of classrooms.
Art. I, Section 6
Open Learning and Distance Education (OL/DE) are alternative systems of
education. They emphasize the opening of opportunities by overcoming barriers that
result from geographical isolation, personal or work commitments or conventional
course structures which have often prevented people from realizing their educational
goals.
Per CHED Memorandum Order No. 35, series of 2000, CHED recognizes the
education and acquisition of higher learning take place both within and beyond the
confines of classrooms.
20
Currently, UP Open University is offering the Open Learning and Distance Education
Program as an alternative access to education.
While its programs do not offer an MBA course yet, it could be a future threat to
potential MBA enrollees if UPOU will eventually offer the course.
T3. Linkages & Twinning and Transnational Education as a mode of supply in the
Philippine Higher Education.
The establishment of branches of American universities overseas has increased
acceptance nowadays. In Singapore, MBA program is offered by the University of
Chicago. In India, Kellog Graduate School of Management and Wharton School has
partnered with the Indian School of Business. Cooperative effort is being undertaken
by foreign schools with domestic education service providers in the country now as
well.
An example of this is the Southville Foreign Colleges (SFC), established in 1998,
which offers programs that allow students to study locally, earn foreign diplomas with
international professors as instructors, with the opportunity of pursuing bachelor’s
degrees abroad. SFC especially arranges diplomas and bachelor’s degrees in these
programs with foreign universities such as London City College/Schiller International
University; Insearch/University of Technology, and the International Hotel School,
United Kingdom.
There are also several schools set up by foreign institutions in the Philippines.
Examples of these are Informatics and Thames University, both branches of schools
in Singapore.
21
Certain regulations govern the conduct of twinning programs. Philippine HEIs are
required to seek CHED approval to join academic consortia and network with
programs leading to the awarding of undergraduate, graduate, and postgraduate
degrees. The thrust of CHED, through MO No. 1 series of 2000 entitled Policies and
Guidelines in the Implementation of International Linkages and Twinnings, and MO
No. 6 series of 2003 entitled Policies and Guidelines on Transnational Education is
to set standards for the approval of the institution’s entry. As a threat, foreign
presence could draw more students away from local schools given the advantages
of being part of a foreign- linked institution.
T4. Depleting Disposable Incomes in Calabarzon (Region IVA)
As of the latest data from the National Statistical Coordination Board, on the
average, Juan dela Cruz who managed to make ends meet in 2003, had to earn 5.1
percent more income the following year so as not to be considered poor. This
translated to the minimum annual per capita income requirement of P13,113 for
2004, of which P8,734 was intended for sustaining food needs and the balance of
P4,379, for other basic needs. With this threshold, a family of five had to have a
regular source of income amounting to P65,565 for the year or P5,464 per month to
be able to meet their essential needs.
In urban areas, the poverty threshold was placed at P15,001 in 2004, around 5.8
percent over the 2003 threshold of P14,178. Poverty threshold in rural areas went up
slightly faster by 7.3 percent from P11, 589 in 2003 to P12,431 in 2004.
22
Table.9 Average Annual Family Income and Expenditure by Region 1988 and 2003 (in PhP)
1997 2000 2003 Region
Average Income
Average Expenditures
Average Income
Average Expenditures Region
Average Income
Average Expenditure
PHILIPPINES 123,168 99,537 144,039 118,002 Philippines 148,616 124,377
National Capital Region 270,993 217,840 300,304 244,240 NCR 274,529 225,936
Cordillera Administrative Region
112,361 86,924 139,613 110,338 CAR 157,045 130,154
Ilocos 102,597 83,307 120,898 95,755 Ilocos 124,437 102,596
Cagayan Valley 86,822 68,556 108,427 88,655 Cagayan Valley 124,375 97,945
Central Luzon 133,130 105,558 151,449 120,003 Central Luzon 158,075 136,548
Southern Tagalog
132,363 104,002 161,963 135,043 Calabarzon 185,661 159,267
Mimaropa 97,394 80,732
Bicol 77,132 67,012 89,227 77,287 Bicol 106,813 93,666
Western Visayas 86,770 78,612 109,600 94,704 Western
Visayas 112,593 98,332
Central Visayas 85,215 69,569 99,531 83,644 Central Visayas 119,119 100,168
Eastern Visayas 67,772 53,039 91,520 72,090 Eastern Visayas 103,874 83,459
Western Mindanao 87,294 67,456 86,135 69,452
Zamboanga Peninsula 1/ 95,660 76,805
Northern Mindanao
99,486 76,715 110,333 84,477 Northern Mindanao
106,897 89,592
Southern Mindanao 94,408 76,136 112,254 90,868 Davao 114,065 97,505
Central Mindanao 81,093 68,519 90,778 74,716
Soccsksargen 2/ 116,284 86,376
Caraga 71,726 61,815 79,590 66,288 Caraga 86,859 75,899
Autonomous Region for Muslim Mindanao
74,885 57,546 81,519 72,108 ARMM 3/ 84,439 68,212
23
1988 1991 1994 Average
Income Average
Expenditure Average Income
Average Expenditures
Average Income
Average Expenditures
PHILIPPINES 40,408 32,521 65,186 51,991 83,161 67,661
National Capital Region 79,314 60,355 138,256 105,731 173,599 138,427
Cordillera Administrative Region
33,838 28,722 58,985 43,816 74,669 60,317
Ilocos 34,031 27,670 56,678 45,016 66,125 64,175
Cagayan Valley 32,939 24,582 50,850 39,991 68,851 53,251
Central Luzon 46,855 38,660 76,203 61,904 94,092 75,427
Southern Tagalog 37,978 32,058 68,960 54,818 87,627 71,085
Bicol 26,570 23,253 39,823 33,911 54,167 46,343
Western Visayas 31,164 27,162 47,723 42,670 64,078 57,868
Central Visayas 27,972 22,157 45,255 35,480 57,579 46,883
Eastern Visayas 25,345 20,533 38,475 31,760 49,912 37,522
Western Mindanao 31,984 24,624 42,622 32,605 50,784 43,486
Northern Mindanao 35,801 28,865 45,179 37,641 63,470 48,776
Southern Mindanao 37,132 30,061 51,722 41,011 71,177 59,544
Central Mindanao 35,090 27,696 44,398 37,165 61,282 50,527
Caraga .. .. 52,982 46,788
Autonomous Region for Muslim Mindanao .. .. 43,677 34,260 51,304 38,802
Table.10 Poverty Thresholds: All Areas, Urban and Rural, Philippines
2003-2004
2003 Poverty Threshold (in PhP)
2004 Poverty Threshold (in PhP)
Growth Rate (in %)
All areas Urban Rural All areas Urban Rural All
areas Urban Rural
12,475 14,178 11,589 13,113 15,001 12,431 5.1 5.8 7.3
With the above statistics, the translated minimum annual per capita income
requirement of P13,113 for 2004, of which P8,734 was intended for sustaining food
needs and the balance of P4,379, for other basic needs is considered a threat to
possible expenditure for education (i.e taking up MBA).
24
Meeting life’s basic necessities appeared to be more challenging for people living in
Batangas and Cavite in the Calabarzon (Region IV-A), and Bulacan in Region III,
particularly those belonging to the lower income groups. These provinces topped the
ranking in terms of the poverty threshold. Noticeably, all 10 provinces with the
highest thresholds are in Luzon.
Table.11 Top 10 in Provincial Poverty Threshold 2003-2004
Poverty Threshold (in PhP) Rank Province
2003 2004 2003 2004
NCR 16,796 17,737
Batangas 15,950 16,836 2 1
Bulacan 15,031 16,079 4 2
Cavite 16,128 15, 950 1 3
Mt. Province 14,835 15,929 5 4
Abra 14,449 15,563 6 5
Benguet 14,426 15,474 8 6
Pampanga 15,109 15,322 3 7
Batanes 14,439 15,240 7 8
Rizal 13,904 14,825 10 9
Laguna 13,902 14,743 11 10
Ranking excludes NCR, and the cities of Isabela and Cotabato
25
Strategic Objectives
1. To improve effectiveness of teaching and learning process by:
1.1. Increasing the number of graduates from an average of 5 to an average of 19
in 2010.
1.2. Maintaining 10% decrease in dropout rate until 2010.
1.3. Establishing quantifiable measures of students’ achievement after graduation.
2. To sustain the competitiveness of the educational program by:
2.1. Maintaining 10% increase in enrolment rate until 2010.
2.2. Increasing the students’ population by 80% in 2010.
3. To continuously improve the quality of teaching and learning process by:
3.1. Increasing the number of professors with PhD or with strong managerial
experience gained from high growth business environment by 10% in each
school year until 2010.
3.2. Allocating 70% of syllabus to workplace-based learning
3.3. Sustaining increase in affiliation, accreditation and/or certification to
standards by 10%
4. To achieve stakeholders’ satisfaction rating of 3.5 (minimum) in each school year
until 2010.
26
Key Result Areas and Performance Indicators
Key Results Areas Performance Indicators Targets 1. Effectiveness of
teaching and learning process
• Number of graduates • Drop out rate • Students achievement after
graduation
• Average of 19 in 2010 • 10% decrease in each
school year • At least 70% of graduates
has moved up within one year
2. Competitiveness of
educational program
• Enrolment rate • Students population
• 10% increase
sustainability until 2010 • 80% increase in 2010
3. Continuous
improvement in the quality of teaching and learning process
• Number of professors with
PhD and/or with strong managerial experience
• Percentage of workplace-
based learning
• 10% increase
sustainability until 2010 • 70% of syllabus allocates
to workplace-based learning
4. Stakeholders
satisfaction rating
• Students satisfaction rating • Faculty satisfaction rating • Graduates satisfaction rating • Top management rating
• Satisfaction with school
climate and learning process, score of 3.5
• Satisfaction with school
climate and leadership, score of 3.5
• Satisfaction concerning
their opportunities on the labor market and their careers, score of 3.5
• Satisfaction with school
development and activities, score of 3.5
27
Strategic Formulation
1. Internal Factor Evaluation
a. Giving of Weights to all the Factors
For the Input Stage of the Strategy Formulation, the group used the Paired
Comparison Technique as basis for giving the appropriate weights to the factors in
the IFE, EFE and CPM. To get the level of significance of each viz-a-viz with one
another, all the factors were pitted head-to-head to determine which is more
important. For example, if A) Excellent campus and facilities is more important than
K) limited elective subjects we put A in the column. This degree of importance is
largely based on the survey conducted by the group. Factors that got the highest
frequencies were given the greatest weights. This means that these factors have the
greatest impact in the school’s performance.
INTERNAL FACTORS PAIRED COMPARISON
A B C D E F G H I J K L M Freq Weight Excellent campus and facilities A - B C A A A A A I J A L M 6 0.07
Diversity/qualifications of faculty members
B - - C D B B B H I B B L B 7 0.08
DLSU's reputation as premier business school
C - - - C C C C C I J C L C 9 0.11
Only school that offers Techno- MBA D - - - - E D D H I J K L M 3 0.03*
Segmentized MBA Program (Reg, Executive, Techno)
E - - - - - E E H I J E L M 4 0.05
MBA Society F - - - - - - G H I J K L M 0 0** Regular performance evaluation of faculty G - - - - - - - H I J K L M 1 0.01***
Course too long H - - - - - - - - I H H L M 7 0.10 No non-thesis Program I - - - - - - - - - I I L M 10 0.12 Ineffective advertising and promotion J - - - - - - - - - - J L M 7 0.08
Limited elective subjects K - - - - - - - - - - - L M 3 0.03**** Higher tuition fee compared to neighboring schools
L - - - - - - - - - - - - M 11 0.14
Low graduation/high dropout rate
M - - - - - - - - - - - - - 10 0.12
TOTAL 78 0.94
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In order for the weights to equal to 1, additional points are given to the following
factors, which were given low scores:
* From .03 to .04
** From 0 to .01
*** From 0.01 to 0.03
**** From 0.03 to 0.04
b. Rating
After determining the appropriate weights of all the factors, a corresponding score is
given to each factor. Rating is done based on the following:
1 – Major weakness 3 – Minor strength
2 – Minor weakness 4 – Major strength
Internal Factor Evaluation Matrix (IFE)
STRENGTHS Weight RatingWtd. Score
1. Excellent campus and facilities 0.07 4 0.282. Diversity/qualifications of faculty members 0.08 4 0.323. DLSU's reputation as premier business school 0.11 4 0.444. Only school that offers Techno- MBA 0.04 3 0.125. Segmentized MBA Program (Reg, Executive, Techno) 0.05 3 0.156. MBA Society 0.02 3 0.067. Regular performance evaluation of faculty 0.03 3 0.09 Subtotal 0.40 1.46
WEAKNESSES Weight RatingWtd. Score
1. Course too long 0.10 1 0.102. No non-thesis program 0.12 13. Ineffective advertising and promotion 0.08 1 0.084. Limited elective subjects 0.04 2 0.085. Higher tuition fee compared to neighboring schools 0.14 2 0.286. Low graduation/high dropout rate 0.12 2 0.24 Subtotal 0.60 0.78TOTAL 1.00 2.24
The average score is 2.5. Based on the total weighted score of 2.24, the school is
performing below average internally. It should be noted that the school scored low
on the most significant factors such as tuition fee, high dropout/low graduation rate,
non-thesis program and a longer course.
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2. External Factor Evaluation
a. Weight
EXTERNAL FACTORS PAIRED COMPARISON
A B C D E F G H Freq Weight
Offering of MBA online A - B C A E A G A 3 0.10
Offering of specialized courses
B - - C B E B G B 4 0.13
Off-campus MBA C - - - C E C C C 6 0.20
Alumni as Potential enrollees
D - - - - E F G D 1 0.03*
Graduate Schools with lower tuition fees/shorter courses
E - - - - - E E E 7 0.24
Emergence of distance learning Education
F - - - - - - G F 3 0.10
Decreasing value of disposable income/economic condition
G - - - - - - - G 5 0.17
CHED regulations that will allow entry of foreign universities
H - - - - - - - - 0 0**
TOTAL 29 0.97
* An additional 0.01 is added to make it 0.04.
**Since we have to give value to the factor, we allocate a value of .02
b. Ratings are based on the following:
1 – Poor response 3 – Above average response
2 – Average response 4 – Superior response
OPPORTUNITIES Weight RatingWtd. Score
1.Offering of MBA online 0.10 2 0.20
2. Offering of additional/specialized courses 0.13 1 0.13
3. Off-Campus MBA 0.20 4 0.80
4. Alumni as potential enrollees 0.04 2 0.08
Subtotal 0.47 1.21
THREATS Weight RatingWtd. Score
1. Graduate Schools w ith low er tuition fees/shorter courses 0.24 2 0.48
2. Emergence of distance learning education 0.10 1 0.10
3. Decreasing value of disposable income/economic condition 0.17 2 0.34
4. CHED regulation that w ill allow entry of foreign universities 0.02 2 0.04
Subtotal 0.53 0.96
TOTAL 1.00 2.17
External Factor Evaluation Matrix (EFE)
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The objective of external factor evaluation is to know whether an organization is
responding well to the existing threats and opportunities in its industry. However,
basing on the weighted score of 2.17, DLSU-D is responding below par to these
threats and opportunities.
3. Competitive Profile Evaluation a. Weights
FACTORS PAIRED COMPARISON
A B C D Freq Weight
Effectiveness of Teaching/learning Process
A - A A D 2 0.33 0.30
Competitiveness of Educ'l Program B - - B D 1 0.16 0.20
Quality of teaching/learning process C - - - D 0 0* 0.15
Stakeholders' Satisfaction D - - - - 3 0.50 0.35
TOTAL 6 0.99 1.00
* Since there are only four factors, we give a point to quality of teaching and learning
process and adjust the points of other three factors.
b. Rating: The rating is the same as the EFE Matrix:
The total weighted average shows that GSB-DLSU-D is slightly above average in its
competitiveness and slightly ahead of its two nearest competitors. However, there is
much room for improvement to achieve superior competitiveness.
Wtd. Wtd. Wtd.
Weight Rating Score Rating Score Rating Score
1. Effectiveness of Teaching/learning Process 0.30 1 0.30 3 0.90 3 0.90
2. Competitiveness of Educ'l Program 0.20 4 0.80 2 0.40 3 0.60
3. Quality of teaching/learning Process 0.15 4 0.60 2 0.30 2 0.30
4. Stakeholders' Satisfaction 0.35 3 1.05 2 0.70 2 0.70
TOTAL 1.00 2.75 2.30 2.50
Competitive Prof ile Matrix
KEY SUCCESS FACTORS
DLSU-D PCU TUP
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4. TOWS Matrix
Based on the internal and external factors, basic strategies will be formulated that
will answer the following criteria:
a. Using strengths to take advantage of opportunities.
b. Using strengths to avoid threats.
c. Overcoming weaknesses by taking advantage of opportunities.
d. Minimizing weaknesses and avoiding threats.
STRENGTHS: 1. Excellent campus and
facilities. 2. Diversity/qualifications of
faculty members. 3. DLSU's reputation as premier
business school. 4. Only school that offers
Techno- MBA. 5. Segmentized MBA Program
(Reg, Executive, Techno) 6. MBA Society. 7. Regular performance
evaluation of faculty.
WEAKNESSES: 1. Course too long. 2. No non-thesis program. 3. Ineffective advertising and
promotion. 4. Limited elective subjects. 5. Higher tuition fee
compared to neighboring schools.
6. Low graduation and high dropout rate.
OPPORTUNITIES: 1. Offering of MBA online. 2. Offering of
additional/specialized courses.
3. Off-campus MBA 4. Alumni as potential
enrollees.
SO STRATEGIES: SOa. Increase off-campus sites. SOb. Introduce an on-line MBA
program. SOc. Offer specialized MBA
courses.
WO STRATEGIES: WOa. Introduce a non-thesis
program. WOb. Implement a direct
marketing. approach. WOc. Offer discounts to
alumni.
THREATS: 1. Graduate Schools with
lower tuition. fees/shorter courses
2. Emergence of distance learning education.
3. Decreasing value of disposable income/economic condition.
4. CHED regulation that will allow entry of foreign universities.
ST STRATEGIES: STa. Introduce a non-thesis
program. STb. Offer specialized MBA
courses. STc. Partner with well known
international institutions.
WT STRATEGIES: WTa. Implement more
aggressive volume discount program.
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5. Basic Strategies
a. Increase Off-campus Programs
DLSU-D is already engaged in off-campus programs through tie-up with companies.
Currently, the school has an existing program with ASTEC in Rosario, Cavite. This
program has generated a substantial addition to the number of enrollees. GSB has
to continue this program by offering similar set-ups to other companies in Region IV.
b. Implement a direct marketing approach
The benefits of print media and radio advertising that GSB is using cannot be
measured. GSB can use alternative means of promoting its programs by doing direct
marketing to the companies in Reqion IV. The school can take advantage of the
appreciation of companies in management programs for their employees and
DLSU’s reputation. Majority of the respondents in the survey of employees in Cavite
regarded MBA degree as important in career growth.
GSB can hold conferences in key companies in Region IV to promote its higher
education programs or post posters in the company bulletin boards in order gain
bigger coverage of its target market.
c. Introduce a non-thesis program
One of the reasons contributing to a low graduation rate is the length of GSB’s
curriculum and the thesis requirement. Competitors in the area offer lesser number
of units and non-thesis programs. Though GSB grants a Diploma in Business
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Administration after finishing the core subjects and passing the written
comprehensive examination, the number of graduates continues to remain low.
The introduction of a non-thesis program will increase the number of graduates as
indicated by the improvement of the number of students acquiring Diploma in
Business Administration in the last school year. GSB may review the existing
programs to ensure the same quality will be achieved as with the thesis program.
d. Implement more aggressive volume discount program
GSB may implement volume discount program with companies who provide
educational assistance to their employees. Companies who encourage their
employees to pursue higher education provide higher opportunity for GSB to
generate more students. By offering volume discount to companies based on the
number of enrollees, GSB will be leveraging on employee scholarship programs of
companies in Region IV.
DLSU-D GSB Student Data
-
20
40
60
80
100
120
140
160
180
200
Num
ber o
f Stu
dent
s
Ave. Enrollees 134 126 169 183 183 176
Grads-Diploma 108 51 42 59
Grads-MBA 4 3 8 4 9 5
SY 2001 SY 2002 SY 2003 SY 2004 SY 2005 SY 2006
34
e. Offer specialized MBA courses
GSB may offer specialized MBA courses that can attract other disciplines such as
agriculture and engineering. Surveys showed respondents’ preference to more
specific programs that complement their line of work. Providing MBA courses with
specializations can attract non-business discipline employees.
f. Introduce on-line MBA
GSB can already start working on developing an on-line MBA program. A great
number of respondents in the survey showed interest in an on-line program. As
distance learning programs starts to gain grounds, GSB needs to start working on
the same program as well,
g. Partner with well known international institutions
DLSU-D has to explore partnering with international schools offering higher
education programs. As CHED already recognizes the entry of foreign universities,
GSB can take advantage of this opportunity by generating partnership with known
foreign schools by leveraging on its reputation and facilities.
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Strategic Implementation
SO Strategy: • Increase off-campus sites. Action Plans
1. Offer off-campus program to companies. Based on survey conducted, 62%
of the respondents favored off-campus program. From the survey likewise,
four companies signified their support on off-campus program such as Analog
Devices, Cypress Semiconductor, Intel Philippines and Philips. These
companies provide higher education (post graduate) benefits to their
employees.
2. Conduct press releases on leading newspaper highlighting the MOA signing
with respective partner-companies.
3. Create evaluation instrument for off-campus program to measure its
effectiveness.
SO Strategy: • Introduce an on-line MBA program Action Plans:
1. Identify market for on-line MBA program and determine position such as
the potential target market.
2. Review current MBA curriculum, benchmark with other schools offering
similar program and develop one for GSB on-line MBA program.
3. Secure approval from DLSU-D officers and CHED.
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4. Assess existing professorial line-up against requirements to address the
needs of on-line MBA program.
5. Review and update existing DLSU-D website. The website can promote and
strengthen marketing of DLSU-D GSB’s on-line MBA program.
6. Upgrade existing DLSU-D GSB portal and IT infrastructure including
manpower support requirements to enable on-line learning, examination,
case discussion etc. in support of the on-line MBA program.
7. Regularly evaluate implementation plans and effectiveness of on-line MBA
program through constant review of action plans, program evaluation and
assessment.
SO / ST Strategy:
• Offer specialized MBA courses
Action Plans:
1. Review current MBA curriculum and develop specialized MBA courses such
as MBA major in Human Resource Management, Entrepreneurial
Management, IT Management, Engineering among others. Based on survey,
respondents prefer a more specific program that complements their line of
work.
2. Identify professorial needs and requirements based on suggested specialized
fields.
3. Have the specialized courses approved by the DLSU-D officers and CHED.
4. Launch the specialized MBA courses via print ads, billboards, flyers,
newsletter and DLSU-D website.
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5. Evaluate the results of implementation plans made.
ST / WO Strategy:
• Introduce a non-thesis program
Action Plans:
1. Benchmark MBA programs with other schools and design a curriculum for
non-thesis MBA program. The non-thesis program will cater to students
belonging to the industrial sector. The move will not eliminate the existing
thesis program, but will only serve as an option to those who are not in the
academe and, thus will not pursue the PhD program.
2. Have the proposed non-thesis MBA program approved by DLSU-D officers
and CHED
3. Launch the new program via print ads, billboards, flyers, newsletter and
DLSU-D website.
4. Regularly evaluate effectiveness of the non-thesis program vis-à-vis
enrollment rate and number of graduates.
ST Strategy:
• Partnership with well-known international institution.
Action Plans:
1. Review current partnership with universities in China such as Anhui University
and Shanghai University of Finance and Economics. Regularly update
Memorandum of Agreement, benchmarking of programs and promotional
campaign.
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2. Identify well-known international institution and work out for a possible
partnership to promote DLSU-D GSB program or facilities or both.
3. Launch the partnership via print ads, flyers, newsletter and DLSU-D website.
4. Evaluate effectiveness of the implementation plan made.
WO Strategy:
• Implement a direct marketing approach
Action Plans:
1. Create a team or special ad hoc committee who will focus on promoting
DLSU-D GSB program through:
a. Holding conferences to special economic zones like FCIE, Gateway
Business Park and PEZA among others to promote DLSU-D GSB
program. This will enable DLSU-D GSB to have a list of companies
located in the zone including contact persons and other details.
b. Visiting companies within Region 4 (from the list acquired from the
offices of the economic zones) with potential enrollees (companies
include those located in the processing zone and others outside of the
zone).
c. Performing regular direct mail to target companies.
2. Conduct awareness campaign to all graduating students of DLSU-D on the
presence of GSB program. Our own alumni are potential enrollees and
making them aware of the presence of GSB program can be an opportunity to
increase enrollment rate.
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3. Keep track of students’ profile who discontinued the MBA program and
determine reasons why they did not pursue their post-graduate studies.
Encourage these students to continue the program and provide them regular
update on DLSU-D GSB program and activities. These students are
considered our captured market.
4. Promote GSB program and activities via the DLSU-D website.
5. Promote the DLSU-D GSB program via billboards located in conspicuous
areas in Region 4.
6. Capitalize on emailing system to promote activities of DLSU-D GSB to
companies within Region 4 and to alumni of DLSU-D.
7. Participate in the regular meetings / conventions of local chapter of the
Personnel Management Association of the Philippines (PMAP), Cavite
Chamber of Commerce and other business-oriented organizations to facilitate
network and linkages with HR Managers and key officers of various member
companies in Region 4.
WO Strategy:
• Offer discounts to alumni.
Action Plans:
1. Review current tuition / miscellaneous fees and assess percentage of
discounts to be given to DLSU-D.
2. Promote the program “Alumni Discounts” via flyers, newsletter and DLSU-D
website.
40
3. Create database of DLSU-D alumni and send email messages promoting the
program.
4. Assess the effectiveness of the program.
WT Strategy:
• Implement more aggressive volume discount program Action Plans:
1. Review current tuition / miscellaneous fees and assess percentage of
discounts to be given to those enrolling in groups, i.e. 5 students or more
coming from same company.
2. Continue previous program made on “Bring-in a friend discount promotion”.
3. Launch the program via print ads, flyers, newsletter and website.
4. Evaluate effectiveness of the volume discount program.
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Strategic Evaluation/ Monitoring and Control
To evaluate the recommended strategies as well as monitor the achievement of our
objectives, some key questions must be answered at the end of every school year of
the Graduate School of Business. These questions are as follows:
` 1. Are our internal strengths still strengths?
2. Have we added other internal strengths? If so, what are they?
3. Are our internal weaknesses still weaknesses?
4. Do we now have other internal weaknesses? If so, what are they?
5. Are our external opportunities still opportunities?
6. Are there now other external opportunities? If so, what are they?
7. Are our external threats still threats?
8. Are there now other external threats? If so, what are they?
9. Are we vulnerable to a hostile takeover?
10. How have competitors reacted to our strategies?
11. How have competitors’ strategies changed?
12. Have major competitors’ strengths and weaknesses changed?
13. Why are competitors making certain strategic changes?
14. Why are some competitors’ strategies more successful than others?
15. How satisfied are our competitors with their present market positions and
profitability?
16. How far can our major competitors be pushed before retaliating?
17. How could we more effectively cooperate with our competitors?
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The effective strategy evaluation allows the Graduate School of Business to
capitalize on internal strengths as they develop, exploit external opportunities as
they emerge, recognize and defend against threats and mitigate internal
weaknesses before they become detrimental.
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Reference(s)
David, Fred R. (2004). Strategic Management: Concepts and Cases. Prentice Hall.
10th Edition.