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CITEC is an academic community committed to the education and overall

development of the individual. The following ideals establish a model of

conduct for our members.

Commit to the ongoing pursuit of intellectual and personal development;

realising that life is a continuing process of growth, I challenge myself to

learn, to examine critically my beliefs and goals, and to be the best I can

be.

Increase my awareness of individual and cultural differences and

similarities;

Aware that our strength is our diversity and that each individual is

endowed with unique gifts, I choose to be attuned to the strength of each

individual. I will seek new ways to learn about others, to challenge

stereotypes, to recognize the human similarities that bond us together as

people, and to respect and value the differences instead of criticising

them.

Take responsibility for all my actions; Recognizing that my actions affect

others, I will be aware of and adhere to campus policies, make conscious

choices, act with intention, and understand and accept the consequences

of my own behaviour. I will not make excuses or blame others for my

actions.

Esteem the dignity, rights and property of all people; recognising that I

am an individual among a community of individuals, I will strive to treat

others as I want to be treated, I will be considerate of others' freedom to

express themselves and respectful of others' choices and lifestyles.

Cultivate a climate of care, concern and civility for others; I will

contribute to a campus atmosphere characterized by friendliness,

welcoming attitudes, cooperation, equity and appreciation for others.

CITEC Futuristic Plan

L.O.1 (a) Explain and analyse external factors affecting CITEC.

On the onset we have to analyse how stable is the external environment

for the college or its Students?

Will government policy influence laws that the level of education?

What is the government's policy on the education?

The impact of employment laws

The impact of environmental regulations

Political stability (internally and externally)

Decision-making structures

Economic growth

Interest rates

Inflation rate

Budget allocation

The level of inflation

Employment level per capita

Long-term prospects for the economy and the impact upon funding for

education

Population growth rate

Age distribution

Career attitudes

Internal/external emphasis on safety

Internal/external attitudes to change

What is the stakeholder expectation of the college?

What is the perceived impact upon the college and external

stakeholders?

How are views expressed?

How does the college respond to such views?

Technology

Rate of technological change

Perception of technological change within the college

Stakeholder expectation

Does technology allow for the services provided by the college to be

created cheaply and to a better standard of quality?

Do the technologies offer users / stakeholders more innovative services

from the college?

How is information/decision-making distribution changed by new

technologies?

Does technology offer the college a new way to communicate internal

and external users / stakeholders?

Does technology offer the college an opportunity Customer Relationship

Management?

AN EDUCATION PERSPECTIVE ON IMMIGRATION

Political:

Institutions do recognises the efforts the government is taking and facing

difficult situation in trying to protect UK borders from security threats,

and the pressure being put on public services that migration can

contribute unfavourably. It is thus vital for the government to distinguish

between those migrants who fall into these categories and those who do

not, those who in fact add to the growth of the UK economy through their

ongoing tax payments, and their innovation. It is best to follow a market-

based approach that reflects the economy's needs.

Social:

The monetary benefits that international students offer derive not only

from tuition fees but largely through their living costs. It is estimated

that the average living cost per international non-EU student brings net

cash benefit of about £17,900 per annum according to "Forecasting

International Student Mobility", British Council. This is not to mention

the off-campus expenditure of international students attending UK

universities whose estimated expenditure is £2.3 billion and who in 2007-

08 generated £3.3 billion of output across the economy. The multiplier

effect of the money generated though our higher education sector is vast.

To start placing limits on visas to migrants during a currently fragile time

in our economy's history is not in keeping with the country's best

interests.

Studying in UK has its own benefits like international relations, they go

back with UK's culture and system, and moreover they become UK

brand.   They also boost trade and enterprise opportunities.

Students get good exposure, mannerism and also learn to speak very

good English if not fluent. This only a good institution can deliver.

Economical:

Education is a vital export for UK's economy. It is currently the second

biggest market share of international students after the United States.

Because of royalty, leaders and world's top thinkers and practitioners it

has earned its reputation and manages to attract thousands of

international students every year. The revenue earned through

international students adds significantly to the UK's economy. In fact, on

tuition fees alone the UK gained a staggering £1.245 billion in 2004-05

according to Vickers and Bekhradnia,

Restriction on Tier I and Tier II will discourage the finest calibre

undergraduates and postgraduates from. Many will be disheartened by

the fact that they can no longer apply for the Post Study Work Route

eventually in the coming years. Consequently, this will signify a reduction

in graduate applications at Tier I, which will serve a major blow to the

economy. If the demand cannot be met due to government rules it will

curb the number of business graduates to the UK. Also, the institutions

will lose the entrepreneurial talents available, damaging the competitive

edge across the globe.

The desire of international students to be educated in the UK will

diminish and create a downward trend.

Students will have to be trained according to the skill base that are

required and recruited from abroad, so that in 3-5 years students will

have the skills they need in-house. In the long run this strategy will be

beneficial.

The billions of pounds are brought in by genuine students that add to the

economy which is very much-needed. If PSW will be stopped then

students will slowly move and are moving towards other countries like

Australia, Canada.

Technology:

The evolving new technologies has a growing and direct impact on a

number of areas - in particular, the delivery of education and the

provision of student support systems, both in the UK. The need is to

exploit the potential of such technologies to the full. Prospective

international students regularly turn to the internet as their primary

source of detailed information on global education opportunities. The

challenge is to keep pace with internet developments and manage

marketing and delivery efforts accordingly.

Legal

Rees and Porter (1998:209) suggested that "Those providers who take an

ethnocentric approach, who do not take account of the special needs of

international students, and who do not fulfill their sales promises are

likely to be just as much at risk as exporters in any other market."

LO.1(b) Analyse the expectations of a shareholder and other stakeholders

of CITEC.

Key Stakeholders

Expectations

Action

Success

measure

Students and Parents

A valued degree - leading to further graduate level employment.

A good, caring, safe student experience, with quality accommodation and

facilities. High standards of teaching and academic support.

A school to be proud of and retain involvement.

Creating and enforcing add+vantage programme, placements and

internships.

Advisory Point for new Student.

Focus on student satisfaction, completion and employment.

Student numbers

Completion percentage

Position in the market

Student satisfaction percentage

Positive destination percentage

Employers Businesses

Employable students with right skills and capabilities.

Partnership working.

Research with beneficial, measurable impact on their organisation.

Add+Vantage programme

Global Leaders Programme

Graduate-level employment percentage

Global Leaders Programme

Work experience targets met

Administration Staff and Management

Solutions to issues

identified through

surveys and other

means.

A successful, financially

sound and well managed

school

with good, long-term

prospects.

Successful career

development.

Pay and Reward

Scheme and

appraisal system.

Leadership

development

programme.

Estates Strategy and

related investment.

Employee satisfaction percentage.

retention levels.

promotion within

and to posts outside

the college.

Lecturers

Clear briefs and

efficient, IT-enabled

processes.

Opportunity to develop

deeper/broader

relationships with the

college.

SMART processes and

procedures.

Procuring and Implementing College policies.

Outcome of strategic

planning.

Borough /Community

A successful flourishing

college, raising the

profile of the city,

bringing business/

employment to the city,

and its economy

Joint profile-raising.

Support for City

initiatives.

Investment in Estates

development and land

acquisition.

Joint engagement in cultural events and

programmes.

Estates investment.

Student numbers

New jobs created.

Funding for

research projects/

programmes

LO. 2.a) Reflect existing business plan of CITEC/MBS on BCG Matrix or PLC curve

http://www.soopertutorials.com/wp-content/uploads/2009/03/product-life-

cycle-2-thumb.gif

Courses thought at MBS/CITEC

Introduction:

Boston University

Growth

HND Business

HND Computing

HND Health &Social Care

Maturity

EDSML

HND Hospitality

Decline:

APDMS

Product Life Cycle Definition: A product life cycle refers to the time

period between the launch of a product into the market till it is finally

withdrawn. In a nut shell, product life cycle or PLC is an odyssey from

new and innovative to old and outdated! This cycle is split into four

different stages which encompass the product's journey from its entry to

exit from the market.

This is based on the all familiar biological life cycle, wherein a seed is

planted (introduction stage), germinates (growth stage), sends out roots

in the ground and shoots with branches and leaves against gravity,

thereby maturing into an adult (maturity stage). As the plant lives its life

and nears old age, it shrivels up, shrinks and dies out (decline stage).

Similarly, a product also has a life cycle of its own. A Boston MBA

programme is on the launching phase into the School which is due to

corresponds to the introduction stage. HND Business, HND Computing,

HND Hospitality and HND Health &Social Care has already gained

popularity and is on the progression stage. Further, with increasing

number of students and the immense popularity of the course EDSML

has gained enough student interest and is stable in the market. This is

called the maturity stage. However, because of the Edexcel and Boston

programme being overpowered by recent UKBA requirement APDMS has

soon become obsolete and needs to be withdrawn. This is the decline

phase.

LO.2(c) CITEC SWOT Analysis

Analysis tools such as Strengths, weaknesses, opportunities and threats

are usually used in businesses and organisations to assess the potential,

responsibility, problems faced and milestone of marketing plans and its

strategies used to enhance its business. SWOT analyses have many

applications in addition to those stated below

Strengths

The strengths section of a SWOT analysis should seeks for the internal

strengths in the organisation. See Addendum 1: SWOT Analysis on

CITEC.

Weaknesses

The weaknesses section of a SWOT analysis ought to be the internal

factors that are weak within an organisation.

Opportunities

The opportunities section of a SWOT analysis is the external environment

of an organization. The opportunities should involve distant to local

causes that could lead to growth or improvement.

Threats

The threats section of a SWOT analysis is again the external environment

of an organization. The threats could be from local or distant, decline or

harm to the college current growth or status quo.

LO.3. Recommending different options in strategic

Competitor(s) Analysis

Using different strategic modelling tools create strategic options to form

the basis of future organisational strategy.

Reviewing potential options recommend a strategy plan that includes

resource implications

Develop a suitable organisation structure which will support your

strategic plan.

Current Competitor for MBS/CITEC are

E-Thames

Guildhall College

Churchill

London Sam College

Strategic Intent

Be dominating player, overtake the present player and be in top four by

moving up a notch.

Market Share Objective

Aggressive, acquisition, internal growth, hold on to share

Competitive Position

Getting stronger, well entrenched able to maintain position, stuck in

middle, struggling, retrenching

Strategic Posture

Mostly offensive, defensive, combination, aggressive risk taker, follower

Competitive Strategy

Low cost leadership, focus niche - high end, low end, differentiation -

quality, service, technology, image, value for money etc

The basic purpose of this research will give an impression of the current

situation in the education industry. Recently, the pressure of competition

had increased, due to the entrance of new institutions into the industry.

In a bid to survive with such condition most of the college/universities

become customized in nature, as they plan according to the need of their

students. Nevertheless when it comes to the implementation of new

strategies; every institution has to adapt to a much careful approach.

Like any other industry, education division has strategic options when it

comes to decision making. In education industry a Strategic Plan is like a

product to the entire process of Planning. In view of the fact that the

income generated from student fees gives the economy future security.

Planning is vital where MBS/CITEC configures its future path. It is of

utmost important to have a very clear vision set in mind before planning

and implementing decision in the entire procedure to achieve goals.

Starting from the wider context, the back bone of options and planning

perspectives according to Tsiakkiros and Pashiardis, (2002) "is the word

Strategy, which comes from the Greek word Strategos, which means: a

general and the leader of the army". Now days according to Byars (1991)

"this word Strategy is used to describe the steps taken by an

organization in achieving its objectives and missions". Sequentially

Dobson and Starkey,(1994) state that "the mission is the first step of the

strategy process that defines the long term vision of the organization".

It is essential for CITEC/MBS to have demand in the market by building

its image. A brand is created on the basis of Input, Process and Output.

Input here means dedicated faculty members, service and facilities

provided to students and departments. Process is the degrees/certificate

offered by the college and research. Outputs are the results produced by

students by graduation from the college. Strategic Management of the

college can be analysed and examined on its impact of plan that the

institution adopt. To get the plan right it is crucial to observe that the

Input of the institution is enough to fulfill the market need, the procedure

implemented is proficient and the output is good enough to create a

Brand in the market.

Davies and Ellison (1992) state that "The school development plan should

provide the mechanism for defining a school's aims and translating these

into effective education. Activities can be sub-divided into core elements

which represent the main purpose of the school and support elements

which facilitate the effective operation of the core elements". The plan

gives an overview of the position of the institution in the current scenario

and will enable to develop the future plans taking into consideration the

available resources. PEST has been (political, economic, social and

technological) changing constantly and rapidly even in the education

sector. Thus it is suggested that all strategies applied to the institution

have to be flexible in nature. As mentioned by Drucker, (1993), "What

will be taught and learned; how it will be taught and learned; who will

make use of schooling; and the position of the school in society - all of

this will change greatly during the ensuing decades. Indeed, no other

institution faces challenges as radical as those that will transform the

school". The voyage from the mission statement to the implementation of

knowledge is important, that has to be performed with suitable planning.

The Three Stage Model:

In 1995, Davies and Ellison created a Three Stage Model, which

highlighted the need for proper channel of planning. According to Davis

and Ellison, (1995) in order to create a vision of an institution it is

essential to do some future assessment. Thus by creating a future Vision,

management of the institution can then plan and create a long term

strategy according to the future vision. This helps in efficient utilization

of resources and it also gives a clear approach to the management.

1) Future Planning:

Various authors such as Beare and Slaughter (1993); Handy, (1994);

Hargreaves, (1994); Gerstner, (1994) and Caldwell, (1997) have

observed, understood and worked on the Future Planning of institutions.

In brief Davies, (1997) states that: the Future Planning requires constant

development in the testing methods, as well as the Curriculum. The

comparison of the inflow and the outflow, verifies the gain in the future.

Thus increased performance in the future brings more funds; here

income is balanced with service. Different types of degrees or services

provided by institution in the future gives them an edge. This increases

the number of choices available to the student.

2) Strategic Planning

Strategic planning is the key of any institution's prosperity. The basic

procedure is to compare the present methodology with other education

institutions methods which will reveal its current position in the

education sector. According to Fidler, (1989) strategic planning "is a

process for creating and choosing a particular strategy to respond to

future events and plan how to implement it".

Johnson and Scholes Model:

In this paper Johnson and Scholes Model (1993) will be applied for clear

understanding of the concept. The model encompasses of three key

stages of strategy and these are further divided into interrelated

branches. They are: Strategic Analysis, Strategic Options, and Strategic

Implementation.

Strategic Analysis refers to the present status of the institutions in the

education sector. The position gives a clear vision related to the short

term and long term goals that enables the institution to formulate

different strategies in the interest of the stakeholders and society.

Strategic Options mainly comes from making strategic Choices. Available

Options are recognised, analysed and evaluated seeking its feasibility. In

the Johnson and Scholes Model, strategic choices are further sub-divided

into three categories which are related to the: suitability, acceptability

and feasibility of each option. Chosen option would have certain

properties which will support the future plans. Sustainability will

determine lack of variety of programs in the education sector. Sticking to

the institutions main values and goals is Acceptability. In terms of

Feasibility, the option should be affordable for the institution.

Strategic Implementation is the stage where all the recourses and

arrangements are made with respect to the selected strategy. Here

strategic change and the nature of the newly adopted method is reviewed

(Johnson and Scholes, 1993)

3) Development Planning:

Development stage basically means strategic implementation. This stage

is the most vital part of the entire planning procedure i.e performing it.

According to Johnson and Scholes (1993), barriers faced by the

administration during the strategic implementation stage are, lack of

planning and allocation of resources, or even supervision of the new

strategic change in to the environment. Knight, (1993) states "to achieve

a strategy, resources will be required and will need to be allocated".

Therefore the proper allocation of resources plays the game.

Most institutions adopt new strategies in order to gain competitive edge

over their competitors. In the bid to survive in the education sector it has

to quickly realise the need for a service in the industry, identify the range

of possibilities creating strategic options, acquiring the optimistic

strategy considering the internal and external related factors and then

applying the selected strategy on the institution. Thus in order to stand

out of the crowd, every institution has to remodel its self (Kyla¨heiko

and Sandstro¨m, 2007). Kyla¨heiko and Sandstro¨m, (2007) define

the strategic options as "A (strategic) option is the right, but not the

obligation, to take a (strategically important) action in the future.

(Strategic) options are valuable when there is uncertainty. Many

strategic investments create subsequent opportunities that may be taken,

and so the investment opportunity can be viewed as a stream of cash flow

plus a set of (strategic) options".

What are the Options?

In the present scenario the best option is to delay the decision until the

right time arrives in the market considering the internal and external

factors into account. The options usually come with the uncertainty as

the more the uncertainty is in the market the more are the options. The

only golden rule is to minimise the risk and maximise the profits. To

avoid the risk, option to delay can be used with low investment or

alternatively there is an option to discard the entire strategy. Strategic

flexibility will help the institution to reduce the risk and maintain its

profit level. Strategic options do give the administration a vision to see

the external environment clearly (Kyla¨heiko and Sandstro¨m, 2007).

Turbulent Environment:

The main reason of planning and looking for strategic options is to keep

abreast with the environment. At times the nature of industry becomes so

unpredictable that it becomes difficult for any institution to move ahead.

As Boisot, (1995) discusses such environment as "Turbulent

Environment" and he states that "Preparing for turbulence: the changing

relationship between strategy and management development in the

learning organisation". The problem is the nature of change the

institution has to go through to have an edge. As Beer and Nohria, (2000)

states that "Even with a clear and desirable future state in mind it can be

enormously difficult for large, complex organizations to reinvent

themselves".

Strategic Flexibility:

Strategic flexibility is a necessity for every institution in a bid to survive

in this industry. As Chakravarthy, (1982), (1986); Evans, (1991);

Greenley and Oktemgil, (1998) has mentioned that "Strategic flexibility is

the ability of firms to respond and successively adapt to environmental

change". Generating new policies on the basis of strategic options ends-

up rewarding a name in the industry (Combe and Greenley, 2003)

Transnational education (TNE): there are great opportunities for UK in

the rapidly expanding market for overseas delivered programmes.

However, there are barriers to capitalising on the current position,

including financial institutional, strategic and resourcing limitations. A

better understanding of the breadth of possibilities will facilitate decision

making.

Demand for TNE is forecast to grow even faster than that programmes

within the UK, but there are considerable associated risk. It is inevitable

that competition in this area will grow fast. TNE refer to the courses of

study undertaken by transnational students. Where the education

provider establishes a presence in another country, cross-border supply

i.e distance learning (including e-delivery), franchising, validation,

licensing, twinning and partnership arrangements, offshore or overseas

campuses etc. Maintaining strict QAA is essential for all programmes.

To maximise the benefits this school it will need to integrate their

international strategy with objectives for the home market. Diversity is

essential with reference to international students for UK for various

reasons:

Economic: diversification of source countries for students helps

institutions to reduce risk

Academic: diversity within the teaching environment provides benefits

associated with the internationalisation of the learning processes and

research. These include country and regional specific projects and

programmes, language and culture; international comparative education;

economic, social and political systems etc.

Political: enhanced diversity will help extend the UK's international

political, economic and social networks and the associated influence of

these

Socio-cultural: these are potential internationalisation benefits for UK

communities through encouraging closer engagement with international

student populations. Meeting the imperatives of diversity, both country

and regional, will provide difficult challenge. There are strong reasons

for growing such diversity from a sector, institutional and student

viewpoint and the choice of approach will require a delicate balance. In

terms of spread by subjects and levels, there is potential to diversify

which could benefit both UK institution and the student.

Meeting the needs of international students: Students who are unable to

undertake a course of study overseas for whatever reason (financial,

family, professional etc.) will benefit through being able to undertake a

quality assured UK programme in their home country, the final

qualification being recognised by both government and employers. They

will also benefit from the flexibility of delivery mechanisms and learning

options designed to meet their personal circumstances.

L.O.4 Developing and Implementation of Strategic Plan

Develop appropriate vision and mission statements and justify core

organisational values (ethical, cultural, environmental, social and

business) with the current business objectives.

Develop agreed management objectives and a schedule to implement

your strategic plan and discuss who are the stakeholders you would be

involving to gain their support and commitment for new strategy

Develop measures for evaluating strategic plan and how you are planning

to monitor and evaluate it.

New Mission: Meridian Business School delivers learning and teaching

experiences that inspire the lifelong pursuit of educational, professional,

and personal goals.

Vision: To create a brilliant future for the School in which the students,

faculty and staff flourish. MBS to be a leading private institution; well

known for the competence in the borough for graduates and

undergraduate students and faculty who value excellence in teaching,

learning and activity.

The long-term aims are:

To explore new areas of study and research for development and

enhancement.

To continue with the wellbeing of the college system, allowing the school

to combine the economies and future facilities to incorporate.

To provide quality education and training of quality to under degree and

postgraduate level.

To encourage applications from students of the highest caliber from

overseas

To be more widely accessible, both by broadening recruitment to its

degree courses, and by expanding the opportunities for life- long learning

including high-quality post-experience vocational courses and other

online courses leading to awards

To conserve, enhance, and utilise fully its special resources including its

libraries.

To maintain close collaboration with industry and the professions in

pursuing research

Continuously to review teaching and monitor academic standards.

MBS needs to adopt and underpin their vision.

By providing a framework for how we treat /respect student and other co-

workers

Provide a skeleton for achieving the vision with efficiency and

effectiveness

Values at work are increasingly important because;

Maintaining value at the stressful time and when there is cultural change

Values varies, however few core values defines behavior that support the

vision, shapes the organisational culture, and reflect what the institution

actually values.

Teamwork

Honesty

Excellence

Commitment

Ownership

Recognition

Student Service

Professionalism

Personal development