Continuing Education Center (CEC) Business Plan, 2007 (1)

8/2/2019 Continuing Education Center (CEC) Business Plan, 2007 (1)

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Continuing Education Center (CEC)

Business Plan

Prepared By:

Hassan Diab

Vice President, Regional External Programs

February 2008


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Table of Contents

Page

I Executive Summary 2

II Organizational Overview 3

II.1 Mission 3II.2 Vision 3II.3 CEC Organizational Structure 3II.4 CEC & REP 4II.5 Program Offerings 5II.6 Facilities 6

II.7 Student Enrollment (1984-2007) 7II.8 Student Composition 8

III CEC Service to AUB 9III.1 Community Service 9III.2 Institutional Re-accreditation 9III.3 Source for Contributions 9III.4 Positive Cash Flow 10

IV Market Analysis Summary 11

IV.1 Target Market Segments 11

IV.2 Main Competitors 11IV.3 Buying Patterns 11IV.4 CECs Competitive Advantage 11

V Expansion Strategy and Implementation Summary 13

V.1 Addressing Staffing Gaps 13V.2 Improving Facilities 13V.3 Diversify/Expand Course Offerings 19V.4 Expand Marketing Strategy 20V.5 Adapting Policies to Meet Demand 21

VI Financial Plan 22

VI.1 Historical Financial Picture 22VI.2 Current Financial Picture 22VI.3 Projected Net Revenue 22

VII CEC Performance During 2006-2007 24

VIII Summary for Strengthening CEC Operations in 2007-2008 25

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I. Executive Summary

Established in 1982 as a replacement to the Extension Program, the Continuing Education

Center (CEC) has been a critical part of the Office for Regional External Programs (REP) andthe broader American University of Beirut community. CEC upholds the motto of AUB sothat they may have life and have it more abundantly by extending the resources of theUniversity into the community and region by providing high quality educational opportunitiesfor people of all educational and professional levels. Inter-faculty and multidisciplinary innature, CEC programs are designed to cater to the personal and professional growth needs of

practitioners in a wide variety of areas including business, information technology, education,and languages. Harnessing the expertise of AUBs six faculties, CEC offers individual non-credit courses, individual courses, programs leading to a certificate and/or diploma, andtraining workshops.

CEC offerings are an important element in the institutional re-accreditation effort that AUBhas already started, which is related to Standard 13 (Related Educational Activities). In the2004 Institutional Self Study Report, the Related Educational Activities Committeerecommended strengthening CEC programs because an accredited institution is expected tooffer certificate programs (post-secondary non-degree credentials) consistent with theinstitutional mission that stresses lifelong learning.

CEC is currently housed in Building #23 (Old OPD). Total space allotted to CEC is aninsufficient 75m2. This includes two offices and a small room currently being used as acomputer lab. CEC is scheduled to vacate this space in December 2008. Accordingly, there isdire need to identify the needed space for CEC in order to sustain its on-going CEC activities,

let alone facilitate new CEC programs such as Information Technology which wastemporarily stopped due to lack of availability of the needed computer laboratories. Pendingother viable alternatives, the study presents two plausible scenarios for addressing the CECspacing needs.

Looking ahead, an expansion of CEC facilities, marketing strategies, administrative supportand programs is needed to fully realize the potential of CEC. The envisaged space needed forCEC will be complemented with a comprehensive, new marketing strategy. This includesreaching out to the corporate community, expanding existing programs, re-establishing theLebanese Executive Forum, setting up a CEC satellite office, and rethinking CEC policies.The financial future of CEC is positively correlated to expanding CEC facilities, providingnew course offerings, and increasing administrative support. By providing CEC with theneeded space, CEC is expected to earn over US$2 million over the next ten years. Table 10

provides a detailed account of student enrollment, gross revenue, expenses, and net revenuefor CEC over the next decade with the needed space allocated for CEC programs.

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II. Organizational Overview

II.1 Mission

The mission of the CEC is to meet the lifelong learning and training needsof learners in the local community and the region. Harnessing AUBresources in various fields of knowledge, CEC offers a variety of standardand customized certificate programs, diploma programs, and coursesdesigned to enhance professional and technical skills and address theneeds for personal development and cultural enrichment for learners of allages.

II.2 Vision

The Continuing Education Center aspires to become a center of excellence in providingquality education and training in a variety of fields to a diverse population of learners inLebanon and the Middle East.

II.3 CEC Organizational Structure

During the November 2006 Board of Trustees (BOT) meeting, an expansion of REPpersonnel was proposed to the REP BOT Committee. This proposal was in line with thefaculty inclusion initiative and the market intelligence initiative of REPs strategic plan. The

proposal included: Advertising for the new position of Business Development Officer, to do marketresearch and country/sector studies, build and manage a major database, and produce amonthly report on key market developments that should be on the REP radar screen. Conversion of the 50% Assistant VP (AVP) position in 2006 to full-time status andadding to the AVPs tasks the business of overseeing the Continuing Education Center(CEC) programs. Initiating the REP Inter-faculty Advisory Committee (RIAC)

In the 2006-2007 fiscal year, REP executed this proposal and welcomed new personnel in keypositions in an effort to actively pursue REPs strategic plan and strengthen REPs

organizational structure. As can be seen from CECs Organizational Structure Chart (Figure1), all CEC activities have coordinators that are full-time faculty members assigned by theDean of the respective Faculty to maintain quality assurance for the corresponding activity.

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Figure 1. CECs Organizational Structure

II.4 CEC & REP

The Continuing Education Center (CEC) has been a critical part of the Office for RegionalExternal Programs (REP) over the past 25 years. CEC offers non-credit courses and

programs that complement REPs mission of being the premier provider of training andrelated services in all areas of specialization offered by the Universitys six faculties. Thefollowing points justify CECs position as a division of REP:

The external nature of REPs work ensures that CEC operations have the neededattention and opportunities offered to local communities and the region.

Organizationally, REP is the natural place for CEC, since its services cut across allAUBs Faculties and Centers and administrative services are not duplicated.

The flexibility of the type and format of course/certificate offerings within CEC is anelement allowing for fast response to market needs for professional training and non-credit programs; a cornerstone for REP, as well as the follow up needed.

CEC is already part of REP, for which a five-year strategic plan has already beenapproved and is now in its second year of implementation.

REP has many regional contacts and ongoing projects, enabling it to play a moreactive role in attracting CEC contracts from the MENA region.

As part of REP, CEC activities and clients transcend the boundaries of Lebanon. CECservices are offered in several countries throughout the Middle East. For example, CECcertificates have been offered in Kuwait with the Technology Services and Training Companyand the Iraqi nurses and paramedics with the Iraqi Ministry of Health.

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REPs strategic plan, as approved during 2005-06 by the University Strategic PlanningCommittee, includes four initiatives: the Faculty Inclusion Initiative, the Market IntelligenceInitiative, the Branding Initiative, and the Leveraging Initiative that apply to all ongoing REPactivities, including CEC. As the President mentioned in the Strategic Initiatives FundingMeeting of January 18, 2007, we should be very conservative with estimating incomegeneration from REP; they might generate a lot more business but not a lot more revenue.Also, these initiatives have already been approved, so they cant be pulled off the table.

II.5. Program Offerings

Current CEC programs include individual courses, primarily in business, informationtechnology, and languages. Courses may be taken in a concentration area leading to acertificate. Certificates require a minimum of four to six courses and are currently offered in

human resource management, accounting, marketing, information technology, and officemanagement. Students are required to achieve a minimum grade of 60 to successfullycomplete individual courses. However, for students pursuing CEC certificates a minimumcombined grade average of 70 must be achieved. Workshops can henceforth also be offeredin corporate communications/public relations/media crisis management, as separate minicourses or as a component of ongoing marketing offerings. Therefore, CEC deliverables are:

Individual courses

A program leading to a certificate

A program leading to a diploma

Training workshops

CEC, in cooperation with the Suliman S. Olayan School of Business (OSB), recentlylaunched the Human Resource Management (HRM) Diploma program. Recently, the humanresources field has gained much attention by corporate management as it is continuallyimpacting organizational strategic goals. Ultimately, people are responsible for creating andsharing the knowledge that adds value to their organizations capabilities and are the humanresource capital that influences companies growth and profitability. This diploma program

provides a comprehensive overview of HRM roles and responsibilities in the workplace froma strategic perspective. It is targeted for people working in the human resources field to fosterand develop their professional expertise and varied competencies. This diploma programinvolves an intensive education program using traditional classroom instruction, hands-on

case studies, executive presentations, and a practical internship component.

Programs are constantly reviewed and adjusted to meet the academic/professional needs andschedule limitations of the diverse client pool. To meet the needs of clients, CEC instructionis offered through regular, customized, tutorial, off-campus programs and e-learningenvironments. Delivery formats range in their duration, level of in-depth study and breadth ofareas.

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Table 1: Course Offerings Over 10 Years

Courses (according to category) Offered for the Past 10 Years

Year Business Info. Technology English

Language

s Others Total

1996/97 19 7 14 3 2 45

1997/98 18 5 14 2 3 42

1998/99 15 5 15 6 1 42

1999/00 14 7 14 4 6 45

2000/01 15 6 14 6 5 46

2001/02 16 9 17 2 4 48

2002/03 20 6 17 4 3 50

2003/04 16 3 13 2 1 35

2004/05 18 1 15 3 0 37

2005/06 20 2 16 4 1 43

2006/07 23 0 11 3 4 41

Average 17 5 15 4 3 43

Fall 2008 10 0 5 2 1 18

Table 2: Certificate Programs

CERTIFICATES

Year Accounting Marketing Business HR IT Office Management Total

1996/97 x x x x

4

1997/9

8 x x x x

4

1998/9

9 x x x x x

5

1999/0

0 x x x x x

5

2000/0

1 x x x x x

5

2001/0

2 x x x x x

5

2002/0

3 x x x x x x

6

2003/0

4 x x x x x x

6

2004/0

5 x x x x x x

6

2005/0

6 x x x x x x

6

2006/0

7 x x x x x

5

2007/0 x x x x x 5

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II.6 Facilities

CEC is currently housed in Building #23 (Old OPD). Total space allotted to CEC is aninsufficient 75m2. This includes two offices and a small room currently being used as acomputer lab. CEC is scheduled to vacate this space in December 2008. Accordingly, there isdire need to identify the needed space for CEC in order to sustain its on-going CEC activities,let alone facilitate new CEC programs such as Information Technology which wastemporarily stopped due to lack of availability of the needed computer laboratories.

The space requirements needed is 1,400 m2 (Table 4). Pending other viable alternatives, thisstudy presents two plausible scenarios for addressing the CEC space needs as shown insection V.2. The first scenario will provide around 34% of the needed space and the second

around 57%.

II.7 Student Enrollment (1984-2007)

Demand for CEC courses has increased over the past four years while the 2006-2007 fiscalyear saw the largest enrollment figures at CEC for the past decade. There was more than a26% increase in students in 2006-07 from the previous academic year and around 20% morethan the decade (1997-2007) average. The student count in CEC programs over the pastyears, as extracted from REPs annual reports, is as follows:

Table 3: Student, Instructor and Course Counts for CEC (1987-2007)

Year Student Count Instructor Count Course Count

1987 - 1988 5250 194 83

1988 - 1989 4315 133 51

1989 - 1990 2926 153 108

1990 - 1991 2255 117 84

1991 - 1992 1926 101 73

1992 - 1993 1525 92 72

1993 - 1994 1146 76 59

1994 - 1995 521 40 34

1995 - 1996 639 60 451996 - 1997 529 48 43

1997 - 1998 472 48 42

1998 - 1999 510 43 41

1999 - 2000 517 48 45

2000 - 2001 490 50 47

2001 - 2002 529 50 46

2002 - 2003 567 47 48

2003 - 2004 404 33 35

2004 - 2005 453 41 40

2005 - 2006 476 40 41

2006 - 2007 601 40 41

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Average(1987-2007)

1,302 72 54

Fall 2008 172 17 18

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II.8 Student Composition

The following is the CEC student composition during the current Fall 2008 semester:

Gender: Male= 33%, Female=67%.Age group: Below 20=13% 20-29=40%, 30-39=30%, 40-49=14% 50+ = 3%.Educational level attained: University degree=60%, High School=26%, Vocational =14%.Occupation: Banking/Marketing/Management/Administration/Accounting=40%,

Engineering=5%, Students=20%, Lawyers=7%, IT=4%,Pharmacists= 6%, Teachers=8%, Unemployed/Other=12%.

The following is the CEC student composition during the 2006-07 academic year:

Gender: Male= 42%, Female=58%.Age group: 20-30=50%, 30-40=35%, 40-50=15%.Educational level attained: University degree=60%, High School=26%, Vocational =14%.

Occupation: Banking/Marketing/Management/Administration/Accounting=46%, Engineering=7%, Students=15%, Lawyers=4%, IT=4%,Pharmacists= 6%, Teachers=5%, Unemployed/Other=13%.

As can be seen from the sample statistics, the majority (over 80%) of CEC students are aged40 or less with 60% of the population holding a university degree. Furthermore, around 45%of the student body includes professionals in business and another 20% that are studentscurrently seeking degrees elsewhere.

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III. CEC Service to AUB

Since its inception, CEC has been a key unit in maintaining AUBs link with the localcommunity in Lebanon as well as in the region. The following sections represent some of the

justification for not only supporting CEC to address some of the difficulties it is facing nowbut also to find ways to allow it to grow in the future as it can potentially develop into a largeprogram with many forms of educational deliverables including that targeted for theprofessional local community.

III. 1 Community Service

CEC is a key component in AUBs commitment to serve the local community and maintain aregional presence. CEC is guided by President Waterburys vision to seek ways to benefitthe broad community in which we live.1 The importance of CEC rests in its provision of

lifelong learning and training needs of adults in the local community and the region. CECseeks to infuse knowledge in the community while upholding AUBs commitment toacademic excellence. CEC collaborates with all academic deans to ensure that the highestquality education is provided.

III. 2 Institutional Re-accreditation

CEC offerings are an important element in the Middle States institutional re-accreditationeffort that AUB has already started, which is related to Standard 13 (Related EducationalActivities). Standard 13 addresses several issues including that related to CEC programs and

the extent to which the institution commits sufficient resources to support these programs. Inthe 2004 Institutional Self Study Report, the Related Educational Activities Committeerecommended that deans, school directors, and CEC administrators review and redesign, asappropriate, current CEC programs to determine their nature, appeal, objectives, standards,and outcomes. This recommendation was made in an effort to strengthen CEC programs

because an accredited institution is expected to offer certificate programs (post-secondarynon-degree credentials) consistent with the institutional mission that stresses lifelonglearning.

III. 3 Source for Contributions

CEC is an attractive alternative for local and international organizations seeking the servicesof AUB. There have been several cases whereby an organization would seek to sign anagreement to deliver CEC programs that address the professional training needs of theiremployees as an alternative to direct financial contributions. Examples include companies inthe Kingdom of Saudi Arabia such as SABIC, Maaden, Saudi-French Bank and Al-SaifEngineering that want to cooperate with AUB by offering CEC programs to its employeesrather than through direct donations. This was recently indicated by Mr. Abdul Fattah Ghali,an active alumnus in the Riyadh chapter in a meeting attended by Dr. Imad Baalbaki during2007.

1 State of the University Address 2004

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III.4 Positive Cash Flow

CEC has provided AUB with a positive cash flow for the past decade. The annual average netrevenue over the past decade is US$69,183. In the 2006-2007 fiscal year CEC net revenuefrom student tuition was the third highest in the past decade. It surpassed the average of the

past decade by $46,386, an increase of 67%. A conservative estimate of net revenue for2007-2008 is almost US$136,283 as elaborated further in section six.

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IV. Market Analysis Summary

IV.1 Target Market Segments

Traditionally, CECs targeted market segments have been university students, adult learners,and higher education institutions looking to expand their programs. For example, some clientsare AUB and non-AUB students interested in taking non-credit courses to strengthen theirlanguage skills or learn more about an area of interest such as photography. Other clients are

professionals who need certificates in human resource management, marketing, etc., to furthertheir careers. Another group of clients are higher education institutions interested in startingtheir own continuing education programs, such as Dhofar University and more recently PrinceFahed Bin Sultan University, Tabuk, KSA. Moving forward, CEC will widen its scope oftarget markets. This will be discussed in detail in section V.

IV.2 Main Competitors

CEC continues to face increased competition. The primary competition comes fromuniversities that offer continuing education programs such as LAU, MECAT, and ESA. Insome cases, these universities also offer professional certificate training programs certified inEurope and the United States. For example, ESA has exclusivity in preparing Lebanese

bankers for the Article XIII Security and Administrative Priority 103 certificate from London.

Corporate organizations are developing in-house training divisions and are becoming lessdependent on external training because of greater self sufficiency. For example, Bank Audihas an extensive in-house training program with in-house trainers who have undergone train

the trainers programs.

IV.3 Buying Patterns

The continuing education market is extremely price sensitive. Organizations with lower pricesor flexible payment programs attract individual customers. However, for most corporateclients, branding, reputation, and solid relationships are more valuable than price.

IV.4 CECs Competitive Advantage

The increased competition makes it critical for CEC to highlight its competitive advantage:

Multi-disciplinary research bearing on policy analysis and problem solving

International state-of-the-art know-how with intimate local knowledge

Over 25 years of excellence in serving the region

Blending academic expertise and advanced professional know-how in a customizedmanner tailored to specific situations

Continued presence for evaluation, feedback and post-implementation assistance

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To complement this competitive advantage, CEC will embark on a comprehensive marketingand expansion strategy. This strategy includes an expansion of CEC personnel, facilities,

programs, and marketing strategies.

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V. Expansion Strategy and Implementation Summary

V.1 Addressing Staffing Gaps

CEC already has a dedicated team. Under the Office of the Vice President for RegionalExternal Programs, the CEC staff was comprised of a Program Officer, Assistant Director,and Administrative Assistant. On March 27, 2007, Dr. George Farag, Assistant Vice Presidentfor REP, was named Acting Director of CEC and tasked with dedicating the needed time toexpand CEC operations.

Additionally, CEC benefits from the work of the following REP staff who have been recentlyhired:

Journalism Director: Magda Abu-Fadil, a veteran journalist with international media in theU.S. and across the Arab world, an academic, and formerly director of the Institute for

Professional Journalists at the Lebanese American University, was hired in April 2007 asdirector of the newly-established Journalism Training Program (JTP). JTP will focus onorganizing workshops, training and seminars for professional journalists in the Arab world.Although JTP will fall under REP, Abu-Fadils experience and programs will benefit CEC.

Business Development Officer: On April 2, 2007, Sophie Hallal joined the REP family asthe Business Development Officer (BDO). Although the BDOs focus will be on identifyingand developing opportunities for REP, she will also identify workshop opportunities for CECin Lebanon and abroad.

V. 2 Improving Facilities

Expanding facilities is a top priority for CEC to fulfill its educational mission and to expandits services to the community. CEC needs adequate space and modern facilities to meet the

present and future needs of its various educational programs and activities. It also needs moreoffice space for administration, faculty, and student services.

Moreover, the delivery of some of the existing CEC programs as well as the ones that will benewly offered would require a number of activities rooms/studios that are specially organizedand equipped to meet the needs of the specific programs of study. Painting, music,

photography, child care, and cooking are examples of such courses.

It is critical to expand the space availability of CEC. The space allocated to CEC today is lessthan 2% of the space CEC commanded during its most successful period from 1984 to 1994.It is no coincidence that CECs highest level of enrollment came at a time when sufficientspace was available for classrooms, laboratories, and administrative support. It would beunrealistic to hope to return to the days when CEC had around 5,000 m2 of space. Instead, asTable 4 demonstrates, the CEC is in need of approximately 1,750 m 2 as opposed to thecurrently available 75 m2. In what follows, two options will be provided to address the CECspace needs.

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Table 4: Space Requirements

Category Description QuantityCapacity/ Room

Total # ofstations

Area (m2)/ Station

SubtotalArea (m2)

General

(1)

Reception Desk 1 1 15 15

Reception Area 1 1 45 45Sub-total 60

Program(2)

Language Classroom IT Enabled 2 30 60 1.8 108Computer Labs 3 30 90 2.5 225Learning Resources Rooms 1 40 40 2 80Spare Labs 1 30 30 1.8 54Classrooms 6 30 180 1.5 270

Sub-total 737

Offices

(3)

Management 2 1 2 20 40Faculty 7 1 7 14 98Faculty 8 2 4 7 28

Non-Academic Staff 8 1 8 10 80Student Services offices 1 20 20 2.5 50Spare 2 1 2 14 28Sub-total 324

Others(4)

Lounge 1 6 6 2.5 15Library with a librarians office 1 1 90 90Activities room 1 36 36Studios for art related courses 2 2 20 40

Meeting room (50 persons) 75Three rooms for copiers/storage 3 9 27Sub-total 283

Total 1,404

(5) Elect/Mech , Common Areas 25% 351Gross Total 1,755

Building 20 (Currently OSB Building) Option:

Building 20, currently the venue of the Olayan School of Business, would be an appropriatelocation to alleviate the space shortage when OSB moves out to its new building currentlyunder construction. CEC is in dire need of the classrooms that will be vacated by OSB. CEChas traditionally offered its classes in the evening. However, as the security situation inLebanon continues to regress, students are becoming more reluctant to participate in eveningcourses. Therefore, to accommodate this situation CEC must offer a greater number of

courses before 5 p.m. when regular AUB students are on campus and using the classroomsthat are reserved for CEC in the evenings. Accordingly, CEC will benefit greatly from havingthe additional classroom space. Furthermore, as can be seen from Table 4, CEC needs spacefor labs, offices and other activities. In that respect, there are two possibilities suggested forBuilding 20:

Scenario 1: CEC will relinquish the space it currently occupies in Building 23 and use threefloors of Building 20, one of which will be shared. Classrooms, labs and conference roomscould be used by other faculties. Table 5 is an outline of how Building 20 could fulfill CECneeds. After relinquishing the currently available 75 m2, this scenario will provide slightly

more than 500 m

2

of additional space for CEC including common areas.

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Table 5: CEC Space Requirements // OSB Available Space

REP / CEC Room OSB Area (m2) Category

Second Floor

Computer Lab 102 22.7 2

Computer Lab 102A 21.2 2Activities Room/Studio 101 25 4

Instructors Office (Full-time) 101a 10.9 3

Instructors Office (Full-time) 101d 10.6 3Elev., Lobby and Stairs 100 12.3 5

Subtotal 102.7

Third Floor

CEC Director 205 26.5 3

Admin Assistant 203 14.2 3

Program Officer 204 13.2 3Assistant to Director 201 11.7 3

IT Officer 202 13.4 3

Conference Room 211 49.7 4Student Services Officer 207 12.47 3

Student Records Assistant 209 16.86 3

Business Development Officer 208 9.99 3Student Help 212 6.18 3

Photocopy Room 215A 5.65 4

Elev., Lobby and Stairs 200 25.8 5

Waiting Area 201A 13 1

Toilet 208a 11 5

Toilet 209a 10.6 5Corridor 213 13.2 5

Kitchen 216 2.7 5Store 211A 2.7 4

Balcony 217 8.1 5

Janitor Room 210 3.2 5

Lobby 215 14.9 1Subtotal 285.05

Fourth Floor

Activities Room/Studio 307 21 4

Activities Room/Studio 306 11.6 4

Activities Room/Studio 304 10.85 4

Faculty Office 303 10.45 3

Faculty Office 301 11.42 3

Marketing and Public Relations Officer 308 9.25 3

Program Coordinators Office 310 13.06 3

Director for the Journalism Program 305 16.26 3

Workshops Coordinator 302 15.44 3

Faculty Lounge 309 17.88 4


Toilet 311 6.5 5

Toilet 312 6.8 5

Store 318 1.8 4

Store 319 2.2 4

Subtotal 213.81

TOTAL 601.56

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The following Table 6 shows the correlation of space needed to the space available forscenario 1.

Table 6: Correlation of Space Needed to Space Available for Scenario 1

Category DescriptionArea (m2)Needed

Building 42 Area(m2) Available

% provided wrtto space needed

General(1)

Reception Desk and Area 60 27.9 47%

Program(2)

Language Classroom IT EnabledComputer LabsLearning Resources Rooms

Spare LabsClassrooms

737 43.9 6%

Offices(3)

ManagementFacultyFaculty

Non-Academic StaffStudent Services officesSpare

324 221.88 69%

Others(4)

LoungeLibrary with a librarians officeActivities roomStudios for art related coursesMeeting room (50 persons)Three rooms for copiers/storage

283 148.38 51%

Total 1,404 442.06 32%

(5) Common Areas 351 159.5 45%

Gross Total 1,755 601.56 34%

Scenario 2: Both CEC and REP would relinquish their space in two sites (Building 42 andBuilding 23) and move to Building 20. This will require using the entire space available inBuilding 20. It is important to note that the labs and conference rooms will be shared withother faculties. Table 7 is an outline of how Building 20 could fulfill REP and CEC needs:

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Table 7: REP & CEC Space Requirements // OSB Available Space


First Floor

News Room 001 47.4 2

Language Lab 003 42.3 2Activities Room 002 49.7 4

Student Services Officer 004b 21.2 3

Student Records Assistant 004 9.3 3

Lobby 005 21.1 1

Corridor 005a 29.2 5

Toilet 006 8.8 5

Toilet 007 9.1 5

Elev., Main Entrance Lobby and Stairs 009 34.7 5

Store 004a 2.2 4


Subtotal 276.7

Second Floor

Computer Lab 102 22.7 2

Computer Lab 102A 21.2 2


Instructors Office (Full-time) 101a 10.9 3

Instructors Office (Full-time) 101d 10.6 3


Subtotal 102.7

Third Floor

Vice President for REP 205 26.5 3

Deputy VP, REP 203 14.2 3

Administrative Assistant 204 13.2 3Contract Development Officer 201 11.7 3

Financial Manager 202 13.4 3

Conference Room 211 49.7 4

Secretary 207 12.47 3

Assistant VP, REP 209 16.86 3

Business Development Officer 208 9.99 3

Student Help 212 6.18 3

Photocopy Room 215A 5.65 4


Waiting Area 201A 13 1

Toilet 208a 11 5Toilet 209a 10.6 5

Corridor 213 13.2 5

Kitchen 216 2.7 5

Store 211A 2.7 4

Balcony 217 8.1 5



Subtotal 285.05

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Table 7 (Contd.)


Fourth Floor


CEC Director 306 11.6 3Admin Assistant 304 10.85 3

Program Officer 303 10.45 3

Assistant to Director 301 11.42 3

Marketing and Public Relations Officer 308 9.25 3

Program Coordinators Office 310 13.06 3

Director for the Journalism Program 305 16.26 3

Workshops Coordinator 302 15.44 3



Toilet 311 6.5 5

Toilet 312 6.8 5

Store 318 1.8 4

Store 319 2.2 4

Subtotal 213.81

Fifth Floor

Library + Assistant Librarian 400 66.0 4

Librarian 400C 9.5 4

Photocopy room 400D 6.2 4

Lab 402 23.2 2

Stair 400B 10.8 5

Lobby 400E 7.3 1

Machine Room 400A 4.3 5

Subtotal 127.3

TOTAL 1,005.56

The following Table 8 shows the correlation of space needed to the space available forscenario 2. After relinquishing the currently available REP space in building 42 (135 m2) andCEC (75 m2) space totaling 210 m2, this scenario will provide almost 796 m2 of additionalspace for REP and CEC including common areas.

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Table 8: Correlation of Space Needed to Space Available for Scenario 2

Category DescriptionArea (m2)Needed

Area (m2)Available

% provided wrtto space needed

General(1)

Reception Desk and Area60 56.3 94%

Program(2)

Language Classroom IT EnabledComputer LabsLearning Resources RoomsSpare LabsClassrooms

737 156.8 21%

Offices(3)

ManagementFacultyFaculty

Non-Academic StaffStudent Services officesSpare

324 274.83(108.22 are

for REP)

85%

Others(4)

LoungeLibrary with a librarians officeActivities roomStudios for art related coursesMeeting room (50 persons)Three rooms for copiers/storage

283 259.53 92%

Total 1,404 747.46 53%(5) Common Areas 351 258.1 74%

Gross Total 1,755 1,005.56 57%

V.3 Diversify/Expand Course Offerings

CEC is constantly seeing to expand and diversify its course offerings in order to meet thechanging demand of its clients and environment. The following are some initiatives currently

being explored by CEC:

Satellite Center: To reach a broader constituency and diversify offerings, CEC will open asatellite center at AUBs Agricultural Research Education Center (AREC), the Bekaa.During the early stages, the satellite center will offer certificates and courses in English andinformation technology. This will allow CEC to reach a new target audience outside thegreater Beirut area.

Agriculture Workshops: FAFS is interested in providing CEC with the materials and staff tooffer certificates and workshops in agriculture in Beirut. FAFS has the materials forworkshops in Organic Agriculture, Urban Agriculture, Agro-tourism, and Management ofRural Development Projects. These workshops will be marketed to government, non-

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governmental, and international organizations in Lebanon and the region. Classes will be heldat CEC and/or workshops will be organized abroad.

Creative Writing: Several general managers of potential corporate clients, including BankAudi, Blom Bank and SGBL, recognize the importance of greater training for theiremployees. To meet these corporate clients needs, CEC will organize new workshops inareas such as creative writing and concise report writing.

Journalism Training Program: Courses will be tailored to clients needs in Arabic, Englishand French and will be conducted at AUB, in-house in Lebanon, and in-country whererequested. Funding will be provided by various sponsors and by nominal charges to the

journalists themselves. REP certificates of participation will be issued to journalists at the endof each course that can last from two days to two or more weeks. In the future CECcertificates in Journalism may be offered as well, pending approval.

V. 4 Expand Marketing Strategy

CEC Website: A new, user-friendly CEC website has been developed with updated courseand registration materials.

Target Corporate Clients: CEC will target corporate clients to meet a whole spectrum ofneeds for organizations within Lebanon. Ongoing market research regarding potential clients

by Drs. Diab and Hallab that began in 2007 identified the following organizations andinstitutions that expressed strong interest in CEC services:

Arab Supply & Trading (ASTRA) Corporation, Saudi Arabia Kuwait Petroleum Corporation (KPC), Kuwait

Bank Audi, Beirut, Lebanon

Sukoni & Sukleen, Beirut, Lebanon

First National Bank, Beirut, Lebanon

Societe Generale de Banques au Liban, Beirut, Lebanon

Banque du Liban et dOutre Mer (BLOM), Beirut, Lebanon

United Nations Agencies

Industries in the Bekaa Region

CEC already has concrete requests for training. Societe Generale requested workshops inCorporate Communications in Human Resources and Corporate Communications inMarketing. These workshops would combine English language teaching with technical

business terminology and practical application. The bank stressed that follow-up sessions areneeded in order for participants to remain updated. Initially eight workshops have beenrequested. Bank Audi is interested in a Creative Writing workshop which may be given ona semi annual basis. Blom Bank also requested a Creative Writing workshop and a ReportWriting workshop focusing on more efficient report writing. Both workshops would also begiven semi annually. Therefore, potentially CEC may deliver 14 workshops to threeorganizations over the coming year.

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Lebanese Executive Forum: After a two-decade cessation, REP will re-establish theLebanese Executive Forum (LEF). LEFs objective is to forge a closer relationship betweenREP/CEC and the Lebanese business community. To do so, LEF will satisfy the needs oflocal businesses in various managerial skills through training and consultancy. In addition,LEF board members will serve as Ambassadors for REP and CEC in the community by

providing added visibility for CEC programs.

Export CEC Products: CECworkshops, certificates, and diplomas will be exported to theGCC and North Africa. Plans are underway to export CEC programs and services to DhofarUniversity and the newly established Prince Fahd Bin Sultan University in Tabuk.

Triangulation Initiatives: Explore joint collaborative initiatives between AUB and otherorganizations to deliver CEC programs. For example, the advantages of an AUB/AUC

partnership in specific continuing education initiatives include:

Designing products that draw on areas of strength in both universities.

AUB-AUC brand name is expected to provide stronger marketability forcontinuing education products in many areas within the MENA region.

AUB-AUC partnership may potentially attract USAID, EU, etc. funding forcontinuing education projects in the MENA region.

Advertising: CEC will embark on an aggressive advertising campaign in local newspapers toensure reaching the widest audience possible.

V.5 Adapting Policies to Meet Demand

Tuition: Currently CEC students are required to pay the full tuition amount at the time ofregistration. In order to attract a more diverse pool of students, particularly those who cannotafford to pay the entire amount immediately, CEC will look at some of the existing systemsfor regular students such as deferred payments. This may include installment payments at the

beginning, middle, and/or end of the semester. Furthermore, CEC will look into thepossibility of attracting scholarships for CEC students.

Compensation: CEC will revisit the compensation package being offered to attract the mostqualified and motivated instructors possible.

AUB Staff: AUB non-academic employees seeking non-degree further education bechanneled through the CEC to register into one of the certificate programs.

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VI. Financial Plan

VI.1 Historical Financial Picture

CEC has enjoyed a positive cash flow for the past decade. As indicated in Table 9, theaverage net revenue for CEC over the past two years (2005-2007) was US$127,259 while theaverage net revenue since 1998 was US$69,183.

VI.2 Current Financial Picture

As can be seen from the following table, a conservative estimate of total net revenue for2007/2008 is US$136,283. This is almost double the average annual revenue since 1998.

Table 9: Revenue and Expenses for CEC for the period 1998-2007

Revenue and Expenses for CEC for the period 1998- 2006

Year Revenue ($) Expenses ($) Net Revenue ($)1997-1998 172,959 164,832 8,127

1998-1999 210,218 208,632 1,586

1999-2000 207,906 156,404 51,502

2000-2001 200,350 161,906 38,444

2001-2002 193,526 126,413 67,113

2002-2003 221,182 134,547 86,635

2003-2004 184,696 148,639 36,056

2004-2005 345,227 197,374 147,8532005-2006 323,002 186,067 136,935

2006-2007 319,385 206,023 113,362

Total 2,378,451 3,544,837 687,613

Annual Average 237,845 354,483 68,761

2007 - 2008

(estimate)325,000 188,717 136,283

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VI.3 Projected Net Revenue

The financial future of CEC is positively correlated to expanding CEC facilities, providingnew course offerings, and increasing administrative support. By providing CEC with theneeded space, CEC is expected to earn over US$2 million over the next ten years, which isover three times the net revenue ($688K) over the past decade (1997-2007) shown in Table 9.Table 10 provides a detailed account of the projected student enrollment, gross revenue,expenses, and net revenue for CEC over the next ten years with the needed space allocated forCEC programs.

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Table 10: Ten Year Net Revenue Forecast (US$)

2006-07 2007-08 2008-09 2009-10 2010-11 2011-12 2012-13 2013-14 2014-15 2015-16 2016-17 Total

Student Count 601 661 727 800 880 968 1,065 1,171 1,288 1,417 1,559 11,137

Revenue fromcourses

291,485 320,634 352,697 387,967 426,763 469,440 516,383 568,022 624,824 687,306 756,037 5,401,557

Revenue fromOther Activities

27,900 32,085 36,898 42,432 48,797 56,117 61,729 67,901 74,692 82,161 90,377 621,088

GrossRevenue ($) 319,385 352,719 389,595 430,399 475,560 525,556 578,112 635,923 699,516 769,467 846,414 6,022,646

CEC Expenses 206,023 216,324 246,610 281,135 320,494 365,363 416,514 437,339 459,206 482,167 506,275 3,937,449

Additional StaffInstructorsSalary Inc.

AdditionalInstructors

Admin.Officer

ITOfficer

Director

TotalExpenses ($)

206,023 216,324 246,610 281,135 320,494 365,363 416,514 437,339 459,206 482,167 506,275 3,937,449

NetRevenue ($)

113,362 136,394 142,985 149,264 155,067 160,194 161,598198,58

4240,309 287,300 340,139 2,085,196

This forecast is based on the following conservative assumptions:

A modest 10% yearly increase in student enrollment for the coming ten years.

No increase in CEC tuition over ten years to remain competitive.

Only a 15% annual increase in revenue from other activities such as the Journalism Training Program and corporate workshops until 2012,and then a drop to 10% (when the JTP project is completed) until 2017.

An annual 14% increase in expenses over 4 years to account for new staff. This includes an Administrative Officer (handling student affairs

and librarian responsibilities), an IT Officer, and a CEC Director at the beginning of the 2011-2012 academic year. An annual 5% increase in expenses from 2013/2014 through 2016/2017.

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VII. CEC Performance During 2006-2007

During the 2006-2007 fiscal year CEC made significant accomplishments:

The syllabi and requirements for all certificate and non-certificate courses were updated

this year. This exercise contributed to adding CEC to the AUB Banner registrationprogram for the first time. While in the past registration for CEC took place manuallyat the CEC office, the fall 2008 semester marked the first time that CEC studentsregistered on the Banner system. Being integrated into the Banner system will ensureaccuracy in all CEC registration procedures and data. It will also facilitate futurereporting and the generation of statistical charts.

Demand for CEC courses has increased over the past four years while this fiscal yearsaw the largest enrollment figures at CEC for the past decade with a student count of601. This represented more than a 26% increase in student enrollment as compared tothe previous academic year.

CEC in cooperation with the Suliman S. Olayan School of Business (OSB), created thecurriculum and program design for the first CEC Human Resource Management(HRM) Diploma program. The new diploma program builds on the already establishedCEC Certificate in Human Resource Management and was launched in the fall 2007semester.

For the first time a detailed listing of CECs programs with certificate requisites,admission requirements, and course descriptions was created and included in the 2007-2008 AUB Catalogue. This 25 page document replaced the one-page description of

CEC traditionally included in the AUB Catalogue.

Plans were developed to begin the Professional Journalism Certificate, under theContinuing Education Center's auspices. The certificate would be a non-academic fouror five course program for working journalists. Professional journalists would enroll totake one course per semester and stretch the process over two academic years, forexample. The following is a list of possible courses we could offer:

1. Reporting, writing and editing2. Investigative journalism3. Multi-media/online journalism4. Media law & ethics

5. Newsroom management

Quality assurance measures at CEC were revisited. To begin enhancing these measuresthe organizational structure of REP in general and CEC in particular was expanded toinclude CEC program coordinators (selected from AUBs full-time faculty). Thesecoordinators will be responsible for quality assurance of CEC certificates and non-certificate programs, local workshops, and regional workshops.

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VIII. Summary for Strengthening CEC Operations in 2007-2008

Some of the challenges and plans for the future include:

1) CEC offerings should be reviewed by REP and the REP Interfaculty Advisory

Committee to meet the demands of the community in light of a detailed study formarket needs.

2) In light of the new universities, institutions and centers, that have become competitorsto CEC over the past decade, it is essential to review not only CECs course offerings

but also the fee structure which is currently in practice.

3) Quality assurance (QA) procedures should be revised which may necessitate theformation of a quality assurance unit within CEC that would be in charge of course andinstructor evaluations carried out at the end of each term as well as exit surveys andsupport staff assessment, etc. This unit will also ensure that QA procedures are

implemented. This may include assigning more coordinators for CEC deliverablesincluding certificate/diploma programs to supervise and recommend courses, textbooksand set standards.

4) Improving CECs marketing strategies including exporting CEC products to the MENAregion.

5) Reactivation of the Lebanese Executive Forum (LEF) that played an important role inkeeping channels open with the community by allowing main key players in our

potential clientele to engage in active roles pertaining to CEC operations.

6) The provision of space for expansion of CEC operations as well as ensuring qualityteaching for existing programs.

7) Setting up CEC satellite centers outside the main campus such as in AREC, Beka.

8) Exploring joint collaborative initiatives between AUB and other organizations todeliver CEC programs.

Documents

Continuing Education Center (CEC) Business Plan, 2007 (1)