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THE AMERICAN UNIVERSITY IN CAIRO School of Continuing Education (SCE) Business Studies Division (BSD

)

Stagnant Enrollment into BSD
Marketing Research Report
Team B
Semester (September-December 2011)

Our final report regarding our Marketing Research throughout the semester to detect the causes of BSD stagnant enrollment and to present our final recommendations .

Contents
1. 2. 3. 4. 5. 6. Executive summery .......................................................................................................................................... 3 Introduction ...................................................................................................................................................... 4 Methodology .................................................................................................................................................... 7 Data analysis and Findings...............................................................................................................................10 Conclusions and Recommendations .................................................................................................................22 Limitations and future directions ......................................................................................................................23

Appendix A: Questionnaire and forms ........................................................................................................................24 Appendix B: Statistical output ....................................................................................................................................29 Appendix B: Team Members .....................................................................................................................................29

Page 1 of 29

Figure (1) Students studying in BSD in different certificates Figure (2) Students percent studying in different BSD locations Figure (3) Chart shows students’ satisfaction regarding instructor’s behavior Figure (4) Chart shows students’ satisfaction regarding instructor’s communicability Figure (5) Satisfaction regarding enrollment speed Figure (6) Satisfaction regarding enrolment facility Figure (7) Satisfaction regarding certificates delivery Figure (8) Satisfaction regarding IDs Figure (9) Respondents that would leave BSD Figure (10) Reasons for leaving BSD Figure (11) Reasons for going to other courses providers Figure (12) Respondents that will stay in BSD Figure (13) Segmentation of the survey respondents regarding Education and Work Figure (14) Respondents different titles Figure (15) Schools respondents are studying at Figure (16) Age segmentation of respondents Figure (17) Courses respondents would like to have Figure (18) Methods respondents heard about BSD Figure (19) Most convenient methods of gaining information about BSD Figure (20) Respondents affordability Figure (21) Non-BSD expectations regarding prices Figure (22) Respondents preferred semesters Figure (23) Respondents preferred timings Figure (24) Competitors ranking according to respondents Figure (25) Reasons for not taking courses in BSD

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1. Executive summery Business Studies Division (BSD) contacted us as BSD students to try to detect the reasons of a problem BSD faced for some time that was stagnant number of BSD learners’ enrollment in its courses. As we started our research, we have converted this managerial problem into marketing research problems that included figuring out BSD target customers, customers’ satisfaction, different promotional tools success, measuring target customers’ degree of awareness and checking whether the marketing mix of BSD’s convenience. We could detect our research objectives that we would use throughout the entire research to reach our goals. We then decided how our research design will be. We started to gather exploratory data using all sources of secondary data that were internal like MIS (Marketing Information System) and external like published data in newspapers ads and different internet websites. Later, after we had gathered findings from secondary data, we made some hypothesis to be confirmed throughout primary data collection. Working on primary data through qualitative data, we made some focus groups and in depth interviews with BSD students and non-BSD students to get confirmatory data for our previous hypothesis. Then we worked quantitatively by using human and computer administered surveys through personal and online questionnaires. After gathering the whole data, we entered them into an excel sheet database to be able to get quantitative information to be analyzed. On analyzing the data, we could display the full reasons of the problem and present our recommendations.

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2. Introduction BSD is a division in AUC (American University in Cairo) that presented various business certificates including marketing, sales, accounting, business administration and HR. BSD managers detected a problem that was the stagnant enrollment into BSD every semester; it was found that the problem was present for nearly five years. On contacting us, we started to look for the certain reasons causing the problem. We converted this managerial problem into some research problems that were:          What are the main target segments of BSD? Are current BSD consumers satisfied? Why? What is their word of mouth? Does BSD present its customers perceived value? Do the customers feel they have one? Does BSD need to change any of its course contents? Are BSD potential consumers aware of what BSD presents? Is BSD using the right promotion tools? Do they need to change them? What are the services presented by BSD competitors? What are their competitive advantages? Is BSD present in the right locations? Is BSD offering good prices for their target segments?

We then put specific objectives so as to help us to solve the problem.

Objectives
Our main objectives were to examine current students “satisfaction” and potential customers “awareness”.

These objectives were divided into sub-objectives:

AUC students:  To determine the satisfaction degree of the current students. This objective will help us determine the satisfaction of current students based on the following:  The instructors To measure the degree of satisfaction of the current students regarding instructors (Are they helpful, friendly knowledgeable, punctual, and so forth?)  The textbook We will define their satisfaction about the customized textbooks used by BSD.  Services We will determine the quality of the services.  Classrooms and Educational Tools We will figure out their satisfactions about classrooms used at BSD and the atmosphere inside it. We will determine their perception about the teaching techniques used.  Location Which branch of AUC is preferred most by students? Why? What is their perception about each?

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To detect the current students’ word of mouth We will figure out if current students tell their friends about the courses or not. We will determine why they don’t tell their friends about the course that applied for BSD, if they do not. To figure out how did they know about the courses offered by BSD This objective will show us how they knew about it to figure out who can influence them to use them in our promotion activities. To figure out why did they apply for courses offered by BSD AUC This objective will show us what motivates the current students to apply for these courses which we can use it to attract more customers.

Non-AUC students (Potential Students)  To determine the degree of awareness of the potential students according to BSD’ courses. This objective will help us if we well known courses or not to our potentials. We also figure out why they don’t about BSD. To figure out the affordability of our potentials. This objective will help us to know the affordability of our potential students. To determine which message we need to use in the promotion activities. This objective will help us define our message appeal to our targets that helps us attracting more applicants. To figure out the appropriate promotional tools that we need to use to communicate with our targets. This objective will help us determine the appropriate promotional tools appeal to our targets which attract them to apply for the courses offer by BSD. We might need to use TV ads, more brochures, billboards, and so forth. To figure out the potentials’ perception of AUC and competitors as well. This objective will help us define their perception about AUC and the competitors as well. We might find some negative perception about AUC which will be needed to be changed. We might find a positive perception we don’t know about it which we can use it the promotion activities. To figure out the reasons motivate them to apply for courses offered by BSD. This objective will show us what motivates them to apply. It might be the name of AUC, the power of the certificates in CV, the quality of the educational process at AUC, and so forth. To figure out what the appropriate period needed to finish the courses offered by BSD. This objective will show us the suitable period of time for the potentials students needed to finish the courses. We might discover that the period is long or short. We might need to increase intensive classes. To determine whether each semester start timing is good. This objective will show whether the course timing is concerned by students or not; we will try to determine which timing is best for the students. Page 5 of 29

 

To determine the courses that prospects would come for. This objective will show the courses that each student would care for according to his study and whether the needed courses are present or not and the ability to instruct new courses so as to satisfy the prospects needs. To determine whether some companies would try to improve their employees by making them study in AUC This objective will show us if companies would want to improve their employees, would they send them to AUC? What types of courses would they recommend? Is the available course timings good for them?

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3. Methodology Secondary data We started an exploratory research trying to determine all possible causes of the problem and obtain hypothesis.   INTERNAL DATA through MIS (Marketing Information System) EXTERNAL DATA; including newspapers ads, social networking accounts related to BSD, AUC official website and general comments from BSD students and prospects

Primary Data  Qualitative: the Focus group and in-depth interview

In this research we depend on primary data and secondary data for the primary data collection we depend on some focus groups and in depth interviewees in order to know what in the customers minds achieve the research main goal which is increase the enrolment in BSD-SCE. For focus groups we have more than 1 type of focus groups We divided it to focus group with people who are under graduated and 1 type for focus group of graduated and working and other one for graduated and not working. By this way we follow stratified sampling technique and this to be sure that all the target segments are represented and this will help in getting the right and accurate information. For focus group for non AUC students done by ''Mohamed Mosaad'' in Cairo university for undergraduates age from 19 to 21, faculty of commerce Arabic, number of the group was 4 students, they showed that they need to take courses in CMA and CFA and leadership skills, their perception about AUC was valued place to study, good quality and reputation, high cost, valued certificated they do not know about SCE. Another focus group done by ''Mohamed Hussein'' targeting AUC-BSD students The focus group consists of 3 students, all of them are marketing career certificate two of them are willing to join MBA at AUC and the last one did not want to continue any coerces after finishing this course and this opinion for the one who is not employed they join BSD as they know about its credibility and reputation, two of them hear about AUC from friends and one when he get an E-Mail from AUC about a seminar which will give an introduction about AUC-BSD. They are all satisfied about the price and location, one of them suggest to start course at 7 instead of 6 so that he can come to the course in time, also they likes the atmosphere of AUC, one is satisfied about 55%-60% of the instructors, one said that 12 classes are not enough for the course, one of them did not like the negligence of his instructions. They face an easy registration process but one of them did not get much information about the diplomas, they all got the expected benefits from the marketing course, all of them used word of mouth and tell their friends about AUC, one of them suggest to increase the number of classes for more than 12 classes and to train the customer service team, one of them said he intend to leave AUC and take an MBA in other place which will give him enough knowledge, two of them said that AUC website is complicated, one of them find it very easy, they said that certificates from AUC are good and the logo of the AUC is good in the certificate. For focus group 3 target non AUC students, done by ''Mohamed Hussein'' number of group 3 they showed that they need to take engineering course regarding the construction engineering like auto cat and 3D max, also one Page 7 of 29

of them want to join MBA, one of prefer it at Arab academy because it is accredited their and he hear about it from his friends. They all like el Tahrir location for courses and one of them said he wants the duration be 5 month at most. They were very different in pricing the courses and diplomas. From their point of view two said that the maximum price he can afford is up to 60000 LE for MBA and one said that maximum 900 LE for each course in the certificate, the second one cannot assume the price because he did not know the scale of the course prices at AUC but he can afford for each course up to 1200 LE. They did not use the AUC website as they do not have the intention to join the courses or the MBA at the current time. They do not use the hotline nor the SCE-AUC Facebook page. All of them think that certificates at AUC are good and will help them in life and get a good job with good position. For ranking AUC to competitors, two of them put AUC at the first place then Arab academy and GUC and ESLISCA, and the last one put AUC in the second place after Arab academy and GUC. Another focus group done by ''Ahmed Kamal'' targeting non AUC students done for 3 students in the school of pharmacy Helwan university, two of them showed the intention to join AUC-BSD in sales and marketing and one of them did not have the intention to join AUC-BSD in the next 6 months, they choose AUC for its credibility and its accreditation in the professional life, one of them said that AUC isn't part of his needs at the current time, he think about applying for these courses after holding a good job, for the place they all like el Tahrir campus, two of them said for the duration is according to the courses, for the price one of them cannot assume the price as he did not know the courses scale at AUC, the second one assume that the price be around 650 LE the last one said the price is about 300 LE but the name of the AUC worth more, that's why he have the intention to enroll in the courses, and he can afford AUC prices. All of them said that the certificates of the AUC are good and will help them in their professional life and to get a great job. Additional question for the first person of the group was added which is ''brand personality'' he describes the AUC as a man who wears classic or casual according to the situation and the place he is in, he also class and professional, he also owns a Mercedes car. Another focus group done by ''Mina Magdy'' targeting non-AUC students, graduated and working this focus group is done for LINKDSL employees in Maadi, the focus group consists of 4 persons. The first one was graduated from computer science modern academy; the second one graduated from faculty of law and the others was graduated from communication engineering. For the courses they take one of them did not take any courses, the second and the third one take CCNA courses and the last one take MCITP, ROUTE, PGP and CANA ( all these courses related to communication engineering) For the places it varies from national institute of telecommunications and syndicate of engineering, for the courses they need, they need to English and Spanish in language, computer and network for the place they choose first to take courses. Two of them choose AUC, one of them choose new horizon for network and British council for English, and one have his private instructor for his courses so he take the courses with his instructor and go to any lap to do the online exam and take the certificate, for the preferred time and period three of them prefer a morning courses and one of them prefer night courses. One of them prefer small time courses, one said three months and one said one month and half and one said nothing for the period. For the price they all want suitable prices and for the percentage of their salary they can pay to take courses 2 of them can pay from 25%-30% of their salaries one of them can pay 40% of his salary and one said I can pay all my salary but if this will help me, their English level were different one of them is good, one is fair and one is very good and one is excellent in English, all of them did not know anything about BSD-AUC. All of them like to join BSD to learn and develop their career and get a better job. Three of them have a good expectation about the price one said that it is expensive they all think that the atmosphere and the instructors are good. Page 8 of 29

The last focus group were conducted by: “Amr Rageh”; The Focus Group was held with 2 graduates, currently employed, one as a medical representative at NOVARTIS Pharmaceuticals and the other as a quality assurance team member at SEDICO pharmaceuticals. They will be represented as M and Q respectively. It was concluded that: 1. AUC website was not very informative that Q went to SCE to try to get enough information, while he said that British council website is much better and very informative. 2. Both has no ideas regarding all AUC official pages and accounts on both Facebook and Twitter. 3. Both were interested in taking new courses; T wanted to apply to Sales courses while Q wanted to apply to TQM courses (which are not BSD related) 4. Expectations of M regarding BSD were that the courses are of high price and of high quality. 5. Both have noticed AUC ads in Al-Ahram newspaper. 6. Regarding if they will shift to another courses provider, they suggested the British council. 7. M who is interested in BSD wishes to take courses 2days/week for about 2-3 months. 8. Q who had a previous English course in SCE was not very satisfied regarding materials but was satisfied regarding general atmosphere. 9. Both had heard that AUC presents courses but they have not heard about SCE/BSD

Quantitative

We presented the questionnaire personally and made an online survey with the link: https://qtrial.qualtrics.com/SE/?SID=SV_8upxdV6cdbL47ti. We collected about 105 persons. We made a survey for all segments we should focus on throughout our research, we presented a questionnaire to BSD students and potential prospects whether are graduates (employed or not) or undergraduates. (A copy of the printed questionnaire is present in the appendix A)

Page 9 of 29

4. Data analysis and Findings On exploring INTERNAL DATA through MIS (Marketing Information System), we have found that:  On determining the satisfaction of the current students and we found the following:  60-70 % of students of level1 (Achievement) continue to level 2(Foundation) and 60-70% of students of level2 continue to level3 (Career)  80-90% of student are generally satisfied  Students are satisfied with the location(Falki Building) On determining BSD prices and expenditures policy, we found the following:  BSD offers High Quality with High Price  BSD’ policy is to increase the price with 10% a year  School of Continuing Education (SCE) including BSD expenditures for marketing is 60,000 L.E. per year.  The breakeven of BSD is 15 students per class

On exploring EXTERNAL DATA; including newspapers ads, social networking accounts related to BSD, AUC official website and general comments from BSD students and prospects, it was found that:      Undergraduates studying in different universities are not fully aware of BSD courses offerings; most of them do not know the difference between MBA and general certificates. Non-BSD students feel that AUC courses in general are very expensive that they cannot afford. Many problems were found with currently used promotional tools; prospects found many misleading ads including AUC name. Many competitors are present offering similar certificates or others; some offer online courses, full diplomas with less prices, making it hard to detect a certain competitor for BSD. Among competitors detected were: Arab Academy for training and technology, Egyptian Training Center, Tatwer, edara.com, Cairo University and MBA providers as Cape Briton University and ESLSCA. Regarding promotional tools used: o AUC official website contains no specific section for BSD; it was also found that using the website is not flexible for gaining enough information. o Social networking accounts (Facebook, Twitter and LinkedIn) had some problems like late replies, not weak activity and non-attractive content. o Newspapers ads and public events were found to be good.

Our Hypothesis:     Awareness of non BSD students especially undergraduates in other universities has to be increased regarding BSD courses offerings and prices. Promotion throughout the web including social networking accounts and AUC official website has to be changed to be more flexible, more attractive and more communicating. Courses timings regarding the start time throughout the day and semester start should be considered to target different segments. Some students leave BSD each semester without detecting their exact word of mouth.

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Qualitative data (Focus groups and in-depth interview) findings: 1. 2. 3. 4. 5. 6. AUC website severely needs to be changed. SCE/BSD pages on social networks are not very popular so require more attention, more activity and better content. General promotion for BSD is not strong so needs more attention and better promotional tools. Many people expect that all SCE courses’ prices are high. Satisfaction measurement survey must be changed to detect further information regarding students’ satisfaction. New target segments must be set for BSD regarding graduates by planning for better communication with graduates and employed personnel by contacting companies and find suitable promotional tools to reach graduates.

Quantitative data (printed and online Questionnaire) findings

Regarding BSD students:

Figure (1) Students studying in BSD in different certificates
45% 40% 35% 30% 25% 20% 15% 10% 5% 0%

Series1

Achievement in Sales and Marketing 25%

Foundation Marketing Certificate. 39%

Foundation Sales Certificate. 21%

Marketing Career Certificate 14%

Figure (1) The samples reviewed that the least number of respondents among BSD students were at the career certificate.

Page 11 of 29

Figure (2) Students percent studying in different BSD locations
50% 40% 30% 20% 10% 0% Series1 Falaki 44% Heliopolis New Cairo Tahrir Main Zamalek Compus 10% 0% 36% 10%

Figure (2) Most of BSD students were present at Falaki and Main Campus which show us that most of people found Tahrir area convenient for them. Regarding satisfaction, it was found that most of BSD students are generally satisfied with most issues they were asked in the questionnaire. For more details see the full satisfaction charts provided in the excel file provided. It was noticed that there were some issues which did not completely satisfy the BSD students, few were not satisfied with instructors’ behaviour and communicability. (N.B. 1 is very satisfied, 2 is satisfied, 3 is moderate, 4 is not satisfied and 5 is very unsatisfied)

Figure (3) Chart shows students’ satisfaction regarding instructor’s behavior
1 2 3 4 5

0%

3% 0%

26%

71%

Figure (3) This percent regarding instructors’ efficacy is of no importance. Page 12 of 29

Figure (4) Chart shows students’ satisfaction regarding instructor’s communicability
1 2 3 4 5

0% 3% 6% 28%

63%

Figure (4) Also here this percent is not significant regarding instructors’ communicability.

Most un-satisfaction was found regarding enrolment processes, some people disliked enrolment speed and facility.

Figure (5) Satisfaction regarding enrollment speed
1 2 3 4 5

Figure (6) Satisfaction regarding enrolment facility
1 2 3 4 5

0%
9% 20% 20% 11% 14%

3%
12%

51%

60%

Figure (5)

Figure (6)

Figure (5) shows un-satisfaction regarding enrolment speed while Figure (6) shows satisfaction regarding enrolment facility, the two figures were recorded as highest percent of un-satisfaction. This proves that a lot of BSD students have problems with enrolment process. Through MIS previously contacted, it was determined that 20-25 % of BSD students register at the first week after the course starts, some respondents told us that they found problems and took long time on registering at this period. Other satisfaction problems were determined regarding certificates delivery and students IDs. Nearly 50 % were un-satisfied, so these issues require to be looked at. This is showed in Figure (7) and (8) respectively. Page 13 of 29

Figure (7) Satisfaction regarding certificates delivery
40% 35% 30% 25% 20% 15% 10% 5% 0% Series1 Axis Title 1 6% 2 34% 3 29% 4 29% 5 3%

Figure (8) Satisfaction regarding IDs
35%
30% 25% 20% 15% 10% 5%

Axis Title

0%
Series1

1 9%

2 31%

3 14%

4 29%

5 17%

Figure (7) Most of other issues showed general satisfaction from our respondents.

Figure (8)

On trying to know if they would like to take courses out of BSD, 46 % answered with yes (showed in Figure 9). And the main reasons for leaving BSD were considered to be un-satisfied with some of the previous issues, doing masters, taking MBA and lack of time (Showed in Figure 10). Many respondents showed that they think they would find better instructors and better prices mainly in other courses out of BSD (showed in Figure 11). That shows that there is a problem regarding the perceived value obtained by BSD students. This may conclude that some of BSD students did not find that the prices of BSD courses are not equal to what they get in their courses. This issue should be considered in another research.

Figure (9) Respondents that would leave BSD
56% 54% 52% 50% 48% 46% 44% 42% 40% Series1

Axis Title

Yes 46%

No 54%

Figure (9)

Page 14 of 29

Figure (10) Reasons for leaving BSD
45% 40% 35% 30% 25% 20% 15% 10% 5% 0% Better Books Series1 13% Better Instructors 40% Better Materials 13% Better Prices 20% Better Timings 0%

Axis Title

More Accredited Certificates 13%

Figure (10)

Figure (11) Reasons for going to other courses providers
35% 30% Axis Title 25% 20% 15% 10% 5% Unsatisfied with some Looking for Not enough Unqualified other issues that materials Instructors courses mentioned before Series1 31% 6% 6% 6% 0%

Studying MBA 19%

Doing Masters 13%

No time

19%

Figure (11) However, more than 90 % of current students are willing to complete their courses in BSD.

Page 15 of 29

Figure (12) Respondents that will stay in BSD
100% 80% Axis Title

60%
40% 20% 0% Series1 Yes 94% No 6%

Figure (12) Regarding all of our respondents:  They were segmented as: undergraduates and graduates who are employed or not.

Figure (13) Segmentation of the survey respondents regarding Education and Work
Graduate Employed Graduate Unemployed Undergradute

46%

31%

23%

Figure (13)  Most employees work different titles showed in Figure (14)

Figure (14) Respondents different titles
20% 18% 16% 14% 12% 10% 8% 6% 4% 2% 0% 18% 12% 9% 12% 9% 9%

6%

6%

6%
3%

6%
3%

Figure (14) Page 16 of 29

A lot of our respondents were pharmacists and Commerce students or graduates. Figure 15 shows schools current students are studying at. Figure showing schools our respondents are graduated from is found in the excel sheet.

Figure (15) Schools respondents are studying at
70% 60% 50% 40% 30% 20% 10% 0%
Faculty of Engineering Series1 4% Faculty of Pharmacy 60% Faculty of Commerce 13% Faculty of Medicine 6% Axis Title

B.I.S (Business Information System) 17%

Figure (15)

 

The age range was mostly found to be from 18 to 27. Most are willing to take marketing and sales courses mainly and HR to some extent.

Figure (16) Age segmentation of respondents
70% 60% 50% 40% 30% 20% 10% 0% Series1

Axis Title

<18 0%

18-22 59%

23-27 36%

28-32 2%

33-37 2%

38-42 0%

>42 1%

Figure (16)

Page 17 of 29

Figure (17) Courses respondents would like to have 43% 45%
40% 35% 30% 25% 20% 15% 10% 5% 0% 21%

18%

7% 2% 1% 1% 1% 1% 1% 1% 1%

3%

1%

1%

Figure (17)

Regarding promotional tools, it was found that BSD was mainly known through good word of mouth and a lot of our respondents did not hear about it at all.

Figure (18) Methods respondents heard about BSD
1% 1% 1% 5% 52% 8%
A friend

19%

A website (AUC official website)

A newspaper ad
A social network page

A search engin
Family members Feedback mails

1%

Information Desk

12%

Did not hear about them

Figure (18) Also, it was found that the most convenient way to get information about BSD were through using internet like Facebook page and AUC official website.

Page 18 of 29

Figure (19) Most convenient methods of gaining information about BSD
40% 35% 30% 25% 20% 15% 10% 5% 0% AUC website
Series1 30% Calling AUC hotline 9%

Axis Title

Facebook page
38%

Newspaper ads
1%

Visiting AUC information desk 17%

Ask a friend 4%

Figure (19) 

Prices offered by AUC were very convenient for most of our respondents (Showed in Figure 20). However, non-BSD students had a wrong expectation among the prices offered by BSD (Showed in Figure 21). Figure (20) Respondents affordability
<750 750-1500 >1500

4%

46% 50%

Figure (20)

Page 19 of 29

Figure (21) Non-BSD expectations regarding prices
50% Axis Title
40% 30%

20%
10% 0% Series1 Very High 21% High 41% Moderate 36% Low 2% Very Low 0%

  

Figure (21) Tahrir area was found to be very convenient rather than other areas. Full semester courses and intensive courses were found to be equally satisfying our respondents. Our respondents preferred to take courses in spring semester (January-April) and to be at (6 p.m. to 9 p.m.)-(Showed in Figures 22 and 23).

Figure (22) Respondents preferred semesters
January-April May-August September-December

31%

46%

23%

Figure (22)

Figure (23) Respondents preferred timings
50% 45% 40% 35% 30% 25% 20% 15% 10% 5% 0% 9a.m.-12p.m. Series1 11% 12p.m.-3p.m. 20% 3p.m.-6p.m. 20% 6p.m.-9p.m. 47% Axis Title

Longer Seeeions in weekends (5hours) 2%

Figure (23) Page 20 of 29

Regarding competitors, we found that there is no certain main competitor our respondents would will to go to, but the competitors are many.

Figure (24) Competitors ranking according to respondents
2.5 2 # of votes 1.5 1 0.5 0 1 2 3 4 Total American Chamber 2

Eslsca
1 1

GUC

Arab Cairo Academy University 1 1 1

MSA

New Horizon 1

Yat
1

1

2 2 2 2 2 1 1 1 1

\

Figure (24) It was found that many of our respondents especially who are employed take sales courses like Medical representatives and sales personnel. Undergraduates look for courses in Cairo and Ain-Shams universities. (Showed in Q.45 in excel sheet)

It was found that the respondents who did not take courses at BSD explained their reasons to be lack of information mainly and lack of time.

Figure (25) Reasons for not taking courses in BSD
50% 45% 40% 35% 30% 25% 20% 15% 10% 5% 0% Bad word of mouth Series1 1% Expected to be expensive 26% Lack of information 47% Lack of time 19% Not Interested 6% Lack of money 1% Axis Title

Searching for a suitable place 1%

Figure (25)   Most of our BSD respondents did not mention specific recommendations. For more data, please check the excel file. Page 21 of 29

5. Conclusions and Recommendations The main problem found was to be the used promotional tools; all of our findings showed that non-BSDs either did not hear about BSD or tried to gather information about it using the AUC official website (which was found to be not flexible) and Facebook page (which was found not to be very beneficial). So it is recommended to take more care regarding the social networking accounts on Facebook, Twitter and LinkedIn to be more active, more attractive and displaying more announcements, better and quicker responses. AUC website requires to have a BSD separated department and to display more information regarding BSD’s courses offerings so as to be more flexible. More promotional tools are to be used, companies employing sales personnel should be contacted for courses to develop their employees’ skills, and care should be taken for pharmaceutical companies specifically whom have many medical representatives study in BSD. Pharmacists should be more targeted, either as students or employees. Commerce students also are required to be better targeted. More newspapers ads should be present. Sales promotions have to be made in spring semester as it is attractive to many personnel who want to study in BSD; also it is required to add more timing for the course rather than presenting one (6-9 p.m.) to satisfy all prospects including employees and undergraduates. Perceived value of the courses presented in BSD are to be rechecked in a separate research. Enrolment after beginning the semester requires a solution like presenting more employees for faster accessibility or make sales promotions for early registration with better announcements through social networking accounts. I.D. has to be changed for more students’ satisfaction and better image. Certificates delivery has to be much easier so that the certificates are available after the course end by certain time that would be announced. Classes should be increased in Tahrir area (Falaki and Main Campus) and more facilities should be presented to New Cairo and Heliopolis so more students would go there like buses moving from tahrir and different courses timings.

Page 22 of 29

6. Limitations and future directions
  Sampling bias Time and cost constraints Measurement errors

Page 23 of 29

Appendix A: Questionnaire and forms

AUC (American University in Cairo) always tries to do its best regarding helping Egyptians for continuous learning. That is the main purpose of SCE (School of Continuing Education). BSD (Business Studies Division) is a department of SCE, we are very interested to know your feedbacks if you are BSD student and to determine the awareness degree of Non-BSD students regarding our courses offerings. This questionnaire is designed to help us improving our services and customers’ satisfaction for whom had joined us and determines the interests and expectations for anyone who would like to join BSD courses. Thanks very much for completing this questionnaire. We would be very glad to offer you a free session that will identify all of the BSD services available and other SCE services.

PLEASE USE YOUR PEN OR PENCIL TO TICK THE RIGHT ANSWER, YOU MAY HAVE MORE THAN ONE ANSWER
1. Have you ever taken course in BSD? o Yes, please specify them…………………………………………………………………………… …………………………………………………………………………………………………….... o No 2. Where do you take your course? o El-Falaki o Heliopolis o New Cairo o El-Tahrir Main Campus o El-Zamalek 3. What is your title: o Graduate Employed, please mention your job: ………………………………………..................... o Graduate Un-employed, please mention your graduation school: ………………………………… o Under Graduate, please mention your school: …………………………………………………….. 4. What is your age: o -18 o 18-22 o 23-27 o 28-32 o 33-37 o 38-42 o +42

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5. If you are interested to take courses to support your career in future, what type of courses would you prefer to take? o Accounting o HR o Management o Marketing o Others, please mention them: …………………………………………………………………… 6. How did you hear about BSD (Business Studies Division) in AUC courses offerings: o A friend o A website (AUC official website) o A newspaper ad o A social network Page o A search engine o Others, please mention……………………………………………………………………………... o Did not hear about them 7. What is your most convenient way to get information about BSD courses offerings? o AUC website o Calling AUC hotline o Facebook page o Newspapers ads o Visiting AUC Information desk o Others, please mention them……………………………………………………………………….. 8. Please rank the tools mentioned in Question (7) in a descending order according to their attractiveness (1 is most attractive, 6 is the least attractive). 9. What are/were your expectations about BSD courses regarding quality as a general: o Very Good o Good o Moderate o Bad o Very Bad 10. What are/were your expectations about BSD courses regarding courses prices as a general: o Very High o High o Moderate o Low o Very Low 11. What is the maximum amount of money you would pay for each BSD course material per semester? (By Egyptian pounds) o -750 o 750-1500 o +1500

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12. What is the most suitable AUC branch for you? o Heliopolis o New Cairo o El-Tahrir o El-Zamalek 13. What duration of the semester would you prefer? o Full semester (12 weeks) o Intensive semester (6 weeks) o Other, please specify……………………………………………………………………………………………… 14. Which semester would you prefer best? o January-April o May-August o September-December 15. How many times would u like to attend each course per week? o One time o Two times 16. What is the suitable time for you to take your course? o 9a.m.-12p.m. o 12 p.m.-3 p.m. o 3p.m.-6p.m. o 6p.m.-9p.m. o Longer Sessions in weekends (5 hours) IF ARE AN AUC STUDENT, PLEASE TICK THE BEST CHOICE REGARDING YOUR SATISFACTION ABOUT DIFFERENT ISSUES, IF YOU ARE NOT AN AUC STUDENT PLEASE SHIFT TO QUESTION (40)
Very Satisfied 1 Satisfied 2 Moderate 3 Unsatisfied 4 Very unsatisfied 5

17. Studying materials 18. Books 19. Classes Cleanliness 20. Educational Equipment 21. Studying activities and assignments 22. Duration of each session 23. Instructors’ behavior 24. Instructors’ efficacy 25. Instructors’ communicability

o o o o o o o o o

o o o o o o o o o

o o o o o o o o o

o o o o o o o o o

o o o o o o o o o

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26. General Atmosphere 27. Enrollment process speed 28. Enrollment process facility 29. Follow up for important announcements 30. Certificates Delivery 31. Your I.D. 32. Session’s Timing 33. Location

o o o o o o o o

o o o o o o o o

o o o o o o o o

o o o o o o o o

o o o o o o o o

34. Do you intend to take more courses at BSD in the future? o Yes o No 35. Are you going to take more business courses out of BSD? o Yes (Go to Question 34) o No 36. Why would you leave BSD? o Unsatisfied with some issues (mentioned in Questions 17-33) o Unsatisfied due to other issues, please specify…………………………………………………….. ……………………………………………………………………………………………………… o Other reasons, please specify………………………………………………………………………. ……………………………………………………………………………………………………… 37. What are the other business courses providers you would like to have courses at? Please rank them in a descending order (Starting with highest priority to lowest one) ……………………………………………………………………………………………………… ……………………………………………………………………………………………………… ……………………………………………………………………………………………………… ……………………………………………………………………………………………………… 38. Why would you think any other business courses providers are better than BSD? o Better Books o Better Instructors o Better Materials o Better Prices o Better Timings o More accredited certificates o Others, please specify……………………………………………………………………………… 39. Do you have any recommendations regarding the development of BSD services you would like to add? ……………………………………………………………………………………………………………… ………………………………………………………………………………………………………………

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40. Have you ever taken any business courses? o Yes o No (Go to Question 43) 41. Please specify the course(s) title(s) ……………………………………………………………………………………………………………… ……………………………………………………………………………………………………………… 42. Please specify where did you take the course(s) ……………………………………………………………………………………………………………… ……………………………………………………………………………………………………………… 43. Why did not you try to join AUC-BSD courses? o Bad word of mouth o Expecting to be expensive o Lack of information o Other, please specify……………………………………………………………………………….. 44. Please, would you specify why have not you taken any courses yet? …………………………………………………………………………………………………………...

Thanks, we do appreciate your opinions. It is our pleasure to have your feedbacks Please Notice that your answers and contacts are much secured, wish we did not disturb you… Name Gender …………………………………………………………………………… ……………………………………………………………………………

E-mail (optional) ……………………………………………………………………………

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Appendix B: Statistical output Present in the attached excel sheet

Appendix B: Team Members         Ahmed Kamal Mohamed Mosa'ad Hosam Shahin Amr Rageh Mina Magdy George Moheb Ahmed Gamal Mohammed Hussein

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