Concept Testing and Prelaunch Study of Online Mba Degree Program

8/3/2019 Concept Testing and Prelaunch Study of Online Mba Degree Program

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T E R M P A P E R

CONCEPT TESTING AND PRELAUNCH

STUDY OF ONLINE MBA DEGREE

PROGRAMBased upon a survey conducted among 50 respondents comprising of students and

professionals in Lahore

Submitted to: Mr. Mohsin Muslim

10th December, 2011


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E X E C U T I V E S U M M A R Y

The technology has embraced the innovative learning methodologies. New interactive media is

in use now for delivering educational information. E-Learning has taken the place of traditionalface-to-face educational environment. E-Learning is the learning style empowered by digital

technology. Though, this new learning paradigm is very attractive approach for both learners and

instructor; the growth of web-based learning media is very low. The main beneficiary of any

educational environment is the learner. The satisfaction of the learner is inevitable for successful

implementation of web-based educational environment.

This term paper is showing the factors which are playing influential role towards students and

professionals web-base learning satisfaction. The methodology adopted to obtain information by

administrating a face-to-face survey that was conducted among 50 respondents comprising of

university students and professionals. A 50% quota was used for both students and professionals.The professionals were interviewed using a snowballing non-probability sampling technique.

The research team used both snowballing and systematic random sampling technique to

interview students.

After analyzing results of the data collected we conclude that Fast school of business should not

execute this concept at present because it has a low TOM and SOM recall of its currently offered

MBA. The perceived value against money was low as 62% did not think that they could gain

much value out of this program. 46% Respondents replies indicated that they are less willing to

enroll in this program.

Fast school of Business should not discard this idea because it has the potential to be executed

since the believability of this concept is 74% and majority respondents (68%) also agreed to

universities should offer online degree programs.

Our respondents attitude towards technology, their computer efficacy, and instructor response,

friendly interface of the online learning environment and proper facilitation of technical matters

are the factors that influence their satisfaction towards online education. The client is suggested

to consider these factors for successful virtual education implementation.


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INTRODUCT ION


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Project description

This research project was assigned by our course instructor Mr. Mohsin Muslim in Marketing

Research. The objective of it is to familiarize students about basic procedure which must be

followed while conducting any type of research study. Producing authentic research results is a

paramount responsibility lying with the researcher and any standard procedure which can ensurethat, should be well studied and followed by all people undertaking research. All the research

work conducted by the group has been done after a sound understanding of the research process

studied in the class.

Fast school of business, a reputed university serves as client of the research project. The

assumption is that the top management of this university wants to expand its academic teaching

base by introducing online MBA degree program. The university wants to take an innovator role

by simultaneously offering traditional and contemporary teaching facilities to graduate students.

It is a worthy project because it will also significantly facilitate great number of students who

often are confronted with the dilemma of opting for job or completing masters after graduation

due to time, and finance limitations.

Project goal statement

We defined our project goal statement as to efficiently and effectively complete our project

within the timeline provided and unite our individual proficiencies to produce a quality research

work

Project scope

It was felt that by undertaking a detailed study on promoting online MBA degree program by

Fast school of business, hidden issues could be brought to light and addressed to ensure these

issues do not impede the adoption of e-learning by the university. By identifying both the

obstacles and the positive attitudes held by its target market, the results of this study could form

the basis for a department-wide e-learning implementation plan. The results could also be used to

build future efforts aimed at implementing e-learning not only in the Management sciences

department, but in other departments throughout the Fast University.


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Importance of the research

E-Learning is a new tool which has the potential to enhance and support the traditional learning

system and already it is becoming an integral part of the learning tools used by every educational

organization. The research will provide the client with an opportunity to better understand the

needs of its target market and their receptiveness to the concept of e-learning. The research

project will also help the client to realize an important fact that e-learning in the traditional

university environment does not mean that it will replace completely the traditional learning

mode. It can be incorporated in the existing system only to enhance it not to replace the f2f

classroom training.

Research Objectives

This study was guided by the following research objectives:

1.

To gauge the willingness and need of university students for online MBA program2. To gauge the receptiveness of professionals towards online MBA program

3. To identify and list the potential problems that may impediment the successful imple

mentation of such a program

4. To provide appropriate recommendations for making this E-learning MBA degree pr

ogram a success in FAST.


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L I T ERATURE V IEW


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Educational processes have undergone many changes during the last century. From print learning

materials mailed to students homes, to educational radio broadcasts, to educational television

programming, to recent forays in interactive Web-based e-learning, ongoing technological

changes have been reflected in the evolving role of teachers and students in the learning

equation. Technological changes particularly Web-based e-learning technologies have

resulted in new curriculum design and teaching strategies, new and emerging organizational

structures, and it has even transformed learning itself. To be effective, technology and teachers

must work together to provide challenging learning opportunities. At the nine case study sites,

technology serves the goals of education reform by contributing to:

Student learning through involvement with authentic, challenging tasks

New roles for students and teachers

Professionalization of teachers

Creation of a culture that supports learning both in the classroom and beyond the school

walls

Innovations in teaching and learning have emerged, and educators are in the midst of becoming

more adept at using new educational technologies. This fact is reflected in our changing

language. Terms such as open education, distance education, distance learning, virtual

learning, remote learning, online learning, and e-learning are now part of educators

everyday lexicon. Use of such terminology helps to define and shape the creative innovations

taking place. However, many overlaps can be seen within these terms. Urdan and Weggen

(2000), for instance, found that that online learning constitutes just one part of e-learning; and

further define it as learning processes that take place via the Internet and in blended classroom

contexts. They specified that e-learning covers a wide spectrum of applications and processes,

including virtual classrooms and digital collaboration.

Several research studies have covered effective pedagogical strategies for online teaching.

Partlow and Gibbs, for instance, found from a Delphi study of experts in instructional technology

and constructivism that online courses designed from constructivist principles should be relevant,

interactive, project-based, and collaborative, while providing learners with some choice or

control over their learning.11

Additionally, Keeton investigated effective online instructional

practices based on a framework of effective teaching practices in face-to-face instruction in

higher education. In this study, Keeton interviewed faculty in postsecondary institutions, who

rated the effectiveness of online instructional strategies. These instructors gave higher ratings toonline instructional strategies that "create an environment that supports and encourages inquiry,"

"broaden the learner's experience of the subject matter," and "elicit active and critical reflection

by learners on their growing experience base."


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E-learning

E-learning is commonly referred to the intentional use of networked information and

communications technology in teaching and learning.

The delivery and administration of learning opportunities and support via computer, networked

and web-based technology to help individual performance and development.- (Pollard and

Hillage, 2001, 20)

This is a deliberately wide definition which predominantly includes the use of the Internet,

intranets and CD-ROMs, but also includes video conferencing, satellite-delivered lecturing, and

virtual educational networks.

E-learning in Pakistan

Innovations in teaching and learning have emerged throughout the century, and educators are in

the midst of becoming more adept at using new educational technologies. The advance change in

technology has transformed the way of learning from books to internet surfing and from

traditional classes to e-learning. The concept of distance learning is not a new phenomenon in

Pakistan, where institutions such as Allama Iqbal Open University have been providing for

distance education since 1974. What is new, however, is the way in which digital media and

information computer technologies are shaping the methodology of delivering distance education

and adding efficiency, convenience, interactivity and outreach to learning programs in the form

of e-learning. The e-learning environments provide students with dynamic, interactive nonlinear

access to a wide range of information represented as text, graphics, animation, audio, and video.

Although there are many advantages related to e-learning which Pakistan can exploit but

Unfortunately Pakistan has not been able to take advantage of the possibilities offered by e-

learning. Of many causes behind this status are institutional and technical infrastructure, culture,

computer literacy and access are some of the major challenges. On the other hand governments

commitment to promote e-learning in the country is encouraging and initiatives such as the

establishment of the Virtual University (VU) are commendable. The Virtual University (VU),

which is a project of the government in collaboration with the private sector, was designed on a

modern platform of a Hybrid model of knowledge delivery to provide quality distance education

through broadcast media and the Internet, in order to build a critical mass of information

computer technology professionals within the country. The Virtual University aims at bringing

together scattered teaching resources on to a single platform and make it available across the

country at an affordable cost. Although some steps have been taken towards the development ofe-learning but Pakistan has yet to go a long way in reaping the unique socio-economic benefits of

e-learning.


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MET HODOLOGY


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Study Design: The research design made use of the both quantitative and qualitative

methodologies in the following ways:

1. QUALITATIVE: Exploratory research was conducted by making use of:

a. In-depth interview with the industry experts and faculty members

b. Focus group

I n - d e p t h i n t e r v i e w : The chief source of gathering information in our

qualitative research phase was in-depth interviews with industry experts and faculty members of

Fast school of business. 3 in-depth interviews were conducted over a period of one week (13th

October-20th

October 2011) with 2 people from the business world and 1 faculty member who

provided extremely valuable information which consequently aided us in forming hypothesis for

our research project. The interviewer was guided by a discussion guide through the interview.

The discussion guide is attached in the appendix I. Details of these interviews are as follows:

Interview

Category Designation ofthe interviewee

Method Duration Date Time ofmeeting

Place

1. Industry Expert ProjectManager

Videotaped

35 min 13th

October

4.00pm-4.35pm

CTC

2 . Faculty member AssistantProfessor

Videotaped

30 min 19th

October

3.20pm-3.50 pm

Interviewees office

3 . Industry expert Marketing

ManagerAudiotaped

23 min 20th

October

12.00-12.23

pm

Conferenceroom of

Interviewees workplace

F o c u s g r o u p : The second important source through which the team gathered

information for exploratory study was by way of conducting focus group. The focus group was

conducted among 5 graduate students who participated with great zeal and put in their

constructive input. The moderator prepared a focus group discussion guide and followed it for

the proceedings of the group discussion. The guide is attached in the appendix II. Details of the

focus group are as follows:

Moderator No ofparticipants

Duration Date Time ofmeeting

Place

Sarosh Asad 5 42 min 20th

October 2.30pm-3.12pm

Classroom


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Findings: After conducting three in-depth interviews, the research team was able to clearly

identify some significant points that kept arising in all the interviews. These key highlights were

important in forming the hypothesis for the research which is why we have mentioned them

below:

MBA is highly important in the business world

People are accustomed to working in their old ways. Adaptation is a difficult task

E-learning is an important but nevertheless an intricate approach to implement in

Pakistan due to lack of awareness, no physical communication between instructor and

students, poor infrastructure and resistance of faculty to be a part of such program.

With proper technology, quality assurance, faculty support and stringent examination

policy e-learning can become a potential investment for any institution.

Professionals will be the best target market.

Traditional cant be replaced with virtual educational system completely because

there is still important roles in traditional university (such as discipline, practicalexperience, and social activities) however e-learning will be considered an important

learning tool for all due to increasing time constraints in the future.

Present might not be the right time to promote e-learning in Pakistan but universities

should not discard the idea and keep working upon it to be exploited at the right time

with complete resources.

The focus group discussion with graduate student brought up slightly different ideas. The key

highlights of the focus group were:

E-learning will facilitate students considerably but might be disadvantageous for

students studying at campus

Current faculty of Fast school of business should not be assigned for teaching for the

online MBA program.

The university should target professionals and people from overseas as its target

market for its online program

The university should initiate awareness about E-learning at a smaller scale for e.g. a

blended e-learning approach which mixes traditional f2f and online learning or offer

diplomas in specialized courses via online.

Online program should be offered only if the university can ensure quality provision.

Hypothesis

Based on the findings from the exploratory research the group formulated its hypothesis as:

Professionals will prefer online MBA degree program offered by Fast school of Business more

than the universitystudents


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2. QUANTITATIVE: Conclusive research was conducted to quantitatively assess the

receptiveness of the respondents towards introducing E-learning.

Data sources:Sources of data will include chiefly of:

1. Respondentsa. Professionals

b. University students

Method:The method and sampling plan of collecting data from the respondents at a glance is

as follows:

Population University students

Professionals

Sample size 50Sampling plan Quota sampling

Snowballing

Systematic random sampling

Extent Lahore

Time The survey was conducted in 5 days starting from 28th

Nov-3rd

Dec

Investigative

techniques

Questionnaire

Hybrid

Data collection Face-to-Face administered survey using

tablet (IPad)

Data Analysis Descriptive statistics were calculated by using the

Statistical Analysis tool SPSS


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Population: Our population for the research project includes all university students and

professionals since they are best suited to be the target market and prefer online MBA degree

program.

Sample size:The sample size is 50 because it was predetermined by the course instructor to

be deemed adequate for conducting research at this stage of our research career.

Sampling plan:The sampling plan for our research project makes use of both probability and

non- probability sampling. The following sampling techniques have been used:

Quota sampling: The first sampling technique that has been used is fixing a quota

among our two types of respondents i.e. students and professionals. The group

decided on a 50% quota for both.

Snowballing: The snowballing sampling technique was employed next. Due to time

and financial constraints, the group was obliged to make use of referencing in

reaching out professionals as well as students from universities other than FAST.

Systematic random sampling: To reach out students from Fast school of

Business the group randomly picked 5 classes out of 70 in Management sciences

department and picked 2 respondents from each class. The first respondents and then

next 5th person was selected.

Investigative technique: The questionnaire consisted of 19 questions grouped into four

sections related to the Receptiveness and willingness of respondents towards an online MBA

degree program if offered by FAST school of business. The first section included 3questions

regarding respondents awareness of the current MBA offered by Fast school of Business . Thesecond section included 4 questions about the respondents receptiveness towards e-learning.

The third section included items regarding predictions about brand positioning of MBA currently

offered by Fast University in comparison with other reputed universities. The final section

included telling respondents about the concept and inquiring about its believability, perceived

value against money, and most liked and disliked features. The questionnaire ends with a small

section about demographic information about the respondents.

Scaling techniques

We chose Non- Comparative scaling techniques in order to design our final questionnaire forsurvey. Our questionnaire included both open and close ended questions in order to welcome all

kind of ideas and insights.

We used:

I. Closed ended questions


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Q: Are you aware of any institute offering online degree?

Yes No

II. Itemized Rating scale

Likert Scale

Q: Up to what extent do you agree that online degree programs be promoted by universities?

Strongly disagree cant say anything strongly agree

III. Open-ended Questions

Q: what is your most liked feature of this concept?

Data collection:Data was collected from the respondents face-to-face. The interviewee had

with him/her the questionnaire and used it to present different question to the respondent. The

interviewee used instructions on the questionnaire which guided him through different sections

of the questionnaire. The responses from the respondents were directly coded on the tablet held

by the interviewees partner.

Data Analysis: For the purpose of analyzing data Descriptive statistics such as simple

frequency and averages were calculated using statistical analysis tool SPSS.

Information sought for hypothesis testing

The research team gauged an understanding of information needed to test the validity of the

formulated hypothesis. The team needed to answer following questions,

How important is it to stay abreast with current modes of learning

How familiar are our respondents about the concept of e-learning

Can traditional university system be replaced with online university

What major benefits could be reaped from such an online program

Will the respondents be interested in doing online MBA , if offered by FAST Schoolof Business

What features should the online program have in order for the respondents to be more

willing to participate

What potential obstacles will be faced by university in implementing such an

initiative according to the faculty staff

1 1

54321


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F INDINGS

This section of the report is subdivided into the following sections:

SECTION I: Concept Testing

SECTION II: Receptiveness towards E-learning

SECTION III: Brand Positioning

SECTION IV: Awareness of FASTs MBA program


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SECTION I: Concept Testing

The respondents were explained the purpose of our research explicitly at the end of the

questionnaire. The interviewee explained the concept in the following way:

Concept: Fast school of Business plans on promoting e-learning. The top management of this

university wants to expand its academic teaching base by introducing online MBA

degree program. The university wants to take an innovator role by simultaneously

offering traditional and contemporary teaching facilities to graduate students

This concept was presented to the respondents who had to score it on the following dimensions:

Believability

Perceived value against money

Price intention

Readiness to enroll

Most liked feature

Most disliked feature

Intention to recommend others


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Beleivabilty

The Believability of the following concept was tested*:




offering traditional and contemporary teaching facilities to graduate students

Table 1.1: Believability of the concept Base: 50Responses Frequency Percentages (%) Cumulative %

I dont like it at all 0 0 0 I dont like it 11 22.0 22.0

Cant say anything 2 4.0 26.0

I like it 20 40.0 66.0

I like it very much 17 34.0 100.0

Total 50 100.0

Source: Concept testing and prelaunch research study conducted by students of Fast school of business in Lahore 2011

Discussion on findings

The respondents were inquired about the believability of the concept and according to theirresponses 74% of the respondents held a believable view towards the concept where as 22 % did

not deem the concept believable. Out of the 74 %, 34 enthusiastically supported the concept and

40 only supported. There were also a small percentage of the respondents (4%) which held a

neutral stance and opted to take neither side. But there was no respondent who held an extreme

negative view about the concept. Thus the results indicate the majority of the respondents rated

the believability of the concept positively.

*A following question was asked to respondents on a Likert scale

Q: To what degree would you rank the believability of the concept of initiating online MBA degree program by

Fast school of Business?


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Price Intention

The Price intention of the following concept was tested*:




offering traditional and contemporary teaching facilities to graduate studentsTable 1.2: Price intention of the concept Base: 50

Responses Frequency Percentages (%) Cumulative %

At Rs. 150000

o No 11 22 22.0

o Cant say anything 2 4 26.0

o Yes 37 74 100.0

Total 50 100.0

At Rs. 200000

o No 12 24 24.0


o Yes 22 42 100.0

Total 50 100.0

At Rs. 250000

oNo 30 60 60.0


o Yes 3 6 100.0

Total 50 100.0



The findings indicate that most respondents deem the price level Rs. 150,000 as most suitable

price for this program as 74% said that they will definitely enroll at this price level and only 22

% held a no response. Respondents were not that sure at price level of Rs. 200,000 where 34%

simply took a neutral stance and positive response to enroll fell from 74 to 42 %. Results clearly

indicate that Rs.250000 is certainly not preferable since majority (60%) replied no and only 6 %

were willing to enroll at this price level.


Q: At what price level would you prefer to enroll in this program?


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Perceived Value Against Money

The Perceived value against money of the following concept was tested*:




offering traditional and contemporary teaching facilities to graduate studentsTable 1.3: Perceived Value against Money of the concept Base: 50

Responses Frequency Percentage Cumulative %

None 0 0 0

Only a little 31 62.0 62.0


Sufficient 17 34.0 100.0

Very much 0 0

Total 50 100.0



A large percentage of respondents (62%) did not think that there exists any substantial value to

be gained from this concept. The number of respondents who believed that there exists a

sufficient amount of perceived value against money that can b e gained from this concept wasonly 17 forming a total percentage of 34%. There was a small minority of 4% that maintained a

neutral stance.


Q: What according to you is the perceived value against money of this concept?


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Readiness to enroll

The Readiness to enroll in the following concept was measured*:




offering traditional and contemporary teaching facilities to graduate studentsTable 1.4: Readiness to enroll Base: 50

Responses Frequency Percentages Cumulative %

Not at all 9 18.0 18.0

No 14 28.0 46.0


Yes 18 36.0 92.0

Yes, very much 4 8.0 100.0

Total 50 100.0



The responses from the respondents indicated greater shift towards a negative response about

enrollment in this program since 46 % held that they will not enroll in the program where as 10%

remained undecided. However a substantial percentage of respondents were also willing toparticipate in this program by getting them enrolled. Percentage of such respondents amounted to

44 out of which 8% were very much willing.


Q: Up to what extent would you be willing to participate in this program?


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Readiness to enroll in collaboration with University of Georgia, USA

The Readiness to enroll in the following concept given that the last semester of the program is to

be spent at university of Georgia was measured*:




offering traditional and contemporary teaching facilities to graduate studentsTable 1.5: Readiness to enroll with collaboration of UOG, USA Base: 50


Not at all 0 0 0

No 11 22.0 22.0


Yes 31 62.0 88.0

Most definitely 6 12.0 100.0

Total 50 100.0



The respondents were now more willing to enroll in the program since they were given the

opportunity to spend one last semester in the University of Georgia in USA. The negativeresponses reduced from 46 to only 22 % in this case. And intention to enroll increased from 44%

to 74 percent with a substantial increase of 30%. The results indicated that being able to spend

one semester in abroad would attract greater number of respondents. There were also a very

small percentage of respondents (4%) who still remained undecided.


Q: If you had to spend one semester of online program offered by Fast in university of Georgia, USA would you

enroll?


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Readiness to enroll in different programs

The Readiness to enroll in different programs of the following concept was measured*:




offering traditional and contemporary teaching facilities to graduate studentsGraph 1.1: Readiness to enroll in different academic programs Base: 22


People who had answered in affirmative to Up to what extent would you be willing to

participate in this program? (Which were 22 in total) were further inquired about the kind of

programs they will be interested to participate. The responses from the respondents indicated

greater shift towards enrollment in this program in Human resource Management, Marketing

Research and Finance with percentage rates of 32, 27 and 18 respectively. A substantial

percentage of respondents were also willing to participate in accounting and Management online

programs. Percentages of such respondents were 9 and 14 % respectively.

32%

14%

9%

18%

27%

HRM

Management

Accounting

Finance

Marketing Research


Q: what kind of online MBA would you be most interested to participate?


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Most liked feature

The most liked feature of the following concept was measured*:




offering traditional and contemporary teaching facilities to graduate studentsTable 1.6: Most liked feature of the concept Base: 50

Most mentioned responses Frequency Percentages Cumulative %

Time saving 18 36.0 36.0

Financial benefit 23 46.0 82.0

Flexibility 2 4.0 86.0

Nothing 7 14.0 100.0

Total 50 100.0



Respondents presented different answers to this open-ended question. The responses were

grouped into the four main categories out of which financial benefit was regarded the most liked

feature since 46% of responses fell in this category. Time saving also was opted by a substantial

number of respondents of 36%. 4% of the respondents also regarded the flexibility of the conceptas to be most liked feature. However, there were 14% of the respondents who did not like

anything about the concept.

*A following open-ended question was asked to respondents

What is your most liked feature of this concept?


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Most Disliked feature

The most disliked feature of the following concept was measured*:




offering traditional and contemporary teaching facilities to graduate studentsTable 1.7: Most disliked feature of the concept Base: 50

Most mentioned responses Frequency Percentages Cumulative %

No campus life 19 38.0 38.0

No faculty interaction 12 24.0 62.0

Less value 14 28.0 90.0

Nothing 5 10.0 100.0

Total 50 100.0



Respondents presented different answers to this open-ended question. The responses were

grouped into the four main categories out of which respondents rated no campus life as being the

most disliked feature of this concept. 38% of the total respondents said since they will not have

any social life or campus experience in this program they will regard it as being the most dislikedfeature. According to 24% respondents, being not able to interact with faculty face-to-face was

the most disliked feature. Factors like less value and acceptability also arose and formed the

responses of 28% of the people. There were however 10% of the respondents who did not dislike

anything about the concept.

*A following open-ended question was asked to respondents

Q: What is your most disliked feature of this concept?


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Intention to recommend others

The intention to recommend others about the following concept was measured*:




offering traditional and contemporary teaching facilities to graduate studentsTable 1.8: Intention to recommend others Base: 50


Not at all 0 0

No 11 22.0 22.0


Yes 29 58.0 86.0

Definitely 7 14.0 100.0

Total 50 100.0



Respondents when inquired about their willingness to recommend this concept to others,

majority were ready to recommend. 58% respondents were ready to recommend and 14% were

even enthusiastic about telling it to others. However there were also 22% of the respondents whodid not deem it worthwhile to recommend this concept to others. There was a small percentage

of 6% of the respondents who remained uncertain whether they will recommend other or not

about this online program.

* A following question was asked to respondents on a Likert scale

Up to what extent would you be willing to recommend about this program to others?


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S E C T I O N I F I N D I N G S

Section IV included questions that were aimed at finding the Believability, Price intention,

Perceived value against money, Readiness to enroll, Most liked feature, Most disliked feature,

and Intention to recommend others of the offered online MBA program by Fast school ofBusiness

At a glance the findings from section I are:

The believability of this concept is high as 74% liked it.

Respondents are most willing to enroll at price level of Rs. 150,000

Perceived value against money were low as 62% did not think that they could gain much

value out of this program.

Respondents are less willing to enroll in this program. However their enrollment

intention increases by 30% when they are provided with opportunity to spend onesemester in university of Georgia in USA.

The most liked feature of this program is financial and time saving benefits

The most disliked feature of this program according to the respondents is their inability to

have a campus life

Regardless of their personal intention to participate, 72% of the respondents said that they

will recommend this to others.


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SECTION II: Receptiveness towards E-learning

The respondents were inquired to know their receptiveness towards e-learning. Their

receptiveness was measured on following dimensions:

Awareness of any online degree

Importance of modern learning methods

Promotion of E-learning

Financial Benefit of E-learning

Awareness of any online degree

The awareness of respondents about any online degree offered by any institute was measured*:

Table 2.1: Awareness of any online degree Base: 50Responses Frequency Percentages Cumulative %

Yes 34 68.0 68

No 16 32.0 100

Total 50 100.0


Graph 2.1: Awareness of Institutes offering online degree Base: 34


85%

15%

Awareness of institutes offering online degree

Virtual university

ALAMA IQBAL OPEN

UNIVERSITY


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Majority of the respondents were aware of at least one online degree as 68% of the total

respondents answered in affirmative. Only 32% said that they did not know about any online

degree being offered.

Out of the 68% who were aware of the online degree, they were further inquired to specify the

name of institutes that they were aware of that offers online degree. The results were clearly

inclined towards virtual university as 85 % of the respondents pointed that they were aware of

virtual university as offering online degree.

A small percentage of respondents more specifically 15%, also mentioned Allama iqbal open

university as the institute that offers online degree.

*Following questions were asked to respondents

Are you aware of any institute offering online degree? If yes, please specify the name of the institute


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Importance of modern learning methods

The importance of staying up-to-date with the modern learning methods such as e-learning was

measured*:

Table 2.2: Importance of modern learning methods Base: 50Responses Frequency Percentage (%) Cumulative %

Not at all important 0 0 0

No 8 16.0 16.0


Yes 24 48.0 68.0

very important 16 32.0 100.0

Total 50 100.0



Majority of the respondents were of the view that modern learning methods such as online

should be promoted by universities. 32% considered it as being highly important and 48%

considered it important. Not many respondents believed that modern learning tools should not be

promoted as only 16% held this negative view and only 4% remained undecided. However, we

did not come across any respondent that held an extreme negative view and believed that modern

learning tools should not be promoted at all.


Up to what extent do you think it is important to stay abreast with modern learning methods?


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Promotion of E-learning

The Respondents agreement towards promotion of e-learning by universities was measured*:

Table 2.3: Promotion of E-learning Base: 50Responses Frequency Percentages (%) Cumulative %

Strongly Disagree 0 0 0

Disagree 7 14.0 14.0


Agree 21 42.0 78.0

Strongly Agree 11 22.0 100.0

Total 50 100.0



Respondents also expressed their preference towards promotion of E-learning. 14 % altogether

disagreed that universities should promote online degree programs. However, no respondent took

an extreme negative view and strongly disagreed. 22 % were not able to decide whether

universities should or should not opt for promotion online education and thus opted for a neutral

stance. Majority of the respondents however did prefer of universities to promote online

programs as 42 % agreed and 22% strongly supported the promotion.


Up to what extent do you agree that online degree programs should be promoted by universities?


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Financial Benefits of E-learning

The Respondents agreement towards promotion of e-learning by universities was measured*:

Table 2.4: Financial Benefits of E-learning Base: 50Responses Frequency Percentages Cumulative %

Strongly Disagree 0 0 0

Disagree 0 0 0


Agree 26 52.0 60.0

Strongly Agree 20 40.0 100.0

Total 50 100.0



When inquired about whether the respondents believed that an online degree can considerably

help those met with financial problems, there was not a single respondent who believed

otherwise. An excellent majority of 92% agreed that online degree programs will definitely be

beneficial for people facing financial constraints, out of these 92%, 40 strongly agreed while 52

agreed. Remaining 8% maintained a neutral stance and opted not to take either side.


Up to what extent do you agree that online degree programs can be helpful for people facing financial

constraints?


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S E C T I O N I I F I N D I N G S

Section II included questions that were aimed at finding the Awareness of any online degree,

Importance of modern learning methods, Promotion of E-learning, and Financial Benefit of E-learning perceived by respondents.

At a glance the findings from section II are:

68% of the respondents were aware of online degree being offered.

80% of the respondents agree that it is important to stay abreast with modern learning

methods.

Majority respondents (68%) also agreed to universities should offer online degree

programs

92% agreed that such a program will help people facing financial constraints.


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SECTION III: Brand Positioning

The respondents were inquired in order to measure the brand positioning of the current MBA

offered by FAST University in comparison with other reputable universities.

The respondents were presented with the following grid and had to mark each attribute for the

given universities according to appropriate level of credibility. Their responses could be:

The following table shows the average scores computed for each attribute

Table 3.1: Brand Positioning Base: 50


S E C T I O N I I I F I N D I N G S

Based on the results average scores were calculated for each of the variable against all the

mentioned universities. Respondents ranked LUMS as being the least credible price offerer. Fast

school of business had a credible average score of 3.8 in price. Image of Fast were also above the

average however well below LUMS and LSE. The campus of Fast school of business is not well

regarded by the respondents therefore it scored only 2.3. The quality of education for fast school

of business was again above average but still below LUMS and LSE.

Responses

Strongly Disagree

Disagree

Cant say anything

Agree

Strongly Agree

ATTRIBUTES/UNIVERSITIES FAST-NU LHR LUMS LSE VIRTUAL

UNIVERSITY

UCP

Price 3.8 1.8 2.8 4.2 4

Image 3.2 4.5 3.8 1.4 3

Faculty 3.4 4.6 3.9 2.2 2.9

Venue-campus 2.3 4.4 4.2 N/A 3.2

Quality of education 3.5 4.4 3.8 2.2 3.1


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SECTION IV: Awareness of Fast Universitys MBA

The respondents were inquired to know their level of awareness of MBA currently offered by

FAST school of Business.

The respondents were inquired to know:

The institute offering the best MBA program

Institutes that offer a credible MBA program

Top of the mind recall

The Respondents top of the mind recall of institute offering best MBA program was measured*:

Table 4.1: Institute offering Best MBA program Base: 50Responses Frequency Percentage (%) Cumulative %

LUMS 28 56 56.0

IBA 3 16 62.0

LSE 6 12 74.0

Fast School of

Business2

678.0

Punjab University 8 4 94.0

SZABIST 1 4 96.0

Imperial College 2 2 100.0

Total 50 100.0



To find out our respondents top of the mind recall regarding the institute which they believe

offers the best MBA program, we asked an open ended question and the responses included

some renowned universities. The institute that won the more than half of the votes is LUMS

University that formed the TOM recall of 56% of the respondents. IBA and LSE also were

popular winning a 16% and 12% of the votes. Fast school of Business did form part of TOMrecall of only 6% percent of the respondents. Some other universities that formed TOM recall of

respondents with minority votes are PU, SZABIST and Imperial College with 4%, 4% and 2%

respectively.

* A following open-ended question was asked to respondents

Q: Which university currently offers the best MBA program?


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Share of the mind recall

The Respondents share of the mind recall of institute offering credible MBA program was

measured*:

Table 4.2: Institutes offering credible MBA program Base: 50

Responses Frequency Percentage (%) Cumulative %

LUMS 15 30.0 30.0

FAST-NU 5 10.0 40.0

LSE 16 32.0 72.0

IBA 14 28.0 100.0

Total 50 100.0



The respondents were also inquired to know the share of the mind recall regarding university that

offers a credible MBA and ranks after their top-of-the mind recall. LUMS University which did

not form the top-of-mind recall of the respondents now formed the share of the mind recall of 30

% of the respondents. However, it was LSE that formed the SOM recall of most respondents

with a 32 percentage rate. IBA SOM percentage ratings stood close to LUMS with 28%. In the

SOM recall, fast school of business had a higher recall with a 10% as compared to just 6% in the

TOM recall.

* A following open-ended question was asked to respondents

Q: Which other university can you think of that offers a credible MBA program?


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S E C T I O N I V F I N D I N G S

Section IV included questions that were aimed at finding out the TOM and SOM recall of the

respondents regarding the university offering the best or credible MBA program. To find out our

respondents top of the mind recall regarding the institute which they believe offers the best

MBA program, we asked an open ended question and the responses included some renowned

universities. The respondents were also inquired to know the share of the mind recall regarding

university that offers a credible MBA and ranks after their top-of-the mind recall.

At a glance the findings from section IV are:

LUMS university forms the top-of-mind recall of the 56% of the respondents

IBA and LSE also formed the top-ofthe mind recall of a substantial amount of

respondents with 16% and 12% respectively.

LSE topped the share-of-mind recall of respondents with a clear majority of 32%

LUMS and IBA were answered by 30% and 28 % of the respondents as their SOM recall

FAST school of business had a low TOM recall as only 6% of the respondents believed

that it offers the best MBA. This ratio increased slightly to 10% in the SOM recall of the

respondents.


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H Y P O T H E S I S R E J E C T E D

The SPSS analysis tool allowed us to separately analyze the results obtained from students and

professionals. Following table represents a comparative analysis of responses of our data sources

according to the most important dimensions of Believability, perceived value against money,

readiness to enroll, intention to recommend others, awareness of any online degree, promotion of

e-learning and fast school of business forming a TOM and SOM recall of the respondents.

PROFESSIONALS

n=25

STUDENTS (%)

n=25

Frequency Percentage Frequency Percentage

Concept is believable 16 64 21 84

There is perceivedvalue against money

11 44 6 24

I will enroll 8 32 14 56

I will recommend this

concept to others

15 60 21 84

I am Aware of online

degree

15 60 19 76

E-learning should be

promoted

16 64 16 64

Fast school of business

forms TOM recall

1 4 2 8

Fast school of business

forms SOM recall

3 12 2 8

Based on the above findings our following hypothesis is rejected

Professionals will prefer online MBA degree program offered by Fast school of Business more

than the university students


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C O N C L U S I O N

After analyzing results of the data collected we conclude that Fast school of business should not

execute this concept at present. We reached to this conclusion because MBA currently offered

by Fast school of Business had a low TOM recall as only 6% of the respondents believed that it

offers the best MBA. This ratio increased slightly to 10% in the SOM recall of the respondents

which is still considerably low. The brand position of Fast school of Business remained average

with its getting a highest credible score of 3.8 in price and least credible score of 2.3 in venue-

campus.

The perceived value against money was also low as 62% did not think that they could gain much

value out of this program. Respondents replies indicated that they are less willing to enroll in

this program. However their enrollment intention increases by 30% when they are provided with

opportunity to spend one semester in university of Georgia in USA.

The price level of Rs.150, 000 is deemed most preferable by respondents. The most liked featureof this program is financial and time saving benefits whereas the most disliked feature of this

program according to the respondents is their inability to have a campus life. Regardless of

their personal intention to participate, 72% of the respondents said that they will recommend this

to others.

Fast school of Business should not discard this idea because it has the potential to be executed

since the believability of this concept is 74% and moreover 68% of the respondents were aware

of online degree being offered, 80% of the respondents agreed that it is important to stay abreast

with modern learning methods and majority respondents (68%) also agreed to universities should

offer online degree programs


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R E C O M M E N D A T I O N S

Use a blended e-learning approach:Present might not be the best time to offer a

full time online MBA degree program since TOM and SOM recall of fasts current MBA

were only 6 and 10% respectively, and also 56% respondents were either not interested to

enroll in this program or remained undecided. However since 64% respondents agreed

that some form of online education should be promoted by universities therefore Fast

school of Business can initiate by introducing a blended e-learning approach.

Improve positioning: Fast scored an average score on the brand positioning section.

Concerning areas are its image, faculty and the campus which had an average score of

3.2, 3.4 and 2.3 respectively. These areas must be scrutinized in order to tap the apparent

and hidden problems and improved. This will consequently gain the trust of its target

market regarding this new learning approach.

Expand the scope of the research:As a researcher we suggest the client to conduct

further research. Since the sample size was only 50 and might not fully represent the

population under study it is recommendable to do a more extensive research next time.

Cultural and economical implications aside, there are several cogent reasons for our

client to adopt and implement e-learning into its educational system:

1. The growth of information technology: e-Learning has become an ideal delivery

vehicle for education and learning

2. It is information rich: e-Learning offers both teachers and learners access to

anywhere, anytime information rich resources

3. Alternative learning strategy: e-Learning can reach those previously denied access

(e.g., students with physical disabilities)

4. Blended learning: e-Learning can augment traditional classroom offerings,

thereby freeing up valuable resources and expanding the offering to greater

numbers of campus-based students


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L I M I T A T I O N S O F T H E P R O J E C T

Being a student researcher, many constraints limited our research project. The scope of this

project is limited to the city of Lahore. Besides geographic delimitation, the study may be limited

in its analysis because of inadequate information gathered from the respondents due to theirinability to provide profound views on the new e-learning approach of teaching and learning

processes. Lastly, the sample size chosen was not enough to give a true representation of the total

population.

For our research on the receptiveness of e-learning the constraints include:

Sample Constraint

Our sample size was predetermined by the instructor to be fifty. As this is a very small number

so the results may not indicate the true representation of the total population.

Geographic Constraint

The scope of this project is limited to the city of Lahore.

Analysis Constraint

The study may be limited in its analysis because of inadequate information gathered from the

respondents (students) due to their inability to provide profound views on the new e- learning

approach of teaching and learning processes

Time Constraint

It was a difficult task to complete the whole research accurately within the allocated time period.

Also, since the current season is winter, the team was left with less time that could be utilized to

work together. However, the team finished the project by the assigned deadline.

Cooperation Constraint

The constraint was from the sides of the students and especially the professionals. Both the

professionals and students who were interviewed were unwilling to fill the extensive

questionnaire with excuses of their meetings and classes that had to be attended. Students also

showed non serious attitude towards the questionnaires.

The report has been constructed with the above mentioned limitations.


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R E F E R E N C E S

Malhotra, N. K., & Dash, S. (1994). Marketing Research: An applied orientation

Kinnear, T. C., & Taylor, J.R.(1994). Marketing Research: An applied Approach


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APPENDIX

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Concept Testing and Prelaunch Study of Online Mba Degree Program

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