1

TERM

PAPER

CONCEPT TESTING AND PRELAUNCH STUDY OF ONLINE MBA DEGREE

PROGRAM
Based upon a survey conducted among 50 respondents comprising of students and professionals in Lahore

Submitted to: Mr. Mohsin Muslim

10th December, 2011

EXECUTIVE SUMMARY
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 traditional face-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.

INTRODUCTION

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 ensure that, 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.

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 program 2. 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.

LITERATURE VIEW

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 to online 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."

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 elearning. 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 of e-learning but Pakistan has yet to go a long way in reaping the unique socio-economic benefits of e-learning.

METHODOLOGY

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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: Inter view 1. 2 . Category Designation of the interviewee Project Manager Assistant Professor Marketing Manager Method Duration Date Time of meeting 4.00pm4.35pm 3.20pm3.50 pm 12.0012.23 pm Place

Industry Expert Faculty member

Video taped Video taped Audio taped

35 min 30 min

13th October 19th October 20th October

CTC Interviewee s office Conference room of Interviewee s workplace

Industry expert 3 .

23 min

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 Sarosh Asad No of participants 5 Duration 42 min Date 20th October Time of meeting 2.30pm3.12pm Place Class room

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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, practical experience, 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 university students

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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. Respondents a. Professionals b. University students

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

Population Sample size Sampling plan

University students Professionals 50 Quota sampling Snowballing Systematic random sampling Lahore The survey was conducted in 5 days starting from 28th Nov-3rd Dec Questionnaire Hybrid Face-to-Face administered survey using tablet (IPad) Descriptive statistics were calculated by using the Statistical Analysis tool SPSS

Extent Time Investigative techniques Data collection

Data Analysis

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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. The second 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 for survey. 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

1

No

II.

Itemized Rating scale Likert Scale Q: Up to what extent do you agree that online degree programs be promoted by universities?
1 2 3 4 5

Strongly disagree III.

cant say anything

strongly agree

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 School of 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

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FINDINGS
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

17 Beleivabilty

The Believability of the following concept was tested*:

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

Table 1.1: Believability of the concept

Base: 50

Responses I dont like it at all I dont like it Cant say anything I like it I like it very much Total

Frequency
0 11 2 20 17 50

Percentages (%)
0 22.0 4.0 40.0 34.0 100.0

Cumulative %
0 22.0 26.0 66.0 100.0

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 their responses 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?

18 Price Intention

The Price intention of the following concept was tested*:

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
Table 1.2: Price intention of the concept Base: 50

Responses At Rs. 150000 o No o Cant say anything o Yes Total At Rs. 200000 o No o Cant say anything o Yes Total At Rs. 250000 o No o Cant say anything o Yes Total

Frequency
11 2 37 50 12 16 22 50 30 17 3 50

Percentages (%)
22 4 74 100.0 24 34 42 100.0 60 34 6 100.0

Cumulative %
22.0 26.0 100.0

24.0 56.0 100.0

60.0 94.0 100.0

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

Discussion on findings
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.
*A following question was asked to respondents on a Likert scale Q: At what price level would you prefer to enroll in this program?

19 Perceived Value Against Money

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

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
Table 1.3: Perceived Value against Money of the concept Base: 50

Responses None Only a little Cant say anything Sufficient Very much Total

Frequency
0 31 2 17
0

Percentage
0 62.0 4.0 34.0
0

Cumulative %
0 62.0 66.0 100.0

50

100.0

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

Discussion on findings
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 was only 17 forming a total percentage of 34%. There was a small minority of 4% that maintained a neutral stance.

*A following question was asked to respondents on a Likert scale Q: What according to you is the perceived value against money of this concept?

20 Readiness to enroll

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

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
Table 1.4: Readiness to enroll Base: 50

Responses Not at all No Cant say anything Yes Yes, very much Total

Frequency
9 14 5 18 4 50

Percentages
18.0 28.0 10.0 36.0 8.0 100.0

Cumulative %
18.0 46.0 56.0 92.0 100.0

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

Discussion on findings
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 to participate in this program by getting them enrolled. Percentage of such respondents amounted to 44 out of which 8% were very much willing.

*A following question was asked to respondents on a Likert scale Q: Up to what extent would you be willing to participate in this program?

21 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*:

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
Table 1.5: Readiness to enroll with collaboration of UOG, USA Base: 50

Responses Not at all No Cant say anything Yes Most definitely Total

Frequency
0 11 2 31 6 50

Percentages
0 22.0 4.0 62.0 12.0 100.0

Cumulative %
0 22.0 26.0 88.0 100.0

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

Discussion on findings
The respondents were 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 negative responses 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.

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

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

22 Readiness to enroll in different programs

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

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
Graph 1.1: Readiness to enroll in different academic programs Base: 22

27% 32% HRM Management Accounting Finance Marketing Research

18% 14% 9%

Discussion on findings
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.

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

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

23 Most liked feature

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

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
Table 1.6: Most liked feature of the concept Base: 50

Most mentioned responses Time saving Financial benefit Flexibility Nothing Total

Frequency
18 23 2 7 50

Percentages
36.0 46.0 4.0 14.0 100.0

Cumulative %
36.0 82.0 86.0 100.0

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

Discussion on findings
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 concept as 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?

24 Most Disliked feature

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

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
Table 1.7: Most disliked feature of the concept Base: 50

Most mentioned responses No campus life No faculty interaction Less value Nothing Total

Frequency
19 12 14 5 50

Percentages
38.0 24.0 28.0 10.0 100.0

Cumulative %
38.0 62.0 90.0 100.0

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

Discussion on findings
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 disliked feature. 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?

25 Intention to recommend others

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

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
Table 1.8: Intention to recommend others Base: 50

Responses Not at all No Cant say anything Yes Definitely Total

Frequency
0 11 3 29 7 50

Percentages
0 22.0 6.0 58.0 14.0 100.0

Cumulative %
22.0 28.0 86.0 100.0

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

Discussion on findings
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 who did 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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SECTION

I FINDINGS

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 of Business 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 one semester 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: 50

Responses Yes No Total

Frequency
34 16 50

Percentages
68.0 32.0 100.0

Cumulative %
68 100

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

Graph 2.1: Awareness of Institutes offering online degree

Base: 34

Awareness of institutes offering online degree

15%

Virtual university ALAMA IQBAL OPEN UNIVERSITY

85%

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

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Discussion on findings
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

29 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: 50

Responses Not at all important No Cant say anything Yes very important Total

Frequency
0 8 2 24 16 50

Percentage (%)
0 16.0 4.0 48.0 32.0 100.0

Cumulative %
0 16.0 20.0 68.0 100.0

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

Discussion on findings
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.

* A following question was asked to respondents on a Likert scale Up to what extent do you think it is important to stay abreast with modern learning methods?

30 Promotion of E-learning

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

Table 2.3: Promotion of E-learning Base: 50

Responses Strongly Disagree Disagree Cant say anything Agree Strongly Agree Total

Frequency
0 7 11 21 11 50

Percentages (%)
0 14.0 22.0 42.0 22.0 100.0

Cumulative %
0 14.0 36.0 78.0 100.0

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

Discussion on findings
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.

* A following question was asked to respondents on a Likert scale Up to what extent do you agree that online degree programs should be promoted by universities?

31 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: 50

Responses Strongly Disagree Disagree Cant say anything Agree Strongly Agree Total

Frequency
0 0 4 26 20 50

Percentages
0 0 8.0 52.0 40.0 100.0

Cumulative %
0 0 8.0 60.0 100.0

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

Discussion on findings
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.

* A following question was asked to respondents on a Likert scale Up to what extent do you agree that online degree programs can be helpful for people facing financial constraints?

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SECTION II FINDINGS

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 Elearning 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: Responses Strongly Disagree Disagree Cant say anything Agree Strongly Agree

The following table shows the average scores computed for each attribute
Table 3.1: Brand Positioning Base: 50

ATTRIBUTES/UNIVERSITIES FAST-NU LHR Price Image Faculty Venue-campus Quality of education 3.8 3.2 3.4 2.3 3.5

LUMS 1.8 4.5 4.6 4.4 4.4

LSE 2.8 3.8 3.9 4.2 3.8

VIRTUAL UNIVERSITY 4.2 1.4 2.2 N/A 2.2

UCP 4 3 2.9 3.2 3.1

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

SECTION III FINDINGS

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.

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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: 50

Responses LUMS IBA LSE Fast School of Business Punjab University SZABIST Imperial College Total

Frequency
28 3 6 2 8 1 2 50

Percentage (%)
56 16 12 6 4 4 2 100.0

Cumulative %
56.0 62.0 74.0 78.0 94.0 96.0 100.0

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

Discussion on findings
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 TOM recall 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?

35 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
LUMS FAST-NU LSE IBA

Frequency
15 5 16 14 50

Percentage (%)
30.0 10.0 32.0 28.0 100.0

Cumulative %
30.0 40.0 72.0 100.0

Total

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

Discussion on findings
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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SECTION IV

FINDINGS

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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HYPOTHESIS REJECTED
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 Frequency Concept is believable There is perceived value against money I will enroll I will recommend this concept to others I am Aware of online degree E-learning should be promoted Fast school of business forms TOM recall
16 11 8 15 15 16 1

STUDENTS (%) n=25 Frequency

21 6 14 21 19 16 2

Percentage
64 44 32 60 60 64 4

Percentage
84 24 56 84 76 64 8

Fast school of business forms SOM recall

12

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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CONCLUSION
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 venuecampus. 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 feature of 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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RECOMMENDATIONS

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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LIMITATIONS OF THE PROJECT

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 their inability 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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REFERENCES
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