Business Process Management - SLIIT

1. Individual Assignment
MS18901290
W.M.J.H. Fernando
Course : Business Process Management
Instructor : Mr. Nuwan Kuruwitaarachchi
Term : 2nd
Semester
Date of Submission: 13th
April 2019
Faculty of Graduate Studies and Research
Sri Lanka Institute of Information Technology

2. ii
Acknowledgement
First, I would like to pay my sincere gratitude to my lecturer Mr. Nuwan Kuruwitaarachchi
who gave me assistance in each stage of this assignment Also, I would like to thank to MSc
coordinator (IM) and all other lectures of Faculty of graduate studies to giving their support in
some stages to make this report a success.
Finally, I would like to thank SLIIT and all friends of the IM batch to giving their ideas and
suggestion to write this report.
Thank You
W.M.J.H. Fernando

3. iii
Table of Contents
List of Figure.............................................................................................................................iv
List of Abbreviation...................................................................................................................v
Executive Summary...................................................................................................................1
1.0 Introduction.....................................................................................................................2
2.0 Market Needs..................................................................................................................3
3.0 The External Environment..............................................................................................7
4.0 Budget at PACE..............................................................................................................8
5.0 Value chain and portfolio at PACE ..............................................................................10
6.0 Key Issues .....................................................................................................................11
7.0 Recommendation ..........................................................................................................12
8.0 Conclusion ....................................................................................................................12
9.0 References.....................................................................................................................13

4. iv
List of Figure
Figure 1: Process type and hierarchies.......................................................................................2
Figure 2: Portfolio assessment...................................................................................................5
Figure 3: Full-time program fees (2016)....................................................................................6
Figure 4: Part-time program fees (2016)....................................................................................7
Figure 5: Program-based contribution (2009-2013) ..................................................................9
Figure 6: Historical gross revenues and margin.........................................................................9
Figure 7: Budget 2012 - 2014 ....................................................................................................9
Figure 8: Value- chain activities at PACE...............................................................................10
Figure 9: Portfolio assessment (2014) .....................................................................................11

5. v
List of Abbreviation
PACE - Professional, Applied continuing Education
U of M - University of Manitoba
UW – University of Winnipeg
MITT - Manitoba Institution of Trades and Technology
ED - Executive director

6. 1
Executive Summary
This case analysis was specially focusing to examine Turnaround of the Professional, Applied
and Continuing Education Department at the University of Winnipeg. Specifically, the analysis
covers mid-2014 and make available an opportunity for students at the undergraduate and
graduate level to complete more strategic assessments of an entrepreneurial department within
a post-secondary institution. The ongoing education department of a university in Canada has
been transferred to the dean of an academic faculty. The department has had a history of budget
deficits and the new dean and executive director (ED) were tasked to progress and implement
a turnaround strategy.
The case is focused by the dean who had firsthand experience with the turnaround strategy.
The written case was studied for accuracy by two principal actors: the ED responsible for
implementing the plan, and the vice-president academic who is the dean’s supervisor and was
kept apprised of all developments throughout the turnaround. Some of the data were produced
by staff within the operation of Professional, Applied, and Continuing Education and
acknowledged in the case.

7. 2
1.0 Introduction
The University of Winnipeg is a public university in Winnipeg, Manitoba, Canada that offers
high quality undergraduate and graduate programs including numerous other courses. The
University of Winnipeg has consistently ranked high in national surveys for overall reputation,
small class sizes, academic excellences, and commitment to the environment. University
governance in Canada is divided into academic and non-academic departments. The dean is in
authority for all resourcing decision and the day-to-day affairs of its departments. Budget are
allocated to the dean by a central university administrator through the vice -president academic
(VPA) in consultation with the finance department and approved by the president who is acting
on behalf of its board of governors. All new courses and programs are approved through a
committee system with the ultimate decision made by senate.
The case begins in mid-2014 and provides an opportunity for students at the undergraduate and
graduate level to complete several strategic assessments of an entrepreneurial department
within a post-secondary institution. The continuing education department of a university in
Canada has been transferred to the dean of an academic faculty. The department has had a
history of budget deficits and the new dean and executive director (ED) were tasked to develop
and implement a turnaround strategy.
Figure 1 : Process type and hierarchies

8. 3
2.0 Market Needs
2.1 Market Selection Approaches
Universities have developed several types of marketing tactics to attract prospective students.
Recognizing a target market is a [1] key step in this process. A university can choose to either
ignore the variances among potential students or confront them. If a university chooses the
earlier option, it is involved mass marketing, or perhaps even non-marketing. Identifying the
differences among potential students enables the development of a target marketing approach.
2.2 Target Market Identification
A target marketing approach requires a focus on one or more selected market segments, and
the development of separate marketing programs for each segment. The University of
Winnipeg is pleased to offer Professional, Applied continuing Education (PACE) programs
across an array of disciplines. Positioned in the Buhler Centre in the heart of Downtown
Winnipeg, PACE improves students’ lives with the knowledge, skills and professional
relationships they need to succeed in their preferred field.
There were three main program areas and two supporting units (Finance and Pedagogy) in
2013-2014 and the role and impact of each program were as follows. [7] Professional studies
were the most financially strong due in part to the breadth of programs offered as well as the
target market. It’s from entry-to executive-level professionals with a better ability to pay for
growth. The unit had been effective at developing and maintaining programs that generated
positive net revenues while minimizing their direct overhead costs.
Some programs were a result of connect with other institutes providing additional marketing
rewards. Small but better enrollment from international students were beginning to demonstrate
the rank of this market as a contributor to the success of professional programs. The internal
partnership with the Faculty of Business and Economics that contained within pathways into
baccalaureate programs in the form of credit transfers upon certificate or diploma completion
was additional key success factor; though, relations had been difficult between PACE and the
Department of Business & Administration. Professional programs included the following
certificates and diplomas: [6]

9. 4
1. Manitoba Arts and Culture
2. Graduate School Preparation
3. Schulich partnership on Masters Certificates in Project Management (PM) and short
courses: one full-time intake/year, high potential for future growth in PM as an
independent PACE program; and
4. Management Programs:
• Human Resources: two full-time intakes/year, one full-time international
intake/year from partnership university, continued interest in part-time offerings,
growth expected from changes to credentialing bodies;
• Management: runs smoothly in part-time programs with interest from employers,
competition offering program online;
• Marketing Management: one full-time intake/year, significant competition;
• Career Management: one part-time small intake/year, opportunity to offer online,
little competition; and
• Arts and Culture Management: demand has been low.[1]
The University of Winnipeg Information Technology programs had not been reliably strong.
In 2012 financial year when PACE had received a large contract, the IT programs had broken
even and were considered an unreliable source of revenues.[2] The university increasing
competition in this market. This was unfortunate since the market was identifying an unmet
demand for IT professionals and given the digitalization economy, more chances could be on
the horizon. A decision would have to be made to improve programs to better fit the market
and grow or eliminate the unit. IT programs contained within the following certificates and
diplomas:
• Full-time ICT studies: moved from a large contract to one small intake/year,
significant competition, program needs renewal;
• Full-time network security: one intake/year, linked to Cisco, new competitor
entered market; and
• Part-time ICT studies: one intake/year, on a decline.
University was an important marketing program for the university although not a good revenue
generator for PACE. Community Programs included the following certificates and diplomas:
• International Languages: one small intake/year, not a profit generator;
• EADP: two intakes/year, steady and long-term program;

10. 5
• PPD: one intake/year, significant competition, needs renewal;
• 55+: social responsibility program from the university; and
• Intro to University: significant to university, not a profit generator.
2.2 Selecting a Strategy
All universities face a classic problem when developing marketing strategy. On the one hand,
operational cost effectiveness stands up from provided that a single, undifferentiated offering
to all served. The market served is heterogeneous (and it usually is) and higher costs ensue
from a variety of helps targeted to the unique needs of the many targeted segments, comes
greater student satisfaction and improved market success. Therefore, a university must select a
marketing strategy that keeps an appropriate balance between its ability to effectively meet the
needs of exactly targeted students and its ability to operate efficiently.
Figure 2: Portfolio assessment
The figure 2 shows overview of an assessment of the portfolio performed early in strategic
discussions with PACE managers and coordinators. The road ahead appeared bumpy with a
need and a desire to grow existing and future programs.
Marketing was mostly a push exercise with advertising and promotional material sent to target
markets mostly in Manitoba. Direct sales done in very little. Although the marketing material
was stellar, the dean felt that a focus on sales was needed to actively seek learners and
encourage registrations as well as develop contract arrangements with private sector.

11. 6
In previous years, a small effort was expended in attracting international students. Markets for
business programs were strong internationally, particularly in India, China, and South America,
and Manitoba had developed a fast-track system for immigration that could be used to market
PACE. In addition, PACE had an internship program that allowed international students to
more easily move into jobs and obtain a working permit, and this appeared a highly attractive
and differentiated offer. [4]
Several of the programs were linked to accreditation bodies, such as the Human Resource
Professional Association of Manitoba, that allowed students to obtain additional credentials
upon completion of their program or had pathways into degree programs. This was an attractive
value added and another source of competitive advantage for PACE.
Internally, there were significant collaborations with the Department of Business that translated
into pathways for students who wanted credit recognition for completing certain programs, but
the integration of PACE into the Faculty was viewed with mixed feelings. Of late, there had
been an increasingly critical review of the academic allowances provided to PACE in
pathways. PACE employees did not understand why previous transfer credits were under
increased scrutiny.
Little had been developed with other departments across the University and senior management
was eager to have PACE play an increased role in assisting faculties and departments to create
new revenue-generating partnerships.
Pricing was based on an analysis of costs and usually priced competitively based on an
assessment of the market. Figure provide an overview of the student tuition cost per program.
Figure 3: Full-time program fees (2016)

12. 7
Figure 4: Part-time program fees (2016)
3.0 The External Environment
The main competitor is Extended Education at the University of Manitoba (U of M) with 21
certificate programs in Management and Leadership, three marketed as post-baccalaureate
programs in 2016. Six of these were specialized industry-related programs (aerospace,
municipal management, policy, utilities, credit union, and public service), while the others were
focuses to professional labels or general management themes. The University of Manitoba had
two corporate training divisions, one in
• Extended education
• School of Business
The final had recently been staffed with a highly experienced industry professional and was
expected to become a stronger competitor in the agreement training division. [3]
The U of M was approximately 2.5 times the size of the UW and had considerably more
resources. The size of PACE had been able to attract market away from U of M in several
program areas and made every attempt to find markets that were less competitive.

13. 8
Red River College was not a large competitor to PACE programs. There were many technical
options at Red River College, it operated in different training and development solution.
Manitoba Institution of Trades and Technology was emerging as competitor to PAE. MITT
had reached some agreement with UW and PACE to share some programs. This was a help to
the student of MITT who could transfer or accumulate degree credits in accepted programs.
On the other hand, MITT is increasing its marketing efforts in similar management programs
and in similar international markets.[4]
The academic staff of PACE touched that they could compete based on an excellence student
skill and excellence programs, smaller class sizes, transfers credit choices, more individual
attention, marking with other universities, and attracting a future international customer. [1]
PACE’s extensive internship program was very attractive for students specifically those from
international markets. The satisfaction ratings were very high (over 90%) and as such, when
the suitable resources were applied, and the right strategies applied, PACE was able to succeed.
4.0 Budget at PACE
In 2010 to 2011 overall budget is $3.8 million. Program contribution are shows figure 5 and
figure 6 shows the historical gross revenues and margin. Figure 7 provide details of three
years budget until 2014.
Above costs were the main concern as well as revenues, which had been even for three years.
There were ~165 full-time students in the Department which signified two-thirds of the
revenues and a considerably larger number of part-time students. The new dean was eager to
reduction administration costs and staffing from a high of 56% to 49% over the next three years
and had challenged staff to carry net profit to 10% of revenues and improvement revenues by
5% within two years.
For the efficiency audit service suggested to “an improvement in the functioning and
strengthening of certain internal controls to provide accurate and timely information. PACE
needed to consolidate the responsibility for generating and verifying all financial reporting into
PACE’s finance area”.

14. 9
Figure 5: Program-Based contribution (2009-2013)
Figure 6: Historical gross revenues and margin
Figure 7: Budget 2012 - 2014

15. 10
5.0 Value chain and portfolio at PACE
They mainly consider about five principal value-chain inside the PACE. That were organized
either as central service to all programs, or as unit-based services based on the needs of client
groups. At a higher level, central university services on condition that support to design systems
for online delivery and payment, and for handling some of the human resource roles
(classification of jobs, pay and benefit, advertising positions, and support on labor issues) while
through day-to-day employee management was the responsibility of PACE administrators. [5]
In next functions, PACE was largely self-governing, it had its own IT personnel to fix
computers, its own marketing personnel, and designed some communication systems (social
media and internal communication with students as examples), within the well-known
standards of the university. Individual units had added staff on a program demand basis and
managed most of the value chain from development-registration-instructors-students as
strategic business units.
Figure 8: Value- chain activities at PACE
According to figure 5 first four areas focuses to handle program while student support service
was a shared or central activity within PACE.
PACE programs must need to update every five year. But still only two programs had been
reviewed between the 2008 to 2013. Changes must want to do an assessment with the sector

16. 11
and some academic works. In evaluating the possible of existing and planned programs, a
strategic planning session held in 2014 known a precarious position for PACE.
Figure 9: Portfolio assessment (2014)
Focused to this every time offered in traditional academic formats, which did not always meet
the needs of industry. Several decisions needed to be taken around the portfolio, the division
of everyday jobs, and the flow of work to many units.
6.0 Key Issues
• The budget problems appeared to result from several longer-term issues including structure,
governance, and market development challenges.
• Each of the program directors/managers also bore some responsibilities to uncover new
opportunities but it was difficult to find individuals who had the two sets of skills and the
time to develop markets and manage a complex operation at the same time.

17. 12
7.0 Recommendation
Advance of the marketing strategies for university are knocking at the door of development,
have different a lot throughout the last years. The past years of university was attractive
students based on their standing and word of mouth. Today that is not enough. The world is
moving too fast, the changes that are occurring in different fields, including the higher
education global market, force universities to change their tactics, marketing plans, strategies,
directions, improve education conditions, implement innovations, hire the best teachers, have
technology and program studies.
To achieve marketing strategies in university environment, should take into consideration three
key areas: what to communicate, to whom and how. Universities can deliver consistent, clear
and authentic messages to their prospective students after a good analysis and evaluation of
their potential. [6] [2]
8.0 Conclusion
The PACE knew that some cuts and rearrangement would be wanted while at the same time
there was a need to add incomes at the right place and attention paid to growing revenues to
bring the Department back into a supportable future. There were many results to be made about
the portfolio, the organizational structure, and risks in implementation to meet the goals set by
the dean. The PACE had to move fast knowing that any results regarding staffing could not
wait and plan to originate some short-term victories as well as longer-term supportable
movements.

18. 13
9.0 References
[1] S. Albert, “Turnaround of the Professional, Applied and Continuing Education
Department at the University of Winnipeg,” CASE J., vol. 13, no. 2, pp. 249–270, Mar.
2017.
[2] G. E. Flower, “Is Educational Administration a Profession in Canada?,” J. Educ. Adm.,
vol. 1, no. 2, pp. 74–80, Feb. 1963.
[3] T. Dahms, D. McMartin, and R. Petry, “Saskatchewan’s (Canada) Regional Centre of
Expertise on Education for Sustainable Development,” Int. J. Sustain. High. Educ., vol.
9, no. 4, pp. 382–401, Sep. 2008.
[4] E. T. Jackson, “The Achievements, Challenges, Lessons and Prospects of the University
of Winnipeg Community Renewal Corporation,” p. 12.
[5] C. Dobinson, “Technical education in Canada,” Ind. Commer. Train., vol. 2, no. 7, pp.
304–313, Jul. 1970.
[6] R. Pizarro Milian and M. Gurrisi, “The online promotion of entrepreneurship education: a
view from Canada,” Educ. Train., vol. 59, no. 9, pp. 990–1006, Oct. 2017.
Note: Turnaround of the Professional, Applied and Continuing Education Department at the University of Winnipeg.
(Case study)