Business Schools:Understanding Programme Performance

© Tom Ryan, 2016

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This is an approach for understanding why a programme is under-performing• A business school must successfully complete several stages to launch and sustain

a programme• If a programme fails to meet the target intake metrics, the school can use a key

question for each stage together with sub-questions to better understand the underlying reasons

• It can use both internal and external data to answer these questions

To launch and sustain a programme, a business school must successfully complete several stages

Design and Position

Programme

Market Programme to Attract Interest

Convert Interest into Enrolment

Deliver Programme

Use Feedback: Refine

Programme; Leverage Advocacy

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The school must be able to answer yes to a key question for each stage – and a number of sub-questions

Stage / Key Question Sub-questions

Is the programme designed and positioned for a viable market sector?

• Is it aimed at the needs of a specific combination of students and employers / recruiters? (valued users)

• Does it clearly demonstrate why these audiences should choose this programme? (a clear value proposition)

Is the programme being marketed effectively – as demonstrated by the number of enquiries?

• Are potential users aware of the programme?• Can potential users get the information they require to make a decision on

applying, sponsoring students or recruiting graduates?• Is this generating the necessary number of enquiries?

Is interest in the form of enquiries being converted into enrolment effectively?

• Is the programme generating enough applications with the appropriate credentials to be offered places on the programme?

• Is the proportion of those who accept offers reasonable?Is the programme being delivered effectively?

• Are students happy with individual subjects / courses?• Is the overall programme meeting the expectations of students and

employers / recruiters?• Does it deliver on the value proposition promised to target users?

Is the school gaining the full benefits of feedback?

• Is it refining the programme structure and content to better meet the expectations of target users?

• Do students and employers act as advocates for the programme, recommending or sponsoring students in later intakes?

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The school can use data from three sources to answer these questions – including in order of ease

• Internal numbers– Number of enquiries, applications, offers and acceptances in absolute terms and ratios for each year

of the programme – benchmarked against relevant ratios for comparable programmes offered by the school

– Student evaluations on individual courses– Feedback on the overall programme (including impact) from students, employers and recruiters

• Mapping– Positioning of programme compared to alternatives on ‘buyers’ key criteria such as target audience,

delivery location / format, admissions requirements, and total cost– Mapping processes for handling enquiries, applications, offers and rejections

• Interviews with external audiences– Students – including not just those who completed the programme but also those who enquired but

did not apply and those who declined offers by the school– Employers and recruiters

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