1 | Page AIT School of Management (SOM) Contours of transformational journey Professor Sue Dopson Dean (Faculty) Said Business School University of Oxford, UK Professor Lalit Johri Senior Fellow Said Business School University of Oxford, UK (Chair) Mr. J R Klein Emeritus CEO Finance Fund USA Dr. Sathit Limpongpan Chair Economic Reforms Committee National Reform Steering Assembly (NRSA), Thailand Mr. Cherian Mathews, Regional Director of Oxfam GB- Asia, Thailand Professor Kasuo Yamamoto Vice President for Resources Development Asian Institute of Technology Chair, SOM Dean Search Committee April 2015 USA, UK, Japan, Thailand
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AIT School of Management (SOM)
Contours of transformational journey
Professor Sue Dopson Dean (Faculty)
Said Business School University of Oxford, UK
Professor Lalit Johri Senior Fellow
Said Business School University of Oxford, UK
(Chair)
Mr. J R Klein Emeritus CEO Finance Fund
USA
Dr. Sathit Limpongpan Chair
Economic Reforms Committee
National Reform Steering Assembly (NRSA),
Thailand
Mr. Cherian Mathews, Regional Director of
Oxfam GB- Asia, Thailand
Professor Kasuo Yamamoto
Vice President for Resources
Development Asian Institute of
Technology Chair, SOM
Dean Search Committee
April 2015
USA, UK, Japan, Thailand
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Contents
Preamble 3
I Context 4 II Aim, Strategic Goal and Niche Role 5 III Strategic Directions 6 IV Guidance
A. School governance and operating structures 7
B. Dimensions of school culture 9
C. Program portfolio strategy 10
D. Curriculum framework for MBA and PhD 11
E. Faculty recruitment strategy 13
F. School-Corporate Relations 15
References 16 Appendices
Findings from Graduate Management Admission Council GMAC Surveys, 2015 17
Comparing AIT SOM MBA Programme with programme offered by 5 leading schools in South East Asia and India
19
AIT School of Management: Post Devastating Floods Trends since 2013
21
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“Everything must have a beginning ... and that beginning must be linked to something that went before.” MARY SHELLEY,
Frankenstein
Preamble
The Board of Trustees of AIT have entrusted AIT Management team to “rejuvenate AIT School of Management (SOM) as a reputable business school in
Asia by implementing a transformational strategy”.
AIT Management team has invited a voluntary group of academics and practitioners with rich international experience in education and leading social,
business and governmental organisations to suggest contours of transformational strategy. This voluntary group is referred in this document as SOM
Strategy Development Group (SSDG).
SSDG has followed “strategic thinking” approach to develop contours of transformational journey of SOM during the next 5 to 10 years. This is not a
strategic plan.
To develop contours of transformational journey for the School, the SSDG have
o Mapped current activity profile of the School1
o Compared School’s MBA programme with similar programmes offered by 5 recognised schools in South East Asia and South Asia2
o Used findings from Recruiters Survey 2015 3and Prospective Students Survey 2015 by GMAC4.
SSDG has not developed the investment plan and operating budgets. These projections will be developed by SOM leadership team.
There is strong empirical evidence between success of transformational change and employee engagement.5 The present and future SOM leadership,
academics and professional staff should craft and implement specific strategies, resource and action plan and projects.
1 Based on information provided by SOM
2 Information sourced from the websites of the schools
3 GMAC Corporate Recruiters Survey 2015
4 GMAC Prospective Students Survey 2015
5 What successful transformations share: McKinsey Global survey results, March 2010.
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I Context
The demand for management graduates continues to grow in Asia Pacific as companies embark on growth trajectories in terms of launching new
products and services, adopting new technologies and entering new markets.6 7
The business schools (or read management schools) operate in a very competitive environment world over. The rivalry amongst schools in Asia and
Pacific is very strong and is increasing with highly ranked schools expanding their MBA Programmes and adopting innovations to enhance learning
experience of students8.
During periods of economic slowdown hundreds of weak business schools are forced to shut down.9
The business schools are increasingly seen as institutions for social and economic change in the society.10
The talent market for management educators is characterised by massive shortages. The market is borderless and qualified experienced educators seek
attractive jobs around the world.
School leadership team, academics, professional staff, alumni and student play key roles in the success of schools.
Media and press play a very important role in shaping perceptions of the prospective students and new faculty in search of jobs.
The business schools invest heavily in continuous development of curriculum, content, teaching and learning resources and delivery systems to enhance
learning experience.
Rejuvenating and building schools requires large injection of capital and all round support of stakeholders.
Digital learning platforms are disrupting the conventional delivery models of management education.
6 Ibid GMAC
7 In India, more than 200 hundred thousand prospective students had registered in Common Admission Test 2015 for admissions in a management programme.
8 Wei Gu, Harvard Business School Dean Fights to Keep M.B.A. Relevant, The Wall Street Journal, January 2015 9 http://www.businessbecause.com/news/mba-india/2558/hundreds-of-schools-forced-close-as-indian-business-bites
Grow SOM as a wholly autonomous, decentralised sustainable entity within the AIT strategic framework and with accountability to AIT Management
(President, Vice President and Director-Finance) and Board of Trustees.
Strategic Goal
Be perceived as a school with a societal purpose to educate young leaders who will make a difference in their societies.
Enter the brand category - highly respected schools in Asia Pacific
Position as an innovative challenger and a formidable competitor in the Asia Pacific region
Niche Role
As the centre of global economy is shifting towards Asia, there is a growing appetite for knowing the Asian Way of leading and managing organisations in
public, private and social domains. SOM can play a niche role as the hub for seeking authentic knowledge on business and leadership practices in Asian
context.
GMAC survey indicates that the regional economic growth trajectory is based on market flexibility of products, services, efficiencies, and performance.
Corporate recruitment of MBA students is increasing with most hiring falling in the mid-level employee ranges. This stages a demand opportunity for SOM but
also for its competition, which is dramatic. In addition the disruptive nature of digital platforms is challenging the existing academic model. So the
identification of niche is critical.
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III Strategic Directions
Take the high road11 and invest for institutional growth
Invest in leadership team, academics, learning resources, students, professional staff, systems and infrastructure
Build on advantages and opportunities embedded in AIT system and SOM
Build teaching, research and consulting capacity
Nurture a culture of high aspirations, innovations, commitment and accountability
Raise the game – focus on existing strengths and divest ungovernable and underperforming features of the School and altogether stop inefficient and
unproductive policies, practices and activities.
Aim to attract promising students, qualified faculty with international research, teaching and consulting experience.
Focus on building active relationships with institutions internationally and stakeholders.
Engage actively with direct and indirect stakeholders.
Build strategic alliances with top regional business school for teaching and research collaboration.
Invest in digital learning platforms.
Adopt multiphase funding arrangements to meet investment requirements.
Resource constraint is a practical reality of educational institutions in Asia; SOM leadership, academics and professional staff need to prioritize choices in
short, medium and long term as long as the institution moves forward in a certain and guided direction. SOM
Pursue accreditation would recalibrate the school’s position and add value.
o Perception is reality and whether relevant or not the lack of third party validation frames perception.
o It should help with recruitment; i.e. faculty and students
o It should allow for a more commensurate tuition pricing
o It will intrinsically add elements considered credible by the community
Use EQUIS self-assessment framework and process manuals to monitor the preparedness for EQUIS accreditation12.
In combination with accreditation the school should position itself for eventual global ranking.
11
Thomas A Kochan, Taking the High Road, MIT Sloan Management Review, vol 47 no.4, Summer 2006 12
a. School is run under Responsibility Centre Management (RCM) protocol with academic autonomy13. The success of (RCM) is contingent upon strong
governance policies and practices. Participation, transparency and accountability are keys. In this section SSDG proposes structure for governance and operations. The detailed policies and procedures should be developed by the SOM leadership team.
b. SOM Board to (i) audit school’s competitiveness and its performance; (ii) offer guidance on future direction; (iii) act as a watchdog. The 9 member
board will comprise – AIT Vice President, SOM dean, 1 corporate leader, 1 alumnus, 1 faculty representative, 1 student’s representative, and 1 staff
representative.
c. SOM Academic Council to oversee excellence and integrity of academic affairs of the school
d. SOM Budget and Finance Committee to manage financial affairs
e. SOM Administration Committee to manage administrative affairs including employees training.
f. SOM Infrastructure Development Committee to guide development of technical, teaching and physical infrastructures
g. SOM Faculty Recruitment Committee responsible for faculty recruitment and training
h. SOM Research Committee to steer research agenda of the school
i. SOM Admissions Committee responsible for recruiting students
j. SOM Faculty Forum to lead on curriculum framework, course design and content, learning and teaching experience, research and consulting
k. EQUIS Accreditation Preparedness Monitoring Committee to lead on the progress towards seeking EQUIS accreditation
Research, Teaching and Consulting Centres in School
Strengthen research as the basis for reputation, curriculum enhancement, fundraising revenue, and potential commercial revenue streams.
Seek funding and sponsorships from leading corporations, trust or foundations to start research centres:
13
Evanthia Kalpazidou Schmidt and Kamma Lanberg, Academic Autonomy in a Rapidly Changing Higher Education Framework - Academia on the Procrustean Bed?, European Education, vol. 39, no. 4, Winter 2007–8
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a. Centre for Learning, Teaching and Case Development
b. Centre for Product, Process and Business Model Innovations c. Centre for Social Entrepreneurship14 and Change
d. Centre for Supply Chain Management15 e. Centre for ASEAN Business Leadership
f. Centre for Governance and Business Ethics
g. Alliances with Thailand, Singapore, and India based startup incubators
Internships and Campus Recruitment
To organise / arrange internships and campus recruitment activities encourage faculty and students to launch and manage Career Development Centre.
14
J. Gregory Dees, The Meaning of Social Entrepreneurship, Fuqua School of Business, Duke University, 2001 15
Madhur Jha et al., Global supply chains: New directions, Standard Chartered Bank, 2015
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b. Dimensions of school culture
a. Entrepreneurial school16 17
b. Cultural diversity: students, faculty and professional staff
c. Focus on academic excellence
d. Collaboration and teamwork amongst faculty, staff and students
e. Learner centric culture: encourage critical thinking, innovation and actionable learning grounded in new research and established knowledge
f. Rigorous and collaborative team learning
g. Student as Leaders and Innovators: students to run Finance & Investment Club; Marketing and Advertising Club; Supply Chain Club; Business Plan
Competition)
h. Industry involvement in the school: Live case studies; student consulting projects; internships; campus recruitment
16
The Entrepreneurial University: From Concept to Action, National Centre for Entrepreneurship in Education, UK, 2013 17
A Guiding Framework for Entrepreneurial Universities, OECD, 2012
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c. Program portfolio strategy
Phase 1
Build, grow and consolidate existing programmes, namely MBA and PhD
Phase 2
Revive, grow and consolidate EMBA and DBA programmes
Launch Post Graduate Diploma programmes in emerging fields e.g.
i. Global Supply Chain Design and Management
ii. Value creation, Risk Management and Growth
iii. Strategic Branding and Marketing
iv. SME Management
Build and grow short duration custom and open programmes for middle to senior executives on contemporary themes e.g.
v. Digital Marketing
vi. Strategies for Business Success in ASEAN
vii. Strategies for Business Success in China and India
viii. Technology Led Disruptive Strategies
ix. Public Private Partnerships: Opportunities, Challenges and Strategies
x. Corporate Governance in 21st Century.
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d. Curriculum framework for MBA and PhD
MBA Programme
14 month MBA programme 20 month MBA programme
Tuition
Higher compared to 20 month MBA programme
Tuition
Increase as the perceptions of prospective students about SOM improve
Entry requirements
Master’s degree and 4 years’ experience
Admission test or GMAT or GRE score
2 reference letters and 1 essay(statement of purpose)
Telephone or face to face interview
Entry requirements
Bachelor’s degree and 2 years’ experience
Admission test or GMAT or GRE score
2 reference letters and 1 essay(statement of purpose)
Curriculum
Core courses: 12 courses; 30 hours each; taught over 5 weeks (allowed to sub core course with an elective subject to clearing prequalification test)
Electives: 12 courses; 24 hours; taught over 4 weeks
Student Consulting Project (Team): 1 course
Start-up Venture Project (Team): 1 course
Exchange programme (optional)
Study and take credits from other schools e.g. NUS Singapore, HKUST Hong Kong, CEIBS Shanghai, IIM Ahmedabad (3 to 4 courses)
Electives: 12 courses; 30 hours each; taught over 5 weeks
Student Consulting Projec18t (Team): 1 course
Start-up Venture Project (Team): 1 course
Internship: Minimum 6 weeks
Exchange programme (optional)
Study and take credits from other schools e.g. NUS Singapore, HKUST Hong Kong, CEIBS Shanghai, IIM Ahmedabad (3 to 4 courses)
Campus recruitment support
Yes
Campus recruitment support
Yes
18 James Heskett, How Can Business Schools Be Made More Relevant? HBS Working Knowledge, 2005
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PhD Programme
36 month PhD programme
(Dissertation)
40 month PhD programme
(Published papers)
Entry requirements
Master’s degree and 4 years’ teaching experience
Admission test
2 reference letters
Essay: Statement of Purpose
Telephone or face to face interview
Entry requirements
Master’s degree and 4 years’ teaching experience
Admission test
2 reference letters
Essay: Statement of Purpose
Telephone or face to face interview
Curriculum
Core courses: 6 courses on Research methodology
Electives: 4 courses in the field of research
Writing Case studies (2 courses):
1 research case and corresponding analysis
1 teaching case with teaching note
Tutoring MBA students (100 hours)
Exchange programme (optional)
Curriculum
Core courses: 6 courses on Research methodology
Electives: 4 courses in the field of research
Writing Case studies (2 courses):
1 research case and corresponding analysis
1 teaching case with teaching note
Tutoring MBA students (100 hours)
Exchange programme (optional)
Advancement to candidacy exam
Required
Advancement to candidacy exam
Required
Submission
Dissertation (set max word limit)
Submission
3 published papers in designated refereed journals
Integration paper: My research and its significance (set max word limit)
Final examination
International referee / examiner
Final defence
Final examination
International referee / examiner
Final defence
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e. Faculty recruitment strategy
School Leadership
a. Academics, students and staff are the key actors in reputed business schools. The faculty play a significant role in attracting talented students, research and consulting projects and funding.
b. The success of proposed transformational strategy is contingent upon faculty – their diversity, expertise and commitment can transform the
culture of the school and enhance its reputation. Therefore faculty are important investment towards building the reputation of a school
Faculty, faculty, faculty – this is the primal element of success!
Attracting Faculty Talent
a. A natural response to any transformational change is – why? Secondly, with recent setbacks suffered by SOM, attracting talent will be a challenge. The AIT leadership will need to develop a strong propositions to prospective leadership and faculty candidates -
o by accepting the challenge of transforming SOM you are going to educate young and bright leaders who will make a big difference in their societies
o SOM as an autonomous school offers opportunities, resources and incentives for innovations and excellence
o Personal and professional visibility and growth as the school grows.
Recruitment
a. For driving teaching, research and consulting agenda, recruit a mix of full time (70% equivalent of workload) and visiting faculty (30% equivalent of workload). While full time faculty provide stability the visiting faculty often bring unique content and expertise.
b. Recruit faculty with diverse cultural backgrounds and nationalities.
c. Recruit a mix of “only academic” and “academic cum practice” faculty.
d. Offer places and support services to faculty on sabbatical from leading business schools.
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Instrumentalities
a. Adopt flexible and competencies based compensation packages with performance based (research and teaching evaluations) yearly
bonus and merit based incentives over a 5 year cycle.
b. Each full time faculty is allocated an annual budget for presenting papers at accredited international conferences – maximum 2.
c. Access to School research fund for writing teaching cases involving desk research and field work.
d. Provision for research staff and teaching assistance.
e. Establish annual awards: Innovation in Teaching Award; Excellence in Teaching Award.
Academic collaboration
a. Encourage academic (research and teaching) collaboration between SOM faculty and corporate leaders and policy makers as a means to address to , .
Promotion
a. In addition to academic achievements and impacts, a new criteria for promotion is to recognise the impact faculty’s research and
teaching has made on the society.
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f. School-Corporate Relations
a. Corporate Advisory Board with a membership fee of US$ 7,500 for 3 years. In return the members can have a voice in guiding the strategy framework of the school and have privileged access in recruiting students for internship and final job offer.
There will be additional value in a more proactive near term approach that will enhance the development of the culture. This approach includes
interactive dialog lecture with invited corporate executives,
connecting curriculum to corporate innovation with guest experts,
corporate sponsorship of relevant curriculum,
corporate support of faculty research
recruiting corporation involvement in building course offerings that address current corporate issues. The GMAC surveys tell us that there is a
strong demand for MBA graduates in the regional market and reasonable expectation of remuneration. consider naming endowed chairs and/or naming right for assets including SOM buildings .
b. School Alumni Board with a membership fee of US$ 5,000 for 3 years. In return the members can have a voice in guiding the strategy
framework of the school and play crucial role of SOM’s brand ambassadors. Alumni will have privileged access in recruiting students for internship and final job offer.
c. SOM SME Forum: A 2-day annual conclave for business owners and SME managers
d. SOM Media Relations Panel: To guide school on disseminating research and innovations to public at large. The media panel will assist school leadership in designing an integrated communications strategy using traditional and digital channels.
“Our doubts are traitors, and make us lose the good we oft might win, by fearing to attempt.” (William Shakespeare)
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References
1. GMAC Corporate Recruiters Survey 2015
2. GMAC Prospective Students Survey 2015
3. What successful transformations share: McKinsey Global survey results, March 2010.
Survey 2: GMAC Prospective Students Survey Findings – Asia Pacific and Central and South Asia
Sample size:
(1) Asia Pacific: 2, 750 respondents: (Australia, Brunei Darussalam, Cambodia, China, Fiji, Indonesia, Japan, Lao(s) People’s Democratic
Republic, Malaysia, Mongolia, Myanmar, New Zealand, North Democratic People’s Republic of Korea, Papua New Guinea, Philippines, Samoa, Singapore, South Korea, Sri Lanka, Taiwan, Thailand, Vietnam.
(2) Central and South Asia: 2,102 respondents: Afghanistan, Bangladesh, Bhutan, India, Kazakhstan, Kyrgyzstan, Nepal, Pakistan, Turkmenistan, Uzbekistan.
Key findings:
In Asia Pacific, a large majority of prospective students’ career goals is career enhancement or switching career; where as in Central and South Asia,
a larger majority aims to become entrepreneur or switch career.
In Asia Pacific one third prospective students prefer 1 year MBA and slightly more than one quarter prefer 2 year MBA programme; where as in
Central and South Asia two thirds prefer a 2 year MBA and slightly more than one half prefer 1 year MBA.
In the last five years, there has been a drop in US being the preferred country for management studies; Several South Eastern Asian and South Asian
countries are emerging as possible countries for pursuing graduate studies in management. An increasing percentage of prospective students prefer
to study outside the country of their citizenship.
In Asia Pacific most preferred programmes for study are Master of Finance and two year and one year MBA Programmes; In Central and South Asia
the most preferred programmes are two year and one year MBA and Executive MBA.
For the global sample as a whole, most tapped sources of information on MBA programmes are: school website; friends and family; published
rankings; current students and alumni; and school admission professionals.
A great majority of prospective students in Asian Pacific and Central and South Asia belong to the generation referred as millennials. This is the last
born generation in 20th Century. Very confident, optimistic, tech savvy, social networking and concerned with social causes.
In terms of preference for school culture, the millennials (globally) prefer: collaborative; heterogeneous; active learning; team learning; egalitarian;
rigorous; close knit; formal; small class; personal. Somewhat equal emphasis on research – teaching; interdisciplinary-concentrated.
Source: MBA.com Prospective Students Survey, Graduate Management Admission Council, 2015
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Comparing AIT SOM MBA Programme with programme offered by 5 leading schools in South East Asia and India
AIT SOM
Thailand and Vietnam Asian Institute of Management,
Manila IIM Ahmedabad
SASIN Graduate Institute of Business Administration,
Thailand
Indian School of Business, Hyderabad
NUS Business School, Singapore
Portfolio of Programmes
MBA EMBA (No enrolment in Bangkok Campus since 2012) PhD DBA (No enrolment since 2013)
MBA EMBA
MBA EMBA PhD
MBA EMBA PhD (being restructured)
MBA EMBA PhD
MBA EMBA PhD
Accreditation None AACSB EQUIS AACSB EQUIS
AACSB AACSB EQUIS
Global Ranking (MBA)
None None since 2011
Economist(2015): 60th in the World
Financial Time(2016): 24th in
the World
Financial Times (2016):
29th in the World
Financial Times (2016): 32nd in the World
Regional Ranking (MBA)
Eduniversal Masters (2015-16): 14th in Far East Asia
Eduniversal Masters (2015-16): 8th in Far East Asia
4 years Bachelor Degree 1. Bachelor's degree 2. Proficient in oral and written
1.The candidate must hold a bachelor’s degree
1. Bachelor Degree with minimum 1 year experience.
1.Bachelor Degree Minimum 2 years of work experience
1.Bachelor Degree 2. Full-time work experience of
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minimum CGPA 2.75
IELTS 6 or equivalent
Minimum one year relevant work
experience
English (IELTS Band 6 for applicants from non-English speaking countries) 3. A minimum of two years of post-undergraduate professional experience4.GMAT or GRE Score
2. Pass Admission Test 2.GMAT Preferable 2.GMAT OR GRE Score 3.IELTS/Toefl score
2 years. 4. GMAT/GRE Score
Sources: (1) AIT School of Management (www.som.ait.asia); (2) AIM (www.aim.edu); (3) IIM Ahmedabad (http://www.iimahd.ernet.in/); (4) SASIN (www.sasin.edu); (5) ISB India (www.isb.edu); (6) NUS Graduate School of Business (http://bschool.nus.edu/)
The number and the nationality spread of full time faculty have been declining.
After experiencing a small decline the number of visiting faculty has gone up.
Corporate involvement in the school The number of speakers from corporate world has gone up.
Media and Publicity School has minimal interaction with media.
International exchange programmes
The School has 12 active exchange / dual degree programmes with international schools.
In 2015, twenty four students (inbound -19; and outbound -5) took advantage from these programmes.
Research
There are currently no research centres functioning in the school; there is no research staff.
The School has not organised academic conferences.
After a decline, the number of publications by doctoral students (PhD and DBA) in refereed journals has been going up.
Overseas Centres Currently the School has one overseas centre in Vietnam;
The enrolment of the students has seen a fall.
Programme Portfolio Full time MBA programme: After a fall, there has been a steady increase in the student enrolment in the MBA programme. The school has a
scholarship programme for the prospective students.
EMBA programme (Bangkok campus): no enrolment since 2011.
EMBA programme (Vietnam campus): a significant fall in student enrolment.
PhD programme continues to attract students. Since 2013, twenty five graduates have been awarded doctoral degrees.
DBA programme: no enrolment since 2012.
Executive Education programmes: No offerings.
Revenue and Costs
The revenue of the school (including the overseas centre) has been declining.
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The school administration has managed to contain and reduce the costs and correspondingly the surplus of the school has been rising steadily.
The School has paid its due share of operating overheads to parent organisation – Asian Institute of Technology.
Programme Revenues Revenue from MBA programme has been decreasing.
In Vietnam campus there has been a significant fall in enrolment and revenue from the EMBA programme.
The PhD programme revenue has been maintained.
There is no consistent trend in revenues from sponsored research and consulting work.