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ERIC Number: EJ853281
Record Type: Journal
Publication Date: 2009
Pages: 17
Abstractor: As Provided
Reference Count: 52
ISSN: ISSN-0951-354X
Drawing on Students' Evaluation to Draw a Strategy Canvas for a Business School
Khalifa, Azaddin Salem
International Journal of Educational Management, v23 n6 p467-483 2009
Purpose: The purpose of this paper is to show how to construct a strategy canvas for a business school based on students' perceptions of the importance of critical value dimensions of its undergraduate offering(s) and its comparable performance on each. This can be used in evaluating the school's extant strategy and in developing a new innovative one. Design/methodology/approach: A survey research is used to solicit and measure students' perception. This is then subjected to proper statistical analysis to draw conclusions, which are then used to construct the strategy canvas. Findings: The findings show the strengths and weaknesses of the school's current strategy profile. They suggest how to use resources to improve performance on critical value dimensions and trigger thinking on new innovative dimensions. Research limitations/implications: Limitations include the focus on one constituent (students) of the business school, and the choice and size of the sample. Practical implications: The use of students' perception to construct a strategy canvas proved to be useful and revealing. It shows how the strategy profiles of competitors compare and where to look for further information. This process helps create, evaluate, and develop new strategic insights. Originality/value: The paper endeavors to use the rigor of survey analysis to provide valid and reliable information on the basis of which to construct a strategy canvas. This, perhaps, represents the first attempt to bring this combination to the context of higher education management. (Contains 3 tables and 1 figure.)
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Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A