Selection of Plant Manager free essay sample

Dynamo Industries, a medium estimated firm assembling electrical engines in its different plants across USA is to enlist a plant director for its Pittsburgh plant. The Pittsburgh plant has been confronting issues like higher creation costs, work log jams and a demotivated workforce because of which the last plant trough was approached to leave. Dynamo Industries is presently hoping to employ another plant chief for the Pittsburgh plant. After an exhaustive screening utilizing some costly determination gadgets, the organization has shortlisted 8 up-and-comers. The undertaking is to choose one competitor out of these eight shortlisted for the job of the plant director. Â The plant director reports to Vice President (Production). He is answerable for the working proficiency of the plant. He ought to be acceptable at individuals the executives aptitudes and learned of creation techniques and hardware. He is additionally straightforwardly or in a roundabout way liable for getting materials, quality control, planning, plant support, setting up security guidelines and association the executives and agreement dealings. We will compose a custom exposition test on Determination of Plant Manager or then again any comparative subject explicitly for you Don't WasteYour Time Recruit WRITER Just 13.90/page As the plant is confronting two significant issues as far as higher creation cost and poor specialist relations, the competitor ought to have great relational aptitudes just as information on creation procedures and the board methods. It would be a favorable position if the up-and-comer is advanced inside the positions as this imparts great sign inside the association about open doors for self-awareness for the workers. Anyway we would incline toward Kathy Joyce to be named as Plant trough because of the accompanying reasons other than the determination assessment scores, 1)Being a representative of the organization, this would be a parallel development and will be viewed well by the workers. 2)Also Kathy herself is quick to get migrated to Pittsburgh because of individual reasons and this inspiration can work for the organization. The organization likewise needs to build up an appropriate way of thinking of enlistment, advancement and horizontal arrangements.

Jews in the Holocaust essays

Jews in the Holocaust papers Somewhere in the range of 1873 and 1896, Europe, and the world encountered a time of financial stagnation, regularly alluded to as the Great Depression of the nineteenth century. Hostile to Semitism spread all through this time in Germany. Jews were accused for whatever may have been off-base, by open authorities, and lawmakers. Before the finish of the nineteenth century, against Semitism had become an across the board assessment in Europe. Jews appeared to have financial solidness, where others battled, so they were accused for the sufferings of all. Not every person abhorred the Jews, there were numerous individuals who were unconcerned with what went on in Germany, and still others were against the counter Jewish reason. These individuals, in exertion and in number, were insufficient, to spare the Jews from their evil destiny in Europe. In the mid 1930s the liberal majority rule government went under assault in Western social orders, something which had liberated the Jews. Against Semitism expanded extraordinarily in the ten years past to World War II. In Germany, after Adolf Hitler and the Nazi party had arrived at power on January 30, 1933, hostile to Semitism for all intents and purposes turned into an administration arrangement. Hitler requested that his contempt for Jews be strengthened in government activity. He guaranteed that Jewish individuals were an ailment in the public arena that he should free the universe of. He felt that the Jews were incredible, and that it was his business to vanquish them, and evacuate their danger to the world, and his valuable Aryan race. Hitler was the power behind the counter Semitism of the Nazi party, however one couldn't have had the impact it did, without the other. Hitler was resolved to clear out the Jews, and the Nazi party, helped him seek after that fantasy. The indiv iduals of Germany upheld these objectives in order to regain monetary solidness and success, and on the side of the counter Semitic assumptions that had waited inside them for a considerable length of time before Hitlers ascend to control. In Nazi Germany, Jewish abuse started by the administration supporting the bo... <!

The novel Refugee Boy Essay Example For Students

The epic Refugee Boy Essay Most would agree that the London spoke to in the novel Refugee Boy is a fantastically multi-social spot. The city depicted by Benjamin Zephania is by all accounts a lively commotion of different races, societies and customs, which all between blend together to give the spot a really universal feel. Three youthful companions in the novel particularly speak to this thought by carrying with them so much legitimate culture from their predecessors country. Robert and Asher were both conceived in London, yet at the same time hang on beyond all doubt to the language, food and music of their folks, though Alem really emigrated to the city from North East Africa. On appearance, in addition to the fact that Alem transported his own ethnic traditions, yet in addition eagerly grasped the multi-social nature of the city by become friends with Robert and Asher so rapidly. Despite the fact that Robert appears as though he is an average Londoner, his lineage is really from South America. When inquired as to whether he originated from Chile, he reacted: No, I was brought into the world here, however my mom and father did. Robert appears to be glad for the way that his family originated from another nation just as additionally being pleased that he was conceived in London. He likewise communicates his multiculturalism by submerging himself in remote food and music that helps him to remember his familys home. He states he gets a kick out of the chance to, eat a touch of Chilean food and tune in to a touch of Chilean music. This shows he attempts to stay in contact with the conventions of his predecessors home. On this, Robert puts forth an attempt to submerge individual Londoners in the way of life of his predecessors by recounting stories he has found out about Chile. He starts to explain to Alem regarding why his family moved to the UK. He begins the story by referencing the Chilean fascism: In Chile there was a major football arena In this story, Robert attempts to educate Robert that despite the fact that his family are glad to live in London, they will always remember their home, and just left since it was difficult to remain. Asher was additionally conceived in London, however pronounces that his foundations are in another nation. At a certain point in the novel Asher says, I is an Ethiopian who simply happens to be conceived in EnglandI my mom and father is Jamaican, and I is a Rasta. As Ashers digs have been stirred up through slave exchanging, he guarantees that his otherworldly country is in Ethiopia despite the fact that he was conceived in the UK. He attempts to keep his birthplaces near him by encircle himself with conventional African specialties. There is an accessory in the, cut state of Africa swinging from his neck. By showing this craftsmanship, Asher is demonstrating the number of inhabitants in London that he is pleased to have associations with Africa, which adds to the multicultural sentiment of the city. Like Robert, he additionally wishes to show Londoners his way of life and customs. He savors the opportunity to disclose to Alem and Robert about his religion: Rastafarianism. Shashamene is the land given to all Rastafarians with the goal that we can come back to the country and help to remake the incredible landmass of Africa. Asher appears to be pleased to disclose his religions convictions to willing audience members.

Paulo Freire and Revolutionary Education Essay Example for Free

Paulo Freire and Revolutionary Education Essay In perusing Paulo Freire’s moving and optimistic book Pedagogy of the Oppressed, first distributed in 1970, the inquiry emerges is whether such a profoundly changed instructive framework is even conceivable. Concurring the individual I met, a teacher with numerous long periods of showing involvement with numerous nations, the appropriate response isn't especially idealistic. Paolo Freire’s radical and humanistic perspective on instruction is light year’s expelled from what really happens in many homerooms around the globe. At the lower levels, training regularly sums to minimal more than repetition remembrance to get ready for state administered tests, with heads primarily worried that their ‘numbers’ look great. Advanced education has regressed into vocation preparing for large business interests, and honestly has become a business itself. For all intents and purposes none of the innovativeness, refinement or freedom that Freire expounds on so expressively truly exists in most instructive frameworks around the globe, which basically turn out more gear-teeth for the hardware. There might be a couple of really inventive and humanistic instructors, in spite of the fact that they as a rule end up baffled, wore out and pessimistic as a result of the idea of the framework itself. For Freire, the most exceedingly awful type of instructing is the financial idea of training, where understudies are uninvolved and estranged note takers of any data the instructor gives. This has been the ordinary kind of training framework in the majority of the world since the beginning, reflecting the tyrant and paternalistic financial connections on the planet outside the study hall. Truth be told, the schools and colleges are getting ready understudies to have their spot in the framework without addressing it. Freire claims that instructors can either work â€Å"for the freedom of the peopleâ€their humanizationâ€or for their training, their mastery. † They can either make instruction framework in which all people in the study hall are â€Å"simultaneously instructors and learners†, understanding that â€Å"knowledge develops just through creation and reexamination, through the eager, audacious, proceeding, confident request individuals seek after in the world†, or essentially maintain the state of affairs (Freire 72). He likewise demands that â€Å"the educator can't think for her understudies, nor would she be able to force her considerations on them† (Freire 77). Administering elites simply need to utilize the training framework as a feature of the mechanical assembly of â€Å"domination and repression†, to look after request, however genuine instruction ought to be progressive and intentionally set out to â€Å"transform† the world (Freire 79-80). Are there instructors who really have faith in this extreme strategic training? Is it even conceivable inside the current framework? To what extent does it take for instructors who were once youthful and optimistic to get baffled? Coming up next are passages from a meeting with ‘Dr. W. ’a college educator who has instructed in different nations around the globe for twenty-two years: Question: Have you at any point perused Paulo Freire’s book Pedagogy of the Oppressed? Dr. W: Yes, portions of it. Throughout the years, I’d state I’ve become genuinely acquainted with his general speculations. Question: Do you respect the instructive frameworks you have seen as harsh? Dr. W: I have encountered numerous instructive frameworks around the globe, including a number that I would see as very severe. For instance, I’ve instructed in Asian and Middle Eastern nations where essential and optional teachers routinely slap, punch and beat students†¦hit them with sticks, etc. Generally, those frameworks depend on repetition retention as Freire depicted, and the understudies are not permitted to scrutinize the educator: they are carefully inactive. Essentially, the understudies are simply being set up for state administered tests, not to create inventiveness or creative mind, and this turns out to be extremely clear when they arrive at the college level. By then, they have gotten used to treating educators like little popular idols, in spite of the fact that I guess it sets them up for the sort of bureaucratic and administrative salaried positions the greater part of them will be required to fill in the public arena. Question: Isn’t that additionally the case with the American training framework? Isn’t it generally intended for employments in the entrepreneur economy? Dr. W. : Absolutely. The American instruction framework is likewise a class framework, and this is as of now the case in essential and optional schools. My first employment was as an understudy instructor in a secondary school in New York. The children from common laborers foundations were commonly followed into ‘general† classes† that were not setting them up for advanced education, while those from the white collar class were. I’ll always remember the top notch I at any point instructed, with a gathering of morose, nonresponsive common laborers kids, stuck in a cellar homeroom that didn't have windows, educated by individuals who didn’t much consideration whether they picked up anything or not. These children knew it, as well. They were not moronic, in spite of the fact that the framework unquestionably treated them that way. They realized they were being set up for employments as mechanics and clerks. What's more, this was not a downtown school, however, where the American class and rank framework uncovers itself at its generally merciless. Question: Caste framework? Dr. W. : Yes, in the United States, we have a long history of instruction isolated by shading, with the most exceedingly terrible schools continually being held for minority gatherings. Look at any downtown government funded educational system today with those in the white rural areas, or with costly tuition based schools for the high societies, and you will see the distinction in around two seconds. For poor people and minority bunches in the downtowns, the educators and offices are a lot of more terrible than in suburbia, similar to the lodging, human services, nourishment, etc. Conditions in these ghettoized schools and neighborhoods are not too much better from those in creating countries†¦the sorts of spots Freire was discussing in his books. In those nations, the persecution is genuine without a doubt, and the understudies are being set up for lives as laborers, laborers or basically part of the minimized economy and society, similar to kids in America’s downtown schools. Those establishments are customized for disappointment. Question: But you never instructed in downtown schools like those? I mean the sorts of schools that resemble prisons, with cops on the job, metal identifiers and things like that? Dr. W. : No, my profession has been for the most part at the college level, and the understudies I’ve had were generally favored by the measures of this worldâ€middle class or high society. In the Middle East, I showed understudies from eminence and the privileged who had colossal recompenses each month, and in Asia I once showed understudies who showed up in limos with their own drivers. I wouldn’t state that they were actually the abused masses Freire was depicting. Then again, I instructed at a college in the previous Soviet Union were about 60% of the understudies were on grants and originated from genuinely humble foundations. Many individuals had additionally been hit hard by the breakdown of the economy when the Soviet Union finished. We even had a previous cerebrum specialist who wound up filling in as a janitor at the college, procuring about $150 every month. The entire clinical and government funded training framework was so far gone that she could get more cash-flow that way. Question: So you fundamentally consider the to be framework as being inconsistent, intended to keep individuals in their place a great many ages? Dr. W. : Yes, that’s been for the most part my experience. I think it’s intended to protect that the offspring of the proprietors and the decision class will remain at a similar level as their folks, while the offspring of the white collar class will proceed to oversee and regulate the framework for them, and the offspring of laborers will keep on being for the most part working drones, albeit a couple may be permitted up into the white collar class. Question: So in the entirety of your long stretches of understanding, you never experienced instruction as being freeing in the manner Freire depicts? Dr. W. : Absolutely never. The framework is set up to do the inverse and it will ordinarily get rid of educators who don't fit in with its necessities, except if they are secured by residency. Most educators simply come and get along, never causing trouble since they are moderately feeble themselves and simply need the check. Besides, guardians of white collar class and high society understudies don't need anybody to be freed, yet anticipate that their youngsters should fit in with the systemâ€to protect that the family keeps up its group position. Question: So given this the truth, is there any way you can envision that really freeing training framework may be set up? Dr. W. (chuckles): I think to do what Freire was discussing would require an insurgency. Obviously, at that point, Dr. W. was an instance of somebody who had gotten critical about the instruction framework after long stretches of understanding. He conceded that he had once been youthful and optimistic and may even have trusted some of Freire’s thoughts, however throughout the years he had discovered that there was actually no significant method to incorporate them under the present framework. Likewise, he imagined that most understudies just obliged this framework since that was what their folks expected, particularly when they were paying non-public schools and colleges to offer specific types of assistance. They were without a doubt not keen on making understudies progressively humanistic, defiant or addressing of power, yet just to set them up for professions and to ‘get ahead’ throughout everyday life. Just in uncommon cases in American history, for example, the 1960s during the time of the Vietnam War, counterculture and social equality developments did understudies really come to scrutinize the prevailing estimations of society on a mass scale. That has unquestionably not been the

Essay Topics For Application - How to Choose the Right Essay Topic For College

Essay Topics For Application - How to Choose the Right Essay Topic For CollegeBecause of the popular notion that student essay writing is an exceptional essay topic for the college essay, many students do not realize how to develop essay topics that are relevant to their learning objectives. Here are some excellent tips on essay writing and how to write relevant essay topics.Essay topics for application can be hard to come up with. There are too many things to consider, and if you have a hard time deciding what to write about, you will most likely forget most of your topics within the first draft. As with any other writing project, it is best to write one or two drafts before you begin to really write for your audience.The first thing you should do when you are trying to come up with essay topics for application is to determine what specific subject you want to address. There are many different subjects that you can consider. Most students have a bias that dictates the subject they c hoose to write about, but that is not always true. You can even write about things that you personally do not care about.Once you have decided on a specific subject, you should decide what the main idea of your essay is going to be. You should consider how your essay will be received by the faculty and the administration. You should also consider whether or not the topic is appropriate for the college or university. Make sure to write about a topic that you believe the admissions officers would be interested in.You will need to research several possible topics for your college essay. You can research a topic using the academic curriculum in your school. You can also find relevant literature from other schools by reading newspapers, magazines, and online material.When you are choosing the title of your essay, it is an important thing to consider. First, you want to make sure that your title is not too long. Second, the title should be short and concise so that your reader does not ha ve to read too much.After you have selected the title, you should make sure to choose the topic. You should write about the topic at length, and you should ensure that the thesis statement that you use is the only statement that you use. However, if you are unsure about the statement, you should include your thoughts and feelings in the body of the essay.Finally, as with any other writing project, you should spend some time editing your college essay. While the title is the most important part of your essay, the whole essay needs to be written well so that it can be approved for the school.

Marketing Plan for Vietnamese Business Essay

Marketing Plan for Vietnamese Business Essay Essay Prompt: Develop and present an outline marketing plan with justifications Purpose of the assessment The aim of the assignment is to demonstrate your understanding of how a global corporation strategically manages its marketing operations across global markets and cultures. Context: You work in a marketing consultancy. It is your job to prepare a report to the Dean of the Business School on your outline plan for entry into Vietnam with programmes of study. Your Specific Instructions: Your Report should identify as a minimum the following: You are to produce an outline marketing plan for entry into either country. See assessment requirements below for some ideas of indicative content. Ensure your country/segment is different from the other members of your group – no collusion or plagiarism. Approach/steps to follow: This business report should have a minimum of 6 sections and be logical, well-researched using Harvard Referencing. It should be written objectively with evidence based discussion. You are advised to use a â€Å"Marketing Plan† structure. 1. Introduction Include ‘signposting’ of the key issues which follow in the report. Briefly introduce †¦ the market 2. Findings and analysis Product and market related issues. Internal and external analysis [this should be from your previous group assignment.] 3. Outline an action plan which includes standardised and adaptive strategies, where necessary and relevant marketing theory. 4. Conclusions Summarises the key points already made and link to the task set. NO new information. 5. Reference list (at least 20 references, with at least 15 academic, please separate) Give full details, following CASE Harvard Referencing guidelines. 6. Appendices must be linked to the body of the work – do not include if not referred to. Introduction The following a marketing plan for entering the Vietnamese market. There will be several issues covered, including the market and product analysis, external analysis, an internal analysis, and an action plan. Then there will be conclusions. The Vietnamese market is a terrible one to enter, in short. There has to be a better market. While the market is large in population, and its wealth is growing, the average Vietnamese cannot afford to pay tuition for Western-quality higher education. The actual size of the market, which would consist only of wealthy Vietnamese students who cannot get into Western schools, is quite small. The report will outline the size of this market, and how best this market can be reached. Product The product we are selling is higher education. The business school proposes to enter the Vietnamese market with numerous courses of study. There are two products – a baccalaureate degree and an MBA, that are options for this market. The MBA has the best chance of success, because the market for an MBA consists of professionals who are able to pay. The market is basically Vietnamese professionals in their late 20s and early 30s who are in progressive positions that give them the ability to invest in their future, but who for whatever reason lack the ability to go to the West to study there. An MBA program, or Executive MBA program, is an opportunity for experienced professionals to gain a sense of reflection about best practices in business, synthesizing their experience with theory (Roglio Light, 2009). Because of their experience, Executive MBA students have lower barriers to success, and conventional measures such as GMAT scores are not correlated with that success (Gropper, 2007), which means the EMBA program can be offered with lower barriers to entry, though other studies contradict this (Siegert, 2010). An EMBA program typically allows students to learn with a combination of classroom and distance learning, which allows for greater flexibility in terms of time dedicated (Desanctis Sheppard, 2010). This product attribute, if implemented, with further reduce the friction in the sales process. Students are motivated to pursue EMBA programs by a number of factors. A study of students in Hong Kong revealed that most students pay for their own MBA (Thompson Gui, 2000). That study highlighted that the main reasons are to improve analytical ability, to learn more about business management, to get the MBA qualification and generally to get better at the job (Thompson Gui, 2000). Satisfaction relates both to factors involving the degree itself, but also to the school, so both should be taken into consideration in the marketing program (Grady, 2010). Another product-related consideration is the international component. It is expected that Vietnamese students want an EMBA in part for the exposure to Western business practices, and that demand would be higher for a program that gave them an international business component, especially with the recent stagnation in the Vietnamese economy (Tho, 2013). Having an international component has been shown to improve outcomes for graduates on the cognitive, behavioural and attitude levels (Schuster et al, 1998). Hilgert (1995) showed that EMBA students expect to have life changing outcomes, and broader perspectives about the world. This tells us something about the pain points we are trying to solve with this program. The target market is generally successful in their respective fields, but having come up in Vietnam, and maybe without the benefit of formal business education, feel limited in trying to either scale their business, or to break into multinational firms and build a career outside of the Vietnamese market. This study and Thompson Gui (2000) highlight the desire for broader perspectives in management, including formal understanding of business theory and its practical application, as main pain points that EMBA students are trying to solve. Market Knowing a little bit about the product that students are looking for helps when designing the course, and certainly helps contextualize the marketing via known market pain points. But there is also a need to understand the market more closely prior to entry. We know that Vietnam has a large population of 95 million, that 2/3 of the people live in rural areas, that the country has a low, but growing GDP per capita (CIA World Factbook, 2016). These figures are not bad, but neither do they make a case for Vietnam as the best choice of investment. Vietnams business environment is generally poor. The country is run by a Communist government, which exerts strong control over business. This is particular true in the education sector, where in 2012 Decree 73 was passed, placing strict rules for foreign educational institutions operating in Vietnam. The minimum investment is set at $15million USD, and there is a minimum cost per student of $7500 USD. This places a cap on the size of the market. Furthermore, the venture has to include content developed by Vietnamese educational institutions, which is sort of counter to the point of getting an EMBA from a western school, and therefore lowers the attractiveness of the product There are stipulations with respect to teacher-student ratio as well (ICEF, 2012) While entrepreneurism is high in Vietnam, bureaucracy is also high. Corruption is a major issue, and Vietnam ranks 112th out of 168 countries on the corruption perceptions index (Transparency International, 2016). The government has, however, made significant investments in its education system in recent years, leading to decent scores on international evaluations (The Economist, 2013), though there remains concern about the high dropout rate. This investment in education provides a decent baseline level of knowledge, which makes Vietnamese students who enter EMBA programs in their 20s and 30s better-equipped to succeed, having already established literacy and numeracy. There is also the issue of gender in terms of the market. In general, EMBA programs are valuable for women, who perform well in these programs in terms of expected outcomes of broadened perspectives and cognitive flexibility (Hilgert, 1998). Female entrepreneurship is viewed as a pathway to economic growth, unlocking the abilities of 50% of the population that in many cultures ends up shut off from economic opportunity (Kobeissi, 2010). Female entrepreneurs have been identified as important to economic growth in Vietnam specifically (Gerrard, Schoch Cunningham, 2007). There is definitely a market for female participation in the EMBA program, though in a country where female entrepreneurs are still expected to play traditional roles in the home, it is worth studying what accommodations need to be made in order to effectively target this market. In marketing, consideration needs to be paid to psychographics. Swierczek and Thai (2003) conducted a study of Vietnamese SME owners and found that they were primarily motivated by achievement and challenge, rather than by the necessity for a career or by economic security. Tapping into these motivations is going to be critical to successfully marketing this program to Vietnamese entrepreneurs and managers. As for reaching the market, it is worth noting that in the two major cities that drive Vietnams economy – the capital Hanoi and the largest city Saigon – Vietnam is an educated, wired place. Some 40% of all Vietnamese access the Internet on a daily basis, smartphone ownership is rising rapidly and as a young country where 40% of people are under 25, there is potential for further growth by targeting this upwardly mobile, connected young entrepreneur class (Davis, 2016). Internal Analysis The business school has some strengths, in that it has been able to cultivate a positive reputation over time, and that this reputation helps it attract students. The reputation is founded on having a strong program, which relies on strong leadership, quality instructors, and good students, given the importance of teamwork in business education. The school has a quality curriculum, though it clearly would need to change a few things for the Vietnamese market. There are probably as many weaknesses as strengths right now, some of which will need to be resolved prior to market entry, and some that are less critical in nature. First, the university has never done business in Vietnam. That is a very foreign culture, with a government that has strong influence over the higher education sector – Degree 73 is just one element of that – and a high level of corruption. Vietnam is not International Business 101, it is a country where market entry comes with a higher degree of difficulty than most. The marketers role is easy relative to the role of operations. Improving our capabilities to deliver education in this regulatory regime, and to this market, at a profit point, is something that has to be given strong consideration. Another internal issue is that the competencies the school has in its home market may not transfer to Vietnam. The context is quite different, and that matters. The Vietnamese market has unique needs. Remote service delivery may be compromised by power outages for rural customers; not all students will have baseline literacy and numeracy (especially for finance and economics courses). Even among entrepreneurs, English-language skills are often sub-optimal. Despite the benefit of international business, cost may be a barrier. The school needs to have a comprehensive operational plan to overcome these issues, as well as regulatory and corruption issues. All of these problems might require the school to partner with a local educational institution for service delivery, and our business school does not have much experience with this. Not to focus too much on the weaknesses, but there is a huge learning curve to overcome, and what we do well in the home market is not necessarily going to help with that learning curve. And our name only has value as a western institution over there – if youre not a major global school, people in countries like Vietnam have never heard of you. External Analysis The market factors have already been discussed at length. Vietnam has a relatively small market for EMBA or MBA education, constrained by the state of its economy and further by stifling government regulation of the sector. There are signs for optimism in terms of the entrepreneurial drive of the culture, the connectedness of the people (especially in cities), its youthfulness and the concentration of wealth in two major cities. Saigon has a per capita GDP twice the national average, significantly greater than that of Hanoi, and HCMC is also the hub of economic activity in the country and the place with the most foreign investment (Folkmanis Uyen, 2014). The government in HCMC is also less intrusive than in most other localities, so federal issues notwithstanding, Saigon is the clear choice for location of an EMBA program. A remote element would allow students in Hanoi, Hue and other cities to enter the program, and commute in for classroom time on a structured basis, as HCMC is wel l-served by flights from pretty much everywhere in the country. The external environment is only marginally positive in Saigon, but any market entry into Vietnam has to be done there. Further, the countrys factors have limited foreign competition. While there is high demand for executive education, including leadership education (Gosiengfiao, 2009), the school will need collaborative partners. HCMC has many Western firms that can contribute to this effort, as such corporate-educational collaborations have proven successful in other Asian countries for raising the standard of leadership education (Gosiengfiao, 2009). Current competitors in the EMBA market are the HCMC University of Technology, the University of Quebec Montreal, RMIT (Melbourne) and University of Hawaii, so there are few competitors in the market at present, and none of the big global names. This represents good opportunity to build a brand in Ho Chi Minh City early in the development of the Vietnamese economy. Getting in early is actually quite important given the need to find a local partner for curriculum and course content – there are only so many of those worth partnering with, and once they have established partnerships that will be a major barrier to entry for other foreign schools. In essence, the external analysis says that if Vietnam is viewed as a good market to enter, then the timing should be as soon as possible. Action Plan There are several elements of the plan. First, you need personas. There are a few – younger entrepreneurs, older managers, female entrepreneurs being three major ones. Know these people, and know their pain points so that your messaging hits those. The messaging should focus on challenge and achievement for its own sake – attract the people who want to make something of themselves, not just people who think they need an MBA. Leverage the brand – none of the three western schools in Saigon now has a particularly noteworthy brand. Use a proper CRM tool as well – there are going to be a lot of customers who want to attend but may not be able to afford to right away, so repeat communication is important. So, too, is having programs to remove friction associated with attending , be the friction child care, financing, or distance. A strong distance component is an important element of service delivery – skimming from Hanoi and Hue will help boost enrollme nt. Reaching customers requires marketing through both traditional and non-traditional channels. Use inbound. Become a thought leader in business education, perhaps by building a bilingual blog content with basic management tips to get the eyeballs of the curious, with this basic education as a wedge. Use mobile/social and pay close attention to what platforms the target market uses, as they may be different than in the West. Take out ads in publications that the target market reads. Have a PR campaign around the initial launch, even if demand exceeds capacity. But be adaptive. Use metrics to measure the strategies undertaken, and make decisions based on this analysis. Inbound has a long lead time, so be careful about time frames when making decisions about the effectiveness of strategies. Be flexible, because the market is evolving fairly quickly, and that brings with it the need to be highly adaptive, and not get locked into the basic strategies that accompany the launch. Have regular evaluations where everything is on the table, and make sure you have a team in place that can manage the analytics so that you are using good data. Conclusions Vietnam is not the most attractive market, for a number of reasons, but market entry is certainly possible for an EMBA program. There is limited competition, and good reason to believe that the underlying demand factors are favourable. Ho Chi Minh City is the main point of entry, as the economic hub, and the location with the corporate and educational partners that we will need to effectively launch an EMBA program. There appears to be three main personas to target for an EMBA, that have both the desire and ability to pay. There is sufficient data to help create meaningful personas, and in particular to tap into their underlying motivations for obtaining an EMBA. Given these factors, it is our view that market entry into Vietnam can be executed successfully, and that there is growth potential for a university that can traverse the steep learning curve of this market effectively, and position itself as a leader in executive education in Vietnam, before barriers to entry grow higher fo r subsequent entrants. Market entry to Vietnam is not without significant challenges, but ultimately it can be successful and the marketing team has what it needs for a successful launch in Ho Chi Minh City. References / Works Cited / Bibliography Desanctis, G. Sheppard, B. (2010). Bridging distance, time, and culture in Executive MBA education. Journal of Education for Business. Vol. 74 (3) 157-160. Folkmanis, J. Uyen, N. (2014) Saigon beating Hanoi four decades after Vietnam War. Bloomberg. Retrieved December 11, 2016 from https://www.bloomberg.com/news/articles/2014-09-03/saigon-beating-hanoi-four-decades-after-vietnam-war Gerrard, P., Schoch, H. Cunningham, J. (2007). Values and skills of female entrepreneurs in Vietnam: An exploratory study. Asia Pacific Business Review. Vol. 10 (2) 139-159. Gosiengfiao, I. (2009). Leadership development – building an EMBA brand in China. Management Training and Development in China. Routledge: London. Grady, B. (2010). Exploring the value of MBA degrees. Journal of Education for Business. Vol. 85 (1) 38-44. Gropper, D. (2007). Goes GMAT matter for Executive MBA students? Some empirical evidence. Academy of Management Learning Education. Vol. 6 (2) 206-216. Hilgert, A. (1995) Developmental outcomes of an executive MBA program. Journal of Management Development. Vol. 14 (10) 64-76. Hilgert, A. (1998). Professional development of women and the executive MBA. Journal of Management Development. Vol. 17 (9) 629-643. Kobeissi, N. (2010). Gender factors and female entrepreneurship: International evidence and policy implications. Journal of International Entrepreneurship. Vol. 8 (1) 1-35. Roglio, K. Light, G. (2009). Executive MBA programs: Development of the reflective executive. Academy of Management Learning Education. Vol. 8 (2) 156-173. Schuster, C., Zimmerman, R., Schertzer, C. Beamish, P. (1998). Assessing the impact of Executive MBA international travel courses. Journal of Marketing Education. Vol. 20 (2) 121-132. Siegert, K. (2010). Executive education: Predicting success in Executive MBA programs. Journal of Education for Business. Vol. 83 (4) 221-226. Swierczek, F. Thai, T. (2003) Motivation, entrepreneurship and the performance of SMEs in Vietnam. Journal of Enterprising Culture. Vol. 11 (1) 47. Tho, T. (2013) Vietnamese economy at the crossroads: New doi moi for sustained growth. Asian Economic Policy Review. Vol. 8 (1) 122-143. Thompson, E. Gui, Q. (2000). Hong Kong executive business students motivations for pursuing an MBA. Journal of Business Education. Vol. 75 (4) 236-240. CIA World Factbook (2016). Vietnam. Central Intelligence Agency. Retrieved December 11, 2016 from https://www.cia.gov/library/publications/the-world-factbook/geos/vm.html Davis, B. (2016) Vietnam: The quite economic success story of Asia. Forbes. Retrieved December 11, 2016 from http://www.forbes.com/sites/johnkang/2016/12/06/china-beijing-u-s-washington-memory-chip-semiconductor-technology/#1859dcfb4038 ICEF (2012). New government decree tightens regulations on foreign-based educational institutions in Vietnam. ICEF Monitor. Retrieved December 11, 2016 from http://monitor.icef.com/2012/11/new-government-decree-tightens-regulations-on-foreign-based-education-institutions-in-vietnam/ The Economist (2013). Very good on paper. The Economist. Retrieved December 11, 2016 from http://www.economist.com/blogs/banyan/2013/12/education-vietnam Transparency International (2016) Vietnam. Transparency International. Retrieved December 11, 2016 from http://www.transparency.org/country#VNM Share With Other Students!Share View or Download this full document in (.docx) format. --> Open Full Document Open full document and source list OR Order A Custom Written Essay Order a one-of-a-kind custom essay on this topic

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