Professional Documents
Culture Documents
Presentation For Faith University - Turkey
Presentation For Faith University - Turkey
Research Publications
Conference Proceedings
1.Habib, M. and C. Jungthirapanich, An Integrated Framework for Research and Education Supply Chain for the Universities, 4th IEEE International Conference on Management of Innovation and Technology, IEEE Computer Society, USA, Sep., 2008, pp. 1027-1032, ISBN 978-1-4244-2329-3 2. Habib, M. and C. Jungthirapanich, Integrated Educational Supply Chain Management (IESCM) for the Universities, Sixth AIMS International Conference on Management, India, Dec., 2008 3. Habib, M. and C. Jungthirapanich, A Research Model of Integrated Educational Supply Chain for the Universities, INFOMS International Conference on Technology and Business Management (ICTBM), Dubai, March, 2009 4. Habib, M. Research Framework of Education Supply Chain, Research Supply Chain and Educational Management for the Universities, International Conference on Information Technology, Thailand, March, 2009
5. Habib, M., An Integrated Research Framework of Educational Management for the Universities INFOMS Ninth International Conference on Operations and Quantitative Management Los Angeles, USA, June, 2009
6. Habib, M. and C. Jungthirapanich, Research Framework of Educational Supply Chain Management for the Universities, IEEE International Conference on Engineering Management and Service Sciences EMS, China, September, 2009, ISBN 978-1-4244-4638-4
2
Research Publications
Research Publications
14. Habib, Dr. Mamun, An Exploratory Research on Educational Supply Chain Management, The IEEE International Conference on Industrial Engineering and Engineering Management (IEEM), Singapore, December, 2011, ISBN 978-1-4577-0738-4
15. Habib, Md. Mamun, An Integrated Tertiary Educational Supply Chain Management (ITESCM) Model, SAARANSH - International Conference PrCON -2012 on Developing Strategies for Organizations in Global Economics: Prospects, Issues & Challenges, India, February, 2012 16. Habib, M., Pathik and Chowdhury, Analysis of Educational Supply Chain Management Model: A Case Study Approach, The 3rd International Conference on Industrial Engineering and Operations Management (IEOM), Turkey, July, 2012 17. Habib, M., Pathik and Chowdhury, A Descriptive Study on Supply Chain Management Model for the Academia, The 6th IEEE International Conference on Management of Innovation and Technology (ICMIT), Indonesia, June, 2012
4
Research Publications
Journals
1.Habib, M. and C. Jungthirapanich, Research Framework of Education Supply Chain, Research Supply Chain and Educational Management for the Universities, International Journal of the Computer, the Internet and Management (IJCIM), Thailand, Vol. 17, No. SP1, 2009, pp.24.1-8, ISSN 0858-7027
2.Habib, M. and C. Jungthirapanich, Integrated Educational Management for the Universities, The Journal of China-USA Business Review, David Publishing Company, IL, USA, Vol. 8, No. 8, 2009, pp. 25-38, ISSN 1537-1514, CBSN 270B0070
3. Habib, M. and C. Jungthirapanich, An Integrated Form of Educational Management for the Universities, International Journal of Management Science & Engineering Management (IJMSEM), 2010 4. Habib, Dr. Md. Mamun, Supply Chain Management: Theory and its Future Perspectives, International Journal of Business, Management and Social Sciences (IJBMSS), Vol. 1, No. 1, 2010 5. Habib, Dr. Md. Mamun, An Exploratory Analysis of Educational Management for the Universities, International Journal of Engineering, Business, Management (IJEBM), Croatia, Vol. 3, No. 3, September, 2011, ISSN 1847-9790 6. Habib, Dr. Md. Mamun and Pathik, Bishwajit B. An Investigation of Education and Research Management for Tertiary Academic Institutions International Journal of Engineering, Business, Management (IJEBM), Croatia, 2012, ISSN 1847-9790 7. Habib, Dr. Md. Mamun and Ali, Mohammad, The material requirements planning system for readymade garments and inventory control, Journal of Applied Management and Investments (JAMI), Ukraine, May, 5 2012, ISSN 2225-3467
Rationale
Supply chain management (SCM) is needed for various reasons (Stevenson, 2002)
improving operations better outsourcing increasing profits enhancing customer satisfaction generating quality outcomes tackling competitive pressures increasing globalization increasing importance of E-commerce growing complexity of supply chains
Rationale
Basic Supply Chain (for Manufacturing Industry)
Rationale
Basic Supply Chain (for Service Industry)
Supplier Raw Materials Customer Finished Products Consumer
Service Provider
Rationale
Decision Phases of a Supply Chain
Strategy or Design Planning Operation
Level-One
Strategy
Planning Operation
Level-Two Level-Three
10
Rationale
A Comparative Analysis of SCM in Different Arenas
Most supply chain management (SCM) literature focuses on the manufacturing industry Only little literature on SCM in the service industry Very few research papers on SCM in the academia
11
Research Objectives
To depict a holistic view, comprising inputs, the process, and outputs of the educational supply chain To develop an integrated supply chain for the universities
12
Significance
Educational supply chain management improves the well-being of the end customer or the society. The exploratory study addresses the education supply chain, the research supply chain, and educational management.
The proposed conceptual model for the universities provides a novel approach for decision makers.
13
Scope
The proposed model is applicable only to tertiary educational institutions. Further studies, using data from primary, secondary, as well as other tertiary educational institutions, are required. The validity of the model depends much on the completeness and accuracy of the input data. The proposed model was evaluated conceptually via empirical data.
14
Literature Review
Evolutionary Timeline of SCM
15
Research Methodology
An empirical research
17
Email
University Staff Self-Administered Email Employers Self-Administered Email Graduates Self-Administered
9
29 0 153 8 158 166 493 153 38
18
19
Model Development
Theoretical Frameworks
OBrien and Kenneth (1996) reported the results from a survey conducted among students and employers.
Lau (2007) performed an in-depth case study approach to developing an educational supply chain as the student and the research supply chain for the City University of Hong Kong.
20
Model was developed based on the analysis of literature, past theoretical frameworks, interviews with stakeholders
The resulting model was subsequently evaluated for accuracy and validity by MLR analysis and SEM technique through AMOS
21
Process
Consumer
University
Students
Society
Graduates
22
Suppliers
Supplied Inputs
Raw Materials
Customers
Education Customers Supplied Outputs
Consumer
Society
23
Graduates
Education Customers
Society
Research Customers
Research Outcomes
Res D e ve e a r ch lopm ent
a r ch R e s e me n t e ss Ass
24
Suppliers
Education Suppliers
Research Suppliers
25
Customers
Education Customers
Research Customers
26
Operating Level
Graduates
Research Outcomes
27
Final Outcomes
1. Graduates with Desirable Quality a) Graduates Benchmarking b) Graduates Value Enhancement
2. Quality Research Outcomes Problem solution, pure theory, internal and external projects applications, thesis findings, research publications, or research findings, etc.
28
University E E E E E E E E R R R R R R R R D D D D A A A A A A A A D D D D PE UC FC FA PE UC FC FA PE UC FC FA PE UC FC FA SL SL SL SL SL SL SL SL SL SL SL SL SL SL SL SL E E E E E E E E R R R R R R R R D D D D A A A A A A A A D D D D PE UC FC FA PE UC FC FA PE UC FC FA PE UC FC FA PL PL PL PL PL PL PL PL PL PL PL PL PL PL PL PL E E E E E E E E R R R R R R R R D D D D A A A A A A A A D D D D PE UC FC FA PE UC FC FA PE UC FC FA PE UC FC FA OL OL OL OL OL OL OL OL OL OL OL OL OL OL OL OL
Graduates Research Outcomes
Education Customers
Research Customers
Society
E R D A Education Research Development Assessment SL PL OL Strategic Level Planning Level Operating Level PE UC FC FA Programs Establishment University Culture Faculty Capabilities Facilities
29
H1 H17 H18
PE
H3
SL PL OL SL PL OL SL PL OL SL PL OL
UC
H9
Students
Research Projects
H11
UC
FC
FC
FA
H12
FA
H13
PE
SL PL OL SL PL OL
H16
UC
UC
Graduates
FC
SL PL OL SL PL OL
H6
Research Outcomes
H8
FC
FA
FA
H19 H2
Education Customers
H20
Research Customers
Assessment
Assessment
H4
H22
PE UC FC FA
30
31
Vocation & Research World Rank 1220 Vocation & Research World Rank 1220 Vocation Reseach Research Vocation Research Research Research Research Research Research World Rank 1970 World Rank 479 World Rank 663 World Rank 1707 World Rank 882 World Rank 775 World Rank 523 World Rank 858 World Rank 803 World Rank 856
32
Pre-test
Country South Africa U.K Australia Latvia USA Taiwan Romania Canada USA
Respondents Prof Julian Smith Professor Gerald Bennett Dr. Stephen Weller Indra Dedze Dr. Kim Black Dr. Yu-Cheng Lee Dr. Dumitru Miron Dr. Don O'Leary Dr. J. Michael Adams
University Name Stellenbosch University University of Wolverhampton Victoria University University of Latvia University of Northern Colorado Chung Hua University Bucharest University of Economics Trent University Fairleigh Dickinson University
Region/Co ntinent Africa Europe Asia/Pac Europe Americas Asia/Pac Europe Americas Americas
Position Vice-Rector Pro-Vice-Chancellor Pro-Vice-Chancellor Project Manager Director of Assessment Professor and Chairman Vice-rector Vice President, Admin President
Range of St. Population More than 20,000 More than 20,000 More than 20,000 More than 20,000 10,001-20,000 5,001-10,000 More than 20,000 5,001-10,000 10,001-20,000
Type of University Research Vocation Vocation & Research Research Research Research Research Vocation Research
Others World Rank 697 World Rank 698 World Rank 699 World Rank 700 World Rank 701 World Rank 702 World Rank 703 World Rank 704 World Rank 705
U.K
Romania Italy USA USA USA Italy Slovakia Germany U.K Bangladesh Bangladesh Bangladesh Bangladesh Bangladesh Bangladesh Bangladesh Bangladesh Bangladesh
Europe
Europe Europe Americas Americas Europe Europe Europe Europe Asia/Pac Asia/Pac Asia/Pac Asia/Pac Asia/Pac Asia/Pac Asia/Pac Asia/Pac Asia/Pac Asia/Pac
Dean
Rector Rector Vice President, Academic Senior Associate Vice Chancellor President Vice Rector for Science & Res. Vice-president Pro-V.C for External Relations Vice-Chancellor Vice-Chancellor Vice-Chancellor Vice Chancellor Vice Chancellor Program Director Professor Dean Dean Associate Professor
5000 or less
More than 20,000 More than 20,001 5001 to 10,000 10,001-20,000 5001 to 10,000 5000 or less 5001 to 10,000 More than 20,000 5001 to 10,000 5,001 -10,000 5000 or less 5000 or less 5000 or less 5000 or less 5,001 -10,000 5001 or less 5,001 - 10,000 5,001 - 10,000 5,001 -10,000
Reseach
Research Research Vocation & Research Research Vocation & Research Research Research Vocation Research Vocation Vocation & Research Vocation Vocation Vocation & Research Vocation Vocation & Research Vocation & Research Vocation & Research Vocation
33
34
35
36
error 1 error 2
SL_PE_D_ED
.24
PL_PE_D_ED
Sub Group 1
error 3
OL_PE_D_ED
.39 .83
error 4 error 5
SL_UC_D_ED
.63 .34 .59 .32 .57 .66 .79
PL_UC_D_ED
Sub Group 2
OL_UC_D_ED
.33 .75 .58 .40
SL_FC_D_ED
.63 .36 .60
PL_FC_D_ED
Sub Group 3
.73
error 9
OL_FC_D_ED
.30 .70
error 10 error 11
SL_FA_D_ED
.55 .29 .54 .25 .50
PL_FA_D_ED
Sub Group 4
error 12
OL_FA_D_ED
37
Prog. Estab_ED_DEV = 0.52 (SL_PE_D_ED) + 0.49 (PL_PE_D_ED) + 0.46 (OL_PE_D_ED) Univ. Cult_ED_DEV = 0.63 (SL_UC_D_ED) + 0.59 (PL_UC_D_ED) + 0.57 (OL_UC_D_ED) Fac. Capab_ED_DEV = 0.58 (SL_FC_D_ED) + 0.63 (PL_FC_D_ED) + 0.60 (OL_FC_D_ED) Facilities_ED_DEV = 0.55 (SL_FA_D_ED) + 0.54 (PL_FA_D_ED) + 0.50 (OL_FA_D_ED)
ED_DEV = 0.63 (Prog. Estab_ED_DEV) + 0.70 (Univ. Cult_ED_DEV) + 0.65 (Fac. Capab_ED_DEV) + 0.63 (Facilities_ED_DEV)
38
error 13
SL_PE_A_ED
.32
error 14
PL_PE_A_ED
Sub Group 5
error 15
OL_PE_A_ED
.37 .86
error 16
SL_UC_A_ED
.36
error 17
PL_UC_A_ED
Sub Group 6
error 18 error 19
OL_UC_A_ED
.24 .93 .49 .26 .51 .23 .48
SL_FC_A_ED PL_FC_A_ED
error 20
Sub Group 7
.76
error 21
OL_FC_A_ED
.39 .81
error 22
SL_FA_A_ED
.36
error 23
PL_FA_A_ED
Sub Group 8
error 24
OL_FA_A_ED
39
Prog. Estab_ED_ASS = 0.64 (SL_PE_A_ED) + 0.57 (PL_PE_A_ED) + 0.56 (OL_PE_A_ED) Univ. Cult_ED_ASS = 0.60 (SL_UC_A_ED) + 0.60 (PL_UC_A_ED) + 0.55 (OL_UC_A_ED) Fac. Capab_ED_ASS = 0.49 (SL_FC_A_ED) + 0.51 (PL_FC_A_ED) + 0.48 (OL_FC_A_ED) Facilities_ED_ASS = 0.63 (SL_FA_A_ED) + 0.60 (PL_FA_A_ED) + 0.58 (OL_FA_A_ED)
ED_ASS = 0.68 (Prog. Estab_ED_ASS) + 0.74 (Univ. Cult_ED_ASS) + 0.69 (Fac. Capab_ED_ASS) + 0.66 (Facilities_ED_ASS)
40
Sub Group 1
.49
err 33
Sub Group 2
.42
Sub Group 3
.39 .63
.65
Group 1
.97
Sub Group 4
.46
Graduates
.68 .74
Sub Group 5
.54
Sub Group 6
.47
.84
.69 .66
Group 2
Sub Group 7
.44
Sub Group 8
err 34
.92
error 35
SL_PE_D_RE
.22
error 36
PL_PE_D_RE
Sub Group 9
error 37
OL_PE_D_RE
.80 .41
error 38
SL_UC_D_RE
.64 .38 .58 .61 .38 .62 .63
error 39
PL_UC_D_RE
Sub Group 10
error 40 error 41
OL_UC_D_RE
.43 .65 .66 .38 .62 .42 .65
SL_FC_D_RE PL_FC_D_RE
error 42
Sub Group 11
.69
error 43
OL_FC_D_RE
.39 .69 .63 .63 .39 .63
error 44
SL_FA_D_RE
.39
error 45
PL_FA_D_RE
Sub Group 12
error 46
OL_FA_D_RE
42
RES_DEV = 0.60 (Prog. Estab_RE_DEV) + 0.71 (Univ. Cult_RE_DEV) + 0.63 (Fac. Capab_RE_DEV) + 0.67 (Facilities_RE_DEV)
43
SL_PE_A_RE
.36 .64 .60 .44 .67
error 48
PL_PE_A_RE
Sub Group 13
error 49
OL_PE_A_RE
.44 .77 .66 .63 .42 .65 .76 .53 .65 .39 .62 .67
error 50
SL_UC_A_RE
.40
error 51
PL_UC_A_RE
Sub Group 14
.77
error 52 error 53
OL_UC_A_RE
.29
SL_FC_A_RE
.43
error 54
PL_FC_A_RE
Sub Group 15
.78
error 55
OL_FC_A_RE
.28 .86 .53 .68 .28 .53
error 56
SL_FA_A_RE
.46
error 57
PL_FA_A_RE
Sub Group 16
error 58
OL_FA_A_RE
44
RES_ASS = 0.67 (Prog. Estab_RE_ASS) + 0.72 (Univ. Cult_RE_ASS) + 0.74 (Fac. Capab_RE_ASS) + 0.69 (Facilities_RE_ASS)
45
err 67
Sub Group 9
.51
.60 .71
err 68
Sub Group 10
.40
.98 Group 3
err 75
err 69
err 70
Sub Group 11
.45
.63 .67
.99
.46
err 71
.72
.74 .69
.79 Group 4
.89
Sub Group 15
.47
Sub Group 16
err 76
ERR 4 .02 ERR 1 ED_SUPP .13 ST .17 .41 University ERR 2 .05 RE_SUPP .15 .23 RE_PROJ .38
ERR 5
47
.11 .34
ERR 1
.37
GRAD
ED_CUS
.61
.02
ERR 2
.15
.36
.61
Society
RE_OUT
RE_CUS
ERR 5
Society = 0.61 ED_CUS + 0.61 RE_CUS Society = 0.21 Grad + 0.09 RE_OUT Society = 0.20 ED_DEV + 0.19 ED_ASS + 0.09 RE_DEV + 0.08 RE_ASS
Society = 0.126 (Prog. Estab_ED_DEV) + 0.14 (Univ. Cult_ED_DEV) + 0.13 (Fac. Capab_ED_DEV)+ 0.126 (Facilities_ED_DEV) + 0.129 (Prog. Estab_ED_ASS) + 0.141 (Univ. Cult_ED_ASS)+ 0.131 (Fac. Capab_ED_ASS) + 0.125 (Facilities_ED_ASS) + 0.054 (Prog. Estab_RE_DEV)+ 0.064 (Univ. Cult_RE_DEV) + 0.057 (Fac. Capab_RE_DEV) + 0.06 (Facilities_RE_DEV) + 0.054 (Prog. Estab_RE_ASS) + 0.058 (Univ. Cult_RE_ASS) + 0.059 (Fac. Capab_RE_ASS) + 0.055 (Facilities_RE_ASS) 48
ED_SUPP
.13
RE_SUPP
.23
err_a err_c
.04 .03
err_b err_d
.08
ST
RE_PROJ
ED_DEV
.11 .38
.05
RE_DEV
.06 .50
ED_ASS
.11
.06
.11
RE_ASS
.06
err_f
err_g
.34
err_h
ED_CUS
RE_CUS
.53 .53
err_i
err_j
Society
err_k
50
ED_SUPP .13 err_a err_c .04 ED_DEV .03 .40 ED_ASS .12 err_e GRAD err_g .34 .06 .02 .30 .32 ST
RE_PROJ
.06
.11 .06 err_f RE_OUT .15 err_h RE_ASS
.50
Society
err_k
51
RE_SUPP .23
err_b
err_d .08 RE_DEV .06 RE_ASS .50
ED_ASS
.46
ED_CUS err_i .48 -.12 RE_CUS .49 err_j
Society
err_k
52
err_m
RE_SUPP
.23
err_b
.08
ST
.03 .02 .14 .23 .31 .32 .09 .06
RE_PROJ
.23 .10
err_d RE_DEV
.06 .50
.05 .08
RE_ASS
.20 .05
err_f RE_OUT
.05 .31
err_h
ED_CUS err_i
.49
RE_CUS
.49
err_j
err_k
Society
Application Guidelines from Research Findings Ranked Order of Significant Aspects in ITESCM ITESCM Aspect
Univ. Cult_ED_ASS Univ. Cult_ED_DEV Fac. Capab_ED_ASS Fac. Capab_ED_DEV Prog. Estab_ED_ASS Prog. Estab_ED_DEV Facilities_ED_DEV Facilities_ED_ASS Univ. Cult_RE_DEV Facilities_RE_DEV Fac. Capab_RE_ASS Univ. Cult_RE_ASS Fac. Capab_RE_DEV Facilities_RE_ASS Prog. Estab_RE_DEV Prog. Estab_RE_ASS
Regression Coefficient 0.141 0.14 0.131 0.13 0.129 0.126 0.126 0.125 0.064 0.06 0.059 0.058 0.057 0.055 0.054 0.054
54
0.141 0.14
Good governance would be highly recommended for the universities. To foster good governance in the tertiary educational institutions, selection of key executives is very important.
55
(Continued)
0.131 0.13
Faculty members recruitment is the key factor in the universities to produce quality graduates.
56
0.129 0.126
Different programs establishment in the universities depends on the demand of the society. Universitys quality assurance center would assess the quality of the graduates in terms of performance indicators.
57
Facilities_ED_DEV Facilities_ED_ASS
0.126 0.125
University must ensure the modern teaching facilities for the students. Teaching based universities must have reviewed their students research involvements.
58
Universities must set up research center to coordinate the different entities in the research supply chain. University management must provide all facilities for the research projects and engage those faculty members who have expertise in research.
59
Conclusions
This research represents the first large scale empirical study that systematically investigate input of the university, output of the university through educational supply chain management. This model furnishes stakeholders of the supply chain with appropriate strategies to review and appraise their performance toward fulfillment of ultimate goals.
60
Conclusions (Continued)
This model provides two contributions to the end customer, i.e. the society, including human resource contribution and research contribution. Well-being society would be possible if we could produce quality graduates and quality research outcomes by implementing proper manage the educational supply chain for the universities from the raw materials to finished products.
61
Recommendations
Model evaluation by actual implementation is suggested for prospective investors or current university administrators. The current decision makers who need to improve their management can apply the research equations of educational supply chain management model to their universities.
62
Recommendations (Continued)
This model is applicable for those universities that have teaching and research. Therefore, only research based universities deserve further study. There are other possibilities for further research regarding thoroughly analyzed of suppliers, customers, and the end customer, i.e. the consumer of this model.
63
64