Analysis of The Readiness of Tan Tao University toOffer an MBA ProgramFrancisco Tulop Roma1,∗, Bernardo Jeffrey Ladao Morante1 and Maged AlDubai21School of Business and Economics, Tan Tao University, Duc Hoa, Long An, 850000, Viet Nam., 2Management Development Institute of Singapore inTashkent, Uzbekistan

ABSTRACT This study provides a strategic analysis on Tan Tao University MBA Program. The mainobjective of this study is to analyse the readiness of the Tan Tao University to offer an MBA Programand the effectiveness of the curriculum of the proposed MBA Program focusing on four areas such ashuman resource, facilities and equipment, research aspect and opportunities for development andformulate recommendations based on the findings that would boost the SBE MBA Program. Data iscollected through questionnaire using convenience sampling in order to give a comprehensive view ofstudents and faculty members’ perceptions. Data collected have been presented in tabular forms usingweighted mean and percentage to facilitate understanding of the study. Managers of today’s organiza-tion must comprehend the essentials of individual and group behaviour if they are to motivate andcommunicate with others in the organizations. They must understand administrative processes if theyare to plan and organize its operations. They must familiarize themselves with mathematical and statis-tical procedures if they are to efficiently control what goes on in an organization. Every company hasits leaders and managers. They are the people who get things done, make things happen, and makethe decisions that will make the difference between success and failure. It is this special breed of ac-complished professionals for whom the Graduate School of Business of Tan Tao University is designed.

DOI: https://doi.org/10.53901/xfcd4ve380f

KEYWORDS

Academic credits,Effectiveness,MBA Program,Strategic Analysis.

ARTICLE HISTORY

Received: 10.08.2020Accepted: 15.09.2020Online: 01.10.2020

THE PROBLEM AND ITS SETTING

Introduction

The proposed Graduate School Program is a project of TTU SchoolEconomics and Business Administration. Its mission/vision isto become globally distinguished institution with standards andpractices based on American liberal arts model of higher educa-tion. It aspires to become the first Vietnamese university with aU.S. style of education. In fact, as stressed by World EducationNews Reviews and Higher Education in Vietnam [1], the struc-ture of the Vietnamese education system is similar to the UnitedStates in that it has 12 years of schooling followed by a four-yearbachelor degree, a two-year master’s degree and a three to fouryear Ph.D. The MBA Programs require between one and a halfand two years of full-time or 40 credits, with a mix of course work,research and a final dissertation. The TTU Graduate School of

Business & Economics will specifically design its own curriculumbased on the minimum requirement defined in the policies andstandards specific to the field of business as mandated by Ministryof Education and Training vis. Higher Education in Vietnam. Thecurriculum will consist of multidisciplinary and interdisciplinarylearning experiences and flexibility in major fields. In the words ofSobel [2], the functional disciplines must be integrated. Marketing,finance, information and technology management, and humanresources management should not operate in a vacuum, indepen-dent of one another. Thus, the aim of the MBA curriculum is todevelop the skills necessary to plan and manage the various busi-ness disciplines vis-à-vis multidisciplinary and interdepartmentalapproach of the successful business enterprise. However, in keep-ing with its vision/mission, the curriculum has to be benchmarkedwith the curriculum of graduate school program for business ofRice University [3] and with other universities in the United States.

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ORIGINAL PAPER

Benchmarking is a popular concept in the TQM practice. Aligningthe graduate program with Rice University has many reasons. Oneof these reasons is to help students of TTU admitted for registra-tion if he or she would want to transfer, continue and further theirstudies with the Rice University or any other universities in theUnited States. Besides, Master in Business Administration degreenot only helps improve your career advancement opportunitiesbut can also be used to establish your own business. It stands toreason, therefore, that the Master in Business Administration de-gree is a good choice in terms of future growth, wages and careeropportunities. The TTU as education provider and to accomplishits mission to produce special breed of accomplished professionalswants to offer MBA program, hence, the urgency of this researchstudy.

Research ObjectivesThis research study aims to assess the readiness of Tan Tao Uni-versity to offer an MBA Program taking into consideration thehuman resource, facilities and equipment, research aspects, andopportunities of development and formulate recommendationsbased on the findings. Specifically, this study attempts to answerthe following questions:

1. What is the current status of academic programs of Tan TaoUniversity?

2. What is the perception of the respondents on the readiness ofTTU to offer an MBA program in terms of human resource,facilities and equipment, research aspects, and opportunitiesfor development?

3. What is the level of readiness of Tan Tao University to offer anMBA Program as perceived by the students and faculty mem-bers along (a) human resource, (b) facilities and equipment,(c) research aspects, and (d) opportunities for development?

4. What recommendations can be offered to boost the MBA Pro-gram?

LITERATURE REVIEW

This section discusses the literature and studies considered rel-evant to the study at hand. The reference materials for the dis-cussion are drawn from existing international periodicals, articleswritten by internationally known authors on the subject matter ofMBA program.

Academic CoursesCurrently, TTU offers 10 undergraduate majors across five divisionof study, including Business & Economics, Engineering, Humani-ties and Languages, Medicine, and Biotechnology. TTU websitewww.ttu.edu.vn clearly specified that as far as the School of BusinessAdministration and Economics is concerned, the same currentlyoffers 4 academic major programs, namely, (1) Business Adminis-tration, (2) International Business, (3) Banking and Finance, and(4) Accounting.

The Proposed Programs of TTU Graduate School of BusinessThe following will be the proposed course offerings of two aca-demic graduate programs (MBA Regular Program & MBA-SpecialBusiness Management Program):

Table 1 shows the courses for MBA Regular Program of theGraduate School of TTU. There will be 12 credits for core courses,

n Table 1 Courses for MBA Regular Program of the GraduateSchool of TTU

Courses Credits

Core Courses

Competitive Strategy 3

Research Methodology and Research Writing 3

Business, Government & International Economy 3

Quantitative Analysis for Business Decisions 3

Major Courses

Leadership & Organizational Behaviour 3

Marketing Management 3

Financial Management 3

Technology & Operations Management 3

Managerial Accounting 3

Business & Management Research 3

Financial Accounting 3

Electives (Choose any two Courses)

Legal Aspects of Business 3

Global Business Environment 3

Business Analytics 3

Strategic Management 3

Thesis/Dissertation Writing 6

18 credits for major courses, 6 credits for electives where a stu-dent has the prerogative to choose, any of the two courses offered,and 6 credits for the Thesis/Dissertation Writing. Upon comple-tion of the program, a graduate of the MBA-Regular Program ofGraduate School will be equipped with 42 credits of principlesand basic concepts of the managerial discipline that maybe usedto develop techniques in problem solving. An article entitled “AClose Look at the MBA Curriculum” on December 7, 2017, clearlystated that the MBA curriculum contains courses designed to pavethe way to a successful business career so to speak, the soul ofthe MBA. MBA core courses are designed to equip students withfundamental business knowledge and skills essential for successin today’s business landscape [4]. As pointed out by Sobel [2] inhis book MBA in a Nutshell, you will have a solid grounding inkey concepts, techniques, and the terminology or jargon used byMBAs. An MBA-Regular Program student will have to pass alsothe comprehensive examination upon completion of the academiccredits. The said examination will consist of major courses andelectives of the program. In the case where there is a non-businessbachelor’s degree holder who wants to register in MBA-RegularProgram, the same will have to take up first the basic concepts andprinciples of Accounting, Marketing, Management and Economicsdepending upon the evaluation of the courses he took in his un-dergraduate degree. In relation to this requirement, admission tomaster’s level programs is based on the first university degree,which must be completed in full-time or in-service mode [1]. Asamplified further under Article 38 of Education Law – Vietnam [5],Master Education is conducted from one to two years of study for

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n Table 2 Courses for SBE MBA-SBMP Program

Courses Credits

Core Courses

Economics for Business 3

Business & Management Research 3

Organization & Management 3

Accounting 3

Major Courses

Global Strategy 3

Corporate Finance 3

Marketing Management 3

Technology & Operations Management 3

Management Accounting 3

Electives (Choose any two Courses)

Global Business Environment 3

Business Analytics 3

Legal Aspects of Business 3

Position Paper 6

persons with university degrees. Table 2 presents the courses forMBA-Special Business Management Program of TTU GraduateSchool Program. The program will be specially designed for man-agers and entrepreneurs in providing them opportunity to acquireformal management orientation and be able to link all nuancesacquired in their work experience and have better understandingof different concepts, principles, and tools relevant to businessmanagement It will have a total 39 graduate credits that can becompleted in one and half years. 12 more credits of foundationcourses, 15 credits of major courses, six credits of electives and an-other 6 credits for position paper in lieu of a thesis or dissertation.A student will have to prepare a position paper on current issuesin any field of business management approved by the university tobe orally defended before a panel. There will be a comprehensiveexamination in four areas of management, i.e. marketing, finan-cial, operations and strategic management after the completion ofacademic credits. To qualify for the said program, an applicantshould be holding the position of manager, director, entrepreneur,officer of a corporation. He/she must also be a holder of bachelor’sdegree with at least one (1) year of working experience. An MBAis an internationally recognized business degree. It is academicin nature yet it provides practical preparation for individuals inbusiness and management. An MBA cannot only complementprofessional experience, but an MBA graduate is able to commanda higher salary than his or colleague who does not have the de-gree [6]. According to the National Centre for Education Statistics,191,571 people graduated from U.S. schools in 2012 with advanceddegrees in business, representing about one in four of all master’sdegrees conferred nationwide [7] making the MBA the most popu-lar graduate degree in the U.S. As Hellmich [8] stated briefly thatmore companies hiring new MBAs.

MBA Opens a Variety of Careers

While there are students who may be dubious when it comes tothe effect of MBA programs on their career development, therewere surveys and studies that clearly pointed out “MBA can helpyou make a career change.” As reported in Graduate Manage-ment Admission Council [9], through their MBA programs andthe professional guidance provided by their business school careerservices office, MBA students are able to identify the job oppor-tunities that appeal to their interests and match their individualtalent and aspiration. Across all industries and job functions, 96percent of full-time two-year MBA alumni say their degree hasbeen professionally rewarding, and 92 percent report being sat-isfied with their current job. In addition thereto, data collectedfrom more than 4,750 alumni of full-time two-year MBA programswho responded to the GMAC 2016 Alumni Perspective Surveyshow the versatility of their degrees – they are employed across allsectors of the economy with no more than 1 in 5 currently work-ing in any one particular industry. The largest share of full-timetwo-year MBA alumni work for organizations in the products andservices, technology, finance and accounting industries. In short,the job functions and employability of full-time two-year MBAalumni also vary widely. In the recent research study conducted byMarino, et al., [10] entitled “MBA and Career Development: A Lit-erature Review from the Human Capital Perspective,” it disclosesdiametrically similar findings with that from Graduate Manage-ment Admission Council [9]. It stressed that the MBA programplays a key role in the development of managerial competenciesas well as in the creation of successful professional careers in thebusiness arena. Although it’s long time reputation, the MBA hasbeen the object of numerous criticisms that question the value itrepresents to its graduate. In response to these inquiries, severalresearchers have focused their works in analysing the impact of theMBA on human capital, finding evidence of an important addedvalue for the professional careers of its graduates. Gupta, A., &Bennett, S. E. [11] stated in their research article that an MBA addsvalue to both MBA alumni as well as the organizations who hirethem. The main source of this value is the knowledge and skillsacquired while taking academic courses in the program. Further-more, research article by Boyatzis [12] published in the Journal ofManagement Development averred that despite the growing con-cerns about the impact of graduate management education, fewstudies have documented their effect on a student’s managerialabilities. Consequently, an outcome assessment study was con-ducted on entering and graduating students in an MBA program.Graduate of the MBA program were found to have significantlygreater level of six skills, as compared to entering students. After athorough analysis of this research article, the results indicate thatattending an MBA adds value on a number of abilities related toeffective managerial performance and remarkable opportunitiesfor development. Having an MBA qualification is seen by manyas a passport for a managerial role. As a result, the demand forMaster of Business Administration (MBA) education has increasedtremendously over recent years notwithstanding the significantchallenges, critiques and causes of concern for MBA program.Many studies have undertaken endeavours to assess the effective-ness of various elements of higher education. The MBA degree hasbeen shown to enable students to (a) obtain jobs, (b) earn highersalaries, and (c) succeed in subsequent job performance [13]. At-taching the MBA to your name can affect your hiring chances, yournetworking abilities, and your innovation skills [14]. While thereare significant challenges and critiques of the MBA and causes forconcern as previously mentioned, there is no doubt that MBAs

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have to be directly associated with results of managers’ and com-pany significant performance. As stated in the findings and/orrecommendation by Ramlall, S.J & Ramlall, D. P. [6], businessschools worldwide are continuously changing their curriculum toensure relevance and to maintain positive results. This includesincreasingly internationalizing their curriculum to address glob-alization, accreditation expectations, and other trends. Hurst etal, [15] suggested that study abroad courses as one way to inter-nationalize MBA students with invaluable experiential learningoverseas.

Methods of Instruction

Concerning methods of instruction, Webber International Univer-sity – Graduate Programs [16] focuses on the interdisciplinarynature of business practices. The programs capitalize on the fac-ulty’s ability to focus on proven traditional methods of teaching,which integrate the various facets of effective business admin-istration. The traditional methods of instruction include coursestructures that develop analytical skills, which stress interdisci-plinary emphasis, participation-based learning through case stud-ies, and exposure to conceptual foundations leader to sound strate-gies. The Graduate School Program of TTU will use group dis-cussion, lecture, reporting, case study analysis, examination, fieldtrips/exposure, field global immersion and research as methodsof instruction. It should be noted though that traditional lectureand reporting are still the primary methods of teaching utilizedby most of the professors in the Graduate School Program. Theseprofessors still find the effectiveness of these methodologies be-cause when the students report their particular topics or presenta case analysis, group discussion follows among students that en-courage interaction among them. Also, the preparation of reportsinvolves research on the subject matter. That is why this methodof instruction encompasses some of these teaching methodolo-gies. Case study analysis will also be employed by the GraduateSchool Program that will provide practical application for the ad-vancement of students. Lecture will be the most common usedmethod of instruction, where professor presents information tothe student systematically in this method. This is considered thebest method to use because the professor interfaces with the stu-dents by presenting segments of instruction, question the studentsfrequently, and provides periodic summaries or logical point ofdevelopment. Some professors may not be employing all themethods of instruction particularly examination and field trips,because they are not applicable to all courses. Examinations willnot be a practice among graduate school professors but rather theyfocus on reporting, group discussion and case analysis as basisof evaluation the comprehension of the students on the subjectmatter. Moreover, Stanford Graduate School of Business [17] cate-gorically emphasized on teaching approach that because no twostudents – and no two courses – are alike our educational philoso-phy is uniquely adaptable. Whether its group projects, hands-onlabs, problem-solving sessions or lectures, graduate school facultymembers select teaching methods that best for each subject. Thatflexibility means you’ll learn in a variety of ways, and you’ll learnmore effectively. In short, there is no hard and fast rule when itcomes to teaching approach or method. It is contingent upon thevery nature and character of courses that will be offered in Gradu-ate School Program. Teaching methods in MBA should be topicallyrelevant in terms of content as well as the teaching methods used.Furthermore, in terms of content, the integral part of MBA pro-grams should also be the development of participants’ leadershipcompetencies and their understanding of current leadership con-

cepts. The teaching methods in MBA program should correspondto the strategy of learner-centred teaching that focuses on the par-ticipants’ learning process and their active involvement in class.Research study of Jarosova, et al. [18] showed that the respondentsmost valued the methods that enabled them to get feedback, ac-tivated them throughout the program and got them involved indiscussions with others in class. It appears, therefore, that there areviews citing the preference of MBA students for innovative teach-ing methods and in a variety of ways. According to Saraswat, M.(n.d.) [19] in relation to innovative teaching; (1) the teachers adoptcommon methods and also aware of many innovative methods,(2) about 35-70% consider interactive methods to be effective, (3)besides a management degree, skills, knowledge of the industryare important hence involvement of students has to be maximized.Experiential learning can offer students the opportunity to developthese skills and practice discipline knowledge.

Financial AspectsWe don’t have yet the percentage of revenue generated neitherbalance sheet nor cash flow statement as this program is still understudy and for implementation. But it is worth noting that SBEmay have two different programs (undergraduate and graduatelevel programs) which are separate and distinctive of each other.Hence, there should be a separate financial statement for eachprogram to determine the financial performance. We could onlyshow the accounts for expected revenue to be generated. Theactual and majority of revenue to be generated by these GraduateSchool Programs would come from the tuition fees followed bythe miscellaneous fees then other fees collected from students.

Operating ExpensesConversely, most of the revenues generated will answer for the per-sonnel related expenses and other expenses that may be incurredduring a certain period. Among the operating expense accounts,the salaries and wages of personnel (teaching and non-teachingstaff) is expected to register the highest amount since this willinclude professional fees for Graduate School Professors and Lec-turers. Comparing the expected revenue with expected operatingexpenses for the period will show whether the Graduate SchoolProgram is self-sustainable as far as the financial performance isconcerned. However, due to the limitations of this study such thatthe same has yet to be implemented, we could not provide anyfigure to determine the proceeds of the net income. Follow-upstudy may be conducted after one or two years of implementationthat would include now the financial aspects.

Human ResourcesA graduate program shall, if feasible, be vertically structured. TheDean of the program shall be holder of a doctorate degree. Thedesignated graduate program coordinator shall also be a holderof a doctorate degree in any of the graduate fields offered by theUniversity. For master’s program, there shall be at least one full-time faculty who is a doctorate degree holder and at least threefull-time faculty who are master’s degree holders in the discipline.The number of advanced degree holders shall vary with enrolmentin the graduate programs in such a manner as to allow for a loadof maximum five active students per graduate faculty. However,the Graduate School Program will have part-time faculty membersteaching in the graduate programs and visiting foreign professorswith extensive global experience across the corporate, governmentand academic sectors depending upon the availability of theirschedule. This may depend upon the human resource require-ments prescribed by the Higher Education – Vietnam Ministry of

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Education and Training vis-à-vis graduate program. Vietnam Law& Legal Forum Magazine [20] stated that as for educational quality,all university lecturers will possess masters or higher degree, ofwhich 35 percent will have doctor’s degree. In the coming time,greater autonomy will be given to the universities; educationaladministration will be reformed in combination with application ofeffective management and supervision mechanism: the higher ed-ucation will be internalized and analysis and forecasting of supplyand demand of highly qualified human resources will be built.

Facilities and EquipmentAvailable Classrooms The Graduate School of TTU will be situ-ated in the ground floor of the Gillis Hall of the University. It willshare classrooms with the School of Business and Economics. TheSBE MBA-Regular Program may hold classes during Tuesdays toSaturdays. Weekdays classes may be for three hours while Satur-day classes may be for 10 hours from eight in the morning until sixin the evening. SBE MBA-SBMP Program may hold classes onlyduring Saturdays. There are 8 classrooms that will be used by theGraduate School Program.

Library School of Business and Economics has 858 titles and 1,040volumes of books as of inventory last July 12, 2019. There aremagazines/journals and newspapers subscriptions. Hence, basedon the ratio of student to books the library has sufficient qualitycollection for all courses in the graduate school level. Besides, theGraduate School Library will be handled by professional librariansclassified as non-teaching academic staff. The library is open everyMonday to Friday from 8:00 a.m. to 5:00 p.m. It may be openedduring Saturdays for the graduate school program. The qualityof collection will be maintained through regular checking. Thelibrary holdings of Graduate School Program shall be maintainedand improved by considering the recommendations of facultymembers and library staff, national professional organizations andlearned societies, and international recognized lists of books andperiodicals.

Instructional Equipment Available The instructional equipment ofthe University is handled by the IT Department. There are enoughfunctional OHP and variety of instructional equipment availablein IT Department for classroom instruction. However, consideringthat the IT Department is closed during Saturday which most ofthe classes of the Graduate School Program is held, functional andvideo projector must be reserved in the Graduate School Office. Inaddition, there is a computer research laboratory equipped withinternet facility available for graduate students doing researchwhich shall be opened during Saturdays.

ResearchAs Policies and Standards on Graduate Education, a master’s thesisis generally required for research master’s programs. Evaluationof the research outputs of the student shall be done through anoral examination by a panel of examiners to be attended to maybe by at least one external expert. Faculty research supervisorsshall be chosen on the basis of the field of specialization. The SBEMBA Regular Program has Thesis/Dissertation writing (6 credits)included in the curriculum which is to be orally defended beforea panel of examiner. The SBE MBA-SBMP Program has PositionPaper on current issues in any field of management approved bythe school to be orally defended before a panel of examiners witha representative from Vietnam Ministry of Education and Train-ing, if it is possible and necessary. The University may provideslots for research and teaching assistantships. Research assistants

may be hired for graduate faculty doing funded research. TheUniversity will make research programs available for students,faculty, administrators, and non-teaching staff. These researchprograms will offer research grants and loans depending upon theresearch budget to be approved. This is in keeping with the goalsset forth in Prime Minister Decision 69/QD-TTg dated January 22,2020, approving the Scheme on improvement of higher educationquality during 2019-25. Modern practice centres and laboratorieswill be built for common use by universities. An internationaluniversity complex will likewise be built to attract foreign presti-gious universities for joint training and research [20]. In additionto this, Vietnam’s Law on Higher Education (University ResearchResponsibility) which took effect in January 2013 provides legalframework for university research and the promotion of linkagesbetween universities and industry. The master’s program providesstudents with fundamental scientific knowledge and advancedresearch skills of a science or a certain profession, with the abilityto work independently, creatively and the capability of detectingand solving the problems related to the trained profession.

Published and Unpublished Researches

The Graduate School Program will have researches conducted byfaculty and students published in TTU Graduate School Journal,the official research journal of the Graduate School Department.Furthermore, the Graduate School Program will also have unpub-lished researches. These are limited to thesis/dissertation of MBAstudents, Position Papers of MBA-SBMP students which are partof the academic requirements. These researches will be stored inthe graduate school office and/or in the library so that other re-searchers may have access and use them for their future researches.In addition, the Graduate School Program will encourage alsostudents and faculty to conduct scholarly researches that wouldpromote and explore new facts and knowledge on their respectivefield of disciplines that would contribute to the advancement of theUniversity and its environment. Currently, the University has TTUReview [21] operated continuously and published periodicallywhose purpose is to ask TTU instructors as well as students andDeans to share their ideas and research studies, or describe theirinventions in their individual areas of expertise. By doing so, TTUwill earn its academic reputation, and its name will become morewidely known specially in the field of research. In World Educa-tion News Reviews, Higher Education in Vietnam [1], the Harvardresearchers highlighted “the comparative lack of articles publishedby Vietnamese researchers in peer-reviewed international journals”and point to the fact that “the government was awarding researchfunding un-competitively.” This “lack of articles” may somehowcontribute specially to “lack of information” showing a tremen-dous difference between what graduates had learned and whatprospective employers wanted them to know thereby preventingthe so called mismatch. The gap between higher education and theindustry has become wider and wider since the implementationof the economic liberalization policy [22]. By analogy thereforethe lack of connections between university, research institutionsand the internal industry all hinder the effort of the whole systemin preparing students with the necessary skills and knowledgerequired by the labour market. Nguyen Van Nha, et al. [23] ex-plained in their research study entitled “Higher Education Reformin Vietnam: Current Situation, Challenges and Solutions” thatVietnam’s universities are largely isolated from international cur-rents of knowledge. There is a severe lack of close links betweenHigher Education institutions and scientific research, businesses,industries and employers. This is further confirmed by Hoang

40 | Francisco T. Roma et al. Vol. 2 No. 1

Tuy who states: “Vietnamese university system is heavily influ-enced by the Soviet academic system, in which universities wereprimarily teaching institutions, while research was carried out byresearch institutes.” Recognizing this weakness of the HES andthe mismatch between the HES and the industry, Vietnamese gov-ernment has made a great effort to renovate the system. In 2005,an ambitious comprehensive reform of higher education aimed tohave a highly competitive, international standard higher educationsystem by 2020. This reform, named “Fundamental and Compre-hensive Reform of Higher Education in Vietnam 2006 – 2020” (alsoknown as Higher Education Reform Agenda, or HERA), was pro-claimed by the Vietnamese government [22]. Some of the majorobjectives stated in the HERA were to develop a curriculum thathas a strong applied/professional orientation with the shift fromthe instructional to the learning paradigm, with special pedagogi-cal consideration in order to meet the demand for more relevantgraduate skills for the economy.

RESEARCH METHODOLOGY

This chapter presents the research design and the methodology ofthe study. It defines and specifies the research method/s used, thepopulation and the sampling procedures applied and the statis-tical instruments used. It likewise explains the quantification ofvariables for statistical treatment and analysis. It further explainsin details how the data were gathered and how they were pro-cessed and statistically analysed, to include the description of thestatistical tools used in the data analysis.

Research Method/s UsedIt uses the research process of (a) description, (b) recording, (c)collection, and (d) analysis of data concerning the current statusor state of the subject under study. In this case, it is the state ofaffair of the proposed MBA Program to be implemented by TanTao University. The survey-questionnaire method was used. Asurvey-questionnaire was administered as the structured systemof data gathering.

Population and Sampling ProceduresThe main source of data for this study was derived from two (2)groups of respondents, namely, (1) the selected students of Tan TaoUniversity, and (2) faculty members.

PopulationIn the case of the students, with a total of 23 students of Tan TaoUniversity, the total population was taken as one type of group ofrespondents and 8 faculty members as another type of respondents.No sampling procedures were employed since the total number of23 was small and manageable for the survey as shown in Table 3.

Research InstrumentsAs structured manner of data gathering, a survey questionnairewas utilized and administered to the two types and group of re-spondents. The questionnaire was formulated into two sets, cor-responding to the two groups of respondents. In the constructionof the instrument, specific research questions were considered inrelations to the research objective and/or statement of the problem.Questions were formulated and integrated in the questionnaire toelicit some background information (See ?? & ?? for the two sets ofquestionnaire). Guided by the research instrument procedure thatvalidity of the instrument warrants validity of the results, instru-ment was pretested, the results of which were collated. Neither

major revision nor substantive correction was needed for the ques-tionnaire. In consultation with the supervisor, the questionnairewas finalized for distribution to the respondents of the study.

Quantification of Dependents and Independent Variables

The study used a scale to measure “how much” of the variablesis present. A scale is a composite measure. On the level of readi-ness/effectiveness Tan Tao University to offer MBA Program vis-à-vis academic curriculum, human resources, facilities and equip-ment, research aspects, and opportunities for development fromthe perceptions of the students and faculty members, the scaleused is as follows: Quantitative data were obtained by determin-

Mean Rating Qualitative Equivalent

5 Strongly Agree (SA)

4 Agree (A)

3 Neither Agree nor Disagree (NAD)

2 Disagree (D)

1 Strongly Disagree (SD)

ing the placement on the scale that indicates the amount of ratingor the degree of presence. Quantitative data were then reportedin terms of scores. High scores mean “more” of the variables ispresent. Low scores mean the opposite, viz., less presence of thevariable.

Data Gathering Procedures

To minimize, if not eliminate, delays through the mails, question-naires were personally delivered to the students and the facultymembers. The duly accomplished questionnaires were returned tothe researcher within a period of one month.

Statistical Treatment of the Data

Statistical treatment concerns itself with the identification of trendsand pattern observed in the data. It allows for a description ofthe population under study by considering specific characteristicsof interest in the research conducted. The data were treated forthe frequencies of a given attribute or a particular category in thequestionnaire. As tools of descriptive analysis of weighted means,the used of percentages and ratings was applied. The mean wasused to determine the typicality of the responses on the ratingscales on the perception of the students and faculty members asto the level of readiness and effectiveness of Tan Tao Universityto offer MBA program in terms of human resource, facilities andequipment, research aspects, and opportunities for development.

RESULTS AND DISCUSSION

This section discusses the presentation, analysis, and interpretationor implication of the data gathered from the respondents of thestudy, namely, (a) students of Tan Tao University, and (b) facultymembers. It consists of five (5) parts or areas of discussion: 1) aca-demic curriculum; 2) human resource; 3) facilities and equipment;4) research aspects; and 5) opportunities for development, relativeto SBE Graduate School Program as perceived by the respondents.

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n Table 3 Academic Curriculum of TTU SBE Graduate School Program As Perceived by the Respondents

Mean RatingStudents Faculty Members

Mean N = 23 QE Mean N = 8 QE

Academic Curriculum of TTU SBE Graduate School Program As Perceived by the Respondents 4 A 4 A

Develops critical, analytical, and logical thinking among students 5 SA 4 A

Endorses practical application for students’ advancement 4 A 4 A

Manifests awareness on the demand of the industry 4 A 4 A

Provides students’ exposure to the industry for better comprehension of the subject matter 4 A 4 A

Weighted Mean 4 A 4 A

Academic Curriculum

Table 3 shows the perceptions of students and faculty members onthe academic curriculum of the SBE Graduate School. In general,both students and faculty members had the weighted mean of 4on the perceptions of academic curriculum with the qualitativeequivalent of Agree. Besides, these two groups of respondentsboth ‘agreed’ on items pertaining to enhancement of the learningskills of students, development of critical, analytical, and logicalthinking, and manifestation of awareness on the demand of theindustry. This clearly signifies that the courses to be offered by theSBE Graduate School Programs boost the learning abilities and theanalytical thought of students. The curriculum that will be offeredby the Graduate School Program also shows responsiveness tothe needs of the industry and keeping it with the current businesspractices and bestows exposure of students to the industry forbetter comprehension of the courses taught as perceived by thestudents and faculty members. This item concerns the field tripor off-campus industry ocular visit by the students wherein theycan have real experience on the industry setting. This methodhowever may apply only to some courses offered that may needindustry visit. The perception of the respondents on the humanresources of the Graduate School Program is shown in Table 4.The students and faculty respondents agree commonly in mostof the items considered in this area. Both of the respondents ac-quired weighted mean of 4 equivalents to agree. It is worthwhileto note that students and faculty members agreed on the itemsconcerning academic competency and the teaching skills of facultymembers. However, both respondents had different perceptionson the items pertaining to the adequacy of faculty to meet theacademic needs of students. Faculty members are not so sure thatthe Graduate School Programs have the adequate number of pro-fessors that would meet the academic needs of students. Table 5displays the perceptions of the respondents on the facilities andequipment of the Graduate School Program. The general percep-tions of respondents on this area attained a weighted mean of 4with a qualitative value of agree. Both the students and facultymembers strongly agreed on the sufficiency and conducivenessof classrooms for learning. This is because of the fact that theGraduate School Program is sharing classrooms with the School ofBusiness and Economics and these classrooms are equipped withair conditioning units that enable conducive learning environmentamong faculty members and students. Besides, both respondentsstrongly believed that the Graduate School Program Library pos-sesses comfortable environment for research and study. Whereas,the students were not satisfied to the number of subscriptionssuch as journals, newspapers, magazines, and other periodicalsneeded by faculty for research and reading materials. Based on

Table 6, both students and faculty respondents generally neitheragrees nor disagrees on the items considered in this area. This areaachieved a weighted means of 3 equivalent to neither agree nordisagree on the rating scale. The faculty members had a commonperception with the students and neither agrees nor disagrees onthe items concerning adequacy of published researches, researchjournal for publication of researches, and research grants avail-able for funding of researches. However, faculty members andstudents have different perceptions when it comes to the existenceof concrete research program and sufficiency of materials avail-able for research with qualitative value of agree and neither agreenor disagree, respectively. This is because the Graduate SchoolProgram has yet to launch Graduate School Journal that wouldpublish scholarly researches of students. So, the students may benot be aware whether there is a concrete program for research.

Table 7 presents the opportunities for development of the Grad-uate School Programs as perceived by the respondents. Both thestudents and faculty members regarded MOET Accreditation asthe main opportunity for development for the Graduate SchoolProgram as deemed by 69 percent and 87 percent of students andfaculty respondents, respectively. The respondents perceived thatthe Graduate School Program being accredited possesses academicexcellence. Then, everything will follow into it such as to enhanceacademic integrity and standard, increase the number of enrolees,and the sustainability of the Graduate School Program. Other op-portunities for development considered by the respondents are thepartnership with other international academic programs, linkageswith other agencies and institutions, and a possible ISO Accredi-tation. Partnership with other international academic programssuch as the graduate school of business in the United Kingdomand the United States that will have sharing of expertise and en-able the Graduate School Program to update its programs with theinternational academic community. Moreover, the administrativepersonnel also considered the linkages with other agencies and in-stitution in offering off-campus classes. The TTU Graduate SchoolProgram can also look into a “modular, blended or hybrid onlineprogram” which is now the trend in the international academiccommunity. This is specially designed for working professionalswho do not wish to interrupt their careers while pursuing MBAdegree. Research study conducted by Rydzewski, Eastman & Boc-chi [24] about the “Important Characteristics in an MBA Program:The Perceptions of Online MBA Students” focused on availability,program quality, program length, cost and courses in the curricu-lum. The results suggest that the importance of characteristics in aMBA programs falls into three tiers. The most important character-istics is availability. The next tier of importance is quality, programlength and cost. Another study entitled “Lessons From Launching

42 | Francisco T. Roma et al. Vol. 2 No. 1

n Table 4 Human Resources of the SBE Graduate Program as Perceived by the Respondents

Mean RatingStudents Faculty Members

Mean N = 23 QE Mean N = 8 QE

The number of Graduate School Faculty is adequate to meet the academic needs of students 4 A 3 NAD

The Graduate School faculty are academically competent 4 A 4 A

The faculty members possess necessary kills in teaching 4 A 4 A

There are adequate administrative personnel to attend the needs of students/faculty members 4 A 4 A

There are adequate library personnel to attend the needs of students/faculty members 4 A 4 A

Weighted Mean 4 A 4 A

n Table 5 Facilities and Equipment as Perceived by the Respondents

Mean RatingStudents Faculty Members

Mean N = 23 QE Mean N = 8 QE

There are enough classrooms available 5 SA 5 SA

The classrooms are conducive for learning 5 SA 5 SA

The library is equipped with internet services used for research of students/faculty members 4 A 4 A

There is adequate & updated number of reference books in the library 4 A 4 A

There are sufficient subscription and updated newspapers, magazines, journals and other

periodicals needed by the students/faculty members3 NAD 4 A

The library possess comfortable environment for research and study 4 A 4 A

There are enough instructional equipment and audio-visual materials available 4 A 4 A

There is an easy access of borrowing instructional equipment and materials 4 A 4 A

Weighted Mean 4 A 4 A

an Online MBA program” conducted by Michael Hergert of SanDiego State University clearly emphasized that online MBA pro-gram was intended to complement the wide variety of on-campusprogram in the College. A successful online program should createsynergy (or at least peacefully coexist) with traditional offerings.This can only occur if the online program has credibility with fac-ulty, serves students needs, and has financial viability. Applyingfor other accrediting agencies could also be an opportunity fordevelopment of the Graduate School Program such as EuropeanCouncil for Business Education Accreditation and the InternationalOrganization for Standardization (ISO Certification). Hence, ascited by the Open University in its qualification leaflet (MBA), itclaimed that with AACSB, EQUIS and AMBA recognition, theOpen University Business School is the largest triple accreditedMBA provider in the world. This guarantees our reputation as aglobal top-tier provider of management education and places theOUBS in the top 1% global business school [25]

CONCLUSION AND RECOMMENDATION

This section deals with the presentation of the findings, and theconclusions, as well as recommendations, of the study.

ConclusionThe study came up with the findings based on the responses ofthe respondents’ students and faculty members. In the light ofthe foregoing findings, the following conclusion is hereby drawn:

The SBE Proposed Graduate School Program of Tan Tao Universityconforms to the minimum requirement of Vietnam Ministry ofEducation and Training defined in the standards specific to thefield of business. Accordingly, the Graduate School Program abideto the minimum requirement on research set by MOET – HigherEducation and the TTU has research program also available forstudents and faculty members. In addition thereto, lecture andreporting are still the primary methods of teaching utilized bymost of the professors in Graduate School Program. The Gradu-ate School of TTU will be sharing classrooms with the School ofEconomics and Business Administration. Furthermore, the Grad-uate School Program library has sufficient quality collection forall courses in the graduate school level. However, the GraduateSchool Program has no pool or line up of faculty members for thetwo different programs. Beside that the students perceived thatwhile the faculty members are academically competent the sameneed to update necessary skills in teaching. The students likewiseperceived that the programs provide practical/industry exposureto students.

RecommendationsWith due consideration of the foregoing findings and the conclu-sion drawn from the findings, this study recommends the follow-ing:

Academic Curriculum

1. Periodically evaluate the academic curriculum. Once these

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n Table 6 Research Aspect of the Graduate of the SBE Graduate School Program as Perceived by the Respondents

Mean RatingStudents Faculty Members

Mean N = 23 QE Mean N = 8 QE

There is a concrete program for research 3 NAD 4 A

There are sufficient materials available for research 3 NAD 4 A

There are adequate published researches and scholarly journals 3 NAD 3 NAD

There is a research journal available for the publication of the

research works of students/faculty members3 NAD 3 NAD

There are available grants that would financially assists the

students/faculty members in conducting researches3 NAD 3 NAD

Weighted Mean 4 A 4 A

n Table 7 Opportunities for Development as perceived by the Respondents

ProspectsStudents Faculty Members

Frequency N = 23 % Rank Frequency N = 8 % Rank

MOET – Vietnam Accreditation 16 69% 1 7 87% 1

Uplift the academic standards of the SBE – TTU 15 65% 2 5 62% 3

Increase the number of enrolees 12 52% 4 5 62% 3

Sustainability of the Graduate School Program 13 56% 3 3 37% 4

Partnership with the international academic business program 15 65% 2 6 75% 2

Linkages with the other agencies and institution 15 65% 2 6 75% 2

ISO accreditation 11 49% 5 2 25% 5

programs are implemented, the Graduate School of TTUshould periodically update every other year the academiccurriculum of the two programs (MBA-Regular MBA-SBMPPrograms).

2. Participation of students and faculty members in the re-view of academic curriculum. There should be a participa-tion of faculty members and students in the committee ofevaluation and revision of academic curriculum of GraduateSchool Program.

Human Resources

1. Training and seminars on the use of innovative teachingtechniques for the Graduate School faculty. The HRD orSBE should design and develop trainings on the use of inno-vative teaching techniques for Graduate School Faculty. Inthis way, they could improve their instructional skills andupdate their methods of instruction.

2. Update 201 files yearly in the HRD Department.The aca-demic personnel of Graduate School Program should updatetheir 201 files at least once a year in the HRD Department forevaluation of their rank and level.

3. Separate full-time faculty members in each of the graduateprogram. Each program of the Graduate School Program(MBA-Regular MBA-SBMP) should have a separate line up offaculty members because each program is distinct from eachother.

Facilities and Equipment

1. Active participation of faculty members in recommendingthe acquisition of quality library holdings. The active partic-ipation of faculty members in recommending the acquisitionof library holdings should be continued and encouraged inorder to have valuable and quality library materials for re-search.

2. Provisions for regular updating, general care and upkeepof library materials and bibliography tools. There shouldbe provisions for regular updating, general care and upkeepof library materials and bibliographical tools in order to haveproper guidelines.

3. Standard on the maximization of Library usage. The Grad-uate School Library should have a standard or scale on themaximization of library usage in order to determine whetherto increase or decrease the library operations hours. This stan-

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dard can determine if the number of students using the libraryis maximized on certain period.

4. Additional video projectors reserved in the GraduateSchool Office. There should be additional and functionalvideo projector reserved in the Graduate School Office forstudents and faculty usage in their classes. These instruc-tional media equipment should be maximized by the studentsbecause they are paying for these.

5. Encouraged students to use advanced technology instruc-tional media equipment. The faculty members should en-courage the use of advanced technology instructional mediaequipment in classroom discussion. These equipment canfacilitate better learning and understanding among studentsand faculty members.

6. Computer notebook for classroom use. There should be com-puter notebook available for usage of students and facultymembers in classroom discussions.

Research

1. Encourage students and faculty members to undertake re-search in their field of specialization. The Graduate SchoolProgram should have program that will encourage studentsand faculty members to undertake research in their field ofspecialization. These researches would promote and explorenew facts and knowledge on their respective disciplines andalso academic disciplines contributory for the advancementof the University aside from the Thesis, Position Paper, andDissertation.

2. Linkage between SBE Graduate School Program and otherresearch centers. The Graduate School Program should pro-mote linkages with other research centers for sharing of re-sources in promoting a culture of research.

3. Orient the Graduate School Program faculty members andstudents about the research programs of the University.The SBE and/or the Office of Scientific Research should orientthe faculty members and students of Graduate School Pro-gram about the research programs of the TTU. In this way,they will be aware on the existence of research grants andloans available in the University.

4. Published the Graduate School Journal quarterly or bi-annually. The Graduate School Journal should be publishedquarterly or semi-annually in order to have a venue for thepublication of researches conducted by the students and fac-ulty members.

5. Inventory of unpublished researches. There should be aninventory of unpublished researches in order to determine theexact figures for recording purposes.

Opportunities for Development

1. Promote off-campus classes. The Graduate School Programshould promote off-campus classes through tie up with otheragencies and institution. The program may be introduced inseveral government agencies and/or big private companies.To intensify information campaign, lecture series, seminars,and other worthwhile projects for the graduate school willbe necessary and suggested. These would also boost theenrolment of Graduate School Program.

2. Prioritize the application for MOET Accreditation. TheGraduate School Program should prioritize and speed upthe application for MOET Accreditation and get accredited sothat academic standards for Graduate School Program will beuplifted.

3. Consider the application for other academic accreditingagency. The Graduate School Program should also considerapplication for other academic accrediting agencies such asEuropean Council for Business Education (ECBE) and theInternational Organization for Standardization (ISO Certifica-tion).

4. Partnership with other international academic programs.The Graduate School Program should consider partnershipprogram with other international academic programs such asthe graduate school of business in the United States and theUnited Kingdom. This partnership will have sharing of exper-tise and resources in order for the Graduate School Programto update its programs with the international community.

5. Offer distant/online and blended education. The GraduateSchool Program can also look into a “modular, distant/onlineand blended education program” which is now the trend inthe international community.

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