Presentation for Faith University - Turkey

7/31/2019 Presentation for Faith University - Turkey

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Fatih University, Istanbul, Turkey

Supply Chain Management: The Latest Trends

Presented By

Dr. Md. Mamun HabibAssistant Professor

Dept. of Operations Management

Faculty of Business Administration

American International University

Bangladesh (AIUB)

May 02, 2012

Dep't of Industrial Engineering, Fatih University

Istanbul, Turkey


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Research PublicationsConference 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, IntegratedEducational 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


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Research PublicationsConference Proceedings (Continued)

7.Habib, M. An Empirical Study of Education & Research Supply Chain for the Universities Seventh

AIMS International Conference Management, India, December, 2009

8.Habib, M. and C. Jungthirapanich, An Empirical Study of Educational Supply Chain Management for

the Universities INFORMS International Conference on Industrial Engineering and Operations

Management (IEOM), Bangladesh, January, 2010, ISBN 978-984-33-0989-1

9.Habib, M. An Empirical Study of Integrated Tertiary Educational Management International

Conference on Operations and Management Sciences 2010 - ICOMS 10, India, February, 2010

10.Habib, M. and C. Jungthirapanich, An Empirical Research of Integrated Educational Management

for the Universities, The 2nd IEEE International Conference on Information Management and

Engineering (ICIME), China, April, 2010, ISBN: 978-1-4244-5263-7

11.Habib, MamunAn Empirical Research of Educational Supply Chain for the Universities,The 5th

IEEE International Conference on Management of Innovation and Technology (ICMIT), Singapore,

June, 2010, E-ISBN 978-1-4244-6566-8, Print ISBN 978-1-4244-6565-1

12.Habib, M. An Empirical Study of Tertiary Educational Supply Chain Management, International

Conference on Knowledge globalization, 2010, Bangladesh, May, 2010, ISBN 978-984-33-1691-23


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Research PublicationsConference Proceedings (Continued)

13. Habib, Dr. Md. Mamun, An Exploratory Study of Supply Chain Management for Tertiary

Educational Institutions, 2011 IEEE International Technology Management Conference (ITMC), San

Jose, California USA, June, 2011, ISBN 978-1-61284-950-8

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: ACase 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, 20124


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Research PublicationsJournals

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, IntegratedEducational 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, SupplyChain 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,2012, ISSN 2225-3467

5


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Research PublicationsBooks

1. Habib, M. and C. Jungthirapanich, International Supply Chain Management: Integrated Educational

Supply Chain Management (IESCM) Model for the Universities, International Retailing: Text andReadings, S L Gupta, (Ed.), Excel Books, India, June, 2010, ISBN: 978-81-7446-859-8

2. Habib, Md. Mamun, An Empirical Research of ITESCM (Integrated Tertiary Educational Supply Chain

Management) Model Dr. Md. Mamun Habib (Editor), Management and Services, Sciyo.com,

Croatia, October, 2010, ISBN 978-953-307-118-3

3. Habib, Dr. Md. Mamun, Supply Chain Management for Academia -An Integrated Tertiary EducationalSupply Chain Management(ITESCM),LAP Lambert Academic Publishing, Germany, December 2010,

ISBN 978-3-8433-8026-3

4. Habib, Dr. Md. Mamun, Feasibility Study: Marketing, Financial & Operational Analysis; Private

University Establishment GlobalContext, LAP Lambert Academic Publishing, Germany, February,

2011, ISBN 978-3-8433-5479-0

5. Habib, Md. Mamun, SupplyChain Management (SCM): Theory andEvolutionDr. Md. Mamun Habib

(Editor), Supply Chain Management Applications and Simulations, InTech Open Access, Croatia,

September 2011, ISBN 978-953-307-250-0

6. Habib, Md. Mamun and Goncharuk, Anatoliy, Performance Measurement through Supply Chain

Management: A Case Study on Academia, LAP Lambert Academic Publishing, Germany, January,

2012, ISBN 978-3-8473-7021-5 6


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RationaleSupply 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

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Basic Supply Chain (for Manufacturing Industry)

The Basic Supply Chain (Chopra and Meindl, 2001)

Rationale

8


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Basic Supply Chain (for Service Industry)

SupplierService Provider

Customer

RawMaterials

FinishedProducts

Consumer

Rationale

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Decision Phases of a Supply Chain

Strategy or Design

Planning

Operation Strategy

Planning

Operation

Level-One

Level-Two

Level-Three

Rationale

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A Comparative Analysis of SCM in Different Arenas

Most supply chain management (SCM) literature focuses on themanufacturing industry

Only little literature on SCM in the service industry

Very few research papers on SCM in the academia

Rationale

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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

To develop a model of supply chain management for tertiaryeducational institutions

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Significance

Educational supply chain management improves the well-being

of the end customer or the society.

The exploratory study addresses the education supply chain, theresearch supply chain, and educational management.

The proposed conceptual model for the universities provides a

novel approach for decision makers.

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ScopeThe 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.

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Literature Review

Evolutionary Timeline of SCM

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Literature Review (Continued)Main activities in the universities [Habib and Chamnong (2008, 2009,2010); Lau (2007); OBrian & Kennith (1996)]

Education Development (ED)

Education Assessment (EA)

Research Development (RD)

Research Assessment (RA)

Different factors in the universities[Habib and Chamnong (2008, 2009);Habib (2010, 2011)]

Programs Establishment (PE)

University Culture (UC)

Faculty Capabilities (FC)

Facilities (FA)

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Research Methodology

An empirical research

Survey Research Technique

Sample Size: 493 Respondents

Respondents: All stakeholders, representing university

administrators, faculty, staffs, employers and graduates

Sampling Procedure: Non-probability sampling (Judgment

sampling)

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Research Methodology (Continued)Respondents Questionnaire Procedure No. of Respondents Total No. of Respondents

University Administrators

Email 48

72Self-Administered 24

Faculty Members

Email 41


University Staff

Email 9


Employers

Email 0


Graduates

Email 8


493

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Research Methodology(Continued) Reliability: Internal Consistent Reliability Coefficient, CronbachsAlpha is 0.961

Validity: Validated through survey data from leading tertiary educational

institutions around the world

Questionnaire: Close-ended

Measurement Scale: Five-point Likert Scale (Interval Scale)

Operational Component : Multiple Linear Regression (MLR) Analysis

Structural Equation Modeling (SEM) techniques through AMOS

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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 chainfor the City University of Hong Kong.

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Model Development (Continued)

Model consists of the educational supply chain and educational management

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 byMLR analysis and SEM technique through AMOS

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Model Development(Continued)

University

Students

Internal & External Projects

Graduates

Supplied Inputs(Raw Materials)

Supplied Outputs

(Finished Products)

Research Outcomes

Society

Process Consumer

Holistic View of Educational Supply Chain

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Simplified Form of Supply Chain Management for theUniversities

Suppliers

- Education Suppliers

- Research Suppliers

Service Provider

(University)

Education

- Development

- Assessment

Research- Development

- Assessment

Customers

Education

Customers

Research Customers

Consumer

Society

Customer

Supplying I/PSupplied

InputsSupplied

Outputs

Customer

Consuming

O/P

Finished

Products

Raw

Materials


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An Integrated Supply Chain for the Universities

Education

Developm

entEducationAssessment

ResearchDevelopment

Research

Assessme

nt

Students

Research Projects

EducationSupply Chain

ResearchSupply Chain

Suppliers

Supplied Input

University (Process)

Supplied Output

Consumer

Education Suppliers

Graduates

Research Suppliers

Research Outcomes

Research Customers

Education Customers

Society

Customers

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Suppliers of the Universities

Suppliers

Education

Suppliers

Research

Suppliers

25


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Customers of the Universities

Customers

Education

Customers

Research

Customers

26


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ITESCM Model Development(Continued)

Three decision levels in the Universities

University

Society

Operating Level

Planning Level

StrategicLevel

GraduatesResearch Outcomes

Phase - 1

Phase - 2

Phase - 3

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Final Outcomes

1. Graduates with Desirable Quality

a)Graduates Benchmarkingb) Graduates Value Enhancement

2. Quality Research OutcomesProblem solution, pure theory, internal and external projects applications,

thesis findings, research publications, or research findings, etc.

28

M d l D l (C ti d)


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E E E E E E E E R R R R R R

D D D D A A A A A A A A D D

PE UC FC FA PE UC FC FA PE UC FC FA PE UC

SL SL SL SL SL SL SL SL SL SL SL SL SL SL




PL PL PL PL PL PL PL PL PL PL PL PL PL PL




OL OL OL OL OL OL OL OL OL OL OL OL OL OL

Education Suppliers Research Suppliers

StudentsResearchProjects

GraduatesResearchOutcomes

Society

Education Customers Research Customers

R

D

FA

SL

R

D

FA

PL

R

D

FA

OL

R

D

FC

SL

R

D

FC

PL

R

D

FC

OL

E

R

D

A

SL

PL

OL

PE

UC

FC

FA

Education

Research

Development

Assessment

Strategic LevelPlanning Level

Operating Level

Programs Establishment

University Culture

Faculty Capabilities

Facilities

University

Education Supply Chain Research Supply Chain

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ITESCM Model Development (Continued)

ITESCM Model for Research Hypotheses

Education

Development

Assessment

SL

PL

OL

PE

UC

FC

Research

Development

Assessment

Education

Suppliers

Research

Suppliers

Education

Customers

Research

Customers

Society

StudentsResearch

Projects

GraduatesResearch

Outcomes

SL

PL

OL

Strategic LevelPlanning Level

Operating Level

PE

UCFCFA

Programs Establishment

University CultureFaculty Capabilities

Facilities

Education Supply Chain Research Supply Chain

Supplied Inputs

Supplied Outputs

H17 H18

H19 H20

H21 H22

H1

H2

H3

H4

SL

PL

OL

SL

PL

OL

SL

PL

OL

FA

SL

PL

OL

SL

PL

OL

SL

PL

OL

SL

PL

OL

PE

UC

FC

FA

SL

PL

OL

SL

PL

OL

SL

PL

OL

SL

PL

OL

PE

UC

FC

FA

SL

PL

OL

SL

PL

OL

SL

PL

OL

SL

PL

OL

PE

UC

FC

FA

H9

H10

H11

H12

H5

H6

H7

H8

H13 H14H15 H16

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MODEL EVALUATION

Pre-test

Regional Comparisons among Respondents

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Demography of Expert RespondentsPre-test

Respondents University Name Country

Region/Contine

nt Position

Range of St.

Population Type of University Others

Dr. George M. Dennison University of Montana USA Americas President 10,001 - 20,000 Research World Rank 423

Dr. Robert J. Birgeneau University of California Berkeley USA Americas Chancellor More than 20,000 Research World Rank 4

Dr. Peter George McMaster University Canada Americas President & Vice Chancellor More than 20,000 Research World Rank 229

Dr. Ian Town University of Canterbury New Zealand Asia/Pac Deputy Vice Chancellor 10,001 - 20,000 Reseach World Rank 611

Dr. Sigmund Grnmo University of Bergen Norway Europe Rector 10,001-20,000 Research World Rank 135

Dr. Timothy W. Tong Hong Kong Polytechnic University Hong Kong Asia/Pac President More than 20,000 Vocation World Rank 439

Dr. Frank Fu Hoo Kin Hong Kong Baptist University Hong Kong Asia/Pac Associate Vice-President 5,001 -10,000 Research World Rank 520

Dr. Bro. Bancha Saenghiran Assumption University Thailand Asia/Pac President 10,001-20,000 Vocation & Research World Rank 1220

Dr. Mohammed Abul Lais University College London U.K Europe Researcher More than 20,000 Research World Rank 51Sahana Lais University of East London U.K Europe Project Co-ordinator 5,001 -10,000 Research World Rank 1362

Salim Islam City University U.K Europe International Admission Officer More than 20,000 Vocation & Research World Rank 637

Dr. Kamatam Krishnaiah Indian Institute of Technology Madras India Asia/Pac Dean 5,001 - 10,000 Vocation & Research World Rank 910

Dr. Said Irandoust Asian Institue of Technology Thailand Asia/Pac President 5000 or less Research World Rank 1057

Dr. Ismail Ali Said Assumption University Thailand Asia/Pac Program Director 10,001-20,000 Vocation & Research World Rank 1220

Dr. Kitti Phothikitti Assumption University Thailand Asia/Pac Dean 10,001-20,000 Vocation & Research World Rank 1220

Dr. Cheong Hee Kiat Singapore Institute of Management Singapore Asia/Pac President 5,001 -10,000 Vocation World Rank 1970

Dr. James Ramsey University of Louisville USA Americas President More than 20,000 Reseach World Rank 479

Dr. Graham Webb University of New England Australia Asia/Pac Deputy Vice-Chancellor 10,001-

20,000

Research World Rank 663

Dr. Mohammad Qayoumi California State University, East Bay USA Americas President 10,001-20,000 Vocation World Rank 1707

Dr. Finn Junge-Jensen Copenhagen Business School Denmark Europe President 10,001-20,000 Research World Rank 882

Dr. James J. Browne National University of Ireland Galway Ireland Eupore President 10,001-20,000 Research World Rank 775

Dr. Maria del Valle University of Concepcion Chile Americas Assistant Dean 10,001-20,000 Research World Rank 523

Kirsi Moisander University of Kuopio Finland Europe Head of Strategic, Plan. and Dev. 5,001-10,000 Research World Rank 858

Associate Prof. Seiji Kakei NIhon University Japan Asia/Pac Assoc. Prof., College of Int. Relat. More than 20,000 Research World Rank 803

Dr. Beheruz N. Sethna State University of West Georgia USA Americas President 10,001-20,000 Research World Rank 856

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Demography of Expert Respondents (Continued)

Pre-test

Respondents University Name Country

Region/Co

ntinent Position

Range of St.

Population Type of University Others

Prof Julian Smith Stellenbosch University South Africa Africa Vice-Rector More than 20,000 Research World Rank 697

Professor Gerald Bennett University of Wolverhampton U.K Europe Pro-Vice-Chancellor More than 20,000 Vocation World Rank 698

Dr. Stephen Weller Victoria University Australia Asia/Pac Pro-Vice-Chancellor More than 20,000 Vocation & Research World Rank 699

Indra Dedze University of Latvia Latvia Europe Project Manager More than 20,000 Research World Rank 700

Dr. Kim Black University of Northern Colorado USA Americas Director of Assessment 10,001-20,000 Research World Rank 701

Dr. Yu-Cheng Lee Chung Hua University Taiwan Asia/Pac Professor and Chairman 5,001-10,000 Research World Rank 702

Dr. Dumitru Miron Bucharest University of Economics Romania Europe Vice-rector More than 20,000 Research World Rank 703

Dr. Don O'Leary Trent University Canada Americas Vice President, Admin 5,001-10,000 Vocation World Rank 704

Dr. J. Michael Adams Fairleigh Dickinson University USA Americas President 10,001-20,000 Research World Rank 705

Professor Sir Roderick Floud School of Ad. Study Univ. of London U.K Europe Dean 5000 or less Reseach World Rank 706

Prof.Ion Gh. ROSCA Academy of Econ. Studies Bucharest Romania Europe Rector More than 20,000 Research World Rank 707

Prof. Gino Ferretti Universit degli Studi di Parma Italy Europe Rector More than 20,001 Research World Rank 708

Dr.Timothy Law Snyder Loyola College in Maryland,Washington USA Americas Vice President, Academic 5001 to 10,000 Vocation & Research World Rank 709

Dr. G. Daniel Howard State University, Arkansas USA Americas Senior Associate Vice Chancellor 10,001-20,000 Research World Rank 710

Dr. Bryce Mason Loyola Marymount Univ.,California USA Americas Director of Institutional Research 5001 to 10,000 Vocation & Research World Rank 711

Dr.Johannes Egger Free University of Bozen-Bolzano Italy Europe President 5000 or less Research World Rank 712

Prof. Ing. Jn Supuka Slovak Univ. of Agriculture in Nitra Slovakia Europe Vice Rector for Science & Res. 5001 to 10,000 Research World Rank 713

Dr. Semlinger University of Applied Sciences, Berlin Germany Europe Vice-president More than 20,000 Vocation World Rank 714

Prof. Helen Higson Aston University, Birmingham U.K Europe Pro-V.C for External Relations 5001 to 10,000 Research World Rank 715

Dr. Hafiz G.A.Siddiqi North South University Bangladesh Asia/Pac Vice-Chancellor 5,001 -10,000 Vocation

Dr. Bazlul Mobin Chowdhury Independent University of Bangladesh Bangladesh Asia/Pac Vice-Chancellor 5000 or less Vocation & Research

Dr. M.Rezwan Khan United International University Bangladesh Asia/Pac Vice-Chancellor 5000 or less Vocation

Prof. Dr. S.K.Biswas Chittagong Univ. of Science & Tech. Bangladesh Asia/Pac Vice Chancellor 5000 or less Vocation

Prof. Dr. Anwarullah Chowdhury Green University of Bangladesh Bangladesh Asia/Pac Vice Chancellor 5000 or less Vocation & Research

Dr. Abdul Hannan Chow. North South University Bangladesh Asia/Pac Program Director 5,001 -10,000 Vocation

Prof. Dr. Habibur Rahman Green University of Bangladesh Bangladesh Asia/Pac Professor 5001 or less Vocation & Research

Dr. Ali Asgar Bangladesh Univer. of Science & Tech. Bangladesh Asia/Pac Dean 5,001 - 10,000 Vocation & Research

Dr. Enamul Huq Bangladesh Univer. of Science & Tech. Bangladesh Asia/Pac Dean 5,001 - 10,000 Vocation & Research

Dr. Khasro Miah North South University Bangladesh Asia/Pac Associate Professor 5,001 -10,000 Vocation

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MODEL EVALUATION (Continued)

Pre-testAdministrative Positions of the Respondents

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Full-launch

Types of Large Scale Respondents

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ITESCM MODEL EVALUATION (Continued)

.27

.24PL_PE_D_ED

.21OL_PE_D_ED

Sub Group 1

error 1

error 2

error 3

.52.49

.46

.39SL_UC_D_ED

.34PL_UC_D_ED

.32OL_UC_D_ED

Sub Group 2

error 4

error 5

error 6

.63

.59.57

.83

.33SL_FC_D_ED

.40PL_FC_D_ED

.36OL_FC_D_ED

Sub Group 3

error 7

error 8

error 9.30

SL_FA_D_ED.29

PL_FA_D_ED.25

OL_FA_D_ED

Sub Group 4

error 10error 11

error 12

.58.63

.60

.55.54

.50

.70

.75

.73

.79

.66

SL_PE_D_ED

AMOS Graphics Output of Model 1 (Education Development)

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MLR Equations ofModel 1 (Education Development)

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)

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AMOS Graphics Output ofModel 2 (Education Assessment)

.41SL_PE_A_ED

.32PL_PE_A_ED

.31OL_PE_A_ED

Sub Group 5

error 13

error 14

error 15

.64.57

.56

.37SL_UC_A_ED

.36

PL_UC_A_ED.30

OL_UC_A_ED

Sub Group 6

error 16

error 17

error 18

.60.60

.55

.86

.24SL_FC_A_ED

.26PL_FC_A_ED

.23OL_FC_A_ED

Sub Group 7

error 19

error 20

error 21.39

SL_FA_A_ED.36

PL_FA_A_ED.34

OL_FA_A_ED

Sub Group 8

error 22

error 23

error 24

.49.51

.48

.63.60

.58

.81

.93

.76

.82

.69

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MLR Equations ofModel 2 (Education Assessment)

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)

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AMOS Graphics Output and MLR Equations ofModel 3 (Graduates)

.39Sub Group1

.49Sub Group 2

.42Sub Group 3

.39Sub Group4

.94Group 1

err 28err 27err 26

err 25.63

.70.65

.63

.46Sub Group 5

.54Sub Group6

.47Sub Group 7

.44Sub Group8

.84Group 2

err 32err 31err 30

err 29 .68.74.69

.66

Graduates

.97

.92

err 33

err 34

Graduates = 0.61 (Prog. Estab_ED_DEV) + 0.68 (Univ. Cult_ED_DEV) + 0.63 (Fac. Capab_ED_DEV)

+ 0.61 (Facilities_ED_DEV) + 0.63 (Prog. Estab_ED_ASS) + 0.68 (Univ. Cult_ED_ASS) +

0.63 (Fac. Capab_ED_ASS) + 0.61 (Facilities_ED_ASS)

Graduates = 0.97 ED_DEV + 0.92 ED_ASS

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AMOS Graphics Output ofModel 4 (Research Development)

.35SL_PE_D_RE

.22PL_PE_D_RE

.25OL_PE_D_RE

Sub Group 9

error 35

error 36

error 37

.59.47

.50

.41SL_UC_D_RE

.38PL_UC_D_RE

.38OL_UC_D_RE

Sub Group 10

error 38

error 39

error 40

.64.61.62

.80

.43SL_FC_D_RE

.38PL_FC_D_RE

.42OL_FC_D_RE

Sub Group 11

error 41

error 42

error 43.39

SL_FA_D_RE.39

PL_FA_D_RE.39

OL_FA_D_RE

Sub Group 12

error 44

error 45

error 46

.66.62.65

.63.63.63

.69

.65

.69

.58

.63

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MLR Equations ofModel 4 (Research Development)

Prog. Estab_RE_DEV = 0.59 (SL_PE_D_RE) + 0.47 (PL_PE_D_RE) + 0.50 (OL_PE_D_RE)

Univ. Cult_RE_DEV = 0.64 (SL_UC_D_RE) + 0.61 (PL_UC_D_RE) + 0.62 (OL_UC_D_RE)

Fac. Capab_RE_DEV =0.66(SL_FC_D_RE) + 0.62 (PL_FC_D_RE) + 0.65 (OL_FC_D_RE)

Facilities_RE_DEV = 0.63 (SL_FA_D_RE) + 0.63 (PL_FA_D_RE) + 0.63 (OL_FA_D_RE)

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)

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AMOS Graphics Output ofModel 5 (Research Assessment)

.42SL_PE_A_RE

.36PL_PE_A_RE

.44OL_PE_A_RE

Sub Group13

error 47

error 48

error 49

.64.60

.67

.44SL_UC_A_RE

.40PL_UC_A_RE

.42OL_UC_A_RE

Sub Group14

error 50

error 51

error 52

.66.63

.65

.77

.29SL_FC_A_RE

.43PL_FC_A_RE

.39OL_FC_A_RE

Sub Group15

error 53

error 54

error 55.28

SL_FA_A_RE.46

PL_FA_A_RE.28

OL_FA_A_RE

Sub Group16

error 56

error 57

error 58

.53.65

.62

.53.68

.53

.86

.76

.78

.77

.67

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MLR Equations ofModel 5 (Research Assessment)

Prog. Estab_RE_ASS = 0.64 (SL_PE_A_RE) + 0.60 (PL_PE_A_RE) + 0.67 (OL_PE_A_RE)

Univ. Cult_RE_ASS = 0.66 (SL_UC_A_RE) + 0.63 (PL_UC_A_RE) + 0.65 (OL_UC_A_RE)

Fac. Capab_RE_ASS = 0.53 (SL_FC_A_RE) + 0.65 (PL_FC_A_RE) + 0.62 (OL_FC_A_RE)

Facilities_RE_ASS = 0.53 (SL_FA_A_RE) + 0.68(PL_FA_A_RE) + 0.53 (OL_FA_A_RE)

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)

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AMOS Graphics Output and MLR Equations ofModel 6 (Research Outcomes)

.36Sub Group 9

.51Sub Group 10

.40Sub Group 11

.45Sub Group 12

.98Group 3

err 70err 69err 68

err 67.60

.71.63

.67

.46Sub Group 13

.52Sub Group 14

.54Sub Group 15

.47Sub Group 16

.79

Group 4

err 74err 73err 72

err 71.67

.72.74

.69

ResearchOutcomes

.99

.89

err 75

err 76

Research Outcomes = 0.59 (Prog. Estab_RE_DEV) + 0.70 (Univ. Cult_RE_DEV) +

0.62 (Fac. Capab_RE_DEV) + 0.66 (Facilities_RE_DEV) + 0.60 (Prog. Estab_RE_ASS)

+ 0.64 (Univ. Cult_RE_ASS) + 0.66 (Fac. Capab_RE_ASS) + 0.61 (Facilities_RE_ASS)

Research Outcomes = 0.99 RES_DEV + 0.89 RES_ASS

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AMOS Graphics Output and MLR Equations ofModel 7 (Supplied Inputs)

.15RE_PROJ

.17ST

.02ED_SUPP

.05RE_SUPP

ERR 1

ERR 2

ERR 4

ERR 5

University

.13

.23

.41

.38

University = 0.41 ST + 0.38 RE_PROJ

University = 0.05 ED_SUPP + 0.09RE_SUPP

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AMOS Graphics Output and MLR Equations ofModel 8 (Supplied Outputs)

.36RE_CUS

.37ED_CUS

.11GRAD

.02RE_OUT

ERR 1

ERR 2

ERR 4

ERR 5

Society

.34

.15

.61

.61

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


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AMOS Graphics Output of Overall Model

ED_DEV

ED_ASS

RE_DEV

RE_ASS

RE_PROJST

ED_SUPP RE_SUPP

RE_CUSED_CUS

GRAD RE_OUT

.13 .23

.04 .08

.11 .06

.34 .15

Society

.53 .53

.06

err_berr_d

err_f

err_aerr_c

err_eerr_g

err_i

err_h

err_j

err_k

err_lerr_m

.11 .38 .50.03

.06

.05

.11

Model Fit Index: CFI = 0.509, GFI = 0.863, CMIN/DF = 8.751

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0

20

40

60

80

100

120

RE_ASS RE_DEV ED_CUS RE_CUS RE_SUPP RE_SUPP RE_SUPP RE_DEV RE_ASS


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AMOS Graphics Output ofUpdated Model I

ED_DEV

ED_ASS

RE_DEV

RE_ASS

RE_PROJ ST

ED_SUPP RE_SUPP

RE_CUSED_CUS

GRAD RE_OUT

.13 .23

.04 .08

.12 .06

.34 .15

Society

.53 .53

.06

err_berr_d

err_f

err_aerr_c

err_eerr_g

err_i

err_h

err_j

err_k

err_l err_m

.03 .40 .50.02

.06

.05

.11.32

.30


ITESCM MODEL EVALUATION (C i d)


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AMOS Graphics Output ofUpdated Model II

ED_DEV

ED_ASS

RE_DEV

RE_ASS

RE_PROJST

ED_SUPP RE_SUPP

RE_CUSED_CUS

GRAD RE_OUT

.13 .23

.04 .08

.12 .06

.36 .07

Society

.48 .49

.06

err_berr_d

err_f

err_aerr_c

err_eerr_g

err_i

err_h

err_j

err_k

err_l err_m

.03 .40 .50.02

.06

.05

.11.32

.30

.46-.12


There is an insignificant relationship between RE_CUS and ED_CUS at the level 0.05 (two-tailed), we can remove

this relationship and we will get the following

Model Fit Index: CFI = 0.782, GFI = 0.925, CMIN/DF = 4.648 52


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AMOS Graphics Output ofUpdated Model III

ED_DEV

ED_ASS

RE_DEV

RE_ASS

RE_PROJST

ED_SUPP RE_SUPP

RE_CUSED_CUS

GRAD RE_OUT

.13 .23

.03 .08

.09 .05

.34 .05

Society.49

.49

.06

err_berr_d

err_f

err_aerr_c

err_eerr_g

err_i

err_h

err_jerr_k

err_l err_m

.03 .38 .50.02

.06

.05.08

.32.31

.10

.14.23

.20

.23

.31


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Application Guidelines from Research Findings


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ITESCM Aspect Regression CoefficientUniv. Cult_ED_ASS 0.141

Univ. Cult_ED_DEV 0.14

Fac. Capab_ED_ASS 0.131

Fac. Capab_ED_DEV 0.13

Prog. Estab_ED_ASS 0.129

Prog. Estab_ED_DEV 0.126

Facilities_ED_DEV 0.126

Facilities_ED_ASS 0.125

Univ. Cult_RE_DEV 0.064

Facilities_RE_DEV 0.06

Fac. Capab_RE_ASS0.059

Univ. Cult_RE_ASS 0.058

Fac. Capab_RE_DEV 0.057

Facilities_RE_ASS 0.055

Prog. Estab_RE_DEV 0.054

Prog. Estab_RE_ASS 0.054

Ranked Order of Significant Aspects in ITESCM

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Good governance would be highly recommended for theuniversities.

To foster good governance in the tertiary educationalinstitutions, selection of key executives is very important.

Univ. Cult_ED_ASS 0.141

Univ. Cult_ED_DEV 0.14

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Faculty members recruitment is the key factor in the universities toproduce quality graduates.

Fac. Capab_ED_ASS 0.131Fac. Capab_ED_DEV 0.13

(Continued)

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Application Guidelines from Research Findings(Continued)

Different programs establishment in the universities depends on thedemand of the society.

Universitys quality assurance center would assess the quality of thegraduates in terms of performance indicators.

Prog. Estab_ED_ASS 0.129Prog. Estab_ED_DEV 0.126

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(Continued)

University must ensure the modern teaching facilities for thestudents.

Teaching based universities must have reviewed their studentsresearch involvements.

Facilities_ED_DEV 0.126Facilities_ED_ASS 0.125

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(Continued)

Universities must set up research center to coordinate the differententities in the research supply chain.

University management must provide all facilities for the researchprojects and engage those faculty members who have expertise inresearch.

Univ. Cult_RE_DEV 0.064

Facilities_RE_DEV 0.06Fac. Capab_RE_ASS 0.059

Univ. Cult_RE_ASS 0.058

Fac. Capab_RE_DEV 0.057

Facilities_RE_ASS 0.055

Prog. Estab_RE_DEV0.054

Prog. Estab_RE_ASS 0.054

59

Conclusions


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Conclusions

This research represents the first large scale empirical studythat systematically investigate input of the university, output ofthe university through educational supply chain management.

This model furnishes stakeholders of the supply chain withappropriate strategies to review and appraise theirperformance toward fulfillment of ultimate goals.

60

Conclusions (Continued)


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Conclusions (Continued)

This model provides two contributions to the end customer, i.e.the society, including human resource contribution andresearch contribution.

Well-being society would be possible if we could producequality graduates and quality research outcomes byimplementing proper manage the educational supply chain forthe universities from the raw materials to finished products.

61

Recommendations


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Recommendations

Model evaluation by actual implementation is suggested forprospective investors or current university administrators.

The current decision makers who need to improve theirmanagement can apply the research equations of educationalsupply chain management model to their universities.

62

Recommendations (Continued)


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Recommendations (Continued)

This model is applicable for those universities that haveteaching and research. Therefore, only research baseduniversities deserve further study.

There are other possibilities for further research regardingthoroughly analyzed of suppliers, customers, and the endcustomer, i.e. the consumer of this model.

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Questions & Answers

THANK YOU FOR YOUR

ATTENTION!

Documents

Presentation for Faith University - Turkey