Business Strategy 499 '10

Competition in Sargodha among Matric/FSc schools is "tainted by bloody competition" - it is all a deep red ocean. So naturally the mind tends to think of introducing of O/A levels into this market. What if we don't want to go for any - Cambridge Oxford O/A papers or Matric/FSc?

Yes, I'm working with my father and uncle on a school back in Sargodha that targets, initially 2 unions of villages, in which we are getting along for past 100 years. So. All i want to say as an introduction to it is that it's not going to be just another school.

We hope to have at least 10 hundred teachers as visiting faculty of our school and 65 PhDs on advisory council, from FC alone. You all are given life-time honorary membership of school, and royal hospitality would be given to you on your visit to KBPSC, the school.

1. Threats of Entry: There is no threat! Why? Because we are following the 'buying and selling' model: We sell/share our competitive advantages with those schools below us (e.g., teacher training, course/curriculum sharing) ; and, we collaborate/become clients of those who ahead of us. In this way, nobody wastes time on competing, but each party is cooperating with spirits of brother/sisterhood.
   
2. Rivalry: Same as point 1. There's always rivalry between competing parties, and business students never loose sight of it. But we here want to. Nonetheless, we need to approach it from different angles of vision. Firstly, we're not doing this business just for buying and selling, for attracting greater number of pupils, to dull them ever greatly. Knowledge and wisdom are worth the effort, just like earning sustenance and surviving the administration of FCC. Secondly, we're not going to behave like wolves who are constantly seeking to snatch away the market share. Yet. I don't deny the fact that one of the basic motives of this school is profit. Dr. Murphy has counseled us on it by sharing the experience of public schooling back in America, which has shown that profit-motive is a force that drives up quality, performance - a key to 100% learning for the 100%. Take for example one pay model under consideration: equal fixed pay + performance-based pay, equal fixed pay for everyone, increase as per performance (for which we need measurement tools to measure performance,).
3. Substitutes to education: First. Although there's going to be no formal academic education for kids below 7, we need to marry play/activity-based learning with academic stuff for over-excited, disinterested pupils. For this, we can deliver following substitutes pupil choose against going to school, in our school: Traveling, sports, technical education, individual mentoring, etc.
4. Bargaining Power of Customers: Parents and children, and often local media, as well, have real bargaining power. All we need is to tailor whole of our program by knowing the needs and demands of the children's parents. Else, there's nothing terrifying involved as "bargaining power" in this "drama". Parents have edge over a new school like ours, as they can switch any time to any other school on/in the street, since the market is pretty saturated. Our idea is to make them so addicted to our quality, helped by constant research at built-in R&D Complex at KBPSC, so that no matter how much we charge, they are staying with us.
   
5. Bargaining power of Suppliers: We don't know what is that. Except that teachers are the only most dynamic and powerful form of dry suppliers. What strategies should be devised to tackle that in a most human and noble, artistic way, is a challenge for you and us.
   
6. "Element of Heart": We take this business as a Prophetic example of teaching. 'So 100% ethics involved'.