1. An Integrated Framework for Research and Education Supply Chain for the Universities Md. Mamun Habib 1, Chamnong Jungthirapanich 1 1 Graduate School of Information Technology, Assumption University, Bangkok, Thailand

2. Rationale Most supply chain management (SCM) literature focuses on the manufacturing industry. Only little literature on SCM in the service industry Very few research papers on SCM in the Academia

3. Rationale (Continued) In educational institutions, one of the primary suppliers of process inputs is customers themselves The concept of customers being suppliers is referred to as “customer-supplier duality.” The duality implies that educational supply chains should be bi-directional.

4. Research Objectives  To depict a holistic view, comprising inputs, the process, and outputs of the educational supply chain  To design a single-level, multi-tier, and bi-directional supply chain for the universities  To develop an integrated supply chain management model for the universities

5. Significance  Educational supply chain management improves the well- being of the end customer or the society.  The exploratory study addresses the education supply chain, the research supply chain

6. Significance (Continued)  The proposed model for the universities provides two main contributions to the society.  The proposed conceptual model for the universities provides a novel approach for decision makers.

7. Scope  The proposed model covers universities only, excluding primary, secondary, or other higher educational institutions.  This model links educational management with general business management.  From a managerial perspective, this research provides an approach to developing and assessing SCM application in the academia.

8. Literature Review Evolutionary Timeline of SCM

9. Research Methodology An empirical research Data Collection: Primary and secondary data Model Development Preliminary Model: Past theoretical frameworks Final Model: Delphi

10. Research Methodology (Continued)  Model Evaluation: Verification and Validation by Structural Equation Modeling (SEM)  Actual implementation is suggested for prospective investors or current university administrators.

11. Theoretical Frameworks O’Brien and Deans (1996)  The results from a survey conducted among students and employers  There was no research model in the paper.  They examined the concept of adapting industry models to higher education, with specific reference to the idea of an educational supply chain.

12. Theoretical Frameworks (Continued) Lau, 2007 The “Student” Supply Chain at the City University of Hong Kong

13. Theoretical Frameworks (Continued) Lau, 2007 The “Research” Supply Chain at the City University of Hong Kong

14. A Conceptual Framework A Holistic View of an Educational Supply Chain

15. A Conceptual Framework (Continued) Single-level, Multi-tier, Bi-directional Supply Chain Management for the Universities

16. A Conceptual Framework (Continued) An Integrated Supply Chain for the Universities

17. A Conceptual Framework (Continued) Suppliers High schools, other universities Self funding, family, scholarship Computer, stationery, university self funding research, external research funds, ministry of education, private organizations

18. A Conceptual Framework (Continued) A Service Provider Universities  Different Accredited Programs  Faculty  Facilities  Knowledge Management (KM)  Total Quality Management (TQM)  Research Projects (Internal & External)  Research Center

19. A Conceptual Framework (Continued) Customers

20. A Conceptual Framework (Continued) The Consumer Society Two Contributions Human Resource Contribution: Quality Graduates Research Contribution: Research Findings

21. A Conceptual Framework (Continued) Education and Research in the Universities

22. A Conceptual Framework (Continued) Assessment Performance Indicators in terms of Effectiveness and Efficiency

23. A Conceptual Framework (Continued) 1. Graduates with Desirable Quality a) Graduates Benchmarking b) Graduates Value Enhancement 2. Research Outcomes Problem solution, pure theory, thesis findings, internal and external projects applications, researchers, research publications or research findings, etc.

24. Biography of Md. Mamun Habib Mr. Mamun Habib accomplished his B.Sc. degree in EEE (Electrical and Electronics) from Bangladesh University of Engineering & Technology. He pursued M.S degree in Computer & Engineering Management (CEM) of Assumption University (AU), Thailand. He is now a Ph.D. Candidate in CEM at Assumption University. His current research interests include Supply Chain Management, Higher Education System and knowledge Management.

25. Biography of Md. Mamun Habib (Continued)  He achieved President and Vice-President Award for his outstanding performance in Master’s Degree.  He is the Founder & President of a NGO, Engineering Education & Career Program (EECP).  This international organization (www. eecp-edu.org), the platform of Undergraduate and graduate level students is working for the young generations career development and other activities.

26. Thanks for Your Attention