1. Introduction & Agenda

1. 1. Introduction & Agenda • Pam Wilde • Today • Reason for Interim Presentation ( concomitant constraints • Future tasks

2. 2. Definition • What is “B2B”? Simply put: “Generating revenue from the University's competencies from clients other than undergraduate students” • Collateral benefits Enhanced reputation – with students and “business” Enhanced student / faculty opportunities Enhanced research output & credibility Virtuous cycle !

3. 3. Situational Analysis • Aspirations • Industry Focussed • Research engaged • Strategic Priorities (tbc) • Recruitment of International Students • Research Funding

4. 3. Situational Analysis • Corporate Structure • Health and Life Sciences • Engineering & Environment • Art, Design & Social Sciences • Business & Law

5. 3. Situational Analysis • Positive Brand Attributes • Easy/easier to work with • Practical & pragmatic • Theoretical & academic skills with implementation skills • Innovative • Partnership working & relationships ??? • Heritage

6. 3. Situational Analysis • Points of Competitive Advantage • Leading-edge academics • Easy/easier to work with • Resource availability • People: under- and post-grad students • Quality supervision • Facilities • Graduate employability good • but not in jobs wanted based on course choice • Risks from some courses e.g. architecture • very highly rated but limited job opportunities

7. Title/slide position tba ! • “Should be” Positive Brand Attributes • Easy to work with • Credible & authoritative • Practical & pragmatic • Theoretical & academic skills with implementation skills • Innovative • Partnership working & relationships ??? • Nimble & responsive • Compared to larger Universities with cumbersome hierarchies • Quick to market !

8. 3. Situational Analysis: Offerings

9. Dump from 2nd version of Notes 3. Situational Analysis: Offerings Products Product set inline with Higher Education offering Faculty driven, not integrated/mutli-discipinary product approach Strengths and track record in selected disciplines – reliance = risk Not used capabilities to expand/build reputation in new areas CPD highly rated. Employer training highly rated. Research strength variable No obvious proritisation

10. 3. Situational Analysis: Offerings Dump from Notes Clarify if research is better revenue/margin generator than consultancy – use to define focus Will work with Associates to combine a bid where don’t have skills (e.g. meteorology in China) Challenge: Taught postgraduate numbers (FT but also PT) not enough and recruitment numbers down – need recovery plan

11. Dump from 2nd version of Notes 3. Situational Analysis: Offerings Pricing Current revenue streams – pie chart – base data available Pricing internally focussed and faculty based – cost plus, lack of transparency/consistency Lack of clarity around margins, profitable business streams Need to understand profitability of different revenue streams e.g. research delivers better revenue/margin generator than consultancy? Promotion Material not written from the customer perspective e.g. businesses and organisations Distribution Historically reliant on Local Authorities and Public Sector – economic spend impacts on – need new sectors

12. 3. Situational Analysis: Offerings Dump from 2nd version of Notes

13. Dump from 2nd version of Notes 3. Situational Analysis: Offerings Pricing Current revenue streams – pie chart – base data available Pricing internally focussed and faculty based – cost plus, lack of transparency/consistency Lack of clarity around margins, profitable business streams Need to understand profitability of different revenue streams e.g. research delivers better revenue/margin generator than consultancy? Promotion Material not written from the customer perspective e.g. businesses and organisations Distribution Historically reliant on Local Authorities and Public Sector – economic spend impacts on – need new sectors

14. Dump from 2nd version of Notes 3. Situational Analysis: Offerings Process Customer acquisition process not clear and doesn’t support the full capabilities of Northumbria Not easy to navigate around the University and find the right person to talk to Demonstrated ability to focus on the process of design and methodology

15. Dump from 2nd version of Notes 3. Situational Analysis: Offerings SUBSLIDE OF PROCESS (OR MAYBE CUSTOMER ACQUISITION BELOW?) CRM CRM system being introduced – crucial to successful acquisition strategy – behavioural change required Needs to provide information to support proactive BDM lead generation e.g. finding target companies/companies similar to university successes, e.g. holding information on existing customers including contact details and routes to access e.g. won/lost reporting and analysis of opportunities In notes: CRM functionality looks to support customer acquisition strategy e.g. MINT enables similar companies to be found to support prospecting ACT holds info on existing customers Won/lost reporting possible

16. Dump from 2nd version of Notes 3. Situational Analysis: Offerings SUBSLIDE 2 – CUSTOMER ACQUISITION ANALYSIS BDM issues to address: - don't promote full university capabilities - currently only focus on selected disciplines/areas - reactive to leads – limited proactive lead generation – but limited info to support - don't promote/look for leads internationally - BDMs sell knowledge/research – don’t focus on student promotion - need to focus on agreed priorities - businesses don't think in terms of faculty disciplines - need training and direction - lack of ownership The solution is their restructure including centralisation of BDMs. They need to develop an enabler/introducer model so may make reference to that here before the recommendations? For this model to work BDMs need to understand where academic expertise lies (faculties and individuals)

17. Dump from 2nd version of Notes 3. Situational Analysis • Sales (Client Acquisition) Strategy • BDMs: • Model being restructured. • Current model has 4 at centre plus BDMs located in faculties. BDM issues to address: - need training and direction - lack of ownership - reactive to leads – limited proactive lead generation – but limited info to support - don't promote full university capabilities - currently only focus on selected disciplines/areas - don't promote/look for leads internationally - BDMs sell knowledge/research – don’t focus on student promotion - need to focus on agreed priorities - businesses don't think in terms of faculty disciplines - Develop enabler model – but to work BDMs need to understand where academic expertise lies (faculties and individuals)

18. Dump from 2nd version of Notes 3. Situational Analysis ! • CRM (Client) Relationship Management • CRM system being introduced – crucial to successful sales strategy – behavioural change required • Needs to provide information to support proactive BDM lead generation • MINT enables similar companies to be found to support prospecting • ACT holds info on existing customers • Won/lost reporting

19. Dump from 2nd version of Notes 3. Situational Analysis • International • Handled through international office independently of BDMs. • International office focus is on student recruitment. • Model has dedicated services for sponsors (sponsors are government or private industry paying for students) • Most of business is from Middle East – have the money to invest • International sales model: individual reps talk to sponsors to communicate Uni benefits • Sales team: 5 UK based, 4 overseas offices with c4 staff in each = 20 sales reps • Have country managers covering all faculties = knowledge across all disciplines • Limited oil and gas experience (despite focus on M East!) • Businesses think in terms of product and capability • Reputation important for overseas – based on what delivered and longevity/heritage • Marketing support required for International: • brand messages e.g. quality, environment • specific subject focus/examples • digital and soft copy communications • translated versions

20. Dump from 2nd version of Notes 3. Situational Analysis • NDC – Design Centre • Good reputation. Innovative. Good at problem identification and issue definition. Cross-disciplinary – bring together and lead cross-functional teams. • Focuses on the process of design and methodology rather than individual products. • Designers vg at blogs etc – use to promote more widely • Have links with e.g. Unilever, Mars and SMEs.

21. Dump from 2nd version of Notes 3. Situational Analysis • Perceived good existing relationships: • P&G • Local Authorities (e.g. leadership training) • Water • Unilever and Mars with Design Team. • Student-industry links • Accreditations obtained – quality indicators • Good ratings in Nursing, Architecture, Design and Teaching

22. Dump from 2nd version of Notes 3. Situational Analysis: Best Practice Examples • Coventry University • Business engagement focus • Newcastle University • MIT – ILP (Industry Liaison Programme) • membership model • Cranfield • communication of industry/student benefits • Lancaster • multi-disciplinary branded “Imagination”

23. 3. Situational Analysis: Revenue Streams

24. 3. Situational Analysis: Revenue Streams

25. 3. Situational Analysis: Revenue Streams Non-public sources also contributed an additional £200 million to research via collaborative research involving public funding. These are research projects funded by a combination of public and private non-academic sources.

26. 3. Situational Analysis: Perceptions Faculty/Course rankings

27. 3. Situational Analysis: Perceptions Faculty/Course rankings

28. 3. Situational Analysis: Perceptions Faculty/Course rankings

29. 4. Market Analysis • Sectors

30. 4. Market Analysis • Trends

31. 4. Market Analysis • HE Trends • What’s important to the client in this space

32. 5. Competitor Analysis • Competitive Set We need to brain storm their relative strengths Do nothing Consultants (e.g. Accenture) Other universities In-house R&D departments

33. 5. Competitor Analysis • Relative Strengths & Weaknesses

34. 5. Competitor Analysis Competitor strength analysis • Competitive Advantage Competency & Relevance quadrant chart Northumbria positive brand attributes/points of competitive advantage I have scored to help you map them but we need to discuss and decide how important they are in the business decision making process! Practical and pragmatic – theory and implementation skills - 8 Innovative - 7 Partnership working and relationships – easy to work with - 6 Collaborative working - 8 Track record /reputation/heritage (or is heritage a separate attribute?) – selected disciplines – 6 Multi-disciplinary approach – 5 (variable – only really through the Design Centre approach and this is an important factor) (Demonstrated) relevancy to industry and society – 5 Leading edge academics – 7 Resources – capacity and quality – 6 International reputation – 4 Employability levels good – 7 Note in handout notes about employability issues: good % but not in jobs wanted based on course choice. Risks from some courses e.g. architecture – very highly rated but limited job opportunities Easy to access – navigating to find point people not easy – 4 and an important factor Nimble and more responsive (compared to large, bureaucratic universities) – too reactive – 3 or 4 and this is an important factor Flexibility – 5 In notes to support this rating: flexible in approach but could be more flexible in e,g, course delivery options

35. 5. Competitor Analysis • Capability match

36. 6. Customer (Client?) Needs Analysis • Business (Client?) Needs

37. 7. University Capabilities • Market match

38. 7. University Capabilities • Gap Analysis

39. 7. University Capabilities • Strengths & Weaknesses Table

40. 7. University Capabilities • Key issues Observed

41. 8a. Direction of Travel ! • Strengths to Exploit • Weaknesses to Address

42. 8b. Knowledge Gap & Assumptions • Information / Input / Data required • Assumptions to validate • Audits required Interim nature of report means we don’t know the stuff we need to know and have therefore not done some things as well as we could have and have made some assumptions

43. 8c. Strategy Development

44. 8c. Strategy Development

45. 9. Delivery Model

46. 9. Delivery Model impact Immediate tactical plans Mid/long term immediacy ? ? ? Monitor/leave

47. 10. Best Practice Emulation • E.g. NSW

48. 11. Actions to Implement - Recommendations Immediacy / impact quadrant table ? Does the text that follows expand on the ‘headlines’ in this table or is it ‘stand alone’?

49. 12. Recommendations Recommendations: Articulate what B2B means – people within uni don’t understand B2B terminology Undertake external audit for market trends and opportunities to define priorities Focus on demand led activity – not what university good at/wants to focus on e.g. focus on companies with budgets e.g. petrochemical attractive sector?, environmental research activity cut by Gvmt? Need audit to identify future opportunities for collaborative/cross-disciplinary working e.g. Forensics – encompasses different disciplines (IT, chemical/analytical, legal) e.g. Design process/methodology e.g. cyber security – psychology of (and Northumbria competency in), technology e.g. nutrition – psychology, sports psychology, medical e.g. engineering – currently limited capability but desire to build

50. 12. Recommendations Is this for the Immediacy / impact quadrant table Easier access and navigation for enquiries Responsiveness and pro-activity: Be much more proactive and establish systems and processes to support e.g. UKDTI contact university but don't follow up on lead Define a priority matrix and method to use existing capabilities to move into new sectors/industries Articulate points of differentiation v different competitor groups (e.g. consultants, universities) Develop specific strategies for agreed priority areas and implement e.g. taught postgraduate numbers not enough and recruitment numbers down – need recovery plan