Management in PRACTICE Management in Practice Name of the Student Name of the University Author Note

Running head: MANAGEMENT IN PRACTICE
Management in Practice
Name of the Student
Name of the University
Author Note

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Executive Summary
To impart business education is something that is proving to be more and more difficult for
business institutes in today’s day and age, largely because of the emerging challenges that are
prevalent in the domain of such education. Educational institutions need to combine
theoretical and academic learning in addition to incorporating many other new tools,
techniques and strategies to provide a business education that can help students to land a job
as soon as they graduate from the program. This report analyses the ways by which RMIT
University can emerge as the leading provider of business education in Singapore by the year
2030. To do so the report engages in a literature review, and analyses the strategies that
RMIT University can use to become the premier educational institute in Singapore for
business studies by 2030 by using tools like Ansoff Matrix, Competitive Positioning and
internationalization strategies. The report concludes with a number of recommendations on
how best the RMIT University can emerge as the best place to pursue business education at in
Singapore by 2030.

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Table of Contents
Introduction...........................................................................................................................................3
1. Literature Review..........................................................................................................................3
1.1. Gaps in the Literature Reviewed............................................................................................5
2. Understanding how RMIT University can emerge as the Top Destination for Business Studies in
Singapore using Competitive and Corporate Level Strategies...............................................................6
2.1. Strategy of Competitive Positioning......................................................................................6
2.2. Corporate Level Strategies.....................................................................................................6
2.2.1. Ansoff Matrix.....................................................................................................................6
2.2.2. Internationalization Strategy.............................................................................................9
3. Other Important Recommendations for RMIT University to become a Leading Centre for
Business Education by 2030................................................................................................................10
Conclusion...........................................................................................................................................11
References...........................................................................................................................................12

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Introduction
Imparting higher education in the domain of business studies is becoming
increasingly challenging with every passing day. Higher educational institutions around the
world find it difficult to provide an education that prepares students of business economics
and business management with the tools and the skills that they need in order to be a success
in the actual world of business. The market place is becoming more and more competitive
now and employees need to come up with the right skills and strategies in order to locate the
right jobs and to hold onto these jobs once they have been recruited (Lima et al. 2015).
Educational institutions that provide degree courses and diploma courses in business studies
are now challenged to come up with new learning and teaching techniques that will develop
in students the analytical and logical thinking processes that they need to put to use in order
to be able to solve business problems in real time. Such an education ideally is one that
entails a combination of both practical and theoretical learning, the type of learning that
compels a student to think things through rather than mere rote learning (Cadieux et al.
2017). This report analyses how the RMIT University in Singapore can emerge as the
leading centre for the provision of business education by the year 2030. For this purpose,
the report engages in an in-depth literature review, and makes use of tools such as Ansoff
Matrix, Competitive Positioning and internationalization strategies to arrive at an
understanding of the ways by which RMIT University can indeed becoming one of the best
known places to get enlisted at for a business education in Singapore by 2030.
1. Literature Review
The Challenge of Business Education in the Post-Colonial Context
Nkomo (2015), has researched in detail on the challenges of imparting an education in
management and business studies in the context of South Africa. In the view of Nkomo

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(2015), the position of South Africa as a country that belongs to the global South, and as on
which has a history of having been colonized and also having been the seat of discriminatory
practices such as apartheid has in a way influenced the type of education that is provided by
institutes of higher learning in the country. The complex interplay between post-colonial and
post-apartheid conditions has been well explained by the author, especially when discussing
the challenges that are faced by institutes that impart education in management studies,
arguing how the business environment tends to be specific and unique when looked at from a
post-colonial and post-apartheid context.
Legitimacy Contradictions of Business Education
Alajoutsiarvi et al. (2015), have talked about legitimacy related contradictions that are
faced by business schools. The history of business schools is examined by the researchers as
bot professional as well as academic institutions. It is the argument of the researchers that the
transitions that have taken place in the practice as well as ethos of business schools, all of
which were directed towards strengthening the legitimacy of such schools is what has ended
up challenging and threating such a legitimacy. Three interrelated and sequential periods are
discussed by the authors, namely, the politicization, corporatization and scienticization of
business schools all of which have ended up creating a number of legitimacy challenges and
paradoxes when it comes to their management. The authors conclude by stating that
legitimacy paradoxes have an important role to play in contributing to the understanding that
exists regarding the challenges that are faced by managing business schools.
Turbulence in Business and Management Education
Anderson et al (2018), have spoken in detail about the turbulences that can be
witnessed in the domain of international management education in today’s day and age. It is
the argument of Anderson et al (2018), that innovation and change have a crucial role to play

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in influencing how management education is shaped and understood today. In fact, Anderson
et a (2018), clearly state that much of the turbulence that is prevalent in the domain of
management education today, is something that exists as a result of the changes and the
innovations that are continuously being introduced in this field. The authors conclude by
stating that the best way to respond to such turbulence in the field of management education
is to adapt quickly to the changes and innovations that occur. It is only through a rapid and
smooth process of adaptation that one can understand and accept the many new innovations
that management education is faced with in today’s times.
Blended Entrepreneurial Programs and Student Motivation
Turner and Gianiodis (2017), have made an attempt to understand entrepreneurial
studies outside the framework of business school. Turner and Gianiodis (2017), argue, that
one of the growing trends that can be witnessed easily in the field of entrepreneurship
education today is the slow and steady development of different types of blended
entrepreneurial programs which merge technical degrees with an entrepreneurial curriculum
and which are situated outside the traditional setting of a business school. The researchers
argue that individual and student level attributes can be considered as quite important for
entrepreneurial outcomes in the context of curricular considerations in a blended
entrepreneurial program. Turner and Gianiodis make use of data from both recent as well as
current graduates of blended entrepreneurial programs, stating that personal attributes, that is,
the entrepreneurial passion of an individual is what is likely to increase entrepreneurial
intentions among students.
1.1. Gaps in the Literature Reviewed

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While the literature that has been reviewed does a successful job of showcasing the
myriad challenges that are faced by business and entrepreneurial education today, more
research needs to be conducted on the role of technology in business education, with special
reference to its effectiveness in imparting such education. Research also needs to be carried
out on how the rising cost of business education must be overcome in order to make such
education accessible to the different sections of a country’s population with ease and comfort.
2. Understanding how RMIT University can emerge as the Top
Destination for Business Studies in Singapore using Competitive and
Corporate Level Strategies
2.1. Strategy of Competitive Positioning
In order to emerge as the foremost educational institution in Singapore for business
studies by 2030, the RMIT University needs to offer degree and diploma courses that
entail both academic as well as practical learning (Davcik and Sharma 2016). Students
must be made to attend internships once they complete the theoretical part of the
curriculum, so that they can apply the concepts that they have learnt in the classroom and
be better positioned to apply for jobs once they graduate. By offering courses that entail
theoretical learning as well as internships, the RMIT University will be able to make its
courses stand out in the education sector in Singapore where business studies is
concerned (Davcik and Sharma 2016).
2.2. Corporate Level Strategies
2.2.1. Ansoff Matrix

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Current Courses offered by the RMIT University in Singapore – At present the
business studies courses that are offered by the RMIT University include standard MBA
and BBA courses, taught by esteemed faculty members who have international
educational and work experience. The courses offered in management studies by the
RMIT University are more or less quite well designed, are comprehensive and are popular
among management students who are not only based in Singapore, but international
students as well. The faculty members at the RMIT University do everything in their
power to make the course content as easy to understand and fun to learn as possible so
that students do not feel jaded or disinterested when they sign up for such courses.
New Learning that can be Offered by RMIT University in Singapore – The RMIT
University can introduce e-learning as a part of its course curriculum in order to make the
learning experience a more easy and convenient one for its students. Some of the
management degree and diploma courses offered by RMIT University can be made
available for a shorter duration to suit the interests and requirements of students who are
more interested in vocational or professional learning rather than in academic learning.
There are many students who like degree programs to be made as flexible as possible as it

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enables them to pursue a full time or part time job while pursuing their education at the
same given time. Introducing business studies courses of a shorter duration will definitely
help the RMIT University to attract a wider student base, as it will serve as an attractive
destination for students who want to acquire a business diploma while making their ends
meet through full time or part time work (Schawel and Billing 2018).
New Markets that RMIT University can explore to become a Premiere Destination
for Business Learning – In order to be regarded as the best business learning institute in
Singapore, the RMIT University in Singapore can expand to neighbouring countries like
Malaysia and Thailand, and open learning centres in Bangkok and Kuala Lumpur, to
make its programs and diplomas more widely known to a more extensive and
international student base. The demand for a business education in Kuala Lumpur and in
Singapore are quite high and the RMIT University’s programs in these two cities are
certain to find many takers, especially for students from these cities who are unable to
travel to Singapore and stay in the city to get their degrees from RMIT University
(Schawel and Billing 2918).
Diversification – The management degree and diploma courses that are offered by the
RMIT University can be diversified to include business law degree courses as well.
Such courses can students an understanding of the legal issues that they can face in the
running of business operations and how to overcome them if needed. Such variety in
terms of degrees offered will also attract a greater number of students to the RMIT
University than usual. Degrees and diploma programs in business psychology can also
help the RMIT University to become the most desired learning institute for business
education in Singapore by the year of 2030. This is a novel course that will help students
to gain an understanding of the mental strategies, forms of behaviour and body language

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they must deploy in order to be successful in a business environment (Gurcaylilar-
Yenidogan,. and Aksoy 2018)
2.2.2. Internationalization Strategy
Transnational Strategy - The RMIT University in Singapore can combine global
business education strategies with the local needs and requirements of students in
Singapore to provide an education that is not only international in its scope but which is
also well positioned to help students secure jobs in the domestic market (Moreira et al.
2019). For this purpose, the RMIT University can recruit people to its faculty who are
internationally experienced and who are either foreign nationals, or who have spent a
sufficient number of years researching abroad, and who have what it takes to give
students in Singapore a global education (Schmid 2018).
Global Strategy – The RMIT University can also make use of a global strategy in order
to emerge one day as a leading destination for the pursuit of business studies in
Singapore. For this purpose, RMIT University must design its management degree
programs and diploma programs in a way that the course content is taught by an
international faculty and the course content is also international in its focus (Schmid
2018). The training that is provided to students of RMIT University as a part of such a
strategy will be one that positions these students who work for international companies
based in Singapore and other parts of the world with the greatest degree of efficiency and
competency. A global strategy is also one that will require the RMIT University to tie up
or collaborate with leading corporations around the world where the students of RMIT
University business programs can get easily placed once they are able to graduate from
the university with success. A good placement program will definitely go a long way in
helping the RMIT University to attract students from different parts of the world, as

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students will be assured of the fact that they will get placed in good jobs once they have
managed to acquire their degree or diploma certificates (Moreira et al. 2019).
3. Other Important Recommendations for RMIT University to become
a Leading Centre for Business Education by 2030
 If RMIT University has to emerge as one of the leading centres of business education
in Singapore by the year of 2030 then it must focus on offering business education at
more competitive rates. This is especially true if RMIT University wants to emerge as
a leading destination for international business education. International business
students are interested in a cost effective education for the most part, so offering
business studies courses at a competitive price can go a long way in helping RMIT
University to cater to the needs and requirements of international students (Kodeih
2016).
 RMIT University must concentrate on developing its infrastructure if it is to become
the most desired destination for international business education in Singapore by
2030. Special attention should be made to the use of computer technology in
imparting such education (Flyn et al. 2017).
 RMIT University needs to place a greater emphasis on practical oriented learning
rather than academic learning in order to become the best business school in
Singapore by the year of 2030. Students need jobs right after they graduate from a
business studies program, be these local students or international studies. Practical
oriented business degree courses will go down very well with international and
domestic students, making RMIT University the ideal place for business students to
be studying at (Zschieck et al. 2016).
 RMIT University needs to be selective about recruitments to become the best known
provider of business education in Singapore by 2030. Only the students who have the

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highest aptitude for business studies should be admitted into the business management
degree and diploma programs that are offered by RMIT University (Ungaretti et al.
2015).
Conclusion
RMIT University is one of the most premier educational institutions in Singapore
today and its business education courses are popular among students in every part of the
world. Yet what is keeping such business studies courses from being as coveted as they could
be today is the stiff tuition fee that students have to pay to attend such courses as well as the
limited possibility of getting placed after graduating from such courses. The RMIT
University in Singapore needs to make a concerted effort to adopt innovative approaches to
the teaching of business education and spend a considerable amount of money on its faculty
and infrastructure in order to provide a world class education to those who wish to take up
business studies at this institute. It also needs to make its courses available to students at
more competitive prices, if it is to take on its rivals and competitors in the domain of business
education and emerge as the foremost place for the pursuit of business studies in Singapore
by 2030.

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References
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schools: losing by gaining?. Academy of Management Learning & Education, 14(2), pp.277-
291
Anderson, L., Hibbert, P., Mason, K. and Rivers, C., 2018. Management education in
turbulent times
Cadieux, D.C., Lingard, L., Kwiatkowski, D., Van Deven, T., Bryant, M. and Tithecott, G.,
2017. Challenges in translation: lessons from using business pedagogy to teach leadership in
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Davcik, N.S. and Sharma, P., 2016. Marketing resources, performance, and competitive
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Flynn, P.M., Haynes, K. and Kilgour, M.A. eds., 2017. Integrating gender equality into
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Kodeih, F., 2016. Managing occupational identity and institutional pressure within French
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Kulshrestha, S. and Puri, P., 2017. Tows Analysis for Strategic Choice of Business
Opportunity and Sustainable Growth of Small Businesses. Pacific Business Review
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Lima, E., Lopes, R.M., Nassif, V. and da Silva, D., 2015. Opportunities to improve
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Zschieck, C., Weiss, F. and Wirz, P., 2016, August. Towards a framework for overcoming
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