DOCSLIB.ORG

MBA 2009 Wang, C..Pdf

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
MBA 2009 Wang, C..Pdf STRATEGIC ANALYSIS FOR ELIZA FASHION SCHOOL OF ART by Chang Wang Bachelor of Electronic Engineering, China University of Geosciences, 2004 PROJECT SUBMITTED IN PARTIAL FULFILMENT OF THE REQUIREMENTS FOR THE DEGREE OF MASTER OF BUSINESS ADMINISTRATION In the Faculty of Business Administration © Chang Wang 2009 SIMON FRASER UNIVERSITY Summer 2009 All rights reserved. However, in accordance with the Copyright Act of Canada , this work may be reproduced, without authorization, under the conditions for Fair Dealing . Therefore, limited reproduction of this work for the purposes of private study, research, criticism, review and news reporting is likely to be in accordance with the law, particularly if cited appropriately. APPROVAL Name: Chang Wang Degree: Master of Business Administration Title of Project: Strategic Analysis for Eliza Fashion School of Art Supervisory Committee: ________________________________________ Dr. Neil R. Abramson Senior Supervisor Associate Professor Faculty of Business Administration ________________________________________ Dr. Andrew von Nordenflycht Second Reader Assistant Professor Faculty of Business Administration Date Approved: ________________________________________ ii ABSTRACT The Eliza Fashion School of Art (EFSA) is a fashion school in China founded by the fashion legend Eliza Wang in 2008. EFSA has five programs encompassing almost every aspect of the fashion industry, including modelling, fashion design, makeover design, movie & TV performance, and hospitality management. Because, from my point of view, modelling training is the core competency of EFSA, this paper’s strategic analysis focuses on the modelling section of this school. Utilizing Michael Porter’s 5 Forces analysis (Porter, 1979), my findings indicate that the modelling industry in China lacks differentiation, but has great potential. Hence, it is essential for EFSA to adopt a differentiation strategy to leverage its strengths on sensational experiences and expertise to maximize its profit. In order to make the strategy work, EFSA also needs to reorganize its structure and increase efficiency so that its internal resources can accommodate the differentiation requirement. Keywords: strategic analysis, modelling industry, fashion school, China Subject Terms: Strategic Planning – Case studies iii DEDICATION 献给亲爱的妈妈，我永远爱你！ To my dearest mum, without your selfless love, endless support and encouragement, I could not make it this far. Thank you for being in my life. I love you. Also, to dear Ms. Eliza Wang, your talent, dedication, and integrity, is the best annotation for the word “Model”. And to my dearest friend Deborah, thank you for being a good friend to me. You are the best, always. iv ACKNOWLEDGEMENTS I would like to thank Professor Neil R. Abramson for his endless guidance and warm encouragement throughout this project. I learned a lot from his insight and advice. His humour also made my MBA life much easier. I am also very thankful for the trust and support from Ms. Eliza Wang and my dear friend Deborah Wang. I am looking forward to seeing the success of your business as soon as possible. v TABLE OF CONTENTS Approval ............................................................................................................................ ii Abstract ............................................................................................................................. iii Dedication ......................................................................................................................... iv Acknowledgements ............................................................................................................v Table of Contents ............................................................................................................. vi List of Figures ................................................................................................................. viii List of Tables .................................................................................................................... ix 1: BACKGROUND – ELIZA FASHION SCHOOL OF ART ......................................1 1.1 Writing Purpose and Paper Scope ...................................................................1 1.2 China Modelling Industry Overview ...............................................................1 1.2.1 Model Agencies in China ............................................................................2 1.2.2 Modelling Education Industry in China ......................................................3 1.2.3 Industry Strategy Preference........................................................................4 1.3 Founder – Eliza Wang .....................................................................................4 1.4 School Introduction .........................................................................................5 1.5 EFSA’s Strategy ..............................................................................................6 2: EXTERNAL ANALYSIS - FIVE FORCES ANALYSIS ........................................11 2.1 Chapter Purpose .............................................................................................11 2.2 Threat of New Entrants .................................................................................11 2.2.1 Capital Requirement ..................................................................................12 2.2.2 Access to Top Models ...............................................................................12 2.2.3 Economies of Scale....................................................................................13 2.2.4 Experience and Learning Effects ...............................................................13 2.2.5 Product Differentiation ..............................................................................14 2.2.6 Switching Cost ...........................................................................................16 2.2.7 Access to Distribution Channels ................................................................17 2.2.8 Industry Regulation ...................................................................................18 2.2.9 Guanxi........................................................................................................20 2.2.10 Summary ....................................................................................................21 2.3 Threat of Substitutes ......................................................................................22 2.3.1 Availability of Close Substitutes ...............................................................22 2.3.2 Price-Performance Trade off for Substitutes .............................................24 2.3.3 Summary ....................................................................................................25 2.4 Power of Suppliers ........................................................................................26 2.4.1 Summary ....................................................................................................28 vi 2.5 Power of Buyers ............................................................................................28 2.5.1 Buyer Group ..............................................................................................29 2.5.2 Summary ....................................................................................................31 2.6 Rivalry ...........................................................................................................31 2.6.1 Major Competitors .....................................................................................32 2.6.2 Summary ....................................................................................................34 2.7 Industry Attractiveness ..................................................................................34 2.8 List of Key Success Factors ..........................................................................34 2.8.1 Very Important Key Success Factors (3’) .................................................35 2.8.2 Important Key Success Factors (2’) ..........................................................35 2.8.3 Less Important Key Success Factors (1’) ..................................................36 2.9 Competitive Analysis ....................................................................................36 2.9.1 Overall Rating ............................................................................................38 2.9.2 Opportunities .............................................................................................39 2.9.3 Threats .......................................................................................................40 2.9.4 Strategic Options .......................................................................................42 3: INTERNAL ANALYSIS .............................................................................................48 3.1 Chapter Purpose .............................................................................................48 3.2 Management Preference Analysis .................................................................48 3.2.1 Management Experience ...........................................................................49 3.2.2 Required Versus Existing Experience .......................................................50 3.2.3 Gaps and Solutions ....................................................................................51
Load more

Recommended publications
  • New Fall 2013
    FALL 2013 NEWSLETTER A message from San Duanmu, CCS Interim Director, 2012-13 Dear CCS Community, ast year, two major changes took place at the College and the International Institute, which have affected CCS in various ways. First, initiated by the Provost’s Office, Dennison is being transformed, from a heavily used but unattractive teaching building to an exemplar, modern, and multicultural learning center, to which all units of II are scheduled to move, including CCS. LThe final plan is still in the works. For example, we do not know how much space or what kind of space CCS will have. On the other hand, there are exciting new opportunities. For example, the combination of offices, classrooms, research events, and social space in the same building will be a great improvement from the current situation. In addition, space for visitors and study/meeting areas will likely promote interac- tions among faculty, students, and visitors. The other major change is prompted by budget cuts at various levels, in particular the continued decrease in Title IV funds from the Department of Education, which many II centers reply on. In response, the College decided to implement a new staff structure for II that is sustainable even without Title IV funds. In the new structure, each center is left with one full-time staff person (in the case of CCS, it is Ena Schlorff), and everyone else is moved to ‘shared services’. Under special circumstances, a center may request to hire additional staff, with the center’s own money. During the transition, CCS had to make some adjustments.
    [Show full text]
  • 2018 Chinese Government Scholarship
    2018 Chinese Government Scholarship Introduction to Chinese Government Scholarships http://www.csc.edu.cn/Laihua/scholarshipdetailen.aspx?cid=97&id=2070 In order to promote the mutual understanding, cooperation and exchanges in various fields between China and other countries, the Chinese government has set up a series of scholarship programs to sponsor international students, teachers and scholars to study and conduct research in Chinese universities. China Scholarship Council （hereinafter referred to as CSC）, entrusted by the Ministry of Education of the People’s Republic of China （hereinafter referred to as MOE）, is responsible for the enrollment and the administration of Chinese Government Scholarship programs. Now, 279 designated Chinese universities offer a wide variety of academic programs in Science, Engineering, Agriculture, Medicine, Economics, Legal Studies, Management, Education, History, Literature, Philosophy, and Fine Arts for scholarship recipients at all levels. I CHINESE GOVERNMENT SCHOLARSHIP PROGRAMS 1. Bilateral Program This includes full or partial scholarships in accordance with the educational exchange agreements or consensus between the Chinese government and governments of other countries, institutions, universities or international organizations. It supports undergraduate students, graduate students, general scholars and senior scholars. Applicants shall apply to the dispatching authorities for overseas study of their home countries. 2. Chinese University Program This is a full scholarship for designated Chinese universities and certain provincial education offices in specific provinces or autonomous regions to recruit outstanding international students for graduate studies in China. It only supports graduate students Applicants shall apply to the designated Chinese universities undertaking this program. 3. Great Wall Program This is a full scholarship for the United Nations Educational, Scientific and Cultural Organization （UNESCO） to sponsor students and scholars in developing countries to study and research in China.
    [Show full text]
  • TIE ZHONG Associate Professor of Shanghai Theatre Academy
    TIE ZHONG Associate professor of Shanghai Theatre Academy Supervisor, master’s program of Information and Interaction Design Adjunct Associate professor, School of Arts, Nanjing University China Academy of Art Cultural Heritage Research Center associate researcher Email address: [email protected] Education Ph.D / China Academy of Art Master / Peking University Bachelor / Henan University Research Projects: Presided over the research project of residential historical and Cultural Block display design based on VIRTUAL Reality (Humanities and Social Sciences Research Project of Ministry of Education) : Participated in the History of Design development of Shanghai (1912-1949) (Shanghai Art and Science Planning Project); Presided over the Digital design of Dunhuang Virtual Reality (industry-school cooperative education project of the Ministry of Education); Papers & Works: Mixed Reality Design and Implementation based on Cultural Heritage Conservation; Research on Digital Collection and Interactive Display design of Residential Historical Blocks; Two-dimensional design; Page layout and color matching combat; Maya2012 master growth road; Maya 2011 Complete Study Manual; Maya 2008 After Effects CC master; After Effects CC; Adobe Premiere CS6 Video post design and production case skills training; Advertising title design and so on more than 20. Design project: Emei film studio factory renovation digital display project Digital exhibition hall design of maritime Silk Road Museum of the Palace Museum Virtual reality restoration project of the
    [Show full text]
  • Dr. Shi Chuan: Curriculum Vitae
    Dr. Shi Chuan: Curriculum Vitae Dr. SHI CHUAN Professor, Shanghai Theatre Academy Deputy Chair, Shanghai Film Association Board member, China Film Association Senior Consultant, Shanghai Cultural Development Foundation Executive Academic Director, Shanghai Film Museum Add: Room 409, the Library Building, 630 Hua Shan Road, Shanghai 200040, China Cell:86 139 166 98 646 / Email: [email protected] Sina Microblog: http://weibo.com/1778316153/profile?topnav=1&wvr=5&user=1 Sina Blog: http://blog.sina.com.cn/u/1778316153 Douban Blog: http://www.douban.com/people/frontsea/notes Time Blog: http://i.mtime.com/106548/ EDUCATION： Ph.D. Department of Film Studies, Chinese Arts Academy, China 1998-2001 M.A. Department of Chinese Literature, Southwest University, China 1993-1996 B.A. Department of Chinese Literature, Southwest University, China 1986-1990 EMPLOYMENT： Jul.1990-Aug.1993, Secretary, General Office of Bei Bei District Government, Chong Qing May.1995-Jun.1996, Assistant Editor in Chief, Editor in Chief office, Si Chuan TV Station Jul.1996-Feb.2014, Associate professor, professor and Dean Assistant at Film-TV School, Shanghai University Mar.2014-Present, Professor, Shanghai Theatre Academy/Director of Institute of Cinematic Arts ACADEMIC VISITING： Jan.-Jun.1998, Senior Visiting Scholar, Baruch College, City University of New York, USA Apr.2002, Senior Visiting Scholar, Connecticut College, USA Mar.2005, Visiting lecturer, Penang College, Malaysia Mar.-Jun.2006, Senior Visiting Scholar, Department of Media Studies at Auckland University, NZ May 2006, Visiting lecturer, Otago University, Canterbury University, NZ Jul.2006, Keynote Speaker, Academic Forum at Kwangju International Film Festival, Korea May 2008, Keynote Speaker, Department of Cultural Studies, Hong Kong Polytechnic Univ.
    [Show full text]
  • Yale and China: Yale and China: at a Glance at a Glance
    SUMMARY OF YALE UNIVERSITY’S SUMMARY OF YALE UNIVERSITY’S COLLABORATIONS AND HISTORY WITH CHINA COLLABORATIONS AND HISTORY WITH CHINA Yale University has had a longer and deeper relationship with China than any other university in Yale University has had a longer and deeper relationship with China than any other university in the West. Its ties to China date to 1835 when Yale graduate Peter Parker opened China’s first the West. Its ties to China date to 1835 when Yale graduate Peter Parker opened China’s first Western-style hospital in Guangzhou. His papers and medical illustrations sparked the interest Western-style hospital in Guangzhou. His papers and medical illustrations sparked the interest of Yale’s students and faculty in China. Recruited by Parker, Yung Wing (sometimes known as of Yale’s students and faculty in China. Recruited by Parker, Yung Wing (sometimes known as Rong Hong), became the first person from China to earn a degree from an American university Rong Hong), became the first person from China to earn a degree from an American university when he graduated from Yale in 1854. In turn, he helped pave the way to Yale for other Chinese when he graduated from Yale in 1854. In turn, he helped pave the way to Yale for other Chinese students who subsequently played major roles in China. students who subsequently played major roles in China. This unique relationship has grown dramatically stronger over the years through joint This unique relationship has grown dramatically stronger over the years through joint educational and research projects, student and faculty exchange programs, and an ever- educational and research projects, student and faculty exchange programs, and an ever- increasing number of Chinese students and scholars at Yale.
    [Show full text]
  • THE CHINA INSTITUTE Dean Say’S Message the Year of the Sheep Is Said to Herald a Year of Promise and Prosperity, Kindness and Benevolence
    THE CHINA INSTITUTE Dean Say’s Message The Year of the Sheep is said to herald a year of promise and prosperity, kindness and benevolence. These are qualities long shared between CSUN’s China Institute and its many partners in China. Over the past 33 years the China Institute has cultivated strong and meaningful relationships with 67 Chinese institutions of higher education, and as a result scores of CSUN students have been awarded full scholarships to pursue their dreams of studying abroad at a versatile array of universities and technical schools. Beginning in the Fall semester, we will welcome a new faculty member who will join our China Studies program and further develop opportunities for our students to study Chinese language and culture. I want to take this opportunity to recognize and thank the China Institute, our Chinese higher education partners, and CSUN’s Tseng College of Graduate, International, and Midcareer Education for their tireless work in moving our students’ academic and career goals forward. And I want to wish everyone a most Dean Say and Dr. Su wish you all a happy, healthy and prosperous Year of the Sheep! successful Year of the Sheep! In connection with the Cultural Exhibit, the China Institute and Director Su’s Review—Year of Oviatt Library Music and Media staff also hosted the longest- the Horse in Focus running Chinese Film Festival at CSUN, showing the multi- award-winning and internationally acclaimed “Mysteries China” Dear Members and Friends of the series of 12 documentaries on China’s 5,000 years of history and China Institute, culture, traditions and modern development for 12 consecutive weeks in the spring semester.
    [Show full text]
  • University of Leeds Chinese Accepted Institution List 2021
    University of Leeds Chinese accepted Institution List 2021 This list applies to courses in: All Engineering and Computing courses School of Mathematics School of Education School of Politics and International Studies School of Sociology and Social Policy GPA Requirements 2:1 = 75-85% 2:2 = 70-80% Please visit https://courses.leeds.ac.uk to find out which courses require a 2:1 and a 2:2. Please note: This document is to be used as a guide only. Final decisions will be made by the University of Leeds admissions teams.
    [Show full text]
  • The Creative and Expressive Arts in Education, Research and Therapy–Focus on China
    Creative Arts Educ Ther (2016) 2(1):3–28 DOI: 10.15534/CAET/2016/1/37 Colloquium: The Creative and Expressive Arts in Education, Research and Therapy–Focus on China 专栏报告：创造性和表达性艺术：教育、 研究和治疗---专注中国 Preface 前言 Stephen K. Levine The European Graduate School, Switzerland With these accounts from a diverse group of Chinese therapists, educators and research- ers, we initiate what we expect will become a series of regular reports from different countries and cultures in Asia. As the reader will see, the arts have always been a valued part of Chinese life. Thus there is a rich tradition to draw on in the formulation of new approaches to education, therapy and research. In addition, Western perspectives on these fields are becoming more well-known in China. The joining together of ancient traditions with modern methods has already produced a great many interesting results. In particular, the Chinese government has included the arts and art education within the core competencies that are required to reach the highest standard. Thus there is a substantial amount of governmental funding and support for the study and practice of the arts in both mainland China and Hong Kong. As a result, we can only expect greater participation and a higher level of training and practice in the future. It seems that there are differences between mainland China and Hong Kong in terms of the development of the arts in therapy, research and education. Western influences have penetrated HK to a greater extent, as might be expected from the special status of Hong Kong, its history and geography.
    [Show full text]
  • The Educational Drama in China Sha-Sha FU and Gui-Zhao
    2020 2nd International Conference on Education, Economics and Information Management (EEIM 2020) ISBN: 978-1-60595-684-8 The Educational Drama in China Sha-sha FU1,a,* and Gui-zhao YAO1,b 1Foreign Languages School of Gannan Normal University, Ganzhou, Jiangxi, China [email protected], [email protected] *Corresponding author Keywords: Educational Drama, Dramatic Teaching Method, Drama in Education. Abstract. Recently, Educational Drama has been a hot topic in English language teaching in China. Educational Drama originated in Europe and America, which has a history of nearly one hundred years in western countries. While compared with western countries, domestic Educational Drama only has 20 years. Hong Kong and Taiwan is earlier than the mainland to introduce Educational Drama. Educational Drama research has gone through the pre-research stage, the embryonic development stage, the exploratory growth stage and the vigorous development stage in China. This paper summarizes the research results of Educational Drama in China based on the development process, research content and research methods, in order to provide some guidance for the further development of dramatic teaching method in China. 1. Introduction Educational Drama refers to the teaching method with drama elements or techniques adopted in education.[1]In western countries, Educational Drama is regarded as a very effective teaching method to cultivate students' comprehensive quality and all-round development. In recent decades, domestic Educational Drama research literature has been increasing, which has attracted wide attention of educational scholars. At the 2018 National Education Conference, president Xi emphasized the needs to strengthen school's aesthetic education and build an education system that comprehensively cultivates morality, intelligence, physique, art and laboring capabilities.
    [Show full text]
  • Workshop Summary
    Workshop Summary UK-China Collaborations in the Creative Industries Shanghai, China 3rd December 2019 During the workshop many opportunities for expanding the depth and breadth of the current UK:China project portfolio were discussed. The opportunity to invest more in a shared infrastructure, potentially an innovation centre, to support projects was highlighted in many of the group discussions. Executive Summary The UK:China Collaborations in the Creative The aims of the workshop were to: The report also captures outcomes from workshop Industries Workshop was held as part of a 3-day • Share experiences and the project journeys of sessions at the event. A great deal has been learnt event in Shanghai, from 2nd to 4th December 2019. the 14 UK:China Creative Industries partnership from the existing portfolio of UK:China projects, in development grants funded by UKRI’s Fund for particular the importance of: The workshop was organised by the Arts & International Collaboration (FIC) in 2019. • Supporting projects with high quality teams of Humanities Research Council (AHRC), Engineering • Make connections between these projects. researchers and creative industry partners in & Physical Science Research Council (EPSRC), • Develop insights from these projects that might both the UK & China, all committed to face-to- Innovate UK, UKRI China (UK Research & be useful for future project teams and for face interaction. Innovation) and the Shanghai Theatre Academy. funders of future UK:China collaborations. • Creating new insights by engaging in practice • Reflect on next steps for UK:China collaborations (prototypes, workshops, performances etc). During the 3-day event visits were made by in the creative industries in 2020.
    [Show full text]
  • Report on the Investment Environment of Changning District, Shanghai
    Report on the Investment Environment of Changning District, Shanghai 上海长宁_en.indd 1 2015/11/16 9:41:31 Map of China Geographical Location of Shanghai Changning District Shanghai Yangzhou Zhenjiang Nantong Map of the Yangtze River Delta region Nanjing Chongming Island Changzhou Yangzhou Zhenjiang Nantong Nanjing Changzhou Wuxi Shanghai Yangtze River Bridge Wuxi Suzhou Shanghai Shanghai Changning Waigaoqiao Pot Huzhou District Jiaxing Suzhou Shanghai Hangzhou Zhoushan Shanghai Pudong International Airport Shaoxing Ningbo Hongqiao Airport Tai Lake Hongqiao Transport Hub Donghai Bridge Huzhou Jiaxing Yangshan Port Legend Provincial Capital Major Cities Hangzhou Bay Sea-Crossing Bridge Railway Station Airport 銭塘江 Port Wharf Boundaries of Province, Hangzhou autonomous region and municipalities Hangzhou Xiaoshan Zhoushan Expressway International Airport Railway Fresh water lake, salt water lake Shaoxing Ningbo 上海长宁_en.indd 2 2015/11/16 9:41:32 Map of China Geographical Location of Shanghai Changning District Shanghai Yangzhou Zhenjiang Nantong Map of the Yangtze River Delta region Nanjing Chongming Island Changzhou Yangzhou Zhenjiang Nantong Nanjing Changzhou Wuxi Shanghai Yangtze River Bridge Wuxi Suzhou Shanghai Shanghai Changning Waigaoqiao Pot Huzhou District Jiaxing Suzhou Shanghai Hangzhou Zhoushan Shanghai Pudong International Airport Shaoxing Ningbo Hongqiao Airport Tai Lake Hongqiao Transport Hub Donghai Bridge Huzhou Jiaxing Yangshan Port Legend Provincial Capital Major Cities Hangzhou Bay Sea-Crossing Bridge Railway Station Airport
    [Show full text]
  • 1 Yale Center Beijing Timeline – October 2014
    China’s history of collaboration and exchange with Yale is deeper and longer than with any 1 other foreign university. 1835 Yale graduate Peter Parker establishes China’s first Western-style hospital, the Ophthalmic Infirmary, in Guangzhou. Among the Chinese who studied there in the 1880s was Dr. Sun Yat-sen, whose name the hospital now bears. 2014 The Yale Center Beijing opens, providing a dedicated facility for Yale’s schools and programs to hold workshops, conferences, and leadership programs in Beijing. More than 150 Yale faculty members are currently pursuing a broad array of research, educational, and training activities in, and related to, China— with projects in more than 20 cities involving scores of Chinese institutions. 1999 The China Law Center is established by Yale Law School. Later renamed the China Center at Yale Law School, it undertakes teaching, research, and concrete projects with Chinese partners to help advance legal and policy reforms in China and to advance U.S.-China relations more generally. With offices at Peking University and Yale, the center provides expertise to assist in the drafting of Chinese laws and regulations and their implementation, and carries out dialogues and exchanges addressing wide-ranging issues of U.S.- China relations. 2001 The Peking-Yale Joint Center for Plant Molecular Genetics and Agro-Biotechnology opens at Peking University. It supports research in the field of basic biology in plant systems and applies this research to crop improvement. 2003 The Fudan-Yale Biomedical Research Center opens in Shanghai. The first research from China to be featured on the cover of Cell is from the lab.
    [Show full text]