To change fundamentally the strategy canvas of an industry, universities (PT) must begin with a strategy to redirect the focus from competitors to alternatives, and from consumers to industry noncustomers. To pursue high value and low cost, PT must fight the old logic: to compare competitors in the field of existing and choose between cost leadership or differentiation. When the PT shift the strategic focus from current competition to alternatives and noncustomers direction, PT will earn understanding how to redefine the industry faced problems and, therefore, reconstruct the elements of the value of existing customers across industry boundaries. In contrast, conventional strategic logic requires PT offers a better solution than that offered by competitors of PT for the problems that have been defined by the industry where PT is.
To change fundamentally the strategy canvas of an industry, universities (PT) must begin with a strategy to redirect the focus from competitors to alternatives, and from consumers to industry noncustomers. To pursue high value and low cost, PT must fight the old logic: to compare competitors in the field of existing and choose between cost leadership or differentiation. When the PT shift the strategic focus from current competition to alternatives and noncustomers direction, PT will earn understanding how to redefine the industry faced problems and, therefore, reconstruct the elements of the value of existing customers across industry boundaries. In contrast, conventional strategic logic requires PT offers a better solution than that offered by competitors of PT for the problems that have been defined by the industry where PT is.
To reconstruct the elements of the value of the buyer in making a new value curve, we have developed a four-step framework. In order to break the dilemma / exchange between differentiation and low cost and in order to create a new value curve, there are four key questions to challenge the logic of the strategy and model of a PT. a. What factors should be eliminated from the factors that have been taken for granted by PT?; B. What factors should be reduced to below the standard PT?; C.Faktor what should be increased well above the standard PT?; D.Faktor what PT has never offered so that should be created?
The first question forced PT to consider the removal of factors that have long been the arena of competition between the PT in the education industry. Often times, these factors taken for granted, although these factors no longer have value or may even reduce the value. Sometimes, there are fundamental changes in what is valued as a value by the buyer.
The second question forces PT to determine whether the product or service designed PT during this too much to follow the rhythm and beat competition. Here, PT is too excessive in serving students and improve their cost structure without producing anything. The third question to encourage PT to uncover and eliminate the compromises that forced the industry to consumers. The fourth question helps PT discover the sources of an entirely new value for prospective students and create new demand and changing industry strategic pricing.
To change fundamentally the strategy canvas of an industry, universities (PT) must begin with a strategy to redirect the focus from competitors to alternatives, and from consumers to industry noncustomers. To pursue high value and low cost, PT must fight the old logic: to compare competitors in the field of existing and choose between cost leadership or differentiation. When the PT shift the strategic focus from current competition to alternatives and noncustomers direction, PT will earn understanding how to redefine the industry faced problems and, therefore, reconstruct the elements of the value of existing customers across industry boundaries. In contrast, conventional strategic logic requires PT offers a better solution than that offered by competitors of PT for the problems that have been defined by the industry where PT is.
To reconstruct the elements of the value of the buyer in making a new value curve, we have developed a four-step framework. In order to break the dilemma / exchange between differentiation and low cost and in order to create a new value curve, there are four key questions to challenge the logic of the strategy and model of a PT. a. What factors should be eliminated from the factors that have been taken for granted by PT?; B. What factors should be reduced to below the standard PT?; C.Faktor what should be increased well above the standard PT?; D.Faktor what PT has never offered so that should be created?
The first question forced PT to consider the removal of factors that have long been the arena of competition between the PT in the education industry. Often times, these factors taken for granted, although these factors no longer have value or may even reduce the value. Sometimes, there are fundamental changes in what is valued as a value by the buyer.
The second question forces PT to determine whether the product or service designed PT during this too much to follow the rhythm and beat competition. Here, PT is too excessive in serving students and improve their cost structure without producing anything. The third question to encourage PT to uncover and eliminate the compromises that forced the industry to consumers. The fourth question helps PT discover the sources of an entirely new value for prospective students and create new demand and changing industry strategic pricing.
0 comments: on "HIGHER EDUCATION STRATEGY KANVAS (3)"
Post a Comment