Continuing Education Center (CEC)
Business Plan
Prepared By:
Hassan Diab
Vice President, Regional External Programs
February 2008
Table of Contents
Page
I
Executive Summary
2
II
Organizational Overview
II.1
Mission
II.2
Vision
II.3
CEC Organizational Structure
II.4
CEC & REP
II.5
Program Offerings
II.6
Facilities
II.7
Student Enrollment (1984-2007)
II.8
Student Composition
3
3
3
3
4
5
6
7
8
III
CEC Service to AUB
III.1 Community Service
III.2 Institutional Re-accreditation
III.3 Source for Contributions
III.4 Positive Cash Flow
9
9
9
9
10
IV
Market Analysis Summary
IV.1 Target Market Segments
IV.2 Main Competitors
IV.3 Buying Patterns
IV.4 CEC’s Competitive Advantage
11
11
11
11
11
V
Expansion Strategy and Implementation Summary
V.1
Addressing Staffing Gaps
V.2
Improving Facilities
V.3
Diversify/Expand Course Offerings
V.4
Expand Marketing Strategy
V.5
Adapting Policies to Meet Demand
13
13
13
19
20
21
VI
Financial Plan
VI.1 Historical Financial Picture
VI.2 Current Financial Picture
VI.3 Projected Net Revenue
22
22
22
22
VII
CEC Performance During 2006-2007
24
VIII
Summary for Strengthening CEC Operations in 2007-2008
25
1
I. Executive Summary
Established in 1982 as a replacement to the Extension Program, the Continuing Education
Center (CEC) has been a critical part of the Office for Regional External Programs (REP)
and the broader American University of Beirut community. CEC upholds the motto of
AUB “so that they may have life and have it more abundantly” by extending the resources
of the University into the community and region by providing high quality educational
opportunities for people of all educational and professional levels. Inter-faculty and
multidisciplinary in nature, CEC programs are designed to cater to the personal and
professional growth needs of practitioners in a wide variety of areas including business,
information technology, education, and languages. Harnessing the expertise of AUB’s six
faculties, CEC offers individual non-credit courses, individual courses, programs leading to
a certificate and/or diploma, and training workshops.
CEC offerings are an important element in the institutional re-accreditation effort that AUB
has already started, which is related to Standard 13 (Related Educational Activities). In the
2004 Institutional Self Study Report, the Related Educational Activities Committee
recommended strengthening CEC programs because an accredited institution is expected to
offer certificate programs (post-secondary non-degree credentials) consistent with the
institutional mission that stresses “lifelong learning.”
CEC is currently housed in Building #23 (Old OPD). Total space allotted to CEC is an
insufficient 75m2. This includes two offices and a small room currently being used as a
computer lab. CEC is scheduled to vacate this space in December 2008. Accordingly, there
is dire need to identify the needed space for CEC in order to sustain its on-going CEC
activities, let alone facilitate new CEC programs such as Information Technology which
was temporarily stopped due to lack of availability of the needed computer laboratories.
Pending other viable alternatives, the study presents two plausible scenarios for addressing
the CEC spacing needs.
Looking ahead, an expansion of CEC facilities, marketing strategies, administrative support
and programs is needed to fully realize the potential of CEC. The envisaged space needed
for CEC will be complemented with a comprehensive, new marketing strategy. This
includes reaching out to the corporate community, expanding existing programs, reestablishing the Lebanese Executive Forum, setting up a CEC satellite office, and rethinking
CEC policies. The financial future of CEC is positively correlated to expanding CEC
facilities, providing new course offerings, and increasing administrative support. By
providing CEC with the needed space, CEC is expected to earn over US$2 million over the
next ten years. Table 10 provides a detailed account of student enrollment, gross revenue,
expenses, and net revenue for CEC over the next decade with the needed space allocated for
CEC programs.
2
II. Organizational Overview
II.1
Mission
The mission of the CEC is to meet the lifelong learning and training needs of learners in the
local community and the region. Harnessing AUB resources in various fields of knowledge,
CEC offers a variety of standard and customized certificate programs, diploma programs,
and courses designed to enhance professional and technical skills and address the needs for
personal development and cultural enrichment for learners of all ages.
II.2
Vision
The Continuing Education Center aspires to become a center of excellence in providing
quality education and training in a variety of fields to a diverse population of learners in
Lebanon and the Middle East.
II.3
CEC Organizational Structure
During the November 2006 Board of Trustees (BOT) meeting, an expansion of REP
personnel was proposed to the REP BOT Committee. This proposal was in line with the
faculty inclusion initiative and the market intelligence initiative of REP’s strategic plan. The
proposal included:
 Advertising for the new position of Business Development Officer, to do market
research and country/sector studies, build and manage a major database, and produce a
monthly report on key market developments that should be on the REP radar screen.
 Conversion of the 50% Assistant VP (AVP) position in 2006 to full-time status and
adding to the AVP’s tasks the business of overseeing the Continuing Education Center
(CEC) programs.
 Initiating the REP Inter-faculty Advisory Committee (RIAC)
In the 2006-2007 fiscal year, REP executed this proposal and welcomed new personnel in
key positions in an effort to actively pursue REP’s strategic plan and strengthen REP’s
organizational structure. As can be seen from CEC’s Organizational Structure Chart (Figure
1), all CEC activities have coordinators that are full-time faculty members assigned by the
Dean of the respective Faculty to maintain quality assurance for the corresponding activity.
3
Figure 1. CEC’s Organizational Structure
II.4
CEC & REP
The Continuing Education Center (CEC) has been a critical part of the Office for Regional
External Programs (REP) over the past 25 years. CEC offers non-credit courses and
programs that complement REP’s mission of being the premier provider of training and
related services in all areas of specialization offered by the University’s six faculties. The
following points justify CEC’s position as a division of REP:

The external nature of REP’s work ensures that CEC operations have the needed
attention and opportunities offered to local communities and the region.

Organizationally, REP is the natural place for CEC, since its services cut across all
AUB’s Faculties and Centers and administrative services are not duplicated.

The flexibility of the type and format of course/certificate offerings within CEC is
an element allowing for fast response to market needs for professional training and
non-credit programs; a cornerstone for REP, as well as the follow up needed.

CEC is already part of REP, for which a five-year strategic plan has already been
approved and is now in its second year of implementation.

REP has many regional contacts and ongoing projects, enabling it to play a more
active role in attracting CEC contracts from the MENA region.
As part of REP, CEC activities and clients transcend the boundaries of Lebanon. CEC
services are offered in several countries throughout the Middle East. For example, CEC
certificates have been offered in Kuwait with the Technology Services and Training
Company and the Iraqi nurses and paramedics with the Iraqi Ministry of Health.
4
REP’s strategic plan, as approved during 2005-06 by the University Strategic Planning
Committee, includes four initiatives: the Faculty Inclusion Initiative, the Market
Intelligence Initiative, the Branding Initiative, and the Leveraging Initiative that apply to all
ongoing REP activities, including CEC. As the President mentioned in the Strategic
Initiatives Funding Meeting of January 18, 2007, “…we should be very conservative with
estimating income generation from REP; they might generate a lot more business but not a
lot more revenue. Also, these initiatives have already been approved, so they can’t be pulled
off the table.”
II.5.
Program Offerings
Current CEC programs include individual courses, primarily in business, information
technology, and languages. Courses may be taken in a concentration area leading to a
certificate. Certificates require a minimum of four to six courses and are currently offered
in human resource management, accounting, marketing, information technology, and office
management. Students are required to achieve a minimum grade of 60 to successfully
complete individual courses. However, for students pursuing CEC certificates a minimum
combined grade average of 70 must be achieved. Workshops can henceforth also be offered
in corporate communications/public relations/media crisis management, as separate mini
courses or as a component of ongoing marketing offerings. Therefore, CEC deliverables
are:
 Individual courses
 A program leading to a certificate
 A program leading to a diploma
 Training workshops
CEC, in cooperation with the Suliman S. Olayan School of Business (OSB), recently
launched the Human Resource Management (HRM) Diploma program. Recently, the
human resources field has gained much attention by corporate management as it is
continually impacting organizational strategic goals. Ultimately, people are responsible for
creating and sharing the knowledge that adds value to their organization’s capabilities and
are the human resource capital that influences companies’ growth and profitability. This
diploma program provides a comprehensive overview of HRM roles and responsibilities in
the workplace from a strategic perspective. It is targeted for people working in the human
resources field to foster and develop their professional expertise and varied competencies.
This diploma program involves an intensive education program using traditional classroom
instruction, hands-on case studies, executive presentations, and a practical internship
component.
Programs are constantly reviewed and adjusted to meet the academic/professional needs and
schedule limitations of the diverse client pool. To meet the needs of clients, CEC instruction
is offered through regular, customized, tutorial, off-campus programs and e-learning
environments. Delivery formats range in their duration, level of in-depth study and breadth
of areas.
5
Table 1: Course Offerings Over 10 Years
Courses (according to category) Offered for the Past 10 Years
Year
Business Info. Technology English Languages Others Total
1996/97
19
7
14
3
2
45
1997/98
1998/99
1999/00
2000/01
2001/02
2002/03
2003/04
2004/05
2005/06
2006/07
Average
Fall 2008
18
15
14
15
16
20
16
18
20
23
17
10
5
5
7
6
9
6
3
1
2
0
5
0
14
15
14
14
17
17
13
15
16
11
15
5
2
6
4
6
2
4
2
3
4
3
4
2
3
1
6
5
4
3
1
0
1
4
3
1
42
42
45
46
48
50
35
37
43
41
43
18
Table 2: Certificate Programs
Year
1996/97
1997/98
1998/99
1999/00
2000/01
2001/02
2002/03
2003/04
2004/05
2005/06
2006/07
2007/08
II.6
CERTIFICATES
Accounting Marketing Business HR
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
IT
Office Management
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
Total
4
4
5
5
5
5
6
6
6
6
5
5
Facilities
CEC is currently housed in Building #23 (Old OPD). Total space allotted to CEC is an
insufficient 75m2. This includes two offices and a small room currently being used as a
computer lab. CEC is scheduled to vacate this space in December 2008. Accordingly, there
is dire need to identify the needed space for CEC in order to sustain its on-going CEC
6
activities, let alone facilitate new CEC programs such as Information Technology which
was temporarily stopped due to lack of availability of the needed computer laboratories.
The space requirements needed is 1,400 m2 (Table 4). Pending other viable alternatives, this
study presents two plausible scenarios for addressing the CEC space needs as shown in
section V.2. The first scenario will provide around 34% of the needed space and the second
around 57%.
II.7
Student Enrollment (1984-2007)
Demand for CEC courses has increased over the past four years while the 2006-2007 fiscal
year saw the largest enrollment figures at CEC for the past decade. There was more than a
26% increase in students in 2006-07 from the previous academic year and around 20% more
than the decade (1997-2007) average. The student count in CEC programs over the past
years, as extracted from REP’s annual reports, is as follows:
Table 3: Student, Instructor and Course Counts for CEC (1987-2007)
Year
Student Count
Instructor Count
Course Count
1987 - 1988
1988 - 1989
1989 - 1990
1990 - 1991
1991 - 1992
1992 - 1993
1993 - 1994
1994 - 1995
1995 - 1996
1996 - 1997
1997 - 1998
1998 - 1999
1999 - 2000
2000 - 2001
2001 - 2002
2002 - 2003
2003 - 2004
2004 - 2005
2005 - 2006
2006 - 2007
Average
(1987-2007)
Fall 2008
5250
4315
2926
2255
1926
1525
1146
521
639
529
472
510
517
490
529
567
404
453
476
601
194
133
153
117
101
92
76
40
60
48
48
43
48
50
50
47
33
41
40
40
83
51
108
84
73
72
59
34
45
43
42
41
45
47
46
48
35
40
41
41
1,302
72
54
172
17
18
7
II.8
Student Composition
The following is the CEC student composition during the current Fall 2008 semester:
Gender:
Age group:
Educational level attained:
Occupation:
Male= 33%, Female=67%.
Below 20=13% 20-29=40%, 30-39=30%, 40-49=14% 50+ = 3%.
University degree=60%, High School=26%, Vocational =14%.
Banking/Marketing/Management/Administration/Accounting=40%,
Engineering=5%,
Students=20%,
Lawyers=7%,
IT=4%,
Pharmacists= 6%, Teachers=8%, Unemployed/Other=12%.
The following is the CEC student composition during the 2006-07 academic year:
Gender:
Age group:
Educational level attained:
Occupation:
Male= 42%, Female=58%.
20-30=50%, 30-40=35%, 40-50=15%.
University degree=60%, High School=26%, Vocational =14%.
Banking/Marketing/Management/Administration/Accounting
=46%, Engineering=7%, Students=15%, Lawyers=4%, IT=4%,
Pharmacists= 6%, Teachers=5%, Unemployed/Other=13%.
As can be seen from the sample statistics, the majority (over 80%) of CEC students are aged
40 or less with 60% of the population holding a university degree. Furthermore, around
45% of the student body includes professionals in business and another 20% that are
students currently seeking degrees elsewhere.
8
III. CEC Service to AUB
Since its inception, CEC has been a key unit in maintaining AUB’s link with the local
community in Lebanon as well as in the region. The following sections represent some of
the justification for not only supporting CEC to address some of the difficulties it is facing
now but also to find ways to allow it to grow in the future as it can potentially develop into
a large program with many forms of educational deliverables including that targeted for the
professional local community.
III. 1 Community Service
CEC is a key component in AUB’s commitment to serve the local community and maintain
a regional presence. CEC is guided by President Waterbury’s vision to “seek ways to
benefit the broad community in which we live.”1 The importance of CEC rests in its
provision of lifelong learning and training needs of adults in the local community and the
region. CEC seeks to infuse knowledge in the community while upholding AUB’s
commitment to academic excellence. CEC collaborates with all academic deans to ensure
that the highest quality education is provided.
III. 2 Institutional Re-accreditation
CEC offerings are an important element in the Middle States institutional re-accreditation
effort that AUB has already started, which is related to Standard 13 (Related Educational
Activities). Standard 13 addresses several issues including that related to CEC programs and
the extent to which the institution commits sufficient resources to support these programs.
In the 2004 Institutional Self Study Report, the Related Educational Activities Committee
recommended that deans, school directors, and CEC administrators review and redesign, as
appropriate, current CEC programs to determine their nature, appeal, objectives, standards,
and outcomes. This recommendation was made in an effort to strengthen CEC programs
because an accredited institution is expected to offer certificate programs (post-secondary
non-degree credentials) consistent with the institutional mission that stresses “lifelong
learning.”
III. 3 Source for Contributions
CEC is an attractive alternative for local and international organizations seeking the services
of AUB. There have been several cases whereby an organization would seek to sign an
agreement to deliver CEC programs that address the professional training needs of their
employees as an alternative to direct financial contributions. Examples include companies
in the Kingdom of Saudi Arabia such as SABIC, Maaden, Saudi-French Bank and Al-Saif
Engineering that want to cooperate with AUB by offering CEC programs to its employees
rather than through direct donations. This was recently indicated by Mr. Abdul Fattah Ghali,
1
State of the University Address 2004
9
an active alumnus in the Riyadh chapter in a meeting attended by Dr. Imad Baalbaki during
2007.
III.4
Positive Cash Flow
CEC has provided AUB with a positive cash flow for the past decade. The annual average
net revenue over the past decade is US$69,183. In the 2006-2007 fiscal year CEC net
revenue from student tuition was the third highest in the past decade. It surpassed the
average of the past decade by $46,386, an increase of 67%. A conservative estimate of net
revenue for 2007-2008 is almost US$136,283 as elaborated further in section six.
10
IV.
Market Analysis Summary
IV.1
Target Market Segments
Traditionally, CEC’s targeted market segments have been university students, adult
learners, and higher education institutions looking to expand their programs. For example,
some clients are AUB and non-AUB students interested in taking non-credit courses to
strengthen their language skills or learn more about an area of interest such as photography.
Other clients are professionals who need certificates in human resource management,
marketing, etc., to further their careers. Another group of clients are higher education
institutions interested in starting their own continuing education programs, such as Dhofar
University and more recently Prince Fahed Bin Sultan University, Tabuk, KSA. Moving
forward, CEC will widen its scope of target markets. This will be discussed in detail in
section V.
IV.2
Main Competitors
CEC continues to face increased competition. The primary competition comes from
universities that offer continuing education programs such as LAU, MECAT, and ESA. In
some cases, these universities also offer professional certificate training programs certified
in Europe and the United States. For example, ESA has exclusivity in preparing Lebanese
bankers for the Article XIII Security and Administrative Priority 103 certificate from
London.
Corporate organizations are developing in-house training divisions and are becoming less
dependent on external training because of greater self sufficiency. For example, Bank Audi
has an extensive in-house training program with in-house trainers who have undergone
“train the trainers” programs.
IV.3
Buying Patterns
The continuing education market is extremely price sensitive. Organizations with lower
prices or flexible payment programs attract individual customers. However, for most
corporate clients, branding, reputation, and solid relationships are more valuable than price.
IV.4
CEC’s Competitive Advantage
The increased competition makes it critical for CEC to highlight its competitive advantage:





Multi-disciplinary research bearing on policy analysis and problem solving
International state-of-the-art know-how with intimate local knowledge
Over 25 years of excellence in serving the region
Blending academic expertise and advanced professional know-how in a customized
manner tailored to specific situations
Continued presence for evaluation, feedback and post-implementation assistance
11
To complement this competitive advantage, CEC will embark on a comprehensive
marketing and expansion strategy. This strategy includes an expansion of CEC personnel,
facilities, programs, and marketing strategies.
12
V.
Expansion Strategy and Implementation Summary
V.1
Addressing Staffing Gaps
CEC already has a dedicated team. Under the Office of the Vice President for Regional
External Programs, the CEC staff was comprised of a Program Officer, Assistant Director,
and Administrative Assistant. On March 27, 2007, Dr. George Farag, Assistant Vice
President for REP, was named Acting Director of CEC and tasked with dedicating the
needed time to expand CEC operations.
Additionally, CEC benefits from the work of the following REP staff who have been
recently hired:
Journalism Director: Magda Abu-Fadil, a veteran journalist with international media in
the U.S. and across the Arab world, an academic, and formerly director of the Institute for
Professional Journalists at the Lebanese American University, was hired in April 2007 as
director of the newly-established Journalism Training Program (JTP). JTP will focus on
organizing workshops, training and seminars for professional journalists in the Arab world.
Although JTP will fall under REP, Abu-Fadil’s experience and programs will benefit CEC.
Business Development Officer: On April 2, 2007, Sophie Hallal joined the REP family as
the Business Development Officer (BDO). Although the BDO’s focus will be on identifying
and developing opportunities for REP, she will also identify workshop opportunities for
CEC in Lebanon and abroad.
V. 2
Improving Facilities
Expanding facilities is a top priority for CEC to fulfill its educational mission and to expand
its services to the community. CEC needs adequate space and modern facilities to meet the
present and future needs of its various educational programs and activities. It also needs
more office space for administration, faculty, and student services.
Moreover, the delivery of some of the existing CEC programs as well as the ones that will
be newly offered would require a number of activities rooms/studios that are specially
organized and equipped to meet the needs of the specific programs of study. Painting,
music, photography, child care, and cooking are examples of such courses.
It is critical to expand the space availability of CEC. The space allocated to CEC today is
less than 2% of the space CEC commanded during its most successful period from 1984 to
1994. It is no coincidence that CEC’s highest level of enrollment came at a time when
sufficient space was available for classrooms, laboratories, and administrative support. It
would be unrealistic to hope to return to the days when CEC had around 5,000 m2 of space.
Instead, as Table 4 demonstrates, the CEC is in need of approximately 1,750 m2 as opposed
to the currently available 75 m2. In what follows, two options will be provided to address
the CEC space needs.
13
Table 4: Space Requirements
Category
General
(1)
Program
(2)
Offices
(3)
Others
(4)
Capacity
/ Room
Total # of
stations
1
1
Area (m2)
/ Station
15
45
2
3
1
1
6
30
30
40
30
30
60
90
40
30
180
1.8
2.5
2
1.8
1.5
2
7
8
8
1
2
1
1
2
1
20
1
2
7
4
8
20
2
20
14
7
10
2.5
14
1
1
1
2
6
6
1
2
2.5
90
36
20
3
9
Quantity
Description
Reception Desk
Reception Area
Sub-total
Language Classroom IT Enabled
Computer Labs
Learning Resources Rooms
Spare Labs
Classrooms
Sub-total
Management
Faculty
Faculty
Non-Academic Staff
Student Services offices
Spare
Sub-total
Lounge
Library with a librarian’s office
Activities room
Studios for art related courses
Meeting room (50 persons)
Three rooms for copiers/storage
Sub-total
1
1
Total
(5)
Elect/Mech , Common Areas
Gross Total
25%
Subtotal
Area (m2)
15
45
60
108
225
80
54
270
737
40
98
28
80
50
28
324
15
90
36
40
75
27
283
1,404
351
1,755
Building 20 (Currently OSB Building) Option:
Building 20, currently the venue of the Olayan School of Business, would be an appropriate
location to alleviate the space shortage when OSB moves out to its new building currently
under construction. CEC is in dire need of the classrooms that will be vacated by OSB.
CEC has traditionally offered its classes in the evening. However, as the security situation
in Lebanon continues to regress, students are becoming more reluctant to participate in
evening courses. Therefore, to accommodate this situation CEC must offer a greater
number of courses before 5 p.m. when regular AUB students are on campus and using the
classrooms that are reserved for CEC in the evenings. Accordingly, CEC will benefit
greatly from having the additional classroom space. Furthermore, as can be seen from
Table 4, CEC needs space for labs, offices and other activities. In that respect, there are two
possibilities suggested for Building 20:
Scenario 1: CEC will relinquish the space it currently occupies in Building 23 and use three
floors of Building 20, one of which will be shared. Classrooms, labs and conference rooms
could be used by other faculties. Table 5 is an outline of how Building 20 could fulfill CEC
needs. After relinquishing the currently available 75 m2, this scenario will provide slightly
more than 500 m2 of additional space for CEC including common areas.
14
Table 5: CEC Space Requirements // OSB Available Space
REP / CEC
Computer Lab
Computer Lab
Activities Room/Studio
Instructor’s Office (Full-time)
Instructor’s Office (Full-time)
Elev., Lobby and Stairs
Subtotal
Second Floor
Second Floor
Third Floor
Third Floor
CEC Director
Admin Assistant
Program Officer
Assistant to Director
IT Officer
Conference Room
Student Services Officer
Student Records Assistant
Business Development Officer
Student Help
Photocopy Room
Elev., Lobby and Stairs
Waiting Area
Toilet
Toilet
Corridor
Kitchen
Store
Balcony
Janitor Room
Lobby
Subtotal
Fourth Floor
Fourth Floor
Activities Room/Studio
Activities Room/Studio
Activities Room/Studio
Faculty Office
Faculty Office
Marketing and Public Relations Officer
Program Coordinators Office
Director for the Journalism Program
Workshops Coordinator
Faculty Lounge
Elev., Lobby and Stairs
Toilet
Toilet
Store
Store
Subtotal
TOTAL
Room OSB
Area (m2)
Category
102
102A
101
101a
101d
100
22.7
21.2
25
10.9
10.6
12.3
102.7
2
2
4
3
3
5
205
203
204
201
202
211
207
209
208
212
215A
200
201A
208a
209a
213
216
211A
217
210
215
26.5
14.2
13.2
11.7
13.4
49.7
12.47
16.86
9.99
6.18
5.65
25.8
13
11
10.6
13.2
2.7
2.7
8.1
3.2
14.9
285.05
3
3
3
3
3
4
3
3
3
3
4
5
1
5
5
5
5
4
5
5
1
307
306
304
303
301
308
310
305
302
309
300
311
312
318
319
21
11.6
10.85
10.45
11.42
9.25
13.06
16.26
15.44
17.88
59.3
6.5
6.8
1.8
2.2
213.81
601.56
4
4
4
3
3
3
3
3
3
4
5
5
5
4
4
15
The following Table 6 shows the correlation of space needed to the space available for
scenario 1.
Table 6: Correlation of Space Needed to Space Available for Scenario 1
Area (m2)
Needed
Building 42 Area
(m2) Available
% provided wrt
to space needed
Reception Desk and Area
60
27.9
47%
Language Classroom IT Enabled
Computer Labs
Learning Resources Rooms
Spare Labs
Classrooms
737
43.9
6%
Offices
(3)
Management
Faculty
Faculty
Non-Academic Staff
Student Services offices
Spare
324
221.88
69%
Others
(4)
Lounge
Library with a librarian’s office
Activities room
Studios for art related courses
Meeting room (50 persons)
Three rooms for copiers/storage
283
148.38
51%
1,404
351
1,755
442.06
159.5
601.56
32%
45%
34%
Category
General
(1)
Program
(2)
Description
Total
(5)
Common Areas
Gross Total
Scenario 2: Both CEC and REP would relinquish their space in two sites (Building 42 and
Building 23) and move to Building 20. This will require using the entire space available in
Building 20. It is important to note that the labs and conference rooms will be shared with
other faculties. Table 7 is an outline of how Building 20 could fulfill REP and CEC needs:
16
Table 7: REP & CEC Space Requirements // OSB Available Space
REP / CEC
Room OSB
Area (m2)
Category
001
003
002
004b
004
005
005a
006
007
009
004a
008
47.4
42.3
49.7
21.2
9.3
21.1
29.2
8.8
9.1
34.7
2.2
1.7
276.7
2
2
4
3
3
1
5
5
5
5
4
5
102
102A
101
101a
101d
100
22.7
21.2
25
10.9
10.6
12.3
102.7
2
2
4
3
3
5
205
203
204
201
202
211
207
209
208
212
215A
200
201A
208a
209a
213
216
211A
217
210
215
26.5
14.2
13.2
11.7
13.4
49.7
12.47
16.86
9.99
6.18
5.65
25.8
13
11
10.6
13.2
2.7
2.7
8.1
3.2
14.9
285.05
3
3
3
3
3
4
3
3
3
3
4
5
1
5
5
5
5
4
5
5
1
First Floor
News Room
Language Lab
Activities Room
Student Services Officer
Student Records Assistant
Lobby
Corridor
Toilet
Toilet
Elev., Main Entrance Lobby and Stairs
Store
Janitor Room
Subtotal
Second Floor
Computer Lab
Computer Lab
Activities Room/Studio
Instructor’s Office (Full-time)
Instructor’s Office (Full-time)
Elev., Lobby and Stairs
Subtotal
Third Floor
Vice President for REP
Deputy VP, REP
Administrative Assistant
Contract Development Officer
Financial Manager
Conference Room
Secretary
Assistant VP, REP
Business Development Officer
Student Help
Photocopy Room
Elev., Lobby and Stairs
Waiting Area
Toilet
Toilet
Corridor
Kitchen
Store
Balcony
Janitor Room
Faculty Lounge
Subtotal
17
…Table 7 (Contd.)
REP / CEC
Room OSB
Area (m2)
Category
307
306
304
303
301
308
310
305
302
309
300
311
312
318
319
21
11.6
10.85
10.45
11.42
9.25
13.06
16.26
15.44
17.88
59.3
6.5
6.8
1.8
2.2
213.81
4
3
3
3
3
3
3
3
3
4
5
5
5
4
4
400
400C
400D
402
400B
400E
400A
66.0
9.5
6.2
23.2
10.8
7.3
4.3
127.3
1,005.56
4
4
4
2
5
1
5
Fourth Floor
Activities Room/Studio
CEC Director
Admin Assistant
Program Officer
Assistant to Director
Marketing and Public Relations Officer
Program Coordinators Office
Director for the Journalism Program
Workshops Coordinator
Faculty Lounge
Elev., Lobby and Stairs
Toilet
Toilet
Store
Store
Subtotal
Fifth Floor
Library + Assistant Librarian
Librarian
Photocopy room
Lab
Stair
Lobby
Machine Room
Subtotal
TOTAL
The following Table 8 shows the correlation of space needed to the space available for
scenario 2. After relinquishing the currently available REP space in building 42 (135 m2)
and CEC (75 m2) space totaling 210 m2, this scenario will provide almost 796 m2 of
additional space for REP and CEC including common areas.
18
Table 8: Correlation of Space Needed to Space Available for Scenario 2
Area (m2)
Needed
Area (m2)
Available
% provided wrt
to space needed
Reception Desk and Area
60
56.3
94%
Language Classroom IT Enabled
Computer Labs
Learning Resources Rooms
Spare Labs
Classrooms
737
156.8
21%
Offices
(3)
Management
Faculty
Faculty
Non-Academic Staff
Student Services offices
Spare
324
274.83
(108.22 are
for REP)
85%
Others
(4)
Lounge
Library with a librarian’s office
Activities room
Studios for art related courses
Meeting room (50 persons)
Three rooms for copiers/storage
283
259.53
92%
1,404
351
1,755
747.46
258.1
1,005.56
53%
74%
57%
Category
General
(1)
Program
(2)
Description
Total
(5)
Common Areas
Gross Total
V.3
Diversify/Expand Course Offerings
CEC is constantly seeing to expand and diversify its course offerings in order to meet the
changing demand of its clients and environment. The following are some initiatives
currently being explored by CEC:
Satellite Center: To reach a broader constituency and diversify offerings, CEC will open a
satellite center at AUB’s Agricultural Research Education Center (AREC), the Bekaa’.
During the early stages, the satellite center will offer certificates and courses in English and
information technology. This will allow CEC to reach a new target audience outside the
greater Beirut area.
Agriculture Workshops: FAFS is interested in providing CEC with the materials and staff
to offer certificates and workshops in agriculture in Beirut. FAFS has the materials for
workshops in Organic Agriculture, Urban Agriculture, Agro-tourism, and Management of
Rural Development Projects. These workshops will be marketed to government, non-
19
governmental, and international organizations in Lebanon and the region. Classes will be
held at CEC and/or workshops will be organized abroad.
Creative Writing: Several general managers of potential corporate clients, including Bank
Audi, Blom Bank and SGBL, recognize the importance of greater training for their
employees. To meet these corporate clients’ needs, CEC will organize new workshops in
areas such as creative writing and concise report writing.
Journalism Training Program: Courses will be tailored to clients’ needs in Arabic,
English and French and will be conducted at AUB, in-house in Lebanon, and in-country
where requested. Funding will be provided by various sponsors and by nominal charges to
the journalists themselves. REP certificates of participation will be issued to journalists at
the end of each course that can last from two days to two or more weeks. In the future CEC
certificates in Journalism may be offered as well, pending approval.
V. 4
Expand Marketing Strategy
CEC Website: A new, user-friendly CEC website has been developed with updated course
and registration materials.
Target Corporate Clients: CEC will target corporate clients to meet a whole spectrum of
needs for organizations within Lebanon. Ongoing market research regarding potential
clients by Drs. Diab and Hallab that began in 2007 identified the following organizations
and institutions that expressed strong interest in CEC services:









Arab Supply & Trading (ASTRA) Corporation, Saudi Arabia
Kuwait Petroleum Corporation (KPC), Kuwait
Bank Audi, Beirut, Lebanon
Sukoni & Sukleen, Beirut, Lebanon
First National Bank, Beirut, Lebanon
Societe Generale de Banques au Liban, Beirut, Lebanon
Banque du Liban et d’Outre Mer (BLOM), Beirut, Lebanon
United Nations Agencies
Industries in the Bekaa Region
CEC already has concrete requests for training. Societe Generale requested workshops in
“Corporate Communications in Human Resources” and “Corporate Communications in
Marketing.” These workshops would combine English language teaching with technical
business terminology and practical application. The bank stressed that follow-up sessions
are needed in order for participants to remain updated. Initially eight workshops have been
requested. Bank Audi is interested in a “Creative Writing” workshop which may be given
on a semi annual basis. Blom Bank also requested a “Creative Writing” workshop and a
“Report Writing” workshop focusing on more efficient report writing. Both workshops
would also be given semi annually. Therefore, potentially CEC may deliver 14 workshops
to three organizations over the coming year.
20
Lebanese Executive Forum: After a two-decade cessation, REP will re-establish the
Lebanese Executive Forum (LEF). LEF’s objective is to forge a closer relationship between
REP/CEC and the Lebanese business community. To do so, LEF will satisfy the needs of
local businesses in various managerial skills through training and consultancy. In addition,
LEF board members will serve as “Ambassadors” for REP and CEC in the community by
providing added visibility for CEC programs.
Export CEC Products: CEC workshops, certificates, and diplomas will be exported to the
GCC and North Africa. Plans are underway to export CEC programs and services to Dhofar
University and the newly established Prince Fahd Bin Sultan University in Tabuk.
Triangulation Initiatives: Explore joint collaborative initiatives between AUB and other
organizations to deliver CEC programs. For example, the advantages of an AUB/AUC
partnership in specific continuing education initiatives include:
 Designing products that draw on areas of strength in both universities.
 AUB-AUC brand name is expected to provide stronger marketability for
continuing education products in many areas within the MENA region.
 AUB-AUC partnership may potentially attract USAID, EU, etc. funding for
continuing education projects in the MENA region.
Advertising: CEC will embark on an aggressive advertising campaign in local newspapers
to ensure reaching the widest audience possible.
V.5
Adapting Policies to Meet Demand
Tuition: Currently CEC students are required to pay the full tuition amount at the time of
registration. In order to attract a more diverse pool of students, particularly those who
cannot afford to pay the entire amount immediately, CEC will look at some of the existing
systems for regular students such as deferred payments. This may include installment
payments at the beginning, middle, and/or end of the semester. Furthermore, CEC will look
into the possibility of attracting scholarships for CEC students.
Compensation: CEC will revisit the compensation package being offered to attract the
most qualified and motivated instructors possible.
AUB Staff: AUB non-academic employees seeking non-degree further education be
channeled through the CEC to register into one of the certificate programs.
21
VI. Financial Plan
VI.1
Historical Financial Picture
CEC has enjoyed a positive cash flow for the past decade. As indicated in Table 9, the
average net revenue for CEC over the past two years (2005-2007) was US$127,259 while
the average net revenue since 1998 was US$69,183.
VI.2
Current Financial Picture
As can be seen from the following table, a conservative estimate of total net revenue for
2007/2008 is US$136,283. This is almost double the average annual revenue since 1998.
Table 9: Revenue and Expenses for CEC for the period 1998-2007
Revenue and Expenses for CEC for the period 1998- 2006
Year
Revenue ($)
Expenses ($)
Net Revenue ($)
1997-1998
1998-1999
1999-2000
2000-2001
2001-2002
2002-2003
2003-2004
2004-2005
2005-2006
2006-2007
Total
172,959
210,218
207,906
200,350
193,526
221,182
184,696
345,227
323,002
319,385
164,832
208,632
156,404
161,906
126,413
134,547
148,639
197,374
186,067
206,023
8,127
1,586
51,502
38,444
67,113
86,635
36,056
147,853
136,935
113,362
2,378,451
237,845
3,544,837
354,483
687,613
68,761
325,000
188,717
136,283
Annual Average
2007 - 2008
(estimate)
VI.3
Projected Net Revenue
The financial future of CEC is positively correlated to expanding CEC facilities, providing
new course offerings, and increasing administrative support. By providing CEC with the
needed space, CEC is expected to earn over US$2 million over the next ten years, which is
over three times the net revenue ($688K) over the past decade (1997-2007) shown in Table
9. Table 10 provides a detailed account of the projected student enrollment, gross revenue,
expenses, and net revenue for CEC over the next ten years with the needed space allocated
for CEC programs.
22
Table 10: Ten Year Net Revenue Forecast (US$)
2006-07
2007-08
2008-09
2009-10
2010-11
2011-12
2012-13
2013-14
2014-15
2015-16
2016-17
Total
Student Count
601
661
727
800
880
968
1,065
1,171
1,288
1,417
1,559
11,137
Revenue from
courses
291,485
320,634
352,697
387,967
426,763
469,440
516,383
568,022
624,824
687,306
756,037
5,401,557
27,900
32,085
36,898
42,432
48,797
56,117
61,729
67,901
74,692
82,161
90,377
621,088
319,385
352,719
389,595
430,399
475,560
525,556
578,112
635,923
699,516
769,467
846,414
6,022,646
206,023
216,324
246,610
281,135
320,494
365,363
416,514
437,339
459,206
482,167
506,275
3,937,449
Instructors
Salary Inc.
Additional
Instructors
Admin.
Officer
IT
Officer
Director
Revenue from
Other Activities
Gross
Revenue ($)
CEC
Expenses
Additional Staff
Total
Expenses ($)
206,023
216,324
246,610
281,135
320,494
365,363
416,514
437,339
459,206
482,167
506,275
3,937,449
Net
Revenue ($)
113,362
136,394
142,985
149,264
155,067
160,194
161,598
198,584
240,309
287,300
340,139
2,085,196
This forecast is based on the following conservative assumptions:





A modest 10% yearly increase in student enrollment for the coming ten years.
No increase in CEC tuition over ten years to remain competitive.
Only a 15% annual increase in revenue from other activities such as the Journalism Training Program and corporate workshops until
2012, and then a drop to 10% (when the JTP project is completed) until 2017.
An annual 14% increase in expenses over 4 years to account for new staff. This includes an Administrative Officer (handling student
affairs and librarian responsibilities), an IT Officer, and a CEC Director at the beginning of the 2011-2012 academic year.
An annual 5% increase in expenses from 2013/2014 through 2016/2017.
23
VII.
CEC Performance During 2006-2007
During the 2006-2007 fiscal year CEC made significant accomplishments:

The syllabi and requirements for all certificate and non-certificate courses were
updated this year. This exercise contributed to adding CEC to the AUB Banner
registration program for the first time. While in the past registration for CEC took
place manually at the CEC office, the fall 2008 semester marked the first time that
CEC students registered on the Banner system. Being integrated into the Banner
system will ensure accuracy in all CEC registration procedures and data. It will also
facilitate future reporting and the generation of statistical charts.

Demand for CEC courses has increased over the past four years while this fiscal year
saw the largest enrollment figures at CEC for the past decade with a student count of
601. This represented more than a 26% increase in student enrollment as compared to
the previous academic year.

CEC in cooperation with the Suliman S. Olayan School of Business (OSB), created
the curriculum and program design for the first CEC Human Resource Management
(HRM) Diploma program. The new diploma program builds on the already
established CEC Certificate in Human Resource Management and was launched in
the fall 2007 semester.

For the first time a detailed listing of CEC’s programs with certificate requisites,
admission requirements, and course descriptions was created and included in the
2007-2008 AUB Catalogue. This 25 page document replaced the one-page
description of CEC traditionally included in the AUB Catalogue.

Plans were developed to begin the Professional Journalism Certificate, under the
Continuing Education Center's auspices. The certificate would be a non-academic
four or five course program for working journalists. Professional journalists would
enroll to take one course per semester and stretch the process over two academic
years, for example. The following is a list of possible courses we could offer:
1. Reporting, writing and editing
2. Investigative journalism
3. Multi-media/online journalism
4. Media law & ethics
5. Newsroom management

Quality assurance measures at CEC were revisited. To begin enhancing these
measures the organizational structure of REP in general and CEC in particular was
expanded to include CEC program coordinators (selected from AUB’s full-time
faculty). These coordinators will be responsible for quality assurance of CEC
certificates and non-certificate programs, local workshops, and regional workshops.
24
VIII. Summary for Strengthening CEC Operations in 2007-2008
Some of the challenges and plans for the future include:
1) CEC offerings should be reviewed by REP and the REP Interfaculty Advisory
Committee to meet the demands of the community in light of a detailed study for
market needs.
2) In light of the new universities, institutions and centers, that have become competitors
to CEC over the past decade, it is essential to review not only CEC’s course offerings
but also the fee structure which is currently in practice.
3) Quality assurance (QA) procedures should be revised which may necessitate the
formation of a quality assurance unit within CEC that would be in charge of course
and instructor evaluations carried out at the end of each term as well as exit surveys
and support staff assessment, etc. This unit will also ensure that QA procedures are
implemented. This may include assigning more coordinators for CEC deliverables
including certificate/diploma programs to supervise and recommend courses,
textbooks and set standards.
4) Improving CEC’s marketing strategies including exporting CEC products to the
MENA region.
5) Reactivation of the Lebanese Executive Forum (LEF) that played an important role in
keeping channels open with the community by allowing main key players in our
potential clientele to engage in active roles pertaining to CEC operations.
6) The provision of space for expansion of CEC operations as well as ensuring quality
teaching for existing programs.
7) Setting up CEC satellite centers outside the main campus such as in AREC, Beka’.
8) Exploring joint collaborative initiatives between AUB and other organizations to
deliver CEC programs.
25