BUSS3 A* Performance - the Triple Decker Connection

During our recent BUSS3 exam coaching workshops we set students a tough challenge (and made it even harder by asking them to do it right at the end of an intense day of revision!).Using the workshop case study (SunTravel plc), we challenged the students to use their understanding of SunTravel's business (AO2 application) to make the connection (AO3 analysis) between three seemingly unrelated functional topics from the BUSS3 specification. I call this the triple-decker connection.The screenshot of the slide below illustrates an example of the BUSS3 topics we picked.

As you can see we picked one core topic from three different functional areas. This was quite deliberate. An effective (logical) chain of argument in a BUSS3 answer can often be developed by identifying and explaining the links between the different functional areas of a business. In BUSS3 the four broad functional areas are marketing, finance, operations and people.

A chosen functional strategy in one part of a business must have implications for the other functional areas. The smart BUSS3 student recognises that and develops those links using the case study evidence as the raw ingredients for a chunky paragraph point.

We were impressed by the suggested answers to the three topics shown above. Students who attended the workshops will recall that SunTravel is a vertically-integrated tour operator which has enjoyed a leading position in the market for undifferentiated (mass market) holidays. However, that market has entered a period of prolonged decline and, partly as a result of SunTravel's over-reliance on undifferentiated holidays, the firm's profitability and cash flow has deteriorated significantly.

What connections did students make. A particularly good one is summarised below:

Here the student suggested that the first link in the chain was the development of holidays that were closely tailored to the specialist needs and wants of the holiday customer. This process could be helped by the use of continuous feedback from customers (kaizen) which would be used to further refine and improve those holiday experiences. The first two layers of the connection were made. But could the student go on to complete the triple-decker?

Absolutely! A possible benefit of holidays that were better matched to customer needs and wants would be that there would be less waste (lean production) which in turn ought to mean fewer holidays had to be sold at heavily discounted prices and potentially at a loss. The student had picked up from the SunTravel case study evidence a point that many tour operators have to commit to holiday capacity in advance. If they find themselves with too many unsold holidays, then profits are badly affected, thereby making profit more volatile, which in turn is a cause of poor profit quality.

The triple-decker connection had been made!

Better than that. Not only were three different functional areas linked together. But the student had also made full use of the BUSS3 case study evidence to explain the connection. The student was answering 100% in context of SunTravel (packaged tour holidays) which meant that his/her answer would score highly for application (AO2).

So, as you practice BUSS3 questions and in the real exam, try to complete a case study-filled triple decker connection.