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Grand Canyon University Freeman Brown Private School FBPS Case Study

Grand Canyon University

Question Description

Need help with my Management question - I’m studying for my class.

Refer to the "Freeman-Brown Private School Case Study" document for details pertaining to this assignment.

The board of directors at Freeman-Brown Private School (FBPS) has hired you as part of a consulting team to review the situation and present your findings and recommendations. Write a paper (1,500-1750 words) that discusses the case. Complete this assignment from the perspective of the hired consultants. Respond to the following questions:

  1. Review how organizations interact with their external environment (as open systems and complex adaptive systems). How effective was Freeman-Brown as an open system at the time of the closure? How effective was Freeman-Brown as a complex adaptive system at the time of the closure?
  2. Review your reading this week on the internal environment of organizations. What is your evaluation of the organizational culture and organizational climate at the time the decision to close two campuses was made?
  3. What is your evaluation of the decision made by Dr. Murphy and Caudill? What is your evaluation of the process of going about the closure?
  4. Was FBPS demonstrating social responsibility? Discuss the closure impact on three specific stakeholders.
  5. Provide an explanation, using appropriate management theories, for how the administration could have handled the closure effectively with stakeholders? Include one theory from each of the following: the classical approach, the human relations approach, and the modern management approach.
  6. You have been asked to suggest two goals: one long-term and one short-term goal for the future direction of FBPS. Justify your decision.
  7. Present a concluding statement that integrates the 4 functions of management as a means to revamp management at FBPS and meets the recommended goals.

Use at least two academic resources as references for this assignment.

Prepare this assignment according to the guidelines found in the APA Style Template, attached. An abstract is not required.


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Running head: ASSIGNMENT TITLE HERE Typing Template for APA Papers: A Sample of Proper Formatting for the APA 6th Edition Student A. Sample Grand Canyon University: 1 ASSIGNMENT TITLE HERE 2 Typing Template for APA Papers: A Sample of Proper Formatting for the APA 6th Edition This is an electronic template for papers written in APA style (American Psychological Association, 2010). The purpose of the template is to help the student set the margins and spacing. Margins are set at 1 inch for top, bottom, left, and right. The type is left-justified only— that means the left margin is straight, but the right margin is ragged. Each paragraph is indented five spaces. It is best to use the tab key to indent. The line spacing is double throughout the paper, even on the reference page. One space is used after punctuation at the end of sentences. The font style used in this template is Times New Roman and the font size is 12. First Heading The heading above would be used if you want to have your paper divided into sections based on content. This is the first level of heading, and it is centered and bolded with each word of four letters or more capitalized. The heading should be a short descriptor of the section. Note that not all papers will have headings or subheadings in them. First Subheading The subheading above would be used if there are several sections within the topic labeled in a heading. The subheading is flush left and bolded, with each word of four letters or more capitalized. Second Subheading APA dictates that you should avoid having only one subsection heading and subsection within a section. In other words, use at least two subheadings under a main heading, or do not use any at all. When you are ready to write, and after having read these instructions completely, you can delete these directions and start typing. The formatting should stay the same. However, one item ASSIGNMENT TITLE HERE 3 that you will have to change is the page header, which is placed at the top of each page along with the page number. The words included in the page header should be reflective of the title of your paper, so that if the pages are intermixed with other papers they will be identifiable. When using Word 2003, double click on the words in the page header. This should enable you to edit the words. You should not have to edit the page numbers. In addition to spacing, APA style includes a special way of citing resource articles. See the APA manual for specifics regarding in-text citations. The APA manual also discusses the desired tone of writing, grammar, punctuation, formatting for numbers, and a variety of other important topics. Although the APA style rules are used in this template, the purpose of the template is only to demonstrate spacing and the general parts of the paper. The student will need to refer to the APA manual for other format directions. GCU has prepared an APA Style Guide available in the Student Writing Center for additional help in correctly formatting according to APA style. The reference list should appear at the end of a paper (see the next page). It provides the information necessary for a reader to locate and retrieve any source you cite in the body of the paper. Each source you cite in the paper must appear in your reference list; likewise, each entry in the reference list must be cited in your text. A sample reference page is included below; this page includes examples of how to format different reference types (e.g., books, journal articles, information from a website). The examples on the following page include examples taken directly from the APA manual. ASSIGNMENT TITLE HERE 4 References American Psychological Association. (2010). Publication manual of the American Psychological Association (6th ed.). Washington, DC: Author. Daresh, J. C. (2004). Beginning the assistant principalship: A practical guide for new school administrators. Thousand Oaks, CA: Corwin. Herbst-Damm, K. L., & Kulik, J. A. (2005). Volunteer support, marital status, and the survival times of terminally ill patients. Health Psychology, 24, 225-229. doi:10.1037/02786133.24.2.225 U.S. Department of Health and Human Services, National Institutes of Health, National Heart, Lung, and Blood Institute. (2003). Managing asthma: A guide for schools (NIH Publication No. 02-2650). Retrieved from http://www.nhlbi.nih.gov/ health/prof/asthma/asth_sch.pdf Freeman-Brown Private School Case Study The following case study is based on true events. Names and identifying details have been modified. Freeman-Brown Private School (FBPS), based in Illinois, was founded in 1944 by the Brown and Freeman families. Over the years, the school acquired a reputation as a leading academic institution with an advanced curriculum. Parents described the school as having a highly performing academic environment that provided a rigorous curriculum while fostering a safe, family-oriented atmosphere in a place where community was valued. Not surprisingly, the student population grew and the school opened multiple campuses in the metropolitan area (Bristol, Culpeper, Richmond, Hampton, and Staunton). The Brown and Freeman families eventually sold FBPS to the for-profit, Alabama-based Caudhill International Family of Schools in 2007. The mission of the Caudhill group was to broaden the international focus of FBPS, along with the nine other schools it owned (across the United States, Switzerland, and Mexico). Even under the new ownership, the environment in the various FBPS campuses was still described as achievement-oriented and supportive. Milestones • 1944 - Freeman-Brown Private School was founded by the Brown and Freeman families. • 1944 - Inaugural opening established Hampton campus. • 1969 - Culpeper campus was established. • 1981 - Richmond campus was established. • 2003 - Bristol campus was created. • 2007 - Freeman-Brown Private Schools joined the Caudhill International Family of Schools. • 2008 - Culpeper campus relocated to Staunton campus. • 2008 - The inaugural freshman class joined Freeman-Brown Preparatory High School. • 2010 - Freeman-Brown Preparatory High School was designated an authorized International Baccalaureate (IB) Programme School. • 2012 - Freeman-Brown Preparatory (High) School graduated its first class in May. • 2012 - Freeman-Brown's new 6th-12th grade Middle and Upper School campus opened in August in North Richmond. • 2013 - The Upper School Athletic Complex and Student Center opened. Within a year of Caudhill owning the school, parents noticed a subtle name change. The school, which was previously known as "Freeman-Brown Private School," was now "Freeman-Brown Preparatory School." This name change in itself did not seem to affect the school's image or © 2016. Grand Canyon University. All Rights Reserved. functioning at an operational level, but it was an early indication of the strategic direction in which the school would be heading. In 2008, FBPS attempted to enter the high school business at its Culpeper campus, but that initial attempt was not as successful as anticipated. This was probably a contributory factor to the relocation of the high school to a new state-of-the-art campus in Richmond, known as the North Richmond campus. A high point for FBPS came in 2010 when it launched its International Baccalaureate Programme (IB Programme). Its first IB graduating class was May of 2012. However, that same year FBPS decided to close both the Culpeper and the Hampton campuses. At the time of the Hampton closure, families were informed that low enrollment was the reason behind the closure and that all other campuses would remain open. The economic recession in the United States between 2005 and 2011 led to many organizations going out of business, and the education sector was not exempt (U.S. Department of Labor, 2013). In addition to the economic recession, private schools in Illinois have faced intense competition from charter schools, which are independently run public schools. Between 2011 and 2013, two top-rated charter schools opened campuses within 5 miles of the Staunton campus. Some FBPS Staunton campus students transferred to those schools. In 2013, FBPS sent an e-mail to parents in error, informing them that the Staunton campus (preK through middle school) would be discontinued. That e-mail was withdrawn on the same day, and shortly afterwards, the head of the school retired. Caudhill appointed Dr. Audrina Murphy as the new head of the school. Dr. Murphy, a well-educated and experienced administrator, worked with "strategic planning experts" to create a niche and a new mission for the school. Dr. Murphy embraced her new role and continuously assured parents that the Staunton campus would remain open. Parents who attended the Parent Teacher Student Association (PTSA) meeting in midDecember 2013 affirmed that she offered assurances at the meeting. January 2014 Winter break started on Monday, December 23, 2013, and students were scheduled to return to school on Tuesday, January 7, 2014. On Monday, January 6, 2014, the Staunton campus principal received information that the campus would close at the end of the semester, and this news was conveyed to faculty and staff at the school. Only two campuses would remain open: the Richmond and North Richmond campuses. Parents were outraged, students were in disarray, and faculty and administration were in shock. If parents had been informed earlier, it would have been possible for them to try to secure a spot for their children at one of the schools nearby. However, open admissions at the surrounding schools had closed earlier in December. Parents attempted to place their children on waiting lists, but most lists had already filled up, some in excess of 800 students. Additionally, many local schools had already completed their hiring for the following academic year, leaving FBPS faculty and staff limited in employment options. As it turned out, FBPS was not the only school closing campuses. That period was a difficult time for schools in Illinois in general, with reports from the Center for Education Reform (2011) reporting that between 2010 and 2011 the major reasons schools closure were financial, mismanagement, and district-related issues. 2 Parent Meeting Parents were invited to a meeting on January 8, 2014, to meet with the head of the school and a Caudhill official. Parents invited the media to the meeting, but the media was denied access. At the onset of the meeting, Dr. Murphy took the podium and began by praising the Staunton campus and its community. These statements bothered some of the parents, who demanded to know why the school was closing if it had all the positive attributes just attributed to it. The meeting grew tense and heated. Parents felt betrayed because of the timing of the closure announcement. Dr. Murphy stated that buses would be provided to shuttle children ages 2-12 to the new locations. However, the closest campus would require a trip of 40-miles (minimum) twice every day. This would not be a viable option for many parents, but the announcement timing left them with few options. Other parents tried to negotiate with the administration to run the school for one more academic year so families would have enough time to transition their children. Neither the Caudill official nor Dr. Murphy agreed to this proposed solution. Some parents offered to pay more in terms of tuition, but administration again did not agree to this proposal. Parents asked if the closure was due to financial reasons. Dr. Murphy replied that finances were "not a factor" and the closure was for "demographic reasons." While Dr. Murphy stated that the reason for the closure of the two campuses was not financial in nature, Moody's analytics reported that the parent company (Caudill) was experiencing some strain. The rating of Moody's analytics is a representation of the analysts' opinion of the creditworthiness of an organization. From August 2012 to 2014, the corporate family rating (CFR) went from B2 to Caa2 indicating a lack of confidence in the financial health of Caudill. Moving Forward Following the parent meeting in January, some families pulled their children out of FBPS immediately, prior to the completion of the academic year. Those families received no financial reimbursement as parents had signed a contract for the academic year. Other families decided to withdraw from the school at the end of the semester. By June 2014, student population had significantly diminished on the affected campuses. Some of the students who remained at Staunton planned to transfer to surrounding schools. Few decided to continue at the Richmond and North Richmond campuses. Others registered at Allegiant Academy, a new nonprofit private school opened by parents previously affiliated with Staunton. Kasey Luce, daughter of one of the FBPS founders, came out of retirement to become principal of Allegiant Academy. In addition to her role as principal of the school, Luce was also the president of the nonprofit corporation that owned the school. Allegiant Academy began with an enrollment of about 100 students (pre-K-8 grade), rising to 120 students by the end of the year. Most of these students were from the Staunton campus population. The school leased a church for its first year to house the school. Parents described Allegiant Academy in positive terms with approximately 90% of families choosing to reenroll for the 2015-2016 academic year. 3 References Center for Education Reform. (2011). Appendix D. Closed charter schools by state. Retrieved from https://www.edreform.com/wpcontent/uploads/2011/12/CER_FINALClosedSchools2011-1.pdf U.S. Department of Labor. (2013). Travel expenditures during the recent recession, 2005–2011. Retrieved from http://www.bls.gov/opub/ted/2013/ted_20130115.htm 4 Freeman-Brown Private School Case Study The following case study is based on true events. Names and identifying details have been modified. Freeman-Brown Private School (FBPS), based in Illinois, was founded in 1944 by the Brown and Freeman families. Over the years, the school acquired a reputation as a leading academic institution with an advanced curriculum. Parents described the school as having a highly performing academic environment that provided a rigorous curriculum while fostering a safe, family-oriented atmosphere in a place where community was valued. Not surprisingly, the student population grew and the school opened multiple campuses in the metropolitan area (Bristol, Culpeper, Richmond, Hampton, and Staunton). The Brown and Freeman families eventually sold FBPS to the for-profit, Alabama-based Caudhill International Family of Schools in 2007. The mission of the Caudhill group was to broaden the international focus of FBPS, along with the nine other schools it owned (across the United States, Switzerland, and Mexico). Even under the new ownership, the environment in the various FBPS campuses was still described as achievement-oriented and supportive. Milestones • 1944 - Freeman-Brown Private School was founded by the Brown and Freeman families. • 1944 - Inaugural opening established Hampton campus. • 1969 - Culpeper campus was established. • 1981 - Richmond campus was established. • 2003 - Bristol campus was created. • 2007 - Freeman-Brown Private Schools joined the Caudhill International Family of Schools. • 2008 - Culpeper campus relocated to Staunton campus. • 2008 - The inaugural freshman class joined Freeman-Brown Preparatory High School. • 2010 - Freeman-Brown Preparatory High School was designated an authorized International Baccalaureate (IB) Programme School. • 2012 - Freeman-Brown Preparatory (High) School graduated its first class in May. • 2012 - Freeman-Brown's new 6th-12th grade Middle and Upper School campus opened in August in North Richmond. • 2013 - The Upper School Athletic Complex and Student Center opened. Within a year of Caudhill owning the school, parents noticed a subtle name change. The school, which was previously known as "Freeman-Brown Private School," was now "Freeman-Brown Preparatory School." This name change in itself did not seem to affect the school's image or © 2016. Grand Canyon University. All Rights Reserved. functioning at an operational level, but it was an early indication of the strategic direction in which the school would be heading. In 2008, FBPS attempted to enter the high school business at its Culpeper campus, but that initial attempt was not as successful as anticipated. This was probably a contributory factor to the relocation of the high school to a new state-of-the-art campus in Richmond, known as the North Richmond campus. A high point for FBPS came in 2010 when it launched its International Baccalaureate Programme (IB Programme). Its first IB graduating class was May of 2012. However, that same year FBPS decided to close both the Culpeper and the Hampton campuses. At the time of the Hampton closure, families were informed that low enrollment was the reason behind the closure and that all other campuses would remain open. The economic recession in the United States between 2005 and 2011 led to many organizations going out of business, and the education sector was not exempt (U.S. Department of Labor, 2013). In addition to the economic recession, private schools in Illinois have faced intense competition from charter schools, which are independently run public schools. Between 2011 and 2013, two top-rated charter schools opened campuses within 5 miles of the Staunton campus. Some FBPS Staunton campus students transferred to those schools. In 2013, FBPS sent an e-mail to parents in error, informing them that the Staunton campus (preK through middle school) would be discontinued. That e-mail was withdrawn on the same day, and shortly afterwards, the head of the school retired. Caudhill appointed Dr. Audrina Murphy as the new head of the school. Dr. Murphy, a well-educated and experienced administrator, worked with "strategic planning experts" to create a niche and a new mission for the school. Dr. Murphy embraced her new role and continuously assured parents that the Staunton campus would remain open. Parents who attended the Parent Teacher Student Association (PTSA) meeting in midDecember 2013 affirmed that she offered assurances at the meeting. January 2014 Winter break started on Monday, December 23, 2013, and students were scheduled to return to school on Tuesday, January 7, 2014. On Monday, January 6, 2014, the Staunton campus principal received information that the campus would close at the end of the semester, and this news was conveyed to faculty and staff at the school. Only two campuses would remain open: the Richmond and North Richmond campuses. Parents were outraged, students were in disarray, and faculty and administration were in shock. If parents had been informed earlier, it would have been possible for them to try to secure a spot for their children at one of the schools nearby. However, open admissions at the surrounding schools had closed earlier in December. Parents attempted to place their children on waiting lists, but most lists had already filled up, some in excess of 800 students. Additionally, many local schools had already completed their hiring for the following academic year, leaving FBPS faculty and staff limited in employment options. As it turned out, FBPS was not the only school closing campuses. That period was a difficult time for schools in Illinois in general, with reports from the Center for Education Reform (2011) reporting that between 2010 and 2011 the major reasons schools closure were financial, mismanagement, and district-related issues. 2 Parent Meeting Parents were invited t ...
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Final Answer

Hi sorry I took long, here is the final paper.👊

Running head: FREEMAN-BROWN PRIVATE SCHOOL CASE STUDY

FBPS Case Study
Student name:
Grand Canyon University
Date:

1

FREEMAN-BROWN PRIVATE SCHOOL CASE STUDY

2

FBPS Case Study
Question 1
Business interacts with the immediate environment to make money and achieve other
business goals. Business success depends on its interaction with the immediate environment
(Fidan and Balcı, 2017). The interaction processes depend on the nature of the business, whether
as an open or complex adaptive system. A critical analysis of FBPS shows the advantages and
demerits of operating as an open and complex adaptive system in the given business
environment. As a business analysis consultant, it is critical to point to the specific issues
affecting a business entity in a given environment.
Organizations that operate on an open system principle exchange information with the
outside environment to streamline operations. The information exchange aims to learn about the
impact of the business on society and enhance service delivery (Fidan and Balcı, 2017). The
outside environment gives feedback on the satisfaction index on the services offered. The
business is in a position to readjust by making basic changes and boost product or service
delivery. FBPS operated on an open system and gained the advantage of the strategy. The
benefits of the latter include effective information sharing with the community in Bristol,
Hampton, Richmond, Culpeper, and Staunton. The information-sharing led to the establishment
of schools with a "family-oriented atmosphere" where students studied in a rigorous curriculum.
The establishment was based on the views of the parents and the teachers to safeguard the
wellbeing of the students at all times and on all campuses. The open system shielded the school
system from external disturbances and implemented the positive views derived from the external
environment (Fidan and Balcı, 2017).

FREEMAN-BROWN PRIVATE SCHOOL CASE STUDY

3

FBPS interaction with the external environment during the closure of the Hampton and
Culpeper campuses was unstable and ineffective from a consultant's point of view. The closure
was very abrupt, depicting that the environment was very unstable to support an effective
relationship for crisis resolution. FBPS mistreated the parents, who compose the external
environment (Fidan and Balcı, 2017). The school fraternity seems to be unwary of the challenges
the parents went through after the c...

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