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Freeman-Brown Private School Case Study document for details pertaining to this assignment. 1250 words

Question Description

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 (1,250-1,500 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 andorganizational 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.

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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 U.S. Department of Labor. (2013). Travel expenditures during the recent recession, 2005–2011. Retrieved from 4 Running head:FREEMAN-BROWN PRIVATE SCHOOL 1 Freeman-Brown Private School Case Study Freeman-Brown Private School 2 Your introduction should be typed here. It should be at least four sentences and include a thesis statement that introduces all of the key point of the paper. Please note that you should follow all APA writing rules within your essay. This means avoid first and second person, do not use contractions, and use citations throughout your paper! The final sentence in your introduction must be a strong thesis statement that introduces every key topic that will be introduced in the paper. Open and Complex Adaptive System Define the open system and complex adaptive system with citations from your academic research. Evaluate the effectiveness of FBPS as an open system and as a complex adaptive system during the closure. Thoroughly evaluate the situation, include examples from the case study and offer insight. Organizational Culture and Climate Define organizational culture and organizational climate with citations from your academic research. Evaluate the culture and climate within FBPS during the closure process in the case study. Provide examples and offer detailed insight. Closure Decision and Process Evaluate the decision to close the campuses and the process of the closure. Provide detailed examples and insight. Be sure to cite any research. Social Responsibilities and Impact on Stakeholders Define social responsibility with citations from your academic research. Evaluate the closure process in the case study. Provide examples and offer insight on what could have been Freeman-Brown Private School 3 done differently. Define stakeholder with citations from your academic research and identify three specific stakeholders that were impacted by the closure. Classical, Behavioral, and Modern Management Approaches Analyze the Freeman-Brown case study and from the perspective of an analyst suggest one approach from each category (classical, behavioral, and modern). Define each approach with citations from your academic research and explain how each theory could have been used to handle the closure better. Provide insight. Plans for the Future Define long and short term goals with citations from your academic research. Identify and justify one long and one short-term goal for the future of FBPS with examples and insight. Concluding Statement Define the 4 functions of management with citations from your academic research. This paragraph should wrap up the entire paper and integrate the 4 functions of management to revamp management at FBPS and in turn meet the short and long-term goals you have suggested. Be sure to included examples and to cite academic sources to increase the validity of your findings. **Additional notes: use this template, keep the topic headings in place. I am looking for a minimum of two academic sources (the case study is not an academic source and also does not need to be referenced in your paper). The word count for this paper is between 1,250 – 1,500, however I will allow you to go a little over up to 1,750. Your Turnitin percentage must be under 20%. Please proof-read and run your paper through spell-check and follow the template and you should do very good on your paper** Freeman-Brown Private School 4 Example 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 health/prof/asthma/asth_sch.pdf ...
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Final Answer



Freeman-Brown Private School Case Study


Freeman-Brown Private School


The efficacy and effectiveness in organizational management highly depend on the type
of the organization and the available resources. An organization may be an open system, closed,
or complex adaptive system among others. The organizational culture and climate influence the
internal processes and procedures for the success of the particular organization. Therefore,
different managers apply different theories and approaches to ensure the success of the
organization. Additionally, a successful management must plan achievable short-term and longterm goals for the organization while involving various stakeholders in the decision making
process. This paper examines the closure of the Freeman-Brown Private School with the aim to
understand its effectiveness both as an open system as well as a complex adaptive system, while
determining the organizational culture and climate within the institution, the decisions and
processes influencing the closure, the impacts of the closure to various stakeholders as well as
developing viable future plans to revamp the school.

Open and Complex Adaptive System
An open system is such a system that highly interacts with the environment by providing
and accepting feedback from its environment. An open system, therefore, would allow regular
communication with its surrounding (Chang, 2016). On the other hand, a complex adaptive
system is fundamentally a group of several self-sufficient, interlinked and interdependent parts or
components working as a large single unit. Therefore, understanding of a particular subsystem
forming a complex adaptive system does not provide the understanding of the overall system.
As an open system, Freeman-Brown Private School managed to communicate to the
stakeholder's various decisions or plans. For instance, while determining the closure of the
school, the management circulated information informing the parents of the future plans. It is
apparent that the message triggered some form of interrogation by the parents. In fact, the

Freeman-Brown P...

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