Sign Up Now
Get instant access to over 1 million+ study documents
OR
Already registered? click here to login
By creating your account, you agree to our terms of service, privacy policy and student honor code.
Evaluation of Decision to Close and Closure Process
It seems as though FBPS was trying to fulfill the more popular of the Six PESTEL factors, technology. The launch of its International Baccalaureate Programs seemed promising; however, it came at the worst possible economic time. The US economic recession of 2005 took toll on not only the FBPS campuses but other reputable schools surrounding it. This indication quickly started impacting the FBPS organization. The closure of several schools and the announcement of others not continuing with certain academics. As a for-profit school, it had a duty to provide returns to investors—and yet by mishandling its transition period, it essentially destroyed its reputation and drove families away and back into the arms of the original founders of the school who became the competition. Those who had invested in the school were going to lose, especially as Moody’s downgraded the business’s credit rating, which would impact its ability to secure new loans at a decent rate (John, Lynch & Puri, 2003).
The fact that only two campuses would remain open—the Richmond and the North Richmond campuses—rankled parents, and the fact that news of the closing of the Staunton campus school came after the enrollment deadline at other neighboring schools was a shock that parents simply were not inclined to accept. The FBPS assured parents that the closures were not the result of finances—but Moody’s indicated otherwise as the credit rating of the school had decline to Caa2. The school was essentially denying its financial state to the parents and failing to communicate effectively with them in advance of closings so that families could make plans for their children accordingly. As Iverson and McPhee (2002) note, a school’s leaders must be true to the “communicative character of knowledge”—and the leaders of FBPS simply were not.
Social Responsibilities and Impact on Stakeholders
Students were also going to be left out in the cold. The FBPS had a social responsibility to ensure that their education could continue—and yet instead of alerting parents ahead of time so that arrangements could be made, the school bluffed them and said that no closings would happen. This in spite of the fact that parents had already received an email alert: clearly the FBPS had no intention of showing its hand, regardless of how it impacted students.
Parents realized the duplicity at the heart of the school’s new management—and that is why they began to leave in droves. None wanted to stick around and continue to be abused by a school that had no regard for their hardship, their children’s futures, or even their own investors. The school’s management had not the faintest idea of what it meant to be honest.…
Furuholt, (2006) argues that lack of management engagement to the acceptance of information systems has been a barrier to the implementation of information systems. The issues are even common with organizations in the developing countries where management does not give enough priority to the information systems implementation. Importantly, implementation of information systems requires management support since management will need to approve fund that would be used for IS implementation.
This is also in the context of bringing more relevant information to customers across all of these social media channels, and always living by the axiom of getting what you give (Bernoff, Schadler, 2010). Social media channels need to be orchestrated as any other multichannel strategy, with the leading companies globally today realizing that each of their customer bases relies on different social media channels for different needs (Bernoff, Schadler,
For marketers, the implication is clear: share freely and give of your expertise if you want to excel on this new medium. Case study after case study from Groundswell, the best-selling book by Josh Bernoff and Charlene Li make this point abundantly clear (Bernoff, Li, 2008).If there is one downside of this experience of evaluating Twitter it is the ferocious appetite many have for fame for anything and the
A broader empirical analysis of the levers of control framework reveals that the differences in the efficacy and appropriateness of this approach depend on whether or not the system of control and measurement is engaged with primarily as a diagnostic device, or more as an interactive system (Widener 2005). As noted above, interaction is a key element of the framework -- arguably the most important element, as the others are
For example, with respect to the leadership support area developed by Bryk, Korkmaz (2006) reports that in some cases, collecting primary data are required to make informed decisions, particularly with respect to human resource decisions. In his study of 842 teachers working in 42 elementary schools, Korkmaz operationalized the dimensions in this area as described in Table 2 below. Table 2 Operationalization of Elementary School Climate and Leadership Dimensions Dimension Definition Instruments Used School vision This dimension
From scheduling lunch shifts to arranging for common planning time, my principal has effectively and efficiently managed the set amount of time that we have in a school day. Collaboration between parents and community members is evident as well. We often have parent / child literacy nights. Annually we also hold a Brotherhood Dinner that honors community members that have positively influenced the children in our neighborhoods. Throughout New