Description
The purpose of this assignment is to analyze how businesses interact with their internal and external environments. Students will also apply their knowledge of decision-making models, technology and innovation challenges, management theories, and goal setting.Write a paper (1,600-1,800 words) in which you address the following based on the information provided in the “West Chester Private School Case Study” resource.Review how organizations interact with their external environment (as open systems). Evaluate the effectiveness West Chester Private School (WCPS) as an open system at the time of the closure. Review the readings provided for this topic on the internal environment of organizations. Evaluate the organizational culture at the time the decision to close two campuses was made.Evaluate the decision made by Dr. Murphy and Educations Management Services (EMS) in terms of the process of going about the closure. Explain how the behavioral decision-making model was applied in the WCPS’s decision to shut down its campuses.Analyze one major technology and innovation challenge that WCPS faced and propose a solution that would make WCPS more competitive in meeting the needs of the three primary stakeholders affected.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.Provide a suggestion of two goals: one long-term and one short-term goal for the future direction of WCPS. Include a justified rationale of the suggestions.Concluding statement: Integrate the four functions of management as a means to revamp management at WCPS and meet the recommended goals.You are required to use at least two external scholarly sources in addition to the textbook and the case study resource.
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West Chester Private School Case Study
The following case study is based on true events. Names and identifying details have been
modified.
West Chester Private School (WCPS), based in Phoenix, Arizona, and was founded in 1944 by
the Chandler and Gilbert families who owned the school for 70 years. Over the years, the school
acquired a reputation as a premier K-12 academic institution with an advanced curriculum.
Parents described the school as having a high-performing, in-person 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 five campuses in the Phoenix metropolitan area. In 2014, the Chandler and Gilbert
families sold the school and its campuses to an educational consortium called Education
Management Services (EMS). Even under the new ownership, the environment in the various
WCPS campuses was still described as achievement-oriented, supportive, and desirable place to
work as an educator.
In 2018, WCPS attempted to expand its campuses into Southern California, but the attempt was
unsuccessful due in large part to regulatory factors within the state’s accrediting agencies. WCPS
leadership focused so much on this expansion, in addition to launching an international
baccalaureate, program, they failed to capitalize on the opportunity to expand their business
virtually (i.e., online learning). In 2019, however, WCPS was successful at launching an
International Baccalaureate Program (IBP), with the first graduating class scheduled for the
spring of 2023.
Despite this success, WCPS decided to close two of its Phoenix locations due to “low
enrollment” in early 2020. Families were notified that all other campuses would remain open.
School closures were not entirely uncommon, as 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. Bureau of Labor Statistics, 2013). Additionally, WCPS faced increasingly
intense competition from charter schools, which are independently operated public schools. In
the fall of 2019, two top-rated charter schools opened campuses within 5 miles of each WCPS
school closing. What is troubling is that both EMS executives and WCPS administrators were
aware of these competitor schools opening as early as 2017.
Shortly after the closures, the head of the school retired. In response, EMS executives 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 new mission for
the school. Dr. Murphy embraced her new role and continuously assured parents that the
remaining campuses would remain open. Parents who attended the Parent Teacher Student
Association (PTSA) meeting in early January 2020 affirmed that she offered assurances at the
meeting.
© 2021. Grand Canyon University. All Rights Reserved.
January 2020
Winter break started on Monday, December 23, 2019, and students were scheduled to return to
school on Tuesday, January 7, 2020. On Monday, January 6, 2020, the north Phoenix 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.
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 2019. 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
WCPS faculty and staff limited in employment options.
Parent Meeting
Parents were invited to a meeting on January 8, 2020, to meet with the head of the school, Dr.
Murphy. 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 north Phoenix 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 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 other locations. 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. Dr. Murphy did not agree to this proposed solution.
Some parents offered to pay more in terms of tuition, but WCPS 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 (EMS) was experiencing some
strain. The rating of Moody’s analytics is a representation of the analysts’ opinion of the
creditworthiness of an organization (Moody’s Analytics, n.d.). In light of the financial strain
reported by Moody’s, and the situation would only get worse.
Moving Forward
Following the parent meeting in January, some families pulled their children out of WCPS
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 March 2020, the COVID-19 pandemic
was a worldwide crisis and U.S.-based K-12 school districts decided to shutter for the remainder
of the school year and required students to complete their coursework remotely. This created
significant challenges for students who did not own computers or have access to high-speed
internet and WIFI. Beyond that, WCPS teachers struggled mightily to adjust to emergency
remote teaching (ERT), as a massive skills gap was identified. Thus, only teachers who had prior
2
experience with virtual educational technologies, such as Zoom, Google Classroom, etc., were
able to effectively deliver course content to students.
In addition to school closures, federal, state, and local governments in the United States decided
to lockdown all “nonessential” businesses. As of June 2020, the unemployment rate in the United
States stood at 11.1%, with a reported 21 million people out of work (Pickert, Rockeman, &
Bloomberg, 2020). The short- and long-term (negative) effects to the U.S. economy, in addition
to local and state economies, are virtually incalculable.
As the school year came to a close in May 2020, WCPS assessed next steps. A small number of
students from the north Phoenix location planned to transfer to one of the two remaining
locations. More troubling, however, was that few parents decided to keep their children enrolled
at WCPS’s remaining locations, which appeared to be related primarily to the economic hardship
experienced by parents as a result of the pandemic and, secondarily, to the growing distrust
experienced by parents and students about how WCPS handled the most recent school closure.
What was not known at the time was that the technology gap with regard to (some) students not
having accessing to technological devices and adequate internet access, in addition to the
teachers lacking the skills necessary to deliver instruction remotely, played a significant role in
decision making about parents withdrawing students from WCPS. In addition, many of the
teachers lacked the technology skills necessary to deliver online instruction on such short notice.
With no training or support provided by WCPS to assist, many teachers struggled, expressing
frustration and higher levels of stress, exacerbating already stressful times due to pandemic
concerns. Subsequently, this impacted motivation and hindered productivity. Ultimately, this
played a significant role in parents’ decision making in regard to withdrawing students from
WCPS.
In late-June 2020, EMS executives, Dr. Murphy, and WCPS administrators began scrambling
after having learned that many parents decided to enroll their children at Allegiant Academy, one
of the new charter schools that opened in the fall of 2019. When founded, Allegiant Academy
understood the evolution and expansion of learning modalities and created a robust online
academy in addition to traditional, face-to-face classrooms. Thus, Allegiant Academy is prepared
for delivering high-quality instruction in the fall of 2020. With on-going questions surrounding
the 2020-2021 academic year due to the COVID-19 pandemic, especially considering that K-12
education will be delivered online/remotely, the future of WCPS is uncertain. As the effects of
the pandemic persist, along with declining enrollments at the two remaining locations, financial
hardship experienced by parents, increased competition, and general distrust, the viability of the
business is suspect at best.
References
Moody’s Analytics. (n.d.). Credit risk modeling. https://www.moodysanalytics.com/solutionsoverview/credit-risk/credit-risk-modeling
Pickert, R., Rockeman, O., & Bloomberg. (2020, June 9). What is the real unemployment rate?
Your questions about the shocking jobs report, answered. Fortune.
https://fortune.com/2020/06/09/us-unemployment-rate-jobs-report-how-many-americansjobless-unemployed-bls-labor-market-faq/
3
U.S. Bureau of Labor Statistics. (2013, January 15). Travel expenditures during the recent
recession, 2005–2011. The Economics Daily.
http://www.bls.gov/opub/ted/2013/ted_20130115.htm
4
Benchmark – West Chester Private School Case Study – Rubric
Collapse All
West Chester Private School Case Study (WCPS) as an Open System
9 points
Criteria Description
West Chester Private School Case Study (WCPS) as an Open System
5. Target
9 points
Evaluation of WCPS as an open system during the time of the campus closures
including a justification to the support the stance, is thorough and includes
substantial relevant supporting details.
4. Acceptable
7.65 points
Evaluation of WCPS as an open system during the time of the campus closures,
including a justification to support the stance, is clear and well-integrated and
provides an above average quality of supporting details.
3. Approaching
6.75 points
Evaluation of WCPS as an open system during the time of the campus closures,
including a justification to support the stance, is present but provided at a cursory
level and lacks relevant supporting details.
2. Insufficient
5.85 points
Evaluation of WCPS as an open system during the time of the campus closures,
including a justification to support the stance, is vague and incomplete or incorrect.
1. Unsatisfactory
0 points
Evaluation of WCPS as an open system during the time of the campus closures is
absent, inappropriate, or irrelevant.
Organizational Culture at WCPS
9 points
Criteria Description
Organizational Culture at WCPS
5. Target
9 points
Evaluation of the organizational culture within WCPS during the time of the
closures, including a justification to the support the stance, is thorough and
includes substantial relevant supporting details.
4. Acceptable
7.65 points
Evaluation of the organizational culture within WCPS during the time of the
closures, including a justification to support the stance, is clear and well-integrated
and provides an above average quality of supporting details.
3. Approaching
6.75 points
Evaluation of the organizational culture within WCPS during the time of the
closures, including a justification to support the stance, is present but provided at a
cursory level and lacks relevant supporting details.
2. Insufficient
5.85 points
Evaluation of the organizational culture within WCPS during the time of the
closures, including a justification to support the stance, is vague and incomplete or
incorrect.
1. Unsatisfactory
0 points
Evaluation of the organizational culture within WCPS during the time of the closures
is absent, inappropriate, or irrelevant.
Closure Decision and Closure Process
9 points
Criteria Description
Closure Decision and Closure Process
5. Target
9 points
Evaluation of the decision to close the campuses and the process of going about the
closure, including an explanation of the behavioral decision-making model that was
applied to the scenario, is thorough and includes substantial relevant supporting
details.
4. Acceptable
7.65 points
Evaluation of the decision to close the campuses and the process of going about the
closure, including an explanation of the behavioral decision-making model that was
applied to the scenario, is clear and well-integrated and provides an above average
quality of supporting details.
3. Approaching
6.75 points
Evaluation of the decision to close the campuses and the process of going about the
closure, including an explanation of the behavioral decision-making model that was
applied to the scenario, is present but provided at a cursory level and lacks relevant
supporting details.
2. Insufficient
5.85 points
Evaluation of the decision to close the campuses and the process of going about the
closure, including an explanation of the behavioral decision-making model that was
applied to the scenario, is vague and incomplete or incorrect.
1. Unsatisfactory
0 points
Evaluation of the decision to close the campuses and the process of going about the
closure, including an explanation of the behavioral decision-making model that was
applied to the scenario is absent, inappropriate, or irrelevant.
Major Technology and Innovation Challenge at WCPS and Solution for
Stakeholders (B)
Criteria Description
Major Technology and Innovation Challenge at WCPS and Solution for Stakeholders
(C6.6)
5. Target
9 points
Analysis of major technology and innovation challenges at WCPS, including a
solution to meet stakeholders needs, is thorough and includes substantial relevant
supporting details.
4. Acceptable
7.65 points
Analysis of major technology and innovation challenges at WCPS, including a
solution to meet stakeholders needs, is clear and well-integrated and provides an
above average quality of supporting details.
3. Approaching
6.75 points
Analysis of major technology and innovation challenges at WCPS, including a
solution to meet stakeholders needs, is present but provided at a cursory level and
lacks relevant supporting details.
2. Insufficient
5.85 points
9 points
Analysis of major technology and innovation challenges at WCPS, including a
solution to meet stakeholders needs, is vague and incomplete or incorrect.
1. Unsatisfactory
0 points
Analysis of major technology and innovation challenges at WCPS, including a
solution to meet stakeholders needs, is absent, inappropriate, or irrelevant.
Administration Closure Options
13.5 points
Criteria Description
Administration Closure Options
5. Target
13.5 points
Explanation of how the administration could have handled the closure according to
organizational theories as specified in the assignment (one theory from each of the
three approaches) is thorough and includes substantial relevant supporting details
4. Acceptable
11.48 points
Explanation of how the administration could have handled the closure according to
organizational theories as specified in the assignment (one theory from each of the
three approaches) is clear and well-integrated and provides an above average
quality of supporting details.
3. Approaching
10.13 points
Explanation of how the administration could have handled the closure according to
organizational theories as specified in the assignment (one theory from each of the
three approaches) is present but provided at a cursory level and lacks relevant
supporting details.
2. Insufficient
8.78 points
Explanation of how the administration could have handled the closure according to
organizational theories as specified in the assignment (one theory from each of the
three approaches) is vague and incomplete or incorrect.
1. Unsatisfactory
0 points
Explanation of how the administration could have handled the closure according to
organizational theories as specified in the assignment (one theory from each of the
three approaches) is absent, inappropriate, or irrelevant.
Short-Term and Long-Term Goals for Future Direction of WCPS
9 points
Criteria Description
Short-Term and Long-Term Goals for Future Direction of WCPS
5. Target
9 points
A suggestion of one long-term and one short-term goal for the future direction of
WCPS, including a justification for each suggestion, is thorough and includes
substantial relevant supporting details.
4. Acceptable
7.65 points
A suggestion of one long-term and one short-term goal for the future direction of
WCPS, including a justification for each suggestion, is clear and well-integrated and
provides an above average quality of supporting details.
3. Approaching
6.75 points
A suggestion of one long-term and one short-term goal for the future direction of
WCPS, including a justification for each suggestion, is present but provided at a
cursory level and lacks relevant supporting details.
2. Insufficient
5.85 points
A suggestion of one long-term and one short-term goal for the future direction of
WCPS, including a justification for each suggestion, is vague and incomplete or
incorrect.
1. Unsatisfactory
0 points
A suggestion for one long-term and one short-term goal for the future direction of
WCPS is absent, inappropriate, or irrelevant.
Concluding Statement: Four Functions of Management That Can Be
Applied to WCPS
Criteria Description
Concluding Statement: Four Functions of Management That Can Be Applied to WCPS
5. Target
9 points
Integration of the four functions of management in order to revamp management
at WCPS and meet the recommended goals is thorough and includes substantial
relevant supporting details
9 points
4. Acceptable
7.65 points
Integration of the four functions of management in order to revamp management
at WCPS and meet the recommended goals is clear and well-integrated and
provides an above average quality of supporting details.
3. Approaching
6.75 points
Integration of the four functions of management in order to revamp management
at WCPS and meet the recommended goals is present but provided at a cursory
level and lacks relevant supporting details.
2. Insufficient
5.85 points
Integration of the four functions of management in order to revamp management
at WCPS and meet the recommended goals is vague and incomplete or incorrect.
1. Unsatisfactory
0 points
Integration of the four functions of management in order to revamp management
at WCPS and meet the recommended goals is absent, inappropriate, or irrelevant.
Research Sources
4.5 points
Criteria Description
(relevancy, quantity, and type specifications)
5. Target
4.5 points
Source relevance is applicable and appropriate in all instances and sparks interest
in the reader to pursue further investigation. References from more than the
required number of credible scholarly resources are used.
4. Acceptable
3.82 points
Source relevance is applicable and appropriate in all instances. References of the
required number of credible scholarly resources are used.
3. Approaching
3.38 points
Source relevance is mostly applicable and appropriate. References from the
required number of required scholarly resources are used but are not credible.
2. Insufficient
2.93 points
Source relevance is vague or inconsistent. References from the minimum number
of required scholarly resources are not used or are not credible.
1. Unsatisfactory
0 points
Sources are not used or cited as required in the assignment instructions. Scholarly
sources are not used.
Thesis, Position, or Purpose
4.5 points
Criteria Description
Communicates reason for writing and demonstrates awareness of audience
5. Target
4.5 points
The thesis, position, or purpose is clearly communicated throughout and clearly
directed to a specific audience.
4. Acceptable
3.82 points
The thesis, position, or purpose is adequately presented. An awareness of the
appropriate audience is demonstrated.
3. Approaching
3.38 points
The thesis, position, or purpose is discernable in most aspects but is occasionally
weak or unclear. There is limited awareness of the appropriate audience.
2. Insufficient
2.93 points
The thesis, position, or purpose is unfocused or confused. There is very little
awareness of the intended audience.
1. Unsatisfactory
0 points
The thesis, position, or purpose is not discernible. No awareness of the appropriate
audience is evident.
Development, Structure, and Conclusion
4.5 points
Criteria Description
Advances position or purpose throughout writing; conclusion aligns to and evolves
from development.
5. Target
4.5 points
The thesis, position, or purpose is logically advanced throughout. The progression
of ideas is coherent and unified. A clear and logical conclusion aligns to the
development of the purpose.
4. Acceptable
3.82 points
The thesis, position, or purpose is advanced in most aspects. Ideas clearly build on
each other. Conclusion aligns to the development of the purpose.
3. Approaching
3.38 points
Limited advancement of thesis, position, or purpose is discernable. There are
inconsistencies in organization or the relationship of ideas. Conclusion is simplistic
and not fully aligned to the development of the purpose.
2. Insufficient
2.93 points
Writing lacks logical progression of the thesis, position, or purpose. Some
organization is attempted, but ideas are disconnected. Conclusion is unclear and
not supported by the overall development of the purpose.
1. Unsatisfactory
0 points
No advancement of the thesis, position, or purpose is evident. Connections
between paragraphs are missing or inappropriate. No conclusion is offered.
Mechanics of Writing
3.6 points
Criteria Description
Includes spelling, capitalization, punctuation, grammar, language use, sentence
structure, etc.
5. Target
3.6 points
No mechanical errors are present. Appropriate language choice and sentence
structure are used throughout.
4. Acceptable
3.06 points
Few mechanical errors are present. Suitable language choice and sentence
structure are used.
3. Approaching
2.7 points
Occasional mechanical errors are present. Language choice is generally
appropriate. Varied sentence structure is attempted.
2. Insufficient
2.34 points
Frequent and repetitive mechanical errors are present. Inconsistencies in language
choice or sentence structure are recurrent.
1. Unsatisfactory
0 points
Errors in grammar or syntax are pervasive and impede meaning. Incorrect language
choice or sentence structure errors are found throughout.
Format/Documentation
5.4 points
Criteria Description
Uses appropriate style, such as APA, MLA, etc., for college, subject, and level;
documents sources using citations, footnotes, references, bibliography, etc.,
appropriate to assignment and discipline.
5. Target
5.4 points
No errors in formatting or documentation are present.
4. Acceptable
4.59 points
Appropriate format and documentation are used with only minor errors.
3. Approaching
4.05 points
Appropriate format and documentation are used, although there are some obvious
errors.
2. Insufficient
3.51 points
Appropriate format is attempted, but some elements are missing. Frequent errors
in documentation of sources are evident.
1. Unsatisfactory
0 points
Appropriate format is not used. No documentation of sources is provided.
Total 90 points
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