Details

Resolving the Crisis in Higher Education


Resolving the Crisis in Higher Education

The Key Role of Business Continuity Planning

von: John Jack Hampton

36,99 €

Verlag: Rowman & Littlefield Publishers
Format: EPUB
Veröffentl.: 14.07.2021
ISBN/EAN: 9781475861693
Sprache: englisch
Anzahl Seiten: 124

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Beschreibungen

<p><span>Resolving the Crisis in Higher Education: The Key Role of Business Continuity Planning</span><span> asks and answers probing questions affecting higher education in the post-COVID-19 educational landscape. The book examines whether private universities, particularly liberal arts colleges, have viable business models and discusses the risk posed by a faulty business model. It fits a liberal arts foundation into a sustainable value chain for a university and shows how business continuity planning (BCP) can help a university to achieve long-term sustainable operation. It also recommends goals, composition, and successful practices for a business continuity planning task force. Ultimately, this book creates a pathway to build viable undergraduate degrees on a liberal arts foundation. It concludes with authority, responsibility, and accountability in business continuity planning.</span></p>
<p><span>Colleges were created because society needed clergymen, philosophers, and scientists. They morphed into producing better farmers, factory workers, and office administrators. Now, they must prepare young people for a changing world of technology and complex systems. This book shows how universities change their business models to achieve that goal.</span></p>
<p><span>List of Figures</span></p>
<p><span>Preface</span></p>
<p><span>Chapter 1.</span><span> Do Liberal Arts Colleges Have Viable Business Models? Even More Important, Why Do They Need Them?</span></p>
<p><span>The Liberal Arts</span></p>
<p><span>Liberal Arts Foundation</span></p>
<p><span>Disagreement on Achieving the Outcomes</span></p>
<p><span>Comparing a Liberal Arts Lecture and a Typewriter</span></p>
<p><span>Mission, Vision, and Values Statements</span></p>
<p><span>Key Terms</span></p>
<p><span>A Simple Business Model and Value Chain</span></p>
<p><span>Business Model for a University</span></p>
<p><span>Value Chain for a Calligraphy Degree</span></p>
<p><span>Faculty View of a Value Chain</span></p>
<p><span>Administrator View of a Value Chain</span></p>
<p><span>Chapter 2.</span><span> What is the Risk of a Faulty Business Model? Do Professors and Administrators Need to Work Together to Get it Right?</span></p>
<p><span>Strategy and Tactics</span></p>
<p><span>Strategic Purpose</span></p>
<p><span>Components of a Value Chain</span></p>
<p><span>Design Thinking is Recommended</span></p>
<p><span>Issues When Developing a Value Chain</span></p>
<p><span>Three Determinants of Value</span></p>
<p><span>Risk Factors in Value Chains</span></p>
<p><span>Market Insights in Value Chains</span></p>
<p><span>Strategies of a Business Model</span></p>
<p><span>Customer-based Business Model</span></p>
<p><span>Chapter 3.</span><span> Does Your University Know about Enterprise Risk Management (ERM)? Or Will Risks Simply Take Care of Themselves?</span></p>
<p><span>Enterprise Risk Management</span></p>
<p><span>Business Risk</span></p>
<p><span>Addressing Business Risk</span></p>
<p><span>Questions about ERM</span></p>
<p><span>Categorizing Risk</span></p>
<p><span>Chapter 4.</span><span> Why is Managing the Business Model Similar to Climbing Mount Everest? Are We Sure We Know What We’re Doing as We Face Risk in the Immediate Future?</span></p>
<p><span>Would you Consider Climbing Mount Everest?</span></p>
<p><span>Should a University Accept the Risks of Changing its Business Model?</span></p>
<p><span>The Risk Picture for Universities</span></p>
<p><span>Evaluating Risk</span></p>
<p><span>Managing Risk in the Business Model</span></p>
<p><span>Institutional Category</span></p>
<p><span>Financial Health</span></p>
<p><span>Chapter 5.</span><span> How Does a University Revise its Business Model? Are We Getting into the World of Business Continuity Planning?</span></p>
<p><span>Business Continuity</span></p>
<p><span>Business Continuity Planning (BCP) Task Force</span></p>
<p><span>Bureaucratic Team</span></p>
<p><span>Innovative Team</span></p>
<p><span>Chapter 6.</span><span> Where Does the Liberal Arts Fit in a Sustainable Value Chain for a University? Does Anybody Really Care about Shakespeare?</span></p>
<p><span>A Focus On Our Students</span></p>
<p><span>What Do Our Students Want?</span></p>
<p><span>What Do Our Students Need?</span></p>
<p><span>Does the Traditional College Model Support Critical Thinking?</span></p>
<p><span>Liberal Arts Core Outcomes</span></p>
<p><span>Bachelor Degree Outcomes</span></p>
<p><span>Liberal Arts Core Courses</span></p>
<p><span>Chapter 7.</span><span> Business Continuity Planning (BCP) on a Liberal Arts Foundation: What Do We Have to Consider? What Do We Have to Change?</span></p>
<p><span>Business Model and Philosophy</span></p>
<p><span>Value Chain Analysis—Student Component</span></p>
<p><span>What Factors Shape Student Choices of Colleges?</span></p>
<p><span>What Factors Motivate Students to Attend College?</span></p>
<p><span>Academic Motives for Attending College</span></p>
<p><span>Chapter 8.</span><span> Let’s Build a Modern Curriculum on a Liberal Arts Foundation: Hey, This Is A Program that Really Meets My Needs</span></p>
<p><span>Curriculum Design</span></p>
<p><span>Design of a College Program</span></p>
<p><span>College Course Formats</span></p>
<p><span>Flexible Formats of Courses</span></p>
<p><span>Evaluation of Student Performance</span></p>
<p><span>Chapter 9.</span><span> Let’s Build our Own Undergraduate Degree on a Liberal Arts Foundation: If We Design and Offer the Right Products, Will They Come?</span></p>
<p><span>A Unique College Experience</span></p>
<p><span>Recruiting Message</span></p>
<p><span>Admission Requirement</span></p>
<p><span>Graduation Flexibility</span></p>
<p><span>Course Formats</span></p>
<p><span>Competitive Tuition</span></p>
<p><span>Course Schedule</span></p>
<p><span>Courses and Curriculums</span></p>
<p><span>Bachelor’s Degree in Liberal Arts or Business Administration</span></p>
<p><span>Two Bachelor’s Degrees</span></p>
<p><span>Transfer Students</span></p>
<p><span>Flexible Formats and Grading for Courses</span></p>
<p><span>Chapter 10.</span><span> Authority, Responsibility, and Accountability in Business Continuity Planning: Who Should Be Responsible for What?</span></p>
<p><span>Curriculum Discussions</span></p>
<p><span>Board of Trustees Responsibilities</span></p>
<p><span>Responsibilities of the University Officers</span></p>
<p><span>BS in Liberal Arts Major</span></p>
<p><span>Information Acquisition 101</span></p>
<p><span>Cause and Effect 101</span></p>
<p><span>Interpretation of Written Meaning 101</span></p>
<p><span>Numerical Literacy 101</span></p>
<p><span>Personal Perspectives 101</span></p>
<p><span>Visual Language 101</span></p>
<p><span>Thinking in Time 101</span></p>
<p><span>Argumentation 101</span></p>
<p><span>Business Administration Major Outcomes</span></p>
<p><span>Business Continuity Plan for the MBA</span></p>
<p><span>MBA Course Formats</span></p>
<p><span>MBA Marketing Effort</span></p>
<p><span>Chapter 11.</span><span> End of the Journey: What Would Happen if No One Listens to the Crisis in Higher Education?</span></p>
<p><span>Framework of Risk and Uncertainty</span></p>
<p><span>Evaluating Business Continuity Efforts</span></p>
<p><span>A Final Thought</span></p>
<p><span>John “Jack” Hampton</span><span> is a professor at St. Peter’s University and a former dean of the schools of business at Seton Hall and Connecticut State universities. He is the author of multiple enterprise risk management books with the American Management Association and a series of higher education books with Rowman &amp; Littlefield.</span></p>

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