Introduction
Operations in an institution are not always bread and butter, and as such, there are impediments from time to time that hiccup the smooth running of operations. In the late 1990s, the School of Business and Economics (SBE) at Michigan University faced many challenges that required effective resolution strategies to ensure learning continued. As such, this educational institution embarked on a comprehensive process of change and improvement to align its curriculum with the evolving needs of students and the expectations of accreditation bodies such as the Association to Advance Collegiate Schools of Business (AACSB).
Generally, these issues encompassed various aspects, including the curriculum, faculty composition, student satisfaction, and the accreditation process. A case study on the matter demonstrates that there are challenges that an institution encounters but with strategic measures, these issues can be tackled. Further, it underscores the value of strategic decision-making in problem-solving through leaders such as Gene Klippel and Terry Monson, who were critical in steering the transformative changes and fostering a collaborative environment. The case study highlights the importance of forming a curriculum committee headed by Strong, an individual with fresh perspectives and previous experience in curriculum change battles in solving curriculum-reform matters. The case study suggests that in its activities, the curriculum committee employed several strategic mechanisms, such as the introduction of benchmarking studies, provided valuable insights into student satisfaction, and helped identify areas for improvement.
As the SBE prepared for AACSB accreditation, a self-study year was initiated, culminating in a detailed self-assessment report that addressed all accreditation standards. This comprehensive evaluation guided the agenda for the subsequent site visit, ensuring the institution was well-prepared for accreditation. In a nutshell, the SBE at Michigan University case study emphasizes the value of decisive leadership, group decision-making, and data-driven strategies in resolving complicated issues inside educational institutions.
Issues and Leadership Challenges
A closer eye into the Michigan Technological University case study sheds light on a series of issues and leadership challenges encountered by the School of Business and Economics (SBE) during its accreditation process and curriculum overhaul. One key challenge was aligning the curriculum with the SBE’s new mission and objectives, which made a thorough review and restructuring of the academic program a necessity. The existing curriculum needed a revision to reflect the changes in the business environment and take advantage of the intellectual contributions of newer faculty. The second hiccup was managing faculty dynamics and fostering engagement with selecting the Curriculum Committee’s members requiring careful consideration to ensure a mix of experience and fresh perspectives while anticipating potential hindrances (Michigan Technology University, n.d). As such, the leadership had to ensure that it cultivated an environment where diverse viewpoints could be heard, disagreements could be managed constructively, and faculty members could feel valued and engaged in decision-making.
At the same time, the SBE also faced many academic concentrations, challenging curriculum coherence and resource allocation. The Curriculum Committee recognized that the school had too many engagements, making providing a comprehensive and streamlined education difficult. As such, the leadership had to address concerns raised by the accreditation advisor regarding the excessive number of engagements and the need for a more focused curriculum. Further, difficult decisions had to be made regarding which concentrations to retain and which to eliminate while considering faculty interests and ensuring compliance with accreditation standards.
Overcoming resistance to change was a significant hurdle during the curriculum overhaul. The changes in course offerings, reduction of math requirements, and emphasis on information systems and technology were met with varying degrees of resistance from faculty members who had to let go of specific courses or adapt to new ones. (Michigan Technology University, n.d) The leadership had to communicate the rationale behind the changes effectively, address concerns, and gain faculty support for the new curriculum. Contentious discussions had to be navigated, and consensus needed to be built among the faculty. Lastly, implementing benchmarking studies and assessment processes posed additional challenges. In this case, the faculty members required convincing about the SBE’s decision to engage in benchmarking and student satisfaction surveys. So the leadership had the challenge of fabricating a culture open to change and exploration, where faculty members recognized the strategic value of the survey reports.
Resolution Strategies by the SBE
The School of Business and Economics (SBE) employed various resources and came in with several initiatives to combat the concerns affecting operations in the faculty. One key initiative to solve these challenges was creating a Curriculum Committee to address the need for curriculum alignment with the SBE’s current aims. Kelly Strong led the committee, which comprised a mix of seasoned faculty members and distinctive individuals with fresh viewpoints. The committee also included the faculty in the decision-making process and used the AACSB standards as a framework.
The difficulty of controlling faculty dynamics and encouraging engagement was overcome with the aid of an open and inclusive communication strategy. In this instance, the leadership cohort understood the imperativeness of fostering a conducive culture that expresses appreciation for all the members. Consequently, there were presentations to faculty members on the progress of curriculum revisions during faculty meetings to trigger additional discussions and input. On the same note, a benchmarking study employed by the committee was crucial in tackling the issue of having too many academic concentrations (Michigan Technology University, n.d). The Curriculum Committee gathered information from similar accredited business schools and analyzed their programs, allowing them to pinpoint the most relevant concentrations and decide which ones to retain. Referencing benchmarking data, they prevented turf battles and facilitated objective discussions among the faculty.
Moreover, emphasizing the value of benchmarking studies and assessment processes encouraged faculty participation and the acceptability of the strategies. The leadership highlighted the benefits of benchmarking in assessing educational quality and gathering student feedback. According to the case study conducted in Michigan Technology University (n.d), faculty members were actively encouraged to engage in assessment efforts, and the results were shared transparently. Further, utilizing data from student satisfaction surveys and benchmarking reports, areas of improvement were identified, guiding resource allocation decisions and prioritizing activities that maximized student satisfaction.
Alternate Solutions to the Issues
In an effort to address the issues presented in the case study of the School of Business and Economics (SBE) at Michigan University would require a comprehensive approach to their resolution. Firstly, I would focus on establishing a collaborative culture within the SBE would be instrumental. It would involve creating opportunities for faculty members to participate in decision-making through regular meetings and workshops actively. Further, it would propose necessary changes through an extensive overview of the curriculum, considering industry trends and student needs.
In addition to faculty input, it is essential to incorporate the perspectives of other stakeholders. These stakeholders would comprise students, alums, industry professionals, and advisory boards. Engaging these stakeholders through various methods, such as focus groups, can provide valuable insights into the skills and knowledge required in the real world. This input would ensure the curriculum aligns with real-world demands and adequately prepares students for their careers. Lastly, data-driven decision-making would be integral to resolving the issues. Therefore, benchmarking studies, student satisfaction surveys, and assessment reports like the ones in the case study would also provide a lens into the possible areas of improvement.
Conclusion
In conclusion, learning institutions face challenges that can interfere with operations, as seen in the case study of the School of Business and Economics (SBE) at Michigan University. These challenges can stem from the institution or external factors that require proactive measures and range from curriculum-related to student-related. In the event of such challenges, institutions should deploy the relevant resources, such as employees and money, to name a few, to deal with these matters. An analysis of the case study demonstrates the effectiveness of good leadership through Gene Klippel and Kelly Strong, who steered the efforts of tackling the problems affecting SBE. The case study also shows the point of benchmarking when developing and implementing strategies in an organization. Therefore, the lessons learned from this case study can serve as a valuable guide for other educational institutions seeking to overcome similar challenges and drive positive change in their respective contexts. By embracing a culture of continuous improvement and fostering effective leadership, institutions can navigate obstacles and create an environment that promotes excellence in education.
References
Michigan Technology University (n.d). Case Study. Harvard Graduate School of Education, 1-26.
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