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.
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.Hinweis: Dieser Artikel kann nur an eine deutsche Lieferadresse ausgeliefert werden.
John "Jack" Hampton 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 & Littlefield.
Inhaltsangabe
List of Figures Preface Chapter 1. Do Liberal Arts Colleges Have Viable Business Models? Even More Important, Why Do They Need Them? The Liberal Arts Liberal Arts Foundation Disagreement on Achieving the Outcomes Comparing a Liberal Arts Lecture and a Typewriter Mission, Vision, and Values Statements Key Terms A Simple Business Model and Value Chain Business Model for a University Value Chain for a Calligraphy Degree Faculty View of a Value Chain Administrator View of a Value Chain Chapter 2. What is the Risk of a Faulty Business Model? Do Professors and Administrators Need to Work Together to Get it Right? Strategy and Tactics Strategic Purpose Components of a Value Chain Design Thinking is Recommended Issues When Developing a Value Chain Three Determinants of Value Risk Factors in Value Chains Market Insights in Value Chains Strategies of a Business Model Customer-based Business Model Chapter 3. Does Your University Know about Enterprise Risk Management (ERM)? Or Will Risks Simply Take Care of Themselves? Enterprise Risk Management Business Risk Addressing Business Risk Questions about ERM Categorizing Risk Chapter 4. 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? Would you Consider Climbing Mount Everest? Should a University Accept the Risks of Changing its Business Model? The Risk Picture for Universities Evaluating Risk Managing Risk in the Business Model Institutional Category Financial Health Chapter 5. How Does a University Revise its Business Model? Are We Getting into the World of Business Continuity Planning? Business Continuity Business Continuity Planning (BCP) Task Force Bureaucratic Team Innovative Team Chapter 6. Where Does the Liberal Arts Fit in a Sustainable Value Chain for a University? Does Anybody Really Care about Shakespeare? A Focus On Our Students What Do Our Students Want? What Do Our Students Need? Does the Traditional College Model Support Critical Thinking? Liberal Arts Core Outcomes Bachelor Degree Outcomes Liberal Arts Core Courses Chapter 7. Business Continuity Planning (BCP) on a Liberal Arts Foundation: What Do We Have to Consider? What Do We Have to Change? Business Model and Philosophy Value Chain Analysis-Student Component What Factors Shape Student Choices of Colleges? What Factors Motivate Students to Attend College? Academic Motives for Attending College Chapter 8. Let's Build a Modern Curriculum on a Liberal Arts Foundation: Hey, This Is A Program that Really Meets My Needs Curriculum Design Design of a College Program College Course Formats Flexible Formats of Courses Evaluation of Student Performance Chapter 9. Let's Build our Own Undergraduate Degree on a Liberal Arts Foundation: If We Design and Offer the Right Products, Will They Come? A Unique College Experience Recruiting Message Admission Requirement Graduation Flexibility Course Formats Competitive Tuition Course Schedule Courses and Curriculums Bachelor's Degree in Liberal Arts or Business Administration Two Bachelor's Degrees Transfer Students Flexible Formats and Grading for Courses Chapter 10. Authority, Responsibility, and Accountability in Business Continuity Planning: Who Should Be Responsible for What? Curriculum Discussions Board of Trustees Responsibilities Responsibilities of the University Officers BS in Liberal Arts Major Information Acquisition 101 Cause and Effect 101 Interpretation of Written Meaning 101 Numerical Literacy 101 Personal Perspectives 101 Visual Language 101 Thinking in Time 101 Argumentation 101 Business Administration Major Outcomes Business Continuity Plan for the MBA MBA Course Formats MBA Marketing Effort Chapter 11. End of the Journey: What Would Happen if No One Listens to the Crisis in Higher Education? Framework of Risk and Uncertainty Evaluating Business Continuity Efforts A Final Thought
List of Figures Preface Chapter 1. Do Liberal Arts Colleges Have Viable Business Models? Even More Important, Why Do They Need Them? The Liberal Arts Liberal Arts Foundation Disagreement on Achieving the Outcomes Comparing a Liberal Arts Lecture and a Typewriter Mission, Vision, and Values Statements Key Terms A Simple Business Model and Value Chain Business Model for a University Value Chain for a Calligraphy Degree Faculty View of a Value Chain Administrator View of a Value Chain Chapter 2. What is the Risk of a Faulty Business Model? Do Professors and Administrators Need to Work Together to Get it Right? Strategy and Tactics Strategic Purpose Components of a Value Chain Design Thinking is Recommended Issues When Developing a Value Chain Three Determinants of Value Risk Factors in Value Chains Market Insights in Value Chains Strategies of a Business Model Customer-based Business Model Chapter 3. Does Your University Know about Enterprise Risk Management (ERM)? Or Will Risks Simply Take Care of Themselves? Enterprise Risk Management Business Risk Addressing Business Risk Questions about ERM Categorizing Risk Chapter 4. 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? Would you Consider Climbing Mount Everest? Should a University Accept the Risks of Changing its Business Model? The Risk Picture for Universities Evaluating Risk Managing Risk in the Business Model Institutional Category Financial Health Chapter 5. How Does a University Revise its Business Model? Are We Getting into the World of Business Continuity Planning? Business Continuity Business Continuity Planning (BCP) Task Force Bureaucratic Team Innovative Team Chapter 6. Where Does the Liberal Arts Fit in a Sustainable Value Chain for a University? Does Anybody Really Care about Shakespeare? A Focus On Our Students What Do Our Students Want? What Do Our Students Need? Does the Traditional College Model Support Critical Thinking? Liberal Arts Core Outcomes Bachelor Degree Outcomes Liberal Arts Core Courses Chapter 7. Business Continuity Planning (BCP) on a Liberal Arts Foundation: What Do We Have to Consider? What Do We Have to Change? Business Model and Philosophy Value Chain Analysis-Student Component What Factors Shape Student Choices of Colleges? What Factors Motivate Students to Attend College? Academic Motives for Attending College Chapter 8. Let's Build a Modern Curriculum on a Liberal Arts Foundation: Hey, This Is A Program that Really Meets My Needs Curriculum Design Design of a College Program College Course Formats Flexible Formats of Courses Evaluation of Student Performance Chapter 9. Let's Build our Own Undergraduate Degree on a Liberal Arts Foundation: If We Design and Offer the Right Products, Will They Come? A Unique College Experience Recruiting Message Admission Requirement Graduation Flexibility Course Formats Competitive Tuition Course Schedule Courses and Curriculums Bachelor's Degree in Liberal Arts or Business Administration Two Bachelor's Degrees Transfer Students Flexible Formats and Grading for Courses Chapter 10. Authority, Responsibility, and Accountability in Business Continuity Planning: Who Should Be Responsible for What? Curriculum Discussions Board of Trustees Responsibilities Responsibilities of the University Officers BS in Liberal Arts Major Information Acquisition 101 Cause and Effect 101 Interpretation of Written Meaning 101 Numerical Literacy 101 Personal Perspectives 101 Visual Language 101 Thinking in Time 101 Argumentation 101 Business Administration Major Outcomes Business Continuity Plan for the MBA MBA Course Formats MBA Marketing Effort Chapter 11. End of the Journey: What Would Happen if No One Listens to the Crisis in Higher Education? Framework of Risk and Uncertainty Evaluating Business Continuity Efforts A Final Thought
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