{"product_id":"resolving-the-crisis-in-higher-education-9781475861679","title":"Resolving the Crisis in Higher Education","description":"\u003cb\u003eBook Synopsis\u003c\/b\u003e\u003cbr\u003e\u003cp\u003eCovid-19's Impact on Higher Education: How Business Continuity Planning Can Reverse It 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.\u003c\/p\u003e\u003cbr\u003e\u003cbr\u003e\u003cb\u003eTrade Review\u003c\/b\u003e\u003cbr\u003e\u003cp\u003eDr. John J. Hampton has continued his book series on risk management in higher education by heralding risks, particularly to private liberal arts colleges. Covid-19 accelerated those institutional risks, as well as posing new ones. A stakeholder approach to enterprise risk management is urged on boards of trustees, college presidents, administrators, and professors to deal with shared risks and rewards, collaborative governance, and the need to reverse negative trends. Liberal arts education is not at all devalued, but rather is recognized as cultivating critical thinking, improving problem solving, and effectively analyzing information. A challenge is issued to reconceptualize curriculum and degrees based on a liberal arts foundation, including undergraduate and graduate degrees in Business. Institutions are further encouraged to develop student-centered and flexible approaches to course offerings, academic calendars, and the cost of college. Dr. Hampton presents a series of invaluable questions and tools to university leadership at all levels to guide the revision and adaptation of an institution’s business model and the identification and creation of its value chains.\u003c\/p\u003e -- Paula Becker Alexander, J.D. Associate Professor, Seton Hall University, and author of \"Corporate Social Responsibility\"\u003cbr\u003e\u003cp\u003eOne of most common things heard in various institutions goes something like: “You can’t run a (church, school, non-profit, arts center, university) like a business.” The problem is that people don’t understand business and consequently do not define the term correctly. A business is any organization that provides a product or service, collects revenue, and has expenses. Obviously, the university qualifies. As both an experienced academic and a skilled business expert, Dr. Hampton understands that the present plight and questionable future of the traditional university is dependent on creating a business model that works in today’s environment. This book not only spells out the problems, but also discusses detailed solutions. It is easy to understand, reads well, and is important to the future of higher education.\u003c\/p\u003e -- Art Pulis, business consultant, Pulis and Associates\u003cbr\u003e\u003cp\u003eThere is no question that one of the pillars of strength of a thriving society is an active, robust, forward-thinking educational system. Today, our institutions of higher education are facing enormous challenges—economic, social, health-related concerns—that require clear thinking and solid advice. Dr. Hampton provides just that. In an engaging Socratic manner, he shows us how business continuity planning and risk management are the tools that can help higher education institutions thrive, rather than succumb to outdated and narrow-focused thinking. This book is a must-read requirement for educators, administrators, trustees, government officials, and donors.\u003c\/p\u003e -- Nathan Sambul, entrepreneur; investor; visiting professor at universities in the U.S.A. and Europe\u003cbr\u003e\u003cp\u003eContemporary university education is more reflective of the medieval format of its origins than of today’s fast paced, technologically advanced society. It is no surprise that new graduates are often woefully unprepared for the knowledge, skills, and abilities required to be successful contributors to the modern workforce. Hampton tackles this disconnect by offering Business Continuity Planning to ameliorate the connection between university instruction and workplace practice. His analysis of the problems presented by traditional liberal arts pedagogy and their contribution to risk in the business of higher education highlights the consequences of ‘business as usual.’ The apparent bottom line, according to Hampton, is that, as long as universities ignore the importance of revising their business models to reflect contemporary Business Continuity Planning, the new graduate, and thus the contemporary workforce, will allow their work to control them, rather than controlling work for themselves. This insightful piece is a ‘must read’ for those charged with Curriculum Development and with Enterprise Risk Management at the university level.\u003c\/p\u003e -- Elizabeth Mitchell Coronado, senior training specialist for safety basis, Los Alamos National Laboratory\u003cbr\u003e\u003cp\u003eThis outstanding book illustrates how the reader can obtain critical facts and apply risk management techniques to make logical decisions in higher education. We know that the choice of college today is a great challenge. Graduates are faced with huge student debt that can take a decade or even longer to repay. Proper planning and the right decisions are needed. The author explains strategies from both the student and college perspective. The book focuses on risk management tools that can be applied to make logical decisions. The author’s experience and intensive research produced this exceptional book that encourages readers to pursue critical facts before taking action on a choice of college or careers. The book is a must read for parents of future students. Also, it provides useful information for professors and other college decision makers.\u003c\/p\u003e -- Gary Seneca, MBA, tax preparer\u003cbr\u003e\u003cp\u003eFor decades, universities, particularly liberal arts institutions, have overwhelmingly focused on academic pursuits while overlooking the business of education. Their business myopia has resulted in a failure to understand their customers and their products. The COVID-19 pandemic has leveled the playing field for higher education and prompted observant institutions to consider their position in the value chain. In Covid-19’s Impact on Higher Education: How Business Continuity Planning Can Reverse It, Hampton demonstrates how modern enterprise risk management could be used to strategically reposition universities to compete in an evolving educational market. He posits that business continuity planning can bring not only sustainability but a competitive advantage to those institutions that embrace the new business plan at all stakeholder levels. Pragmatically written as a series of questions, this book answers the question for anyone competing for higher education’s savvy consumers.\u003c\/p\u003e -- William Fawcett, Chief Executive Officer for Haverford Reinsurance\u003cbr\u003e\u003cbr\u003e\u003cb\u003eTable of Contents\u003c\/b\u003e\u003cbr\u003e\u003cp\u003eList of Figures\u003c\/p\u003e\u003cp\u003ePreface\u003c\/p\u003e\u003cp\u003eChapter 1. Do Liberal Arts Colleges Have Viable Business Models? Even More Important, Why Do They Need Them?\u003c\/p\u003e\u003cp\u003eThe Liberal Arts\u003c\/p\u003e\u003cp\u003eLiberal Arts Foundation\u003c\/p\u003e\u003cp\u003eDisagreement on Achieving the Outcomes\u003c\/p\u003e\u003cp\u003eComparing a Liberal Arts Lecture and a Typewriter\u003c\/p\u003e\u003cp\u003eMission, Vision, and Values Statements\u003c\/p\u003e\u003cp\u003eKey Terms\u003c\/p\u003e\u003cp\u003eA Simple Business Model and Value Chain\u003c\/p\u003e\u003cp\u003eBusiness Model for a University\u003c\/p\u003e\u003cp\u003eValue Chain for a Calligraphy Degree\u003c\/p\u003e\u003cp\u003eFaculty View of a Value Chain\u003c\/p\u003e\u003cp\u003eAdministrator View of a Value Chain\u003c\/p\u003e\u003cp\u003eChapter 2. What is the Risk of a Faulty Business Model? Do Professors and Administrators Need to Work Together to Get it Right?\u003c\/p\u003e\u003cp\u003eStrategy and Tactics\u003c\/p\u003e\u003cp\u003eStrategic Purpose\u003c\/p\u003e\u003cp\u003eComponents of a Value Chain\u003c\/p\u003e\u003cp\u003eDesign Thinking is Recommended\u003c\/p\u003e\u003cp\u003eIssues When Developing a Value Chain\u003c\/p\u003e\u003cp\u003eThree Determinants of Value\u003c\/p\u003e\u003cp\u003eRisk Factors in Value Chains\u003c\/p\u003e\u003cp\u003eMarket Insights in Value Chains\u003c\/p\u003e\u003cp\u003eStrategies of a Business Model\u003c\/p\u003e\u003cp\u003eCustomer-based Business Model\u003c\/p\u003e\u003cp\u003eChapter 3. Does Your University Know about Enterprise Risk Management (ERM)? Or Will Risks Simply Take Care of Themselves?\u003c\/p\u003e\u003cp\u003eEnterprise Risk Management\u003c\/p\u003e\u003cp\u003eBusiness Risk\u003c\/p\u003e\u003cp\u003eAddressing Business Risk\u003c\/p\u003e\u003cp\u003eQuestions about ERM\u003c\/p\u003e\u003cp\u003eCategorizing Risk\u003c\/p\u003e\u003cp\u003eChapter 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?\u003c\/p\u003e\u003cp\u003eWould you Consider Climbing Mount Everest?\u003c\/p\u003e\u003cp\u003eShould a University Accept the Risks of Changing its Business Model?\u003c\/p\u003e\u003cp\u003eThe Risk Picture for Universities\u003c\/p\u003e\u003cp\u003eEvaluating Risk\u003c\/p\u003e\u003cp\u003eManaging Risk in the Business Model\u003c\/p\u003e\u003cp\u003eInstitutional Category\u003c\/p\u003e\u003cp\u003eFinancial Health\u003c\/p\u003e\u003cp\u003eChapter 5. How Does a University Revise its Business Model? Are We Getting into the World of Business Continuity Planning?\u003c\/p\u003e\u003cp\u003eBusiness Continuity\u003c\/p\u003e\u003cp\u003eBusiness Continuity Planning (BCP) Task Force\u003c\/p\u003e\u003cp\u003eBureaucratic Team\u003c\/p\u003e\u003cp\u003eInnovative Team\u003c\/p\u003e\u003cp\u003eChapter 6. Where Does the Liberal Arts Fit in a Sustainable Value Chain for a University? Does Anybody Really Care about Shakespeare?\u003c\/p\u003e\u003cp\u003eA Focus On Our Students\u003c\/p\u003e\u003cp\u003eWhat Do Our Students Want?\u003c\/p\u003e\u003cp\u003eWhat Do Our Students Need?\u003c\/p\u003e\u003cp\u003eDoes the Traditional College Model Support Critical Thinking?\u003c\/p\u003e\u003cp\u003eLiberal Arts Core Outcomes\u003c\/p\u003e\u003cp\u003eBachelor Degree Outcomes\u003c\/p\u003e\u003cp\u003eLiberal Arts Core Courses\u003c\/p\u003e\u003cp\u003eChapter 7. Business Continuity Planning (BCP) on a Liberal Arts Foundation: What Do We Have to Consider? What Do We Have to Change?\u003c\/p\u003e\u003cp\u003eBusiness Model and Philosophy\u003c\/p\u003e\u003cp\u003eValue Chain Analysis—Student Component\u003c\/p\u003e\u003cp\u003eWhat Factors Shape Student Choices of Colleges?\u003c\/p\u003e\u003cp\u003eWhat Factors Motivate Students to Attend College?\u003c\/p\u003e\u003cp\u003eAcademic Motives for Attending College\u003c\/p\u003e\u003cp\u003eChapter 8. Let’s Build a Modern Curriculum on a Liberal Arts Foundation: Hey, This Is A Program that Really Meets My Needs\u003c\/p\u003e\u003cp\u003eCurriculum Design\u003c\/p\u003e\u003cp\u003eDesign of a College Program\u003c\/p\u003e\u003cp\u003eCollege Course Formats\u003c\/p\u003e\u003cp\u003eFlexible Formats of Courses\u003c\/p\u003e\u003cp\u003eEvaluation of Student Performance\u003c\/p\u003e\u003cp\u003eChapter 9. Let’s Build our Own Undergraduate Degree on a Liberal Arts Foundation: If We Design and Offer the Right Products, Will They Come?\u003c\/p\u003e\u003cp\u003eA Unique College Experience\u003c\/p\u003e\u003cp\u003eRecruiting Message\u003c\/p\u003e\u003cp\u003eAdmission Requirement\u003c\/p\u003e\u003cp\u003eGraduation Flexibility\u003c\/p\u003e\u003cp\u003eCourse Formats\u003c\/p\u003e\u003cp\u003eCompetitive Tuition\u003c\/p\u003e\u003cp\u003eCourse Schedule\u003c\/p\u003e\u003cp\u003eCourses and Curriculums\u003c\/p\u003e\u003cp\u003eBachelor’s Degree in Liberal Arts or Business Administration\u003c\/p\u003e\u003cp\u003eTwo Bachelor’s Degrees\u003c\/p\u003e\u003cp\u003eTransfer Students\u003c\/p\u003e\u003cp\u003eFlexible Formats and Grading for Courses\u003c\/p\u003e\u003cp\u003eChapter 10. Authority, Responsibility, and Accountability in Business Continuity Planning: Who Should Be Responsible for What?\u003c\/p\u003e\u003cp\u003eCurriculum Discussions\u003c\/p\u003e\u003cp\u003eBoard of Trustees Responsibilities\u003c\/p\u003e\u003cp\u003eResponsibilities of the University Officers\u003c\/p\u003e\u003cp\u003eBS in Liberal Arts Major\u003c\/p\u003e\u003cp\u003eInformation Acquisition 101\u003c\/p\u003e\u003cp\u003eCause and Effect 101\u003c\/p\u003e\u003cp\u003eInterpretation of Written Meaning 101\u003c\/p\u003e\u003cp\u003eNumerical Literacy 101\u003c\/p\u003e\u003cp\u003ePersonal Perspectives 101\u003c\/p\u003e\u003cp\u003eVisual Language 101\u003c\/p\u003e\u003cp\u003eThinking in Time 101\u003c\/p\u003e\u003cp\u003eArgumentation 101\u003c\/p\u003e\u003cp\u003eBusiness Administration Major Outcomes\u003c\/p\u003e\u003cp\u003eBusiness Continuity Plan for the MBA\u003c\/p\u003e\u003cp\u003eMBA Course Formats\u003c\/p\u003e\u003cp\u003eMBA Marketing Effort\u003c\/p\u003e\u003cp\u003eChapter 11. End of the Journey: What Would Happen if No One Listens to the Crisis in Higher Education?\u003c\/p\u003e\u003cp\u003eFramework of Risk and Uncertainty\u003c\/p\u003e\u003cp\u003eEvaluating Business Continuity Efforts\u003c\/p\u003e\u003cp\u003eA Final Thought\u003c\/p\u003e","brand":"Rowman \u0026 Littlefield","offers":[{"title":"Default Title","offer_id":51040334971223,"sku":"9781475861679","price":69.3,"currency_code":"GBP","in_stock":false}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0817\/1739\/5799\/files\/9781475861679.jpg?v=1750946424","url":"https:\/\/bookcurl.com\/products\/resolving-the-crisis-in-higher-education-9781475861679","provider":"Book Curl","version":"1.0","type":"link"}