Harvard Case - Getting Participant-Centered Learning to Work
"Getting Participant-Centered Learning to Work" Harvard business case study is written by Thomas R. Piper, Gustavo A. Herrero, James L. Heskett. It deals with the challenges in the field of Entrepreneurship. The case study is 8 page(s) long and it was first published on : Jul 22, 2004
At Fern Fort University, we recommend a multi-pronged approach to implement participant-centered learning, focusing on organizational change, technology and analytics, and marketing strategy. This strategy aims to enhance student engagement, improve learning outcomes, and ultimately drive business growth for the university.
2. Background
Fern Fort University, a traditional, brick-and-mortar institution, faces declining enrollment and increasing competition from online learning platforms. The university seeks to implement a participant-centered learning model to improve student engagement and retention, attract new students, and remain competitive. The case study highlights the challenges of implementing this new approach, including resistance from faculty, lack of resources, and the need for a clear vision and strategy.
The main protagonists are the university president, Dr. Evans, who champions the change, and the faculty, who are hesitant to embrace the new model.
3. Analysis of the Case Study
Strategic Framework: The case study can be analyzed through the lens of strategic management and organizational change.
- Strategic Analysis: Fern Fort University needs to adapt its business model to address the changing landscape of higher education. The university?s competitive strategy should focus on differentiating itself through a participant-centered learning approach, emphasizing student engagement and personalized learning experiences.
- Organizational Change: The transition to a participant-centered model requires significant organizational change. This includes:
- Change Management: Overcoming resistance from faculty and ensuring their buy-in is crucial. This requires clear communication, training, and support.
- Organizational Culture: Fostering a culture of innovation and collaboration is essential to encourage faculty to embrace new teaching methods.
- Leadership: Dr. Evans needs to be a strong advocate for the change, providing clear direction and support to faculty.
Financial Analysis: The university needs to consider the financial implications of implementing a participant-centered learning model. This may involve:
- Investment in Technology: Implementing new technologies for online learning, personalized learning platforms, and data analytics will require significant investment.
- Faculty Development: Training faculty on new teaching methods and technologies will incur costs.
- Marketing and Outreach: Marketing the new program to potential students will require additional resources.
Marketing Analysis: The university needs to develop a targeted marketing strategy to attract new students and communicate the value proposition of its participant-centered learning model. This includes:
- Market Segmentation: Identifying target student segments and tailoring marketing messages accordingly.
- Branding: Developing a strong brand identity that emphasizes the university?s commitment to student-centered learning.
- Digital Marketing: Utilizing digital marketing channels to reach potential students online.
4. Recommendations
Phase 1: Pilot Program and Faculty Engagement (6-12 months)
- Pilot Program: Implement a pilot program with a select group of faculty and students to test and refine the participant-centered learning model. This will allow for feedback and adjustments before full-scale implementation.
- Faculty Training: Develop comprehensive training programs for faculty on participant-centered teaching methods, technology integration, and data analytics. This should include workshops, webinars, and mentorship opportunities.
- Incentivize Participation: Offer incentives to faculty who participate in the pilot program and embrace the new model. This could include professional development opportunities, research funding, or recognition for innovative teaching practices.
- Communication and Collaboration: Establish clear communication channels between faculty, administration, and students. Encourage collaboration and feedback throughout the pilot program.
Phase 2: Full-Scale Implementation and Technology Integration (12-18 months)
- Technology Investment: Invest in a robust learning management system (LMS) that supports personalized learning, online collaboration, and data analytics.
- Data-Driven Decision Making: Utilize data analytics to track student engagement, learning outcomes, and program effectiveness. Use this data to inform program improvements and optimize resource allocation.
- Marketing Campaign: Launch a targeted marketing campaign to promote the university?s participant-centered learning model. This should highlight the benefits for students, including personalized learning experiences, flexible learning options, and improved outcomes.
- Student Support: Provide comprehensive support services to students, including academic advising, tutoring, and career counseling.
Phase 3: Continuous Improvement and Sustainability (Ongoing)
- Faculty Development: Continue to invest in faculty development to ensure they stay up-to-date on best practices in participant-centered learning.
- Program Evaluation: Regularly evaluate the effectiveness of the participant-centered learning model and make adjustments as needed.
- Innovation and Experimentation: Encourage faculty to experiment with new technologies and teaching methods to continuously improve the learning experience.
- Strategic Partnerships: Explore strategic partnerships with other institutions, businesses, and technology providers to enhance the learning experience and expand the university?s reach.
5. Basis of Recommendations
These recommendations are based on the following considerations:
- Core Competencies and Mission: The recommendations align with Fern Fort University?s core competencies and mission to provide high-quality education and prepare students for success.
- External Customers and Internal Clients: The recommendations address the needs of both external customers (students) and internal clients (faculty).
- Competitors: The recommendations help the university stay competitive in the evolving higher education landscape by offering a differentiated learning experience.
- Attractiveness: The recommendations are expected to lead to increased student enrollment, improved retention rates, and enhanced student outcomes, ultimately driving business growth for the university.
6. Conclusion
By implementing a participant-centered learning model, Fern Fort University can enhance student engagement, improve learning outcomes, and attract new students. This will allow the university to remain competitive in the evolving higher education landscape and achieve its strategic goals.
7. Discussion
Alternatives:
- Status Quo: Continuing with the traditional teaching model would likely lead to further decline in enrollment and market share.
- Partial Implementation: Implementing a participant-centered model only in certain programs or departments would be less effective and could lead to inconsistencies in student experience.
Risks:
- Faculty Resistance: Overcoming faculty resistance to change is a significant risk.
- Technology Costs: The investment in technology and faculty development could be substantial.
- Marketing Effectiveness: The marketing campaign may not be effective in attracting new students.
Key Assumptions:
- Faculty Commitment: Faculty will be willing to embrace the new model and participate in training programs.
- Student Demand: There is a sufficient demand for participant-centered learning among potential students.
- Technology Availability: The necessary technology and infrastructure will be available and affordable.
8. Next Steps
Timeline:
- Month 1-3: Form a task force to develop a detailed implementation plan.
- Month 4-6: Select pilot program participants and develop training materials.
- Month 7-12: Implement the pilot program and gather feedback.
- Month 13-18: Based on the pilot program results, implement the participant-centered model across the university.
- Month 19-24: Continue to evaluate and improve the program based on data and feedback.
Key Milestones:
- Completion of the pilot program with positive results.
- Successful implementation of the participant-centered learning model across the university.
- Increase in student enrollment and retention rates.
- Improved student outcomes.
By taking these steps, Fern Fort University can successfully implement a participant-centered learning model that will enhance student engagement, improve learning outcomes, and drive business growth for the university.
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Case Description
The newly appointed dean of a South American business school is eager to transform the learning process from the traditional lecture method to one that actively engages students and contributes to the development of critical managerial skills, attitudes, and world view. To be successful, a number of organizational processes must be changed, and strong alliances must be created with key members of the faculty, administrative staff, alumni, and students.
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