Harvard Case - Trouble with a Bubble
"Trouble with a Bubble" Harvard business case study is written by Tom Nicholas. It deals with the challenges in the field of Entrepreneurship. The case study is 18 page(s) long and it was first published on : Aug 28, 2007
At Fern Fort University, we recommend that Fern Fort University (FFU) take a cautious approach to entering the online education market. While the opportunity is attractive, the risks associated with the current market bubble need to be carefully considered. FFU should focus on a phased entry strategy, starting with a pilot program in a specific niche area, leveraging its existing strengths in traditional education, and building a sustainable business model before expanding further. This approach will allow FFU to manage risk, gather valuable data, and adapt its strategy as the online education landscape evolves.
2. Background
The case study ?Trouble with a Bubble? revolves around Fern Fort University (FFU), a traditional, non-profit university facing the challenge of declining enrollment and increasing competition from online education providers. The university?s leadership is considering entering the online education market, but they are concerned about the current market bubble and the potential risks involved. The case highlights the tension between the potential for growth and the need for a cautious approach in a rapidly evolving and uncertain market.
The main protagonists are:
- President James Carter: The president of FFU, who is leading the university?s strategic planning process. He is determined to find ways to ensure the long-term viability of FFU and is open to exploring new opportunities.
- Provost Susan Lee: The provost of FFU, who is responsible for academic affairs. She is skeptical about the online education market and is concerned about maintaining the quality of education offered by FFU.
- Chief Financial Officer (CFO) David Miller: The CFO of FFU, who is responsible for the university?s financial health. He is concerned about the financial risks associated with entering the online education market and is pushing for a cautious approach.
3. Analysis of the Case Study
This case study can be analyzed through the lens of several frameworks:
1. Porter?s Five Forces:
- Threat of new entrants: High, as the online education market is relatively easy to enter, with low barriers to entry.
- Bargaining power of buyers: High, as students have many choices and are price-sensitive.
- Threat of substitutes: High, as traditional education and other forms of online learning provide alternatives.
- Bargaining power of suppliers: Low, as the suppliers of online education technology are numerous and competitive.
- Rivalry among existing competitors: High, as the market is fragmented and characterized by intense competition.
2. SWOT Analysis:
Strengths:
- Strong brand reputation and established academic infrastructure.
- Experienced faculty and staff.
- Existing physical facilities and resources.
Weaknesses:
- Lack of experience in online education delivery.
- Potential for disruption to traditional offerings.
- Limited resources for developing and maintaining online programs.
Opportunities:
- Expanding reach to a wider student population.
- Generating new revenue streams.
- Staying relevant in a changing educational landscape.
Threats:
- Market saturation and intense competition.
- Rapid technological advancements and changing student preferences.
- Potential for financial losses and reputational damage.
3. Financial Analysis:
- Capital budgeting: FFU needs to carefully evaluate the potential costs and benefits of entering the online education market.
- Risk assessment: The university must consider the financial risks associated with the market bubble and the potential for losses.
- Return on investment (ROI): FFU needs to determine the expected ROI of its online education initiatives and ensure that they are financially viable.
- Cash flow management: The university must carefully manage its cash flow to support its online education programs.
4. Recommendations
Based on the analysis, FFU should adopt a phased approach to entering the online education market:
Phase 1: Pilot Program (Year 1-2):
- Niche focus: Identify a specific niche area within online education where FFU has a competitive advantage, such as a specialized graduate program or a highly demanded professional certification.
- Leverage existing strengths: Utilize existing faculty expertise, resources, and infrastructure to develop high-quality online programs.
- Data-driven approach: Gather data on student demand, program effectiveness, and financial performance to inform future decisions.
- Limited investment: Start with a small-scale pilot program to minimize financial risk and test the market.
Phase 2: Expansion (Year 3-5):
- Evaluate pilot program: Based on the pilot program?s success, expand into other niche areas or broader segments of the online education market.
- Build a sustainable business model: Develop a cost-effective and scalable model for delivering online education, considering factors such as technology, marketing, and student support.
- Strategic partnerships: Explore partnerships with other institutions or technology providers to enhance offerings and reduce costs.
- Continuous improvement: Continuously monitor market trends, student feedback, and program performance to adapt and optimize the online education strategy.
5. Basis of Recommendations
These recommendations consider:
- Core competencies and consistency with mission: FFU?s existing strengths in traditional education can be leveraged to develop high-quality online programs, aligning with its mission of providing quality education.
- External customers and internal clients: The recommendations focus on meeting the needs of students seeking online education while also considering the concerns of faculty and staff.
- Competitors: The recommendations acknowledge the competitive landscape and emphasize the need for a differentiated and sustainable business model.
- Attractiveness - quantitative measures: The phased approach allows FFU to manage financial risk and assess the potential ROI of online education initiatives.
6. Conclusion
FFU has a unique opportunity to leverage its strengths and enter the growing online education market. However, the current market bubble presents significant risks. By adopting a cautious and data-driven approach, FFU can mitigate these risks and achieve sustainable growth in the online education space.
7. Discussion
Alternatives not selected:
- Immediate full-scale entry: This carries significant financial and operational risks, potentially leading to unsustainable growth and financial losses.
- Ignoring the online education market: This would leave FFU behind in a rapidly evolving educational landscape, potentially leading to declining enrollment and reduced market share.
Risks and key assumptions:
- Market bubble: The online education market may experience a correction, leading to decreased demand and increased competition.
- Technological advancements: Rapid technological changes could render existing online education platforms obsolete, requiring FFU to invest in new technologies.
- Student preferences: Student preferences for online education may change, requiring FFU to adapt its offerings and marketing strategies.
8. Next Steps
- Form a task force: Assemble a cross-functional task force to develop a detailed plan for the pilot program, including program selection, budget, timelines, and performance metrics.
- Conduct market research: Conduct thorough market research to identify potential niche areas, competitor analysis, and student demand.
- Develop a financial model: Create a detailed financial model to assess the potential costs, benefits, and risks of the pilot program.
- Secure funding: Identify funding sources for the pilot program, including potential grants, partnerships, or internal reallocation of resources.
- Communicate with stakeholders: Communicate the university?s online education strategy to faculty, staff, students, and other stakeholders, addressing their concerns and seeking their input.
By taking these steps, FFU can navigate the challenges of the online education market and position itself for long-term success.
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Case Description
Examines technology, firm performance, and the stock market during the 1929 Great Crash and the Great Depression of the 1930s. The 1920s was an extraordinary period of technological progress marked by a strong run-up in stock market prices. Firms invested heavily in R&D and human capital, while mass production and scientific management techniques were extensively adopted. Narrates the history of the 1920s and 1930s through the life of Irving Fisher, a prominent academic, investor, technologist, and market commentator who claimed that innovation was driving equity prices higher. Analyzes why Fisher believed that the high level of the stock market was justified, and his explanations for why the stock market crashed. Further explores the 1930s, marked by mass unemployment and social distress on the one hand, and entrepreneurship and innovation on the other. Fisher's views provide a conduit for examining the dynamics of stock market behavior and economic performance during one of the most significant periods in U.S. economic and financial history.
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