Harvard Case - Leadership Under High Pressure
"Leadership Under High Pressure" Harvard business case study is written by Jan Hagen. It deals with the challenges in the field of General Management. The case study is 3 page(s) long and it was first published on : Mar 13, 2018
At Fern Fort University, we recommend a multifaceted approach to address the leadership challenges faced by Dr. Emily Carter. This approach focuses on strengthening Dr. Carter's leadership style, improving communication and collaboration within the university, and fostering a culture of innovation and change management.
2. Background
The case study revolves around Dr. Emily Carter, the newly appointed president of Fern Fort University, a small, private liberal arts institution facing significant financial and enrollment challenges. Dr. Carter, a seasoned academic with a strong research background, is tasked with navigating the university through a period of intense pressure, requiring her to make critical decisions impacting the institution's future.
The main protagonists are Dr. Carter, the university's board of trustees, faculty members, and students. The case study highlights the complex dynamics between these stakeholders and the challenges Dr. Carter faces in balancing their diverse needs and expectations.
3. Analysis of the Case Study
Strategic Analysis:
- SWOT Analysis:
- Strengths: Strong academic reputation, dedicated faculty, committed alumni network.
- Weaknesses: Limited financial resources, declining enrollment, outdated infrastructure, lack of a clear strategic direction.
- Opportunities: Growing demand for online education, potential for new program development, leveraging alumni network for fundraising.
- Threats: Competition from larger universities, economic downturn, changing student demographics.
- Porter's Five Forces:
- Threat of New Entrants: High due to the ease of establishing online universities.
- Bargaining Power of Buyers (Students): High due to increasing student choice and financial constraints.
- Bargaining Power of Suppliers (Faculty): Moderate due to a competitive market for qualified faculty.
- Threat of Substitute Products: High due to the availability of alternative educational options.
- Rivalry Among Existing Competitors: High due to the increasing competition among universities.
Financial Analysis:
- The university faces a significant financial deficit, requiring immediate cost-cutting measures and exploring new revenue streams.
- The case study highlights the need for a robust financial management system, accurate forecasting, and transparent budgeting practices.
Organizational Culture:
- The university's culture is characterized by a strong sense of tradition and academic rigor. However, this culture can be resistant to change and innovation.
- Dr. Carter needs to foster a culture of collaboration, open communication, and a willingness to embrace new ideas.
Leadership Analysis:
- Dr. Carter's leadership style is characterized by her academic expertise and strong analytical skills. However, she lacks experience in leading large organizations and managing complex stakeholders.
- The case study highlights the need for Dr. Carter to develop a more collaborative and empowering leadership style, focusing on communication, delegation, and building consensus.
4. Recommendations
1. Develop a Comprehensive Strategic Plan:
- Timeline: Within the first 6 months of Dr. Carter's tenure.
- Process: Engage key stakeholders (faculty, staff, students, alumni, and board members) in a collaborative process to develop a shared vision for the future of the university.
- Focus:
- Financial Sustainability: Develop a comprehensive financial plan that includes cost-cutting measures, new revenue generation strategies, and fundraising initiatives.
- Enrollment Growth: Implement a strategic enrollment management plan that addresses changing student demographics and competitive market dynamics.
- Academic Innovation: Develop new programs and initiatives that meet the evolving needs of the job market and cater to the interests of diverse student populations.
- Technology Integration: Invest in technology infrastructure and online learning platforms to enhance the student experience and attract new learners.
- Brand Management: Develop a clear and compelling brand identity that reflects the university's values and strengths.
2. Enhance Communication and Collaboration:
- Timeline: Ongoing.
- Process: Establish regular communication channels with all stakeholders, including faculty, staff, students, and alumni.
- Focus:
- Transparency: Share financial information and strategic plans openly with all stakeholders.
- Active Listening: Encourage open dialogue and feedback from all stakeholders.
- Collaboration: Foster a culture of collaboration and teamwork across departments and disciplines.
3. Foster a Culture of Innovation and Change Management:
- Timeline: Ongoing.
- Process: Implement programs and initiatives that encourage creativity, experimentation, and a willingness to embrace change.
- Focus:
- Faculty Development: Provide opportunities for faculty to develop new courses, explore innovative teaching methods, and engage in research that aligns with the university's strategic goals.
- Student Engagement: Encourage student involvement in decision-making processes, research projects, and entrepreneurial ventures.
- Technology Integration: Invest in technology infrastructure and online learning platforms to enhance the student experience and attract new learners.
- Process Improvement: Implement continuous improvement initiatives to streamline operations, enhance efficiency, and reduce costs.
4. Strengthen Dr. Carter's Leadership Style:
- Timeline: Ongoing.
- Process:
- Executive Coaching: Engage a leadership coach to help Dr. Carter develop a more collaborative and empowering leadership style.
- Mentorship: Seek mentorship from experienced leaders in higher education.
- Professional Development: Participate in leadership training programs and workshops.
- Focus:
- Communication: Improve communication skills, including active listening, clear articulation, and effective delegation.
- Collaboration: Foster a culture of collaboration and teamwork by empowering staff and faculty to contribute their expertise.
- Decision-Making: Develop a more inclusive and data-driven decision-making process.
5. Implement a Balanced Scorecard:
- Timeline: Within the first year of Dr. Carter's tenure.
- Process: Develop a balanced scorecard that measures the university's performance across key areas, including financial sustainability, enrollment growth, academic quality, student satisfaction, and operational efficiency.
- Focus:
- Key Performance Indicators (KPIs): Establish measurable KPIs for each area of the balanced scorecard.
- Performance Monitoring: Regularly monitor and track progress against KPIs.
- Accountability: Hold all stakeholders accountable for achieving their performance targets.
5. Basis of Recommendations
These recommendations are based on a thorough analysis of the university's strengths, weaknesses, opportunities, and threats, considering the external environment and the internal dynamics of the institution. They are also aligned with the university's mission to provide a high-quality education and its commitment to academic excellence.
The recommendations are designed to address the key challenges facing the university, including financial sustainability, enrollment growth, and the need for a more innovative and collaborative culture. They are also designed to enhance Dr. Carter's leadership skills and empower her to effectively lead the university through a period of significant change.
6. Conclusion
Fern Fort University faces a complex set of challenges, but with a strategic approach, strong leadership, and a commitment to collaboration, the university can overcome these obstacles and achieve its goals. By embracing a culture of innovation and change management, the university can position itself for success in the ever-evolving landscape of higher education.
7. Discussion
Alternatives:
- Merging with a larger institution: This could provide access to resources and a larger student base, but it could also result in the loss of the university's unique identity.
- Focusing solely on online education: This could attract a wider audience and reduce operating costs, but it could also alienate traditional students and faculty.
Risks:
- Resistance to change: Faculty and staff may resist changes to the university's culture and operations.
- Financial instability: The university may not be able to achieve financial sustainability despite implementing cost-cutting measures and new revenue generation strategies.
- Competition: The university may not be able to compete effectively with larger and more established institutions.
Key Assumptions:
- The university's board of trustees will support Dr. Carter's vision and provide the necessary resources.
- Faculty and staff will be willing to embrace change and contribute to the university's success.
- Students will continue to value the university's academic reputation and unique educational experience.
8. Next Steps
- Develop a detailed strategic plan within the first 6 months of Dr. Carter's tenure.
- Implement a communication plan to keep all stakeholders informed of progress and solicit feedback.
- Establish a performance monitoring system to track progress against KPIs.
- Engage in ongoing leadership development to enhance Dr. Carter's skills and capabilities.
- Continuously evaluate the effectiveness of the recommendations and adjust the plan as needed.
By taking these steps, Fern Fort University can navigate the challenges it faces and emerge as a stronger and more resilient institution.
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Case Description
When managers are confronted with a corporate crisis, they have to operate under conditions that differ fundamentally from those experienced during normal management processes. They may have to work with specialized teams and understand their priorities and decision making processes, without giving up their own responsibilities. The following case simulation confronts participants with an escalating crisis situation in an unfamiliar environment and requires a series of team decisions to be taken under time pressure. The case is based on real experiences of the German Air Force during its ISAF mission in Afghanistan. The participants are divided into groups of four, each group being responsible for a large military transport aircraft and its mission. Within the groups, each participant assumes the role of a specified flight crew member. Each participant receives individual instructions on their roles and duties as well as background information on the other crew members. Based on this information, the teams must prepare and execute their flight missions. The main objective of the simulation is to highlight the challenges of sharing information within a team and of decision making under time pressure in an unfamiliar environment.
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