Free Chances Are? Course Selection at HBS and at Kellogg Case Study Solution | Assignment Help

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Written by Gary F. Smith
Publish Date: 2024-11-03

Harvard Case - Chances Are? Course Selection at HBS and at Kellogg

"Chances Are? Course Selection at HBS and at Kellogg" Harvard business case study is written by Hanna Halaburda, Aldo Sesia. It deals with the challenges in the field of Strategy. The case study is 8 page(s) long and it was first published on : Sep 16, 2010

At Fern Fort University, we recommend a multifaceted approach to course selection that balances the needs of individual students with the strategic goals of the institution. This approach should prioritize the development of core competencies in leadership, innovation, and globalization, while simultaneously providing students with a flexible curriculum that allows them to tailor their studies to their specific interests and career aspirations.

2. Background

This case study explores the course selection process at two prestigious business schools: Harvard Business School (HBS) and Kellogg School of Management. The case highlights the challenges faced by both institutions in balancing the need for a rigorous and relevant curriculum with the desire to provide students with a personalized learning experience.

The main protagonists are the students, who are faced with a vast array of course options and must make difficult choices about which courses to take. The case also examines the role of the faculty, who are responsible for designing and delivering the curriculum, and the administration, who must ensure that the curriculum is aligned with the school's strategic goals.

3. Analysis of the Case Study

To analyze the case, we can employ several frameworks:

a) Porter's Five Forces: This framework helps us understand the competitive landscape of the business school industry. The forces include:

  • Threat of new entrants: High, due to the increasing demand for business education and the emergence of online learning platforms.
  • Bargaining power of buyers (students): High, as students have many choices of schools and programs.
  • Bargaining power of suppliers (faculty): Moderate, as faculty are in demand, but schools have some leverage due to the large pool of potential candidates.
  • Threat of substitutes: High, due to the availability of alternative forms of education, such as online courses and bootcamps.
  • Rivalry among existing competitors: High, as schools are constantly competing for students and resources.

b) SWOT Analysis: This helps us assess the strengths, weaknesses, opportunities, and threats facing both HBS and Kellogg.

  • HBS:
    • Strengths: Strong brand reputation, renowned faculty, extensive alumni network.
    • Weaknesses: High tuition fees, limited flexibility in curriculum.
    • Opportunities: Expansion into new markets, development of online programs.
    • Threats: Increased competition from other top schools, changing student demographics.
  • Kellogg:
    • Strengths: Strong focus on innovation and entrepreneurship, diverse student body.
    • Weaknesses: Less established brand reputation than HBS, limited resources for research.
    • Opportunities: Growth in emerging markets, development of specialized programs.
    • Threats: Economic downturn, increasing competition from other schools.

c) Value Chain Analysis: This framework helps us understand the key activities that create value for students and the school.

  • Primary Activities:
    • Inbound logistics: Recruiting students, managing admissions.
    • Operations: Delivering courses, conducting research.
    • Outbound logistics: Placing students in jobs, supporting alumni.
    • Marketing and sales: Promoting the school, attracting students.
    • Service: Providing career counseling, alumni networking.
  • Support Activities:
    • Infrastructure: Facilities, technology, administrative support.
    • Human resource management: Recruiting and retaining faculty and staff.
    • Technology development: Investing in new technologies to enhance learning.
    • Procurement: Sourcing materials and services.

4. Recommendations

To address the challenges outlined in the case study, we recommend the following:

a) Develop a Strategic Framework: Both schools should develop a clear strategic framework that outlines their vision, mission, and goals for the future. This framework should be aligned with the evolving needs of students and the broader business landscape.

b) Emphasize Core Competencies: The curriculum should focus on developing core competencies that are essential for success in the 21st-century business world. These competencies include:

  • Leadership: Developing strong leadership skills through case studies, simulations, and experiential learning.
  • Innovation: Fostering a culture of innovation by emphasizing design thinking, problem-solving, and entrepreneurial thinking.
  • Globalization: Preparing students for a globalized marketplace by incorporating international business perspectives, cross-cultural communication, and global strategy.

c) Offer Flexible Curriculum: Both schools should offer a flexible curriculum that allows students to tailor their studies to their specific interests and career aspirations. This could include:

  • Electives: Providing a wide range of electives that cover a diverse range of topics, including technology and analytics, digital transformation, environmental sustainability, and corporate social responsibility.
  • Specializations: Offering specialized tracks in areas such as finance, marketing, operations, and entrepreneurship.
  • Experiential Learning: Providing opportunities for students to gain practical experience through internships, consulting projects, and study abroad programs.

d) Leverage Technology: Both schools should leverage technology to enhance the learning experience and provide students with access to a wider range of resources. This could include:

  • Online Learning Platforms: Developing online learning platforms that offer flexible learning options and access to a global network of faculty and students.
  • Data Analytics: Utilizing data analytics to personalize the learning experience and provide students with tailored recommendations.
  • Virtual Reality and Augmented Reality: Exploring the use of VR and AR to create immersive learning experiences.

e) Foster a Culture of Collaboration: Both schools should foster a culture of collaboration between students, faculty, and staff. This could include:

  • Cross-Disciplinary Courses: Offering cross-disciplinary courses that bring together students from different backgrounds and disciplines.
  • Mentorship Programs: Establishing mentorship programs that connect students with alumni and industry professionals.
  • Student-Led Initiatives: Encouraging student-led initiatives that promote innovation and entrepreneurship.

5. Basis of Recommendations

These recommendations are based on the following considerations:

  1. Core competencies and consistency with mission: The recommendations align with the mission of both schools to develop future business leaders and innovators.
  2. External customers and internal clients: The recommendations address the needs of both students and employers by providing students with the skills and knowledge they need to succeed in the modern workplace.
  3. Competitors: The recommendations help both schools stay ahead of the competition by offering a differentiated and innovative learning experience.
  4. Attractiveness ' quantitative measures if applicable: The recommendations are expected to increase student satisfaction, improve career outcomes, and enhance the reputation of both schools.

6. Conclusion

By implementing these recommendations, both HBS and Kellogg can create a more dynamic and relevant learning experience that prepares students for the challenges and opportunities of the 21st century. This will require a commitment to innovation, collaboration, and strategic planning, as well as a willingness to embrace the power of technology and analytics.

7. Discussion

Other alternatives not selected include:

  • Standardizing the curriculum: This would offer a more consistent and rigorous experience for all students, but it could also limit flexibility and stifle innovation.
  • Focusing solely on online learning: This could be more cost-effective and accessible, but it could also diminish the value of the in-person learning experience.

Risks and key assumptions:

  • Implementation challenges: Implementing these recommendations will require significant resources and effort, and there is a risk that the changes may not be implemented effectively.
  • Student resistance: Some students may resist changes to the curriculum or the use of technology.
  • Competition from other schools: The recommendations must be aligned with the competitive landscape and the evolving needs of the business school industry.

8. Next Steps

To implement these recommendations, both schools should:

  1. Develop a strategic plan: This plan should outline the specific goals, objectives, and timelines for implementing the changes.
  2. Engage stakeholders: Both schools should engage with students, faculty, and staff to gather feedback and build support for the changes.
  3. Invest in technology: Both schools should invest in technology to support the new curriculum and learning experiences.
  4. Monitor progress: Both schools should monitor the progress of the changes and make adjustments as needed.

By taking these steps, both HBS and Kellogg can ensure that their students are well-prepared to lead and innovate in the 21st century.

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Case Description

The case describes two alternative elective course assignment procedures: Harvard Business School's lottery-based system and Kellogg Graduate School of Management's bidding-based system. The case has been designed to discuss the benefits and drawbacks of each system and their desirability (or lack thereof) depending on the context (the broader business system) within which they are implemented. The case also describes the draft used by the NBA to assign new players to teams. This allows for a discussion of whether a similar system may be preferable to lottery-based or bidding-based procedures to assign students to courses in business schools.

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