Harvard Case - The Inside-Out Prison Exchange Program: Impact on Stakeholders
"The Inside-Out Prison Exchange Program: Impact on Stakeholders" Harvard business case study is written by TL Hill, Rebecca DeWhitt, Claire Thanh Tran, Lynne Andersson. It deals with the challenges in the field of Strategy. The case study is 9 page(s) long and it was first published on : Aug 9, 2019
At Fern Fort University, we recommend a strategic partnership with the Inside-Out Prison Exchange Program (IOPEP) to create a mutually beneficial, socially responsible, and innovative educational initiative. This partnership will leverage the strengths of both organizations, foster community engagement, and contribute to the rehabilitation and reintegration of incarcerated individuals.
2. Background
The Inside-Out Prison Exchange Program is a unique educational initiative where college students and incarcerated individuals learn together in a classroom setting within a prison. This program aims to break down barriers, challenge preconceptions, and promote understanding between different communities.
The case study focuses on the IOPEP at Fern Fort University, where students are required to take a course that involves weekly visits to a local prison for a semester. The program has faced challenges in terms of funding, logistical complexities, and potential risks associated with student safety and community perception.
3. Analysis of the Case Study
SWOT Analysis:
Strengths:
- Unique and innovative educational model: IOPEP provides a transformative learning experience for both students and incarcerated individuals.
- Community engagement: The program fosters dialogue and understanding between diverse communities.
- Potential for positive social impact: IOPEP contributes to the rehabilitation and reintegration of incarcerated individuals.
- Strong academic reputation: The program is aligned with Fern Fort University's commitment to social justice and community engagement.
Weaknesses:
- Financial constraints: Funding for the program is limited, potentially impacting its sustainability and reach.
- Logistical challenges: Coordinating visits to the prison, managing student safety, and ensuring effective communication require significant resources.
- Potential risks: Concerns about student safety, community perception, and potential negative publicity.
Opportunities:
- Partnerships with other institutions: Collaborating with other educational institutions and community organizations can expand the program's reach and resources.
- Grant funding: Exploring grant opportunities from foundations and government agencies can secure financial support.
- Publicity and awareness: Promoting the program through media outreach can raise awareness and attract potential participants.
Threats:
- Negative media coverage: Potential for negative publicity if incidents occur or concerns arise.
- Political opposition: Public opposition to the program could lead to funding cuts or program termination.
- Competition from other programs: Similar initiatives may emerge, leading to a need for differentiation and resource allocation.
Porter's Five Forces:
- Threat of new entrants: Low, due to the unique nature of the program and the need for specialized expertise.
- Bargaining power of buyers: Low, as students are required to participate in the program.
- Bargaining power of suppliers: Moderate, as the program relies on prison administration and community partners.
- Threat of substitute products: Moderate, as other educational initiatives may address similar social issues.
- Rivalry among existing competitors: Low, as the program is relatively unique and niche.
Value Chain:
The IOPEP's value chain involves the following key activities:
- Research and development: Developing curriculum and program materials.
- Procurement: Acquiring resources and materials.
- Production: Delivering the program through classroom sessions and prison visits.
- Marketing and sales: Promoting the program to students and potential partners.
- Customer service: Addressing student and community concerns.
Business Model Innovation:
IOPEP represents a disruptive innovation in the field of education, challenging traditional learning models and promoting social change. The program's unique value proposition lies in its ability to bridge the gap between the academic world and the prison system, fostering empathy, understanding, and social responsibility.
4. Recommendations
- Strategic Partnership: Fern Fort University should formalize a strategic partnership with the IOPEP, establishing a joint steering committee to oversee program development, resource allocation, and communication.
- Funding Diversification: Explore diverse funding sources, including grants from foundations, government agencies, and private donors.
- Community Engagement: Develop a comprehensive community engagement strategy that includes public outreach, stakeholder meetings, and media relations.
- Risk Management: Implement a robust risk management plan that addresses student safety, program logistics, and potential negative publicity.
- Program Evaluation: Conduct regular program evaluations to assess effectiveness, identify areas for improvement, and demonstrate the program's impact.
5. Basis of Recommendations
These recommendations are based on the following considerations:
- Core competencies and consistency with mission: The IOPEP aligns with Fern Fort University's commitment to social justice, community engagement, and innovative educational practices.
- External customers and internal clients: The program serves both students and incarcerated individuals, providing valuable learning experiences for both groups.
- Competitors: The program's unique approach and focus on social responsibility differentiate it from other educational initiatives.
- Attractiveness: The program's potential for positive social impact, community engagement, and academic innovation makes it a compelling investment.
6. Conclusion
The Inside-Out Prison Exchange Program presents a unique opportunity for Fern Fort University to engage in a socially responsible and innovative educational initiative. By formalizing a strategic partnership, diversifying funding sources, and implementing a comprehensive risk management plan, the university can ensure the program's sustainability and maximize its positive impact on both students and incarcerated individuals.
7. Discussion
Alternative options include:
- Program termination: This option would eliminate the program's potential benefits but also avoid associated risks.
- Limited program expansion: This option would focus on maintaining the program's current structure while exploring limited funding opportunities.
Key assumptions include:
- Community support: The program's success depends on community support and acceptance.
- Financial sustainability: Securing adequate funding is crucial for the program's long-term viability.
- Program effectiveness: The program's effectiveness in achieving its goals must be continually monitored and evaluated.
8. Next Steps
- Establish a strategic partnership: Formalize a partnership agreement with the IOPEP within the next six months.
- Develop a funding strategy: Identify potential funding sources and submit grant proposals within the next year.
- Implement a community engagement plan: Initiate public outreach and stakeholder meetings within the next quarter.
- Develop a risk management plan: Finalize a risk management plan within the next three months.
- Conduct program evaluation: Implement a program evaluation framework within the next year.
By taking these steps, Fern Fort University can successfully leverage the IOPEP to create a transformative educational experience for both students and incarcerated individuals, while also enhancing its reputation as a socially responsible institution.
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Case Description
In 2018, a new challenge confronted the executive director of the Inside-Out Center in Philadelphia, who was also the founder of the Inside-Out Prison Exchange Program, an international network of educators providing university courses in prisons for both incarcerated individuals and university students. Despite the program's many success stories, to gain new funders, the founder needed to communicate the program's impact through measurable effects. Assessing long-term impacts seemed nearly impossible because of difficulties in tracking the participants as they graduated from their university programs or completed their prison sentences and returned to the outside world. The measurement effort was also controversial because although the use of quantitative measures would help to raise funds, it could also challenge the value of the program's well-established practices and could change the relative roles and influence of various key stakeholders. Whose definitions of "impact" should be prioritized, and how could the program's impact be measured and communicated?
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