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Management_Theories_in_Freeman_Brown_Private_School_Case.docx Management Theories in Freeman Brown Private School Case Grand Canyon University: MGT 420 The case of the closure of Freeman-Brown Priv... ate School presents a distinctively unique manner with which the entire situation was handled, from the acquisition of the private school by Caudhill International Family of Schools in 2007, its renaming to Freeman-Brown Preparatory High School, its designation as an authorized International Baccalaureate (IB) Programme School in 2010, and its eventual shutdown in 2014. A detailed study shows the efficacy of the parent organization during this time, as well as its organizational culture and how this may have impacted the decision to close the school as well as the manner with which the organization interacted with parents, students, and faculty at that time. While economic factors may have ultimately made it necessary for Freeman-Brown Preparatory High School to close, it is almost certain that an approach that follows established management principles would have resulted in a more favorable outcome. Freeman-Brown operated under two different systems during the course of its operation and even throughout the procedures that ultimately closed the school. By being a dynamic open system, an organization obtains resource inputs from the environment and is able to transform that into finished goods (Uhl-Bien, Schermerhorn, & Osborn, 2014). In this case, the resource inputs are the students themselves and the desired finished good can be constr. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. . . . . .. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. . .. .. . . . . . . . . . . . . . . . . . .. . . . . [Show More]

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