Case Study

lìnrnr Casc Stucly, Grrcnhill Collcgc

Case Study: Greenhill College

Drnn B,rnuu Geotge Fox University

dbal [email protected]

ABSTRACT: Greenhill College is an organizational de cision-tnaking case study involving the financial stability of a fictitious small, private, religious liberal a¡7s college with an'enrollment of more than 2,000 students. Traditional, small liberal a¡fs colleges, long a staple of the Anerican higher education scene, are facing unprecedenterl challenges for survival. Steadily rising tu¡t¡on costs, stiff competitt0n for students, and escalating operãtional expenses represent iust sone of the pressures currently confronting Greenhill College. The college faces the innediate threat of an unbalanced budget, difficult decisions on financial and non-financial issues, and the need to manage possible morale issues. Finally, the administration nust carefully address the potential of internal and external perceptions of the viability of Greenhill College.

THE CASE STU DY

Plovost Chad l.ogan anrblcd along the recl bricl<ecl pathway leading to Centcnnial IJall, the 10O-yearold orig- inal adrnìnisuation builc{ing of Glccnhill College, esrab- lìshecl ìn 1909 by a grorrp of:¡xotestant clclgy and lil<e- mìnclecl cducators rvho rvantcd an alteurative to dre secttlar instìtutions of theil cla¡ 'fhe college had rer¡ained nue to iß hìs^tolical roots as a faìth-basccl, Chlistian, intcrclenorni- natioual ins¡iturjor. Clracl entclecl, rnl[<ing Ìris wiry dir:ectly to d.re.A.cadernic Affails Officc. Suc (ìrant, thc clc¡rarrncnt leccprionisr, was on the phone and,,^hot hiln a waun srnile ancl mouthed, "Goocl rrolning."'fhc rcd blinking light on his ¡rhone caught his eye as hc entelcd his oûìcc. l-lc rcached ovcl aud punchec{ in his^ codc arcl listcned to ir pleasant voicc tclling him he hacl sìx new rr-ressagcs,'l-he lr.rosr feccr'ìt was L]ìncLson \ù(/ìlson, longtinc pr:csiclcnt of Glcenhill, wbo rvantec{ hinr to call as soon as hc gor il. 'l'cn mìnrrtes latcr he w,rs ¡^eated in the ¡rrcsident'.s offìcc on thc seconcl floor'. Chad still corrlcln't dccicie if lre lil<ecl Wilson. ,At olle r.¡'rol¡'rcnt he coulc{ bc walm and fr icncll¡ rhc ncxL cold ancl unbcncling. l'hc unpled icrabiliry of rhc r¡au'.s naturc clcarcd sucss lmong all thosc arouncl hin.

"Ch:rd, you bcttcr ¡ray l'ì-rorc attcntioÌl tc¡ thc ltcw stu-

clent cnrolhncnr projecrions fòr this fall," \Wilson saici. "l saw.Al Sandels dris rlolning in rhe gym, and hc tclls mc Dcxt fallì ncw studcnr numl¡ers ale projectecì to t¡e down frorn dris year','fl.ris is tl.rc fir.st I have hcarcl ofìt, aud Iil not too ha¡rpy aboLrr being kept ouc of drc loop. I Leally clonì like l.rcaring thìs news fior¡ thc director of ac nis- sio¡s."

Cha<1 felt tha¡ nowÊrmiliar pang of wouy in his stor¡- ach, Unfoltunatcl¡ G¡eenhill lacl<ecl rhe significanr endow- mcnL, imrnediate name recognition, and thc stcrling acr- clcrlic reputarion of irs corrperition. Evcn though Grccnhill had a rich histor'¡ rhe glaLìng lacl< ofa big cudow¡rlent and populal nal.re recognition lcsulrecì in con- tiuual tnanciirl pres^sure. Greellhill was a tuitìon-dlivel institution. lÌiglity-five perccnt of the annual budget rcv- clruc calrc fiom stuclcnt tuition c{ollar'"^. Chacl dcspìsccl this dcpcndercc or s(uclent aclmissìons. I-le l¡elievecl it tcl be a strangleholcl on the collcge's ability Lo move fonvald.

(lhad u,asn't fi ustratcd wirh AI bccause hc knew lü/i1son plobably put him on the spot earliel drat molning in drc gyn. \Øilsorr'.s managcrnent style dicln't confine hirn to the office. He coulcl bc like a cat on thc plowl. I Ic loved thc collegc a¡rd believed ìt was appropliatc to asl< auy cnrploycc -- at any rin.re :rnd ¡rlace -

about thcil job, In

.,JB clì,4.1ì S)r.,/lj 20_r /

pârt tlìis corLlc{ be goocl. linployccs lurew hc carcd. Yct it also coulcl be strcssful, and rlaybc inappm¡rriatc, sucll as in dre gyrl. Al Sanclcrs, ovcrwcight ard not thc worlcl',s healthicst c¿ìtcr, ccrtainìy didn't Deecl t<l be Lradgele<l abour acl¡issions whìle he exelcisecl. 'I'hc poor guy had enoLrgh plessule in his lifè.'l-liar'.s why he was in thc gyrn in thc fir'st place , Iìather than being visionar:¡ 'Wilson was leac-

tionar¡ Ile really wasnì a lun guy ¡o be aloundl l-le wasn't dre type of leadcl peoplc would go to thc wall for'. At timcs \ü/ilson just sirr4rly coulcl not kcep the bigger pìctule in r¡ind.'Ial<e the adl¡ìs^sions situ¿rtion. Al Sandels'role was integral ro a strong incoming freshllen class. So what dicl \Wilson doì Irle cornered hirn in rhe rvcight roorn anc{ asl<ccl hinr ¿bout aclmìssions for rrcxt ycar. \(/hy not tal<e a diffclent approach and jusr ask Al how he was doìng and lcavc it at drarì Al woulcl have responcled nuch better'.

Vilson shifred his Lall, r'ail tbi¡ fi ar¡c uneasily in his lcadrer swivcl chair'. His be:rklikc nosc aud thìnning hait re mindecl Chad of that guy fnrt rhe WizaruI of Oz. \Vliat was his natne?

"'ùØe ale so ¡ui¡ion-c{r'iven, ir i¡-r.ì't fìrûny. lir councing ,'r) yol¡ lo blin6 in tltc llut¡Lrcls.'

Chacl l<neu, thc pressule lfilson fclt l'¡om a clemancliug lìo:rrc{ of'li ustccs. 'l-lrc ¡rresent cla ir highcl ecluc¿ttiorr w¿ts one ol'diu-ririshirg lìcleral arcl state clollar'"^, fielce compe- tition fol stuc{cnts fiom statc schools, ancl an alalmir.rg lise in private college tuitions, ìncìLrcling (ìr'eenhill. As if rliis wclcn't enouglr, dre le"^pecred Cbroniclc oJ'l'{ighcr Educ¿tiott hacl just cone out wirh a report that said, "lVith the ¡rend rowarcl arteuding lower-cost aìtelnativcs, thc

business n.roclcl olt plivatc collcgcs -

highcr pliccs fol plc- rlium products

- is bcing tcstcc{. Affbldabilìry ìs rhe

largcst challcngc 1¡oing folwaltl said ¡he aclmissions dilector of one very selecrìve small plivate college..." (Van De \Werf,

200tì, p, 5).'fbe Chlonicle predicted difficult days ahead fol the small, private, liber:al arLs collegcs.

"l.rncr'*orr. lllc surnrncr i., llway. l wnìring g.rrn.: yorr know that," said Chad.

"Yes, but what ale you doing now to rnake sule we get the rìght numLrelsl Are you sure.Al Sanders is the right guy for úe job? l{c's so laid bacl<, it malccs r¡c rrcLvous."

Chad intensely dislikecl drcse l<inds of convelsations with \Wilson. At the first sign of tlouble, he wanred to fire someone ancl usually it was one of his peoplc. I Ie corrlcl bc so impatient. Chacl suuggled with a ¡rresidcnt who at litncs see Ìrcd more to woly, tlìan âct in faith drat God would plovide. 'fhe dyuan.rìc of inregraring one's faiú with his or hcr work was an oft-used pl.rrase at (ìr'cenhill,'l'his seenred like a good tilne to ¡rlacticc tliis, thought Chad.

"Emcrsorr, Al is doing a good job for us. He',s thor'-

ough, well olganizecl, and on top of things." 'i'he slightly balc{ing collcgc ptesic{cnt atchccl his thin

cycbrows ìn doubt. "You l,errer be r:ight on this onc (]hac{. l loncstl¡ oul

Decl$ ¿Ìr'c on the chopping blocks."

Greenhillt Challenge Clhacl krew Glcenhill wrs facing solne leal olganiza-

tional challengcs. He decicled ro sort things our, inc[rding devebping a srrategy oit how to confiont thc issucs, bcforc his next rleeciug with \X/ilson. Uncìetgtaclunre entolll¡ent was projcctcd to clccrcase sevell pelcerlr fiom l,689 in 2009-2010 ro 1,571 in 2010-201 l. At $2(r,180, annual tuition pel stuclent, a seveu pcÌcent ilÌcrease ovel the previ- ous ycar, tlìat rlcant a dccline iD anricipated ¡uition rev- enucs o[ $ I .7 millk¡n. lìoolrr and Lroalc] fol dre stuclents living on can¡ru"^ was $8,320 fbr next ycar.'l'his teplcscnt- ecl a three percenr ir-rcrease ovcl last ycar'ìs ¡oom ancl boaltl latc of$8,070. \Wirh a clccline of I18 sttrdents, ¡ha¡ lcclucccl roorlr ancl board rcvenues by ar¡oúer $475,584.

'fhe stateì dcmoglaphic data on high school gracltrates for thc nex¡ seven yeals wns sitting on Chad'.s c]esl<. Projecrior.rs called fol a dccli¡rc in high school glacluatcs fiom the previons ycar ancl contìnuiug for the next six ycars. l-hc plcviolrs ycal it hac{ bccn fout ¡rctccnt anc{ ncxt yeal it woulcl bc six ¡rcrccnt.'fhe ùilc1 yeat it was ptoject- ecl to bc cight pclccnt, Ilrrolll'ìlent could lre a kng-telrr challenge fòr' Gree nhill.

Gracluate enlolh¡en¡ ;lojecrcd a two perceut decline lol nexr year'. lll 2009-2010, gladuate proglams hacl enlollecl 700 glirduaLe stucìent"^. Projectìous fôt next ycar, even with thc two ncw gladuâte progrãms slated to strut this fall, lo¡ccasted an enrollmeur of686 whìch was l4 fewcr graduatc studcnts. 'fhis lepresented a $ I 16,760 clecline in gladunte tuìtion.

Chad quickly adc{ecl all threc uur¡bcrs.'fhe total rcv- enuc shor tfàll was slightly rnorc than $2 mìllìon ìn tuition and room aucl board revenue,'lb l¡al(e m¿ìtrers wolse, Grecnhill hacl ahcacly announced ro undergraduate sru- tlenrs the sevelì pelcent rrndelglacluatc tuition increase. VhaL woulcl it look lilce if the college raised tuition againl

Chacl knew the Greenhill College Iloald of'l'tustees had cstablìshed a set of strategic .rssun.ìptious for the administratiorr to follow.'l'hese included a $500,000 con- rìngency fund, a conrinued focus on undclgracluatc and gracluate acadclr.ric programs, evaluati<¡n of acadetlic pto- grams showing cleclinc ol stagnant growdr, anc{ a marc{at- cd institu¡ional balanced budget.'l'here was also tl.re auxìl- ialy cnrer'¡.rlise budgct and otlìer increiìses in the new [,uclg- er.'fhesc inclLrcied sur¡ll-lcL ln¡intcnancc ¡rlojccts of

ll¡rr:rnr Crse Srrrdy: (ìrccnhill Collcge J9

$1,225,000, a $975,000 ltrcttlty rnc{ s^taflr sirl:uy itrctcasc

(rrna¡ no uncecl), ud $3ó0,000 in new acadeuic plogtams to lìanìc a few'fhe collcgc aclmiui¡^lr:rtiot] lr¡d a lot ro consideL. (ìcr:tainly thc 2010-201I fiscal ycal btxlget had

to [¡e balauced. Shoulcl the urcletgracluate tuition be ¡aisccl

a second timcì \?ha¡ abottt a gtaduate progran ruitiou

ìncte¿rse? I-low about the $360,000 cotntnittecl (o ncw âca-

dcnic ptogtants in 2010-2011? Might the $1.,225,000 declicate<.l to sLlrìrurer lÌ.Ìainten¿trce ¡rrojccts bc clelayec{?

Should somc acacleuric programs ancl et'cl faculty bc elirni-

¡ateclì \lhat about not ltollowìng rlrtoLtgh on the as yer iurÌour)ced faculty,rncl sLaltfsala[y i¡rc|easesÌ No¡re of thcse

options welc pclfect. hr fact each cauied less-than-plcasaut

¡ar¡ifications. Finall¡ Chad hacl to thinl< al¡out drc iuter'- nal and cxtctnal perceptior.rs of Greenhìll given this fiuan-

cial c¡ises. Might can.tptrs uor¿rle trccome an issue ? Chad

kncw he hacl to take thc lead olt this âlld n.ìâl<c sotnc cough

dccisions. 'l-hc vety futttrc olt fìr'ccnhill Colìege resred on

thc"^e dccisìons.

Greenhillt History Glccnhill College had bcen ftrundecl in 1909 as a tcli-

gious, liberal arts collegc.'l-he collcge liad 30 under.gladuate

nrajor"^, the top tour being busìuess, nutsing, eclucation, atld

I,i,'1,'gy. N,'r ¡ll "ftl',*c lU rnrior'' lvctç tì,)wir)8. Urrdclgt.tJtntc srrrd(t)l cr)rôllr)ì(r)l w.ì\ iìl I'l'8') (2(l()')-

2010). ln thc last tcn ycars sittcc 2000, ùe collcgc hac{ Iaunchcd gtaduatc programs irt cclucatiou, [rttsiness, atrcl

psycJrolog¡ whìch ac{decl rrole thiìn 700 grirc{uate stucleucs (2009-2010). Grecnhill had 360 curployecs, I50 oÍ whorn

are legular', full-time lìculty (1 I0 turclerglacluate and /+0

gracluarc). Cìrccnbìll ha<l an active stutlenc lile progtam rvith

l)role than 85 perccDt ofthe u Lrclct gl :rcluatc studcnts lìving

in can.rpus les^ideucc halls. Gtatluate sruclenrs livccl in town

ol ncalby. 'I'Jre collcgc c<¡ru acted wirh a ua¡ional lòocl selv- jce ltol all orl-ciìlnpus sttLdcnt trreals and catering Íòt otl-

campus events.'fhe collcgc was accrcdited with tlìe

Nolthcast Â.ssociation olt School"^ ancl Collcgcs GLccnhìll

was ¿r u.ìcrììbcr of LLre N¡r¡ional (Ìtllege A.thlerìc Assocìation,

Division 'l-hlec, and oßìr'cd a wicle vaticty of ncu's and

worlcl'.s "^polts,'I'hc ¡-rtirraty

sotttce ofi financial revcnues

camc fior'¡r studcnt tttition cìollars. ,A.PProxilllately 85 Pcr- cc¡t of tcvenuc was tuitiort-gellcriìted, I hc lcllaining 1 5 pclcelrt came fior¡ tcsttictecl aud uulcsrlictcd giving fiom donors ancl moucy gcttct'irtcc{ fiotr thc collcgcì erlclow- nent. !lhilc Grecnhill was ptìvatc, stu<lenrs sLill welc eligi- blc làr'fècleral ancl state collegc loau ptoglaurs ClLeenhill

l¡acl an acrc{cnric schoìarshi¡r plogralll thiìt awaldccl tnouey

ro cligible studcuts. L) n clet gt acìttatc Luirion fòr thc 2010-

201 I acaclcmìc yc:rl was $26,1 80 and roo¡r and board as

$11,320.'l-hc typical fìruncial aid pacl<agc was rììolc thar.r

$ J 1 ,000 pcl studenr. Graduatc ruitiol w¿rs $695 pel scut"s- rer creclir hout.'l-hc avcragc gradttatc stttdcu¡ w¿rs cnrollecl

il'l six hout"^ pcr serÌÌester ot l2 houts pet ycar'. l-hc aunltal budgct of $56 urilliou wrs well rlanaged, and while it clid-

n't allow l'or all ncccls to be mct it did satisly most.'IlÌe col- lege cullcutly had au enclowmeut, which gcncrate<{ less

tl.ran $l million auuuirlly. L)uring the prcvìous rwo fiscal ycâr's, thc endowment lÌâs lost 30 petccDt of its valrtc.

Case Study Conclusion (lhad l¡elievecl that as a fàith-based institt¡tiou,

Gleenhill had been callecl to bc a good stewarcl of its

rcsoulccs (Matthcr¡, 25 1 4-30). I.lc wondetccl how this L¡ib-

lical nandate translated into subsequeut olganizatiotlal

deci"^ions he and orhets wotrld be called ttpotl ro makc.

Stcwaldship of rcsoutces meirut usiug fiuaucial rcsottrces

rvisel¡ but ir also implied tnauagiug lìtlman resoulccs^, such

a"^ effcctively utiliz.ing faculty and staff, f)ne coulcl iuterptet

this to n.reiru addlessing ltaculty pcrlotuancc issues \Øas

Grccnhìll putting tlìc best ltaculty in tÌre classloorr.r? Iìelatcd (o tlìis was also thc tuition qucstioll. Studeuts welc fàciug

incleasing challengcs of aflòr'clability. He l<new of sttttlcn¡s

wlio helcl sevcral off-canpus jobs jLrst to m¿rke eLrcls t'neer. (livcn thc hìgh cost ofcollegc, diclu't Greenhill havc a responsibiiiry to provicle studcrts widr dre best ltaculq' pos-

siblc? lWas this nor a fuucìanctttal stewatclship ilrpetative?

Yet pcrhaps tlìc gre¿tcst snrrgglc Chad facccl was the bibli-

cal plinciple to trca( pcople failly ol as hc would want to Lrc r'carccl (Matthew 7:12). "|)ct unto otheLs as you would

want tlleln to do ru)to yoti' kcpt ringilg ìn his e¿us 'l-he

quesrion of fàculty layoffs rvcighed hcavìly on Clhacl, 'l'he

dilemma, r'naybc cven Lhe tr-rol ¿rl q[cstion, olt layiLrg off a

longtirnc, loyal, ciecent but uo¡ cxccllelr faculty rncurbel in

olcJer to ptoviclc studcnts wj[l] ir sttpclior tcachct ìn dre classmotn continually plâgucd Chad.'fltis was uot simply

an ecouolnic clilemma, btrt also a spiritual urancl:rte.

Chac{ also t¡clicvccl in the bil¡lical plinci¡rle rlrat evcly

r¡an should bc paid his cluc lor a clay'.s wolk (Matdrcw

2AJ44). J his led to thc cluesriou oltwl.rctbct the ur'ìarl- uouncec{ faculq, salirty ittctea"^e should bc itttPlcureutcd.

Cluistian colleges histolically wcle bchincl trrost schools iu

rclms olt l'aculry salaly lo,els. Gl'ecnhill uccdcd to iucre¿rse

làcLrlry salarics, yet Cbacl l<ncw he coulc{ teca¡llrttc soue

n.ronics by not institttciug thc ploposccl inctcascs, tü/oulcl

such ¿rcLjorr bc incousìstcnt rvith the bil¡lical plinciple of]

paying pcoplc a fair wagc (Malaclii 3:5)?

A¡^ provosr, Cha<[ knew Glecnhill Collcge absolurely

nccdcd to a<1c{rcss orgartizatic)rlal i¡^sucs aud clilcctiou Ycs,

thc immecliatc ptoblcur was thc $2 million cle lìcìt, but

40 Cl\Al\ Spiny 201t

lar'¡¡er', morc criticrl issucs of orgirnizarional dynamics antl evcn survi\¡al cast an i¡visiblc shadow ovel the quiet carr- prr.s.'l'hcre was woth ¡o do, and Ch¿cl l<neiv it woulcl ¡al<e the efforr of a reprcsentative gr:otrp of làcult¡ stirff and adninistlatols. Ile clcciclecì to appoirìt a bluc tibl¡on st¡ate- gy tasl< fòr'ce to addless thc ìssucs facing GLeenhill Cìrllegc. The bìL¡lical principle of coLrntìng rhe cost can.re to Chaclì mincl (l-uhe 1z+: 28-30). 'I'he inregrirtion ol'rhis bil¡lical pr:inciple with Grccuhill'.s budgct rrranagcrlcrìt proccss wotrlcl bc an important first stcp fòr the tasl< fòr'ce.

TEACHING CO NTEXT AND BATIONATE

'I'lÌiù^ case stu(ly was specifically desigoccl fol alld ¡rrod- tuct tesred in a seniorlcvel organizational bchaviol c<lulsc at a church-r'elatecl, libelal alts univcrsìt¡'Ì-he case study seemecl to have particular. appcal to scnior busiucss nrajor,'^ in part becituse oi theìr fanriììaLity with the olgauizatiou (rnosr ha<1 l¡ccn cnlollccl fol loul year:s), aucl dre issues

"^uch as tuirion inclcascs ancì l'acìlities were ofin¡eles¡.'l'he class was r¡acle up oÍ acconnting, Êrance, mauagerlent, and

markering stu<ìcnts. Lr this course, stuclcn¡s leaured the

dynarr-ric nar:rrc ofolganizations ancl that thete arc no clear cut-cl.roices when it coures to budget, ptogtam, and bumat't resource clecisions within organizations. Ilobcrt I(rcitner and Angelo l(inicki (2010) wrote thirt "organìzarìonal

behavìol deals wirh how peoplc act ancl react in ot'ganiza- tions of all kincls" (p. 5), Fol stuclcnt.s iu otganiz-ational bchavior, this case stucly sougbr to plovidc thcrn thc

oppol tuniry co les¡rond to ¡,^olne of the cliftfìcr-rlt situations laccd by olgariz-ntions. Seeking ro undcrstand thc im¡ract o1i dccì"^ion-rnal<ing in an organiz,ation is onc of thc ulti- nratc óbjectiyes of organizarìonal l¡ehavior. I'his case stutly wa. d..,igrrc.l to rrl¡ìcvc rlrir.'l'jccrivc.

'Ihe case str.rcly lequiled a significant usc ofclass tinc. 'l'bis callccl frrl a sclious altela¡ion of the syllabus as rvcll as the instructol tnlning a good portion of thc class ovcr ro ¡he srucìents, Initially thclc werc questious, \ü/ould thi"^ even rvo¡lçì tVould stuclents ¡ake tlre case study seliously? \ù7ould they bc accountablel How woulcl thc administla- tìon res¡roncì t<l seniols delvìng ìnto casc srucly issr,rcs that

no cloul¡t rlillotccl thcir orvn institution? Iìr,cn though the case study rvas lìctitious, rhe si¡rjlalities mighr havc hit too closc to homc. I(cnncth Ilblc (1979) saicl rhat tcirching lecluilcs a "willingncss to rake lislcs," an<1 that "tcaching is nor: a safc occupatjor'r, cithcr for tcachel ot studetrt" (p.

I57). I take heatt, if not coutagc, fi.ortt thcsc worcl"^. Not only was thc pcdagogy lisl<1', i¡ ¿1tu tequilcd a

mincìset drat ny rcaclring coulcl implove. \X/ciner' (1990)

suggcsts that fàcult¡"'continuc to lcly on thc tcachìDg rìrethods drey have alwal,s Lrsecl dcspire rcse¿rrch clocr¡- l¡enting the ncccl fot students to learn acLiveLy" (p. xi). I have ncvcr tlicd usìrg a lengthy case study in organizatiou- al L¡ehavìol befole. ìlaculty mLlst be opcr'ì ro t:rkìng risl<s in ¡hc classloon.r and be willing to nove outsiclc thcil corn- fcrr:rable paracligms and look for crcativc and innovate ways ro truly engagc stuclents, even ìl it is uncomfoltable. 'l'he

pcdagogical changc I was about to eml¡alh upor.r requilecl both lisl< as well:rs a paradigm shift in nly thinking. Utiliz.ing dris lcngthy casc study in class was a departure for me as a åculty mcnrbcr'.

'Would stuc{ents be motivated to tluly cugage il the

ca¡^c study was^ anotlÌer mâjor questiorÌ. Nigel Nicholsor.l (2003) said rhe job of úe m:rnager ir.r morivating enploy- ces is to "cleate rhe cilcunsrances in which uheil inherent l'r-roriv¿rrion

- dre natulal co¡rmitrlcnt alcl chivc that

rlost people have -

is fi ecd alcl chaunelcd towarcl ¿rchicvemcnt goals" (p. 57).'l-hc samc concept applies to thc classrt¡orr.r. fhis casc stud¡ il wlrìch stuclen¡s wete lccluìr'cd to actually plcscnt a balanced budger by naking some tough olgauizational c{ecisious, was ìuhetendy moti- vating to studcnts.'l-hcy wclc givcn a,,^ignificar.rt amount of lesponsìbilit¡ irutholity, and,rutouolt'ry to aclclress dre seli- or¡s issucs fàcing (ìr'ccnirill Collcge. lìec{elick [lclz.belg (2002) refeLrccl to this in the woll< wolld:rs job enr:ich- lner¡ I and yerlical job loading where cmployees are moti- vated by intlinsic lcwarcls (r. 1). A sroly rbar was intcgrat- ed with real-lifc nlarìagcmcnt issues, at least iu this case, proved to be goocl nlotivatiou fol leatniug.

Anorhei. i¡tcrcsting lesult of this class i"^ what I call thc accountability fàctor'. Corrld stttc{eu¡s bc countecl on to risc ro rlle occasiol) ancl hold thcmsclvcs accountable ftr rhcir' work since rhe teaûìs have so much au torooryl 'Ihomas

(lonnellan (2003) saicl, "llc surc everyc¡ne urtderstancls the gorl" when it comes to accountabiliry (p. 57). Studcnts in olganìz.ational bchaviol cìcar:ly l<new drcy hrd ro dcvelop a balancec{ budgct with tbc casc srucly.'fhey had to lccluce the Glec¡bill institutio¡al butlger Lry more rlìau $2 r¡illion. Cìnnellan also saicì, "'l'hc rres^sage I gct lìorr peoplc is, 'l-ct me know what you wânt l'ne to clo, holcl mc accotttrt- able fol geLLing rcsultr^, rrnd ger out o1'thc wty"' (p.77). 'f iris was preciscly what hap¡reued in thi"^ class. I plcsentcd the challengc, tolcì stuc{cnts they wcrtc accountablc fòt bal-

:ucing Glecrhill'.s budgct, ar.rcl rurnecl thcm loosc. l'his was bodr ficeing and frusnating ftrl stuclcnts, yct I sîw dlelr holcl thcr¡sclvc"^ accountalrie for thcìr'wotk ptoduct.

ll:rrrr¡r Casc Strrdyr Grtcnhill ûrllcgc

SUGGESTED TEACHING APPROACHES

AND OUESTIONS

'l'hc CìLcenhill Collegc ca"^e snrcly cau l¡e rtsecl in rr

l)unlbcr of llusirìess classcs, irtclttcliug fìnaucc, accouutillg,

business managetlcnr, olgatriz-atioual bchaviol, a¡rcl busi-

ness etlìics. 'l-hclc alc uc¡ clear'-cLtt choiccs ill tcllns olr budgct, progtam, aucl people dccisiols. All will havc irr.r¡ract on rhe org:rniz-ariou. Scel<ing to ¡ninimiz'e Lhc

irnpact and continuitrg to lllove ll']c orgattizariotl ltotwaxl

in a ¡rositive clirection tttust be dre ultil¡a¡c objcctive. 'l'his case has bccu classtoonr tested itt l sclliorlcvel

olganiz-ational bchaviot class of mole than 35 unclelgr:aclu-

atc busincss:urd accoutrriug majots.'lihe cl¿rss was tlividecl

into tc¿rn.rs ofsix who wcr:c reqttitcd to cat'cfully lead anc{

analyz-e thc case as if thcy wete drc admiltisttator'"^ at Gleenhill.'fhc srudcn¡s wetc givcn a casc stucly attalysis

guidclinc ancl wctc lccluired to cousL¡lt with aucl olrtaìn sig-

naturcs ftotr-r at lcast tllrcc acluriuisrtators al thci!-own

institutio¡r, At thc encl of the selr.rcstct, each leatrl lrâdc a

majol plcsentation as to their finclilgs and Ltltir¡a¡e dcci-

siols.'llhis casc rvas highly irtetactivc with studctrts vig<lt-

ously debating thc issttcs widrin ancl at tilncs oulsìdc thcil

tealìs.

Scrious cousidelation shoulcl be givetr to how

Grccnhìll Collcge'.s lìuancial c{ccisiou-mal<ing tellccts the

teachings ofScliptule. A sLrggestecl tcaching apptoach

woLrld be to incluclc how dre sctiptttral it'nperativcs to tleirt

people fairl¡ pay a làit wage, aucl to bc goocl ancl lairhful stcwalds olt Goc{-providccl resoulccs shottld im¡ract the

[ludgcr rrranagclnel] t pl ocess.

Lcarning Outcornes I. Studcnts sbould fulthcl cìcvclop theil tttlcJelstauc{iug

of systcms thinking in theil clccision-mahilg (Sengc,

1990), 'l-he iclea tbat organizational clecisions alc trot

lladc in isolariou, lrut rathct atc iutcrrclatecl is a cr'ìt- ical conccpr ft¡t students to leat'u in this case stucl¡

2. StLrc{cnts will lcaln ir<¡w fìnancial and nou finaucial clara im¡racts an otganizatìoni decisions, a¡cl tha¡ i¡ is

ctitical to irnalyz.c antl givc applopliate weight to borh.

3. StLrdenrs r¡,ill s^ee tbc value ancl ptoductivity ofwoll<- ing in teams an<l how cach nrcml¡er ltts solnclhin!! ft)

contlibute.

4. Stuclents will clcvcJop clitical analysis aud clitical thìnl<ing sl<ills alcl lcaur the valrtc of using thcsc to

supporL a po"^irìon.

I)iscussion Questions and Issues for Consideratiotr L'ùØhat ¡re the clitical is^st¡cs itnd ltow would yotr cltfcc-

rivcly aclclr'css thcl.r?

2. How might CLecnhill'.s fìnancial plessure"^ impact

ot gauiz-ationirl cttltule?

3. \X/hat might bc souc cxauplcs ¿ru(l Iatrilìcatious of Gleenhill rlakiug isolated ralhcr than iutcrtelatccl c{ecisions ìu its attcu¡rt to solve thc cutlcn¡ cris^e¡^Ì (systcms drinking iu organiz,arions)

11. \ØbaL night be sourc exaurplcs aud lamificaticlt'ls of GLeenhill uaking intctrelatccl Iadtcl than isolatc<l

clecisions in irs attelt-t1lt to solve thc ctttteut criscsì (systems thinl<ing iu otganiz'arìons)

5. \7hat rr.right be the valuc of thc lllue lìibl¡on']åsk lìorce on (ìrecnhill's culturc aucl molllcl

6. llow would you utiliz,e ctitical thinl<ing au<ì analysis to aclc css úc lìnancjal atrcl odrer Pertincrlt issucs facing Gr:eenhill Collcgcl

7. I low night Glecnlrill (ìollegc'.s leaclelship liaidrfully intcgr:atc the bìblical plinciplcs of fìnaLrcìal lnanage-

ncnr ancl s¡ewirrclship of Gocì ptovìclecl lesoutces itl it"^

buclgcting ptoccss atrcl institutìoltal decision t.naLingl

RETERENCES

(Ìr¡oellan, l'.1(. (2003\. lli)ßing olrt tLe but it¡ otlte¡s Atrstinr llrecl

llless.

llblc, I(. l:1. (1976). 1fu un/ì al tutrilrlrg S:rn Ììrarrcisco: Josscy-lìitss

PLrl>lishing.

)lcrzbcrg, lì. (2002). Onc nuttt tittte: flotu rlo lou nttttht(rt( cl lloyut? (ìambliclgc: H¡rvrlcl Ìlusirrc"^s School Publishing.

l(rcirocr, Ìì., & l(inickj, Â. (2010). Oryanizuìonal |¡dutiot New Vr¡ h: Mc(iraw-[-lill L win l)utrlishiog

Njclrolson, N. (2003). J10w to itnlilxtt( 1101t1 lrohLnt 2eople Carrl.lricllic: IJalr,.r'd llusincss School l)Lrblishing-

Scngc, ll M. (1990). |'he.lìJìh ììst7lara Ncw YoLl<: Doublcd.ry.

Va¡ I)c \Wc¡í, M. (20011). l:ittnnìaltrn'tr,inry ¡tnr./ th,: r¡lnissìtn¡s

tlax oJ'2008. Washìng,Lon, I).(1.: Chro¡iclc llcscalch Sclviccs.

'Wcjncr', M. (19)0). lnt¡nr.,in¡q n//e,1( tt/l(1:tilt! Sl:'t lìtncisco: Josey- Ila"^s.

.12 cllt\R s¡rìns )01 I

Appendix A: Staternent of Currelt Þ-und lìevenues and Expenditures

2oo9l20t0 20tot20tl

Reve¡rues

Educrtìorll rrrd gcuelll

StudenL tuitiou uLrdclgladu:rcc 42,892,t 55 41.128.780

Studcnt tuitior gladuatc 5,838,000 5,721,240 (ìovelnrlcnt grants 15 0.000 400,00r)

Privatc gifts and grants 1.200.000 900,000

j'llrdowrnenr incollc 8 50,000 800,000

Other tevenucs 200,000 250.000

J-otal cclucaticlnaL ald gcnelal rcvcnucs 5t.330.155 49,200,020

Auxiliaty cuterplises 6.165.824 6,840,u00

'lì¡tal leveuues 57,240,979 56,C)40, t\Zt)

Expcnditures

EdLrcational ancl genelal

Academic illstructiol'l 29,000,000 29,300,000

Acaclcmic srrpport r,900,000 2,000,000

Sruden¡ selvicc.s 2,900,000 2,950,000

Stud¡:nt lìl¡: l,900,000 2, r 00,000

Inrercollcgiate atl.rletics 1,900,000 2,000,000

Lrstìrutional suppolt 5,000,000 5.200.000

Advanccment 1,900,000 1.900,000

Contingency fu ncl 5 00,000 500,000

Sumnel facilities Í¡roiects I .1 00.000 |,225,000

Auxiliary entelprises r 0,r 00,000 1 r ,0r 0,000

I'otal expenclitures 56,2tJU,uoo 5tÌ, r 85,000

Excess (deficit) of revenues over expenditures 1.584.350 -2,144,980

lr:,r'r,r,, (.r'c Srrr,l¡: t;r'eenhill t irllc¡c

Appendix R: Greenhill College Srrrnrnary of Genc¡al Eclucational Expenses

200912010 zotot20tt 200912010 zlJtotzlJtt

Acadcrnic Insttuction Intercollegiate Athletics 1,900,000 2,000,000

Schcx¡l of l,ibcral Âr'¡s I 2.l r 2,r)00 r2,200,000 Institrrtional Support

School of Ilusincss 5,210,000 5,320,000 lìxecutivc managcnrcrt 2.380.000 2,4 80,000

School of FducaLion 5,36r,000 5,443,000 (lcncr'¡l adminisurtiou r,800,000 1,900,000

Sr:hool ofScicncc 6,237,000 6,.117,000 Èxtcrnal lcl¡rions 820,000 iì20,000

'lttel 29,000,000 29,300,000 lbLel i,000,000 5.200,000

Acadernic Support Advarrccrnent t.900,0(X) 1,900,000

Libr'.rly 1.100.000 l,r 50,000 Plant Operations

ìracuJty profèssional growrh 396,000

406,000 Plant aclminisrarion 510,000 520,000

Nerv co¡stnrction r 75,000 225,000

Acaclernic aclninistratiolt J32,000 362,000 lÌuil<ìiog rnaintcnancc 910,000 940,000 (ìr'rcluation 72.000 82,000

Mcch¿¡ical a¡cl elccuicll 780,000 795.000 'llrrl 1,900,000 2,000,000 (l¡ ou nds 495.000 5l 5,000

St[dent Servìces Cusuocliaì scr vices 853,000 870,000

Aciruissions U(ì 1,000,000 1.200.000 I ltiliLics 975,000 t95,000

()r ien t;r¡ion 12,000 r 7,000 lrirvilonmcnt¡l /Srfè¡ 2,000 2.000 A¡lnissions (llì 400.000 425,000 'Ioral 4.700.000 4,862,000 S¡udcnt fina¡cial scr viccs 832,000 582,000

.AlLoc¡tcd across dcpar-tncnts

0 Rcgistlar 600,000 670.0un

C)rhcr'/Ari rl in/Asscssmc¡ t 56,000 56,000 Personncl lJenefiß

lb¡¡l 2,900,000 2,950,000 Social scculity 1.350.000 r,400,000

Strdcnt l,ife Ilcrir'enrcnt 1,250,000 r,300,000

(ìarnpus nrinisttics 125,000 155.000 Medic;rl irrsLlm¡cc 2,300,000 2.500,000

l)ean of: srrrclc¡ts 316,000 326,000 'Wor'l<er's colnpcnsation rlìd insurancc 175,000

195.000

Assor:i:rte clealr l6rì,000 t8,000

C)r'icnraric¡n 78,000 98,000 Uncn¡rloyment 5,000 4,000

L,ifc 3r cìisabìlity irsrrlancc )7 (\OO 1.10,000 l-lcalr:h a¡tl cclunseling celller 256,000

276.000 'lirition lìernissio¡ r,600,000 1,700,000

Acaclenic lcarning ccuter' r92,000 202,000 lìrLaL 6.{ì07.000 7 ,229,000

Security 278,000 298,000 Alloc¡tecl:rctoss clepartrncnrs

0

Mr:lticrltrrel scr'viccs 77,00r) 97.000

(ìalecl dcvel<4rmcnt ccntcr 197,000 207,000 Contingency Fund 500,000 500,000

Inuaurulal arhlctics 1116,000 206,000 Surrrrner facilitics projects 1,100,000 1,225,000

l-Iousin¡¡ ¡logllrns antl 27 ,000 47,OOt)

Auxiliary Enterprises 10,100,000 I 1,010,000

'lb t ¡l 1.900.000 2,r00,000 Total Educational and

General Expenditures 56,200,000 58,185,000

'î4 CllAl\ Sprìr¡4 ]01 t

Appendix C¡ Auxiliary Enterprises

2009120t0 zotlJt20tt

Housing

lìcvcnucs 1 1,585,695 11,110,r12

f,xpcndìrurcs

Pcrsouncl (losr 349.999 260,000

Pr-ogr-anr cost 4,409,305 5,600,000

lbtal cxpcnclitules 4,759,304 5,860,000

Exccss (ctcficit) 6,8),6,391 5,250,112

Ëood service

Rcvcrrucs 3.792.847 5,489,888

Iìx¡rcncliuulcs

l)e¡son¡cl cosrs r30,000 r.10,000

Prograrn costs 3,500,000 3.700.000

Othe l costs t 50.264 200,000 'lbrll cxpenclitutc"^ 3,780,264 4,030,000

Ilxccss (cleficit) r 2,583 1.459.888

Collcge bookstore

l{cvc¡Lres 887,152 950,000

Iìxpcncliturcs

l)erson¡cl cos¡s r 00,000 75,000

ll oglarn cosrs 940,432 700,000

Odrcr costs 50,000 50,000

'Ioral lìxperdinres 1 .090.432 ¡125,000

Llxcess (dctciù -203,280 r25,000

Conferences

I{cvcnucs 289,000 300.000

l-r,xpenditrucs

Pc¡sonnel costs 225,000 I00,000

I)rogr'arl costs 225,000 175,000

Other cosrs 20,000 20,000

'Jìrr,rl cx¡rcrr.lirur:cs /+70,000 295,000

t'.xccss (Jcfirit) -1¡ .000 5,000

Total Arr-rilirry Enterpriscs 10,100,000 1r,010,000

Revenrres t6,554, 695 l7,85o,ooo

Expenditurcs 10,100,000 I1,010,000

Exccss (dcficit) 6A54, 695 6,840,000

llrmrnr Case Strrtly: (ilcclhill Collcgc 45

Appendix D: Undergradrrate Majors as a Percentage of Uu<lergraduate EnrolLnent

Majors 20rol20t1 200912010 20081200<) 200712008

Nr n,bcr l)clcenragc Nrrnrbcr Pcrcentrgc Num[¡er Pcrccn ragc Nunrl¡cr Pelccntage

llrrsi¡css 225 11 7).1tlo 2t5 13.633a/a 210 14.95701¡ 195 I5.08r%

Nulsing 195 l1 .545o/o I8u I1 .921o/o 100 7.123o/c' 90 6.961o/o

lilcnrent:rly LJue,rtit'n t35 7 .99.\,v' 130 L2/+4o/o 120 8.547o/o 100 7 ,734%

l)sychoìogy 102 6.019a/o 95 6.024% B1ì 6.268<Yo 65 5.027o/o

lliology t0l 5.98001, 95 6.024,/, B¡I 6.2680k 75 5.800%

Iìnginccr ilg 93 5.506'/o B5 5.390o/r' 7B 5.5560/o 6tì 5.2590/c'

71 4.2Q4o/o 67 4.24901¡ 65 4.6300/o 6l 4 .71P,o/o

Vr irilg 61 3.6) )'/t 57 3.614o/o 5(r 3.989%¡ 65 5.027þ/a (lo¡su¡rcr Scicllcc 6t ).612a/,, 59 3.7111% 58 4.131o/a 65 5.C) )7,'1,

Àccountìng 59 49\% 55 \.48,8% 50 \.56l,ot¡ 45 .l.480,/0

Physical liclucation 54 l97o/o 5l 1.234% 48 3.419o/o 39 3.0161k

Mccìia (lornn'rruric¿tions 60 030o/o 7) ).297% 45 3.205olt 41 3.17|o/a

lìcligion 68 .0000/o 49 3.ll)7o/o 45 3.2054/o 40 3.0()4o/a

Sociology 52 .079o.4¡ 49 1.107o/o 42 2.99],% 39 .l.0l6r/o

Cìlrernistly 5l .0200k l¡t )..41îo1¡ 35 2.493% 32 2.47 5o/o

Mathcrn¿rtic 48 84201¡ 49 3.11)7olt 42 2.991o/o 39 3.016%

IìngJish 45 .661totr¡ 48 3.044t'lt 4) 3./.t90o/a 47 1.635tyn

(lomputcl Scicncc )5 480o/¡ t8 2.4101/o 17 2.6350/o 44 3.4030h

Athletic'1i aining ]2 895<Ya l1 1.9660h l0 2.137o/o 29 2.243%

Social \ùi/ork 2.) 717þ/o 28 1.7760/o 25 |.7Blo/o 21 1 .624%

llisroly 27 599o/o 2B 77 6tv', 27 |.9 )30 27 2.088o/a

.Spanisìr ),6 1 .539o/o 19 1.2050/o 17 1.2114/a I6 1.217o/o

Olgaoizarional (lomr¡u nic¿tion 2l L243o1¡ 16 r.0i5% r9

|.15301, ]B t .392%

l:iconomics 14 0.8290h 9 0.57lo/o 7 ().499'v,r 8 0,6r 9%,

Intclnllion¡l Stuclies 14 o 8790r, 9 0.57lal¡ 8 0.57\o/a 5 0.18741

Music fl 0.47 4% 7 0.44401¡ 6 0 4).7tlk l0 0 7710/¡

l'hearlc 6 0..ì55%, 5 0.317|y, 5 0.35601¡ 4 0.309o/t¡

Phiìosophy 6 0.1554,1) 5 0.317o/o 4 0.28 5ol¡ 5 0.JB7o,1'

'l'orrl I JC lr.nrrrllment t571 l(¡98 r404 1293

CßAll S¡"lng 201 I

Appendix E: Undcrgraduate Enrollnent ald Iletention Data for the University and by Acadernic l)eparttnelrt, Last Four Ye¿rs

Maiors 201012011 2009120ro 2008/2009 200712008

1ìrsincss 225 215 210 r95

Nu r siug r95 188 r00 9{l

lllern¡:nt¡r v Ìì.drrca¡ion r35 r30 120 100

Psyclrology 102 95 88 65

lìioÌogy 101 95 8B 75

Iinginccring 93 85 7B 6fr

71 67 6l \WriLi¡g 6l 57 56 65

Consumer' Scicnce 6l 59 5tì 65

Accounting 59 55 50 45

Physical Ilducation 54 5l 4?, 39

Media ComrnLLnic¡tio¡s 60 52 45 41

lLeligiou 6rJ 49 45 4o

Sociology 52 49 h, 39

M;rthc¡lltics 48 49 42 39

linglish 45 4B 49 47

Chcmisr:r-y 5r 3ti \5 .J2

Oomputcr Scicncc 25 38 37 44

 thlctic 'lì aining 32 31 30 ),9

Soci¿ì lWo¡ k 29 28 25 21

Ilisroly ),7 27 27

Spurish 26 l9 t7 16

C)r'ganizariolal (ìom¡runic¿tion 21 l6 l9 IB

14 9 7 I I¡rern¡tion¿i StrLdics 14 9 tì 5

Music I 7 6 t0 'Ihear¡

e 6 5 5 4

I'hilosophy 6 1 5

llrrn.rnr Casc Stutly: GLccnhill (ìnlcge

Appendix F: Academic Department Full 'lÌrne Equivalent Factrlty

Conrputcr Scicncc

Adrlctic'1ì ainìng

Cll{ll S¡it1 :Ì01 t

Appendix G: Academic l)epartmerìt þ'ull Tirne Equivalert Faculty

Majors 20tol201l 5 yeat change 7o

lleligion 5600 30o/o

BrLsiless 3200 5 8'/,,

NLrrsing 17 0o N/A

Iilcrrcntaly IìdLrcatior 1400 -59otr¡

Psyclrology 2888 35o/o

tliology )5E4 l8o/o

!ìrgiLrccling r150 102%

2200 29o/o

l.ilcrrtrrrc 2088 I0%,

Clo¡surncl Scict'tcc I350 67o/o

Âccorrntirg 1227 (¡24/o

Irh yr ii.r I I'iJ uer t i.,n 703 63ol)

Sociology 2056 25olt

Mathcmatics 2210 43þlt

!Ør itilg 1523 37'v, (llÌemis^Íy 1822 lSolt

(ìompr.rtcr Sciercc 44() -74o1¡

Arhlcric'lìaining t573 65olt

Sociaì Wo¡k

-Hñ;;,Y

577

2400

45y,)

lalt

Spanish 837 ).4o1¡

Cilcr¡a lncl Mcdin 748 1620/o

C)rgaLrizacional (ìonrn 1914 l8%

lì¡:o no nt ics lt60 47olt

Lrccrrrariol¡l Strrclics 200 '41r'/¡

Music ì 861 45%

'Ihcaue 679 7lL'

Philoso¡>hy 843 '9olt

Il,rrranr --- Casc Strrdyr tìrccnhill ûnlcgc

Appendix H: Grceuhill College Organizational Chart

Collcge Deans

l,iblaly

lì.csic{cncc Lifc

Malkcting Iìoocl Scrvicc

(ìaupus Ministlics

Sruclcnt l-caclclship

l.-inlncial Âicl

VP Co¡rmunication

Public Iìclations

lìaculry l)cvclopmen r Un ivclsity lìcl¡Iions

Athletics

Acader¡ic lìesoulce Ce ¡ter'

Studeu t l:ìinancial

CßAR Sping 20 t t