Why Should I Go To Your School Instead of a Cheaper One?

The first half of most Strategic Management textbooks are often filled with the various models of Michael Porter. Around Chapter 4, the Strategic Positioning model is usually introduced:


Like many of Porter’s models, Strategic Positioning is easy to grasp, but hard to put into practice. The main point is that firm strategies are pretty generic, and can be categorized by the eponymous 2X2 matrix. The axes represent the type of strategic advantage over the competition that is sought and the relative size of the target market. In this post, I will address the type of strategic advantage sought.

I noted in the previous post that the low cost position is very difficult to achieve, and can only work if the firm has meaningfully lower costs than its competition all throughout the value chain. These lower costs will allow the firm to charge lower prices and still make money. Rule #1 of price competition is that if a firm tries to compete on price without having lower costs, it will lose money and eventually go out of business. Rule #2 of price competition is that there is always someone hungrier or more desperate than you, and they will keep attacking you from below. For every Wal-mart, there is a Dollar Store or a Costco claiming to be even cheaper.

The low cost position is very tough for private universities. Even as public support for higher ed dwindles, public universities still get significant funding from their states. What’s worse, state legislatures are loath to raise tuition for voters’ children, so in-state tuitions are often artificially low. I believe that it is possible for private universities to compete on price, but it requires a radical reframing of the traditional university experience. I will address how a private university can compete on cost in a future post.

For a private university, differentiation is a far more attractive strategic position to pursue. Differentiators charge more than the competition, but offer their customers additional value that makes them willing to pay more for the product. If you think about it, differentiation is a far more common strategy than low cost. For every Wal-mart, there is a Best Buy, a Nordstrom’s, or an Albertson’s. These stores don’t claim to be the cheapest, but they are still plenty successful.

For private schools, prestige is the most obvious and attractive point of differentiation. Prestige – generally measured by external recognition such as school ranking services – is alluring to both faculty and administration. Who wouldn’t want to work at a “top ranked” school? However, moving up in the rankings can be a difficult and counterproductive exercise that puts great pressure on administrators to fudge the numbers, and often requires the school to try to be something that it’s not. In a future post, I will take up the topic of school rankings and trying to differentiate on the basis of prestige.

Rather than prestige, most private universities can and should differentiate based on features of the school or its programs that are valuable to potential students and unique to that particular school. If a school claims to be excellent at the same things as the other schools that it competes with, they won’t differentiate it in the eyes of potential students. Points of differentiation must be unique.

So how should a university differentiate itself? I believe there are two critical determinants: the points of differentiation must be valuable and meaningful to a population of students large enough to allow the school to meet its enrollment goals, and they must be congruent with the school’s unique mission and vision. That’s why I started this thread by talking about the need for a strong, unique mission statement. Choosing to differentiate based on a particular area means that it will become a strategic priority for the institution, and that investments will be made in building and maintaining it. If senior administration is going to make such a decision, there had better be buy in from the faculty, students and other stakeholders. And the only way to get buy in and support for strategic moves is if they are consistent with a mission and vision of the institution that everyone has agreed on. If you don’t believe me, check out the situation at the University of Southern Maine. Although the recent protests at USM center on budget cuts and the elimination of faculty lines, the underlying issue is a report produced by a presidential advisory committee that proposed a review of programs based largely financial profitability and the workforce needs of the region. Compare those rationales with the actual mission of the institution:

The University of Southern Maine, northern New England’s outstanding public, regional, comprehensive university, is dedicated to providing students with a high-quality, accessible, affordable education. Through its undergraduate, graduate, and professional programs, USM faculty members educate future leaders in the liberal arts and sciences, engineering and technology, health and social services, education, business, law, and public service. Distinguished for their teaching, research, scholarly publication, and creative activity, the faculty are committed to fostering a spirit of critical inquiry and civic participation. USM embraces academic freedom for students, faculty, and staff, and advocates diversity in all aspects of its campus life and academic work. It supports sustainable development, environmental stewardship, and community involvement. As a center for discovery, scholarship, and creativity, USM provides resources for the state, the nation, and the world.

Note that the Mission does not address meeting the workforce needs of the region. Maybe it should – that’s not my point. My point is that when the President’s advisory committee suggests differentiating on the basis of workforce readiness, but the faculty thinks their mission is to provide high quality education in a broad variety of disciplines, he is asking for trouble. The report does address the idea of alignment with the school’s mission in passing. However, it is not the main thrust of the recommendations.

This is not to suggest that the financial stability of the institution is not a critical consideration. Of course it is – it just isn’t a strategic one. A strategic process would start by uncovering what makes the institution special and unique, then ensuring that its mission and vision reflects that. Once the mission and vision are in place, the school can develop a strategic plan that supports and nurtures programs and initiatives that further differentiate it from its competitors in alignment with the mission, and scales back on programs and initiatives that do not. That way, when the president is asked why he is eliminating one program and not another, he has a reasonable, logical answer.

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Can Private Universities Compete on Price?

When I began teaching Strategic Management in 2003, Southwest Airlines was just entering the Philadelphia market. This proved to be very disruptive for the dominant incumbent, US Air. Whenever Southwest enters a market, the first impact is that overall fares in that market drop dramatically. It was easy to see why in Philly. US Air responded to Southwest’s presence by launching an ad campaign saying that they would match Southwest’s fares on any route they both served. Like any good professor, I was never one to miss a teachable moment, and I would ask my classes if they thought Southwest was upset by this challenge from US Air. Invariably, most of the class didn’t think so. But when I asked why, their thinking was less clear. That is because the students often confused “cost” with “price.” They were able to identify Southwest’s low cost strategy, but they equated it with charging lower prices than other airlines.

I pointed out to them that any firm could lower their prices. In fact, US Air had announced that they would do just that. Wouldn’t that make them competitive with Southwest? Of course the answer is no, because Southwest made money at the lower fare point, whereas US Air lost money. And that is because Southwest’s costs are lower. The key to a successful low cost strategy is having meaningfully lower costs than the competition throughout the entire value chain. Lower costs means that the firm can charge lower prices and remain profitable. Knee-jerk lowering of prices to meet the competition when your costs are higher than theirs means that you start losing money. It is a panic move that is doomed to failure. Executives who console themselves that it is only temporary will be in for a rude awakening when they find that customers who are accustomed to discounted prices do not react well to sudden price hikes.

Are universities just like airlines? In this respect, yes. Private universities discount their prices so much that the stated tuition has become like the sticker price of a car – a beginning point of negotiations that no one actually pays. They do this because they don’t have an adequate response when a potential student tells them that they could get a much cheaper education at Big State U down the street.

How much do private colleges discount? A lot, it turns out. According to the National Association of College and University Officers, the average freshman got a 45% tuition discount in 2012. All students averaged a 40% discount. These discounts might have been manageable when the supply of students was increasing and enrollments were growing. However, a recent report indicates that the number of students graduating from high school peaked in 2011, and most states will see moderate to sharp declines for the next 20 years.

You don’t have to look very hard to see the negative effects of trying to lure a shrinking pool of traditional college-age students with increasingly discounted tuition. St. Joseph’s University in Philadelphia recently disclosed an $8.7 million budget shortfall. They responded in two very un-strategic ways: across the board budget cuts and a plan to increase freshman admissions to raise revenues. Across the board cuts punish all areas equally, rather than investing in promising areas and cutting less promising ones, which would be the strategic response. And, as the faculty at St. Joe’s pointed out, increasing admissions in a time of decreasing applicants will mean lowering admissions standards. The Provost is stepping down after this term.

Realizing that escalating tuition discounts is a road to ruin, a number of small colleges and universities have lowered their tuition while reducing discounting. It is an interesting experiment, but may be a tough sell now that the notion of discounting is so entrenched. It turns out that people like the idea of getting a bargain, and we expect to negotiate over big-ticket items (houses, cars, etc). College tuition is the ultimate big-ticket item for most families.

There are other tactics that universities use to reduce costs for their students such as tuition freezes and four year tuition certainty, but I believe they mostly miss the point. It is not that affordability is not an important issue in higher ed – it is. But as I noted above, the real work of competing on price is accomplished by lowering costs throughout the value chain. Universities that want to utilize a low cost strategy will have to radically reinvent themselves and their business model. Some already are. My next post will be about strategic positioning and how universities can use it to address the question of costs.

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Making Actionable Goals

One more point about actionable goals and objectives before I move on to lesson #4: There are different ways to phrase them, and the best way depends on the institution’s situation. As an example, take a look at this objective from Drexel University’s Strategic Plan:

“Direct financial investment to academic priorities, targeting academic units with the highest potential for excellence, key areas of societal concern, and emerging fields in which Drexel can build a critical mass of talent…”

The objective then goes on to name an example of such a program, and then says that a comprehensive program review will be initiated. Full disclosure – I was on the faculty of Drexel for six years, and have always thought that the institution was very well run. I also don’t think there is another U.S. university that has achieved the level of growth in enrollment, reputation, program quality, or program breadth that Drexel has experienced in the past 20 years.

What I like about this objective is that it recognizes that distribution of resources is the real strategic decision in program development, so that is the objective, to direct financial investment. Now, what are the academic priorities? They don’t know yet, so first actionable item is to initiate a comprehensive program review. If that’s where they are, fine.

But let’s go back to the example in the previous post:

“Attain and maintain accreditations and national recognition for relevant programs”

What would be a better way to phrase this as a strategic objective? Well, one would assume that the school would prioritize maintaining accreditation for accredited programs unless there was a desire to close them. I would consider funding for maintaining accreditation to be a general operating expense, not a strategic imperative.

Funds for attaining accreditation are not regular operating expenses – they are a combination of one-time expenses and an ongoing commitment to increase funding to support accreditation standards. The programs that desire accreditation should develop specific budgets that include both one-time expenses (new faculty lines, site visit costs, new clinical facilities, etc.) as well as increases in ongoing post-accreditation expenses. These requests should then be prioritized and funded accordingly by senior administration.

Let’s say for the sake of argument that the school has two accredited programs:



And three others that would like to be accredited:


Public Administration

School Psychology

The objective could then read something like:

Our doctoral program in school psychology will achieve APA accreditation by 2015. Our MPA program will achieve NASPAA accreditation by 2016.

The Journalism faculty may be upset with this objective, and the Public Administration faculty may dislike the delay, but at least a clear strategic direction has been established, and success or failure to achieve the objective will be clear.

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Good Intentions, Bad Outcomes

There is an acronym that every undergraduate business student knows (or should know). That acronym is SMART, and it is used to determine whether a goal or objective is effective. There is some variation of wording, but the acronym stands for:

  • Specific
  • Measurable
  • Achievable
  • Relevant
  • Time-Bound

Goals and objectives that do not meet these criteria cannot be effective because they are not actionable – either it is not clear what exactly the objective is, or there is no way to determine whether it has been achieved. Many organizations are guilty of having strategic plans with goals and objectives that are not actionable, but universities are particularly susceptible to this for two reasons. The first is that they mistake objectives for aspirations. Aspirations are great, but as noted in an earlier post, they belong in mission and vision statements. Goals and objectives are deeper into the weeds – they describe how the institution is going to achieve their mission/vision within the foreseeable future, say three to five years (anyone who says they can tell you what will be happening in higher ed in 10 years is either lying or misguided!). Second, university strategic plans have a tendency to be developed by task forces made up of various constituencies – faculty, senior administration, deans, even students and trustees get involved. As I noted in my previous post, that doesn’t mean that faculty actually get to make real strategic decisions – they just get to have input in the plan. By the time everyone has their say and all interests are placated, the resulting document is often pretty anodyne.

As an example, I will use the strategic plan of a real university. I’m not naming it not because I’m worried about offending anyone, but because it’s not relevant – this particular plan is very, very similar to many others I’ve seen.

This particular university has four goals:

  1. Enhance academic excellence
  2. Achieve student success: academic, personal, and social
  3. Enhance resources and the university’s capacity to achieve vision
  4. Strengthen university’s identity, brand, reputation, and connections with the community

These seem perfectly reasonable goals. In fact, I sincerely doubt there is any university that does not consider these four items to be critically important to its success.

The university then breaks each goal down into 2 – 4 objectives, which are similarly vague. I’ll just list the objectives for Goal 1:

  1. Objective 1: Advance faculty excellence in teaching, scholarship, and service.
  2. Objective 2: Develop and offer academic programs of the highest quality.
  3. Objective 3: Develop and implement a signature undergraduate experience that develops lifelong learners.
  4. Objective 4: Design and enact transformative graduate experiences that develop future leaders and scholars

Again, so far so good. Nothing objectionable. Nothing with which anyone could strongly disagree. But again, what will they actually DO to achieve these things? Fortunately, the plan drills down further and provides specific strategies for each objective. Surely, at this level, we will get some goals that meet the SMART criteria, right?

Not really. Here’s one of the more specific strategies:

Attain and maintain accreditations and national recognition for relevant programs

Let’s analyze it using the SMART criteria:

Specific – It is specific about what the desired result is, but who is responsible for doing it? And which programs are “relevant?” What does “national recognition” mean?

Measurable – Maintain accreditation is measurable. You either do or don’t. But what about “attain?” We don’t know what the relevant programs are, so we can’t measure if they’ve attained accreditation. And “national recognition?” I suppose my blog is national, so perhaps my recognition of this plan counts!

Achievable – Hard to say, because we don’t know how close the programs are to achieving accreditation, and we don’t know what resources the university is willing to devote toward this goal. If the answer is none, I pity the poor deans who will be asked to gain accreditation and recognition for their programs with no additional resources.

Relevant – Again questionable. This strategy falls under Objective 2: Develop and offer academic programs of the highest quality. Does a high quality program have to be accredited and nationally recognized? Like any good academic, I could argue both sides of this one!

Time-Bound – Sort of. The plan is for the time period of 2013 – 2018, so we could say “by the end of 2018,” but that’s a big chunk of time to figure out the answers to all of the above.

There are around 50 strategies listed, and I could go through a similar analysis for each of them. Again, I’m not trying to criticize the intent of this document, which is very thorough and springs from the hard work of many intelligent, well-meaning people. The main point I’m making is that we can’t expect a particular desired result to occur unless we can define it along the SMART dimensions.

I’m not quite done with goals and objectives, but I’ll save the rest for my next post. As always, I welcome your thoughts & comments.

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Where Does “Strategy” Come From?

Once an organization sets out a mission and vision, it can begin the process of creating a strategic plan that is consistent with it’s mission and moves it toward its vision of success. There are a number of ways to do this, and I believe that the right way is to find a judicious balance between centralized planning and decentralized experimentation and exploration.

This post has been difficult for me to write, as evidenced by the long gap between posts. My original intent was to discuss the two-way flow of ideas from the top down and from the bottom up. I had in mind the work of Robert Burgelman on Intel in the 1980s (Organization Science, 1991), who found that executives at successful firms both created (“induced”) strategy and developed environments where strategic decisions came from lower (“autonomous”) levels of the organization and that major shifts in strategic direction were often the result of internal experimentation and selection rather than executive fiat. I wanted to use this idea as a springboard to point out that effective corporate senior leadership teams have dismantled their centralized planning apparatus, and that universities would be wise to do so as well.

The problem that I kept running into is that almost every university will claim that they do this, and no self-respecting university president would ever admit that the faculty are not intimately involved in the strategy making process. I also suspect that the vast majority of faculty members feel that they have absolutely nothing to do with the strategic direction of their university. So where is the disconnect?

I realized after reading this excellent post from the Harvard Business Review blog that the answer lies in the difference between formal strategic plans and actual strategy making. Yes, the faculty is included in the strategic planning process. They are invited to provide feedback, serve on committees, attend round tables and open forums, etc.

However, this work will usually only result in high-level goals and objectives that everyone can agree on. Here is a good example of strategic goals from Sarah Lawrence College:

  1. Cultivate a vibrant, diverse, and engaged student body
  2. Fortify the distinctive attributes of the college
  3. Renew our leadership role
  4. Build our capacity to deliver our mission

These are admirable goals and I’m sure they have broad consensus at the school, but real strategy is a series of decisions about how to allocate resources, what specific initiatives to pursue, etc. And in universities, these decisions are largely made at the executive level without input from faculty or lower administrative levels. The faculty may complain of their lack of involvement, but often restrict their interest to their traditional domains of teaching and research, leaving critical issues such as enrollment, retention, student life, and development to administrative staff.

Both of these tendencies are unfortunate. The senior leadership team has management expertise and a holistic perspective on the direction of the university. The faculty has domain expertise, and is closer to the students. They are in a good position to understand where the market is headed. Deans and other mid-level administrators have a combination of the two perspectives. All three groups are valuable voices, and the most robust strategies will include opportunities for all of them to have a hand in real strategic decisions.

This can work is by giving operational units freedom to experiment. A company where I worked for many years, Charles Schwab, proved this with one of the biggest strategic shifts in its history – the decision in 1996 to experiment with online brokerage. This idea did not originate from the executive suite. Rather, middle level employees with direct customer contact devised the initiative with the support of senior management. As the initiative showed more promise, it was organized into a separate unit reporting directly to the CEO. In 1998, when it became apparent that online trading would be a major growth channel, the unit was merged into the general retail operation. At the time, Schwab was the #1 online retail brokerage in the world, with over 3X as many accounts as its closest competitor (an academic discussion of this subject can be found here).

Like the most innovative companies, universities would do well by offering individual academic units the freedom and resources to experiment with new ideas that fit within the general context of the school’s strategic plan. Nurturing ideas that may seem out-of-the-box at first is a great way to discover truly breakthrough programs.

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Why Universities Need Strong, Meaningful Mission Statements

In my previous post, I argued that one reason universities are running into problems is that they have failed to master basic strategic management. Chapter 2 of virtually every Strategic Management text is about Mission and Vision statements, and the reason is simple – without a strong mission and vision it is impossible to create a strategic plan.

The strategic plan involves developing objectives to meet goals, but without a real mission and vision, how can the organization determine its goals? All decisions are reduced to basic financial motivation – increase revenues, build enrollments, etc. It is fine to desire these things, but the question is how to get there. There are many ways to attract students, but to be successful, a school must know precisely what it is and what it’s trying to achieve.

I was thinking about this issue when I read a recent article in Inside Higher Ed about the enrollment and financial woes of Pennsylvania’s 14 state universities. I lived in Pennsylvania for six years, and as I read through the list of schools I realized that I recognized the names of all of them, but I didn’t know a thing about any of them. I wondered if any of them used a unique mission and vision to drive their strategic thinking, so I decided to look up the mission statement for each of the schools.

Mostly, they were pretty easy to find, which is typical. Organizations often have a mission statement, but don’t really use it because they don’t understand how it fits into the strategic planning process. A table of the universities and their mission statements follows this post. At four of the universities I was unable to find a mission. That doesn’t mean it’s not there – just that it’s not easily accessible to the casual visitor.

However, just because a school has a mission doesn’t mean it’s a good one, or one that can be used as a focus of a strategic plan. A good mission statement is clear, concise, and tells you the reason the organization exists. That reason shouldn’t be overly specific, but there must be something unique about it. Of course the schools exist to educate students, prepare them for careers, make them good global citizens, etc., but so does every other school. It’s like saying Apple exists to sell electronic devices. Wait a minute – Apple was recently criticized for a mission statement that did just that! In both cases, it may be broadly true but not very helpful.

Of the 10 mission statements I found, none appeared to be particularly useful in stating exactly why the institution exists. A few were absurdly long, and appear to have been cobbled together from statements from a variety of stakeholder groups. The others tend to be remarkably similar. The schools are devoted to high academic quality, they want to prepare students to be leaders and citizens, they are committed to diversity, etc.

If I were advising these schools, I would recommend that before they add new programs or launch new marketing campaigns to build enrollments, or cut programs and lay off faculty and staff to reduce costs, that they think long and hard about exactly who they are and what makes them unique and special. That will form the foundation of an effective strategic plan.

Bloomsburg U. Bloomsburg University of Pennsylvania is an inclusive comprehensive public university that prepares students for personal and professional success in an increasingly complex global environment.
California U. To advance its ultimate mission of building the character and careers of students, the University shall focus its efforts on three goals: student achievement and success, institutional excellence, and community service. These interrelated ends will be facilitated by the following means: high quality faculty, students, programs and facilities. These means, in turn, will be funded through an energetic program of resource acquisition and stewardship.
Cheyney U. Established in 1837, Cheyney University of Pennsylvania cherishes its legacy as America’s first institution for higher learning for African Americans. Our mission is to prepare confident, competent, reflective, visionary leaders and responsible citizens. We uphold our tradition of academic excellence as we maintain our historical commitment to opportunity and access for students of diverse backgrounds. Cheyney University provides a nurturing, intellectually challenging and socially enriching environment.
Clarion U. None found
East Stroudsburg U. East Stroudsburg University of Pennsylvania will provide:

  • Challenging and contemporary undergraduate and graduate curricula that engage and equip students to critically appraise and apply knowledge in their lives and chosen fields of study.
  • A learning community that promotes diversity and views teaching as the university’s primary focus.
  • Varied opportunities for student and faculty research, creative endeavors and involvement in public service.
  • Leadership and service in the educational, cultural and economic development of the region.
Edinboro U. Distinguished by its focus on individual attention to student success, commitment to diversity, and responsiveness to the evolving needs of the broader community, Edinboro University provides the highest quality undergraduate, graduate and co-curricular education.
Indiana U. Indiana University of Pennsylvania is a leading public, doctoral/research university, strongly committed to undergraduate and graduate instruction, scholarship, and public service. Indiana University of Pennsylvania engages students as learners and leaders in an intellectually challenging, culturally enriched, and contemporarily diverse environment. Inspired by a dedicated faculty and staff, students become productive national and world citizens who exceed expectations personally and professionally.
Kutztown U. Kutztown University’s mission is to provide a high quality education at the undergraduate and graduate levels in order to prepare students to meet lifelong intellectual, ethical, social, and career challenges.
Lock Haven U. None found
Mansfield U. Mansfield University is dedicated to a personalized education with all programs grounded in the liberal arts. As a small, comprehensive public university, we are committed to promoting leadership development through character, scholarship, cultural awareness and service to others. Through our passion for learning, we positively influence the world.
Millersville U. Millersville University recognizes excellence in teaching and learning as its reason for being and is committed to offering students a high quality, comprehensive university experience of exceptional value. Dedicated to providing nationally recognized programs that embrace the liberal arts, the University provides academic opportunities which are supported by outstanding faculty who are also accomplished scholars, artists and practitioners and are supported by a talented and dedicated professional staff.


The University provides an extensive range of academic and professional programs to meet the interests and needs of both undergraduate and graduate students. To better prepare students for a diverse society and workforce, the University embraces diversity of people, cultures, ideas and viewpoints. By balancing traditional and innovative learning environments both inside and outside of the classroom, this inclusive campus community enhances learning outcomes and better equips students for their chosen professions. By preparing students to become well-rounded individuals for productive roles as civic and community engaged leaders and citizens, Millersville University contributes to the public good. The University stimulates intellectual and creative energy that fosters the growth of our students, faculty and staff and contributes to the social, political and economic advancement of the Commonwealth and the wider world. The Millersville University community pledges itself to academic freedom and encourages imagination and curiosity, unfettered discourse, the exchange of divergent and controversial opinion, and multicultural awareness and understanding within an environment of civility, mutual respect and cooperation.

Shippensburg U. Shippensburg University of Pennsylvania is a regional state-supported institution. It is part of the State System of Higher Education of Pennsylvania, which is made up of 14 universities located in various geographic regions throughout the Commonwealth. Founded in 1871, Shippensburg University serves the educational, social, and cultural needs of students primarily from south central Pennsylvania. The university enrolls students from throughout the Commonwealth of Pennsylvania, the Mid-Atlantic region, the United States, and various foreign countries as well. Shippensburg is a comprehensive university offering bachelor’s and master’s degree programs in the colleges of arts and sciences, business, and education and human services. The curricula are organized to enable students both to develop their intellectual abilities and to obtain professional training in a variety of fields. The foundation of the undergraduate curriculum is a required core of courses in the arts and sciences. These courses prepare students to think logically, read critically, write clearly, and verbalize ideas in a succinct and articulate manner; they also broaden students’ knowledge of the world, past and present. The university’s primary commitment is to student learning and personal development through effective and innovative teaching and a wide variety of high-quality out-of-class experiences. The ultimate goal is to have students develop to their utmost the intellectual, personal, and social capabilities they need to perform as competent citizens prepared to embark on a career immediately upon graduation or after advanced study. The personal attention given each student at Shippensburg is reflective of the strong sense of community that exists on campus and the centrality of students within it. The university encourages and supports activities which give students many opportunities to apply the theories and methods learned in the classroom to real or practical situations, such as faculty-student research and student internships. Student life programs and activities complement the academic mission and further assist students in their personal, social, and ethical development. Committed to public service and community-centered in its relationships to the region, the university works closely and collaboratively with other organizations at institutional, programmatic and individual levels to develop common goals, share resources and invest cooperatively in the future of the region.
Slippery Rock U. None found
West Chester U. None found



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The 10 Rules of Strategic Management That Can Help Higher Ed

My school has embarked on a strategic planning process this Fall – it’s first in a long while. This is a good thing, and it has gotten me thinking about strategic thinking in organizations. After all, I’ve got a Ph.D. in strategic management and taught it to MBAs for years. I ought to know something about it. The thing is, I haven’t seen true strategic thinking applied much in higher ed, and that may be one reason that many schools are in trouble now.

Oh, I know – most schools don’t believe that a lack of strategic thinking is their problem. They think the woes of higher ed are all due to environmental changes – the economy is poor, declining number of traditional students, high costs, intense competition. All of those things are true, but it is also true that companies manage to survive and thrive in adverse economic conditions, even long term ones if they are able to innovate and change.

And this is what got me thinking. What if, instead of worrying about MOOCs or what ever the “disruptive” technology du jour is, or panicking when the smart MBAs from Silicon Valley tell them they’re about to become obsolete, colleges and universities actually applied the information contained in Strategic Management textbooks? There are many lessons they could learn. I think the following would be among the most valuable:

  1. Without a strong and relevant mission and vision that is constantly applied and reinforced by senior management, it is impossible to ascertain the logic behind strategic moves.
  2. Good strategic planning is a process that takes place both from the top down and the bottom up. Good ideas can come from the executive suite or from front line employees. The process has to stimulate discussion at all organizational levels and capture the results.
  3. Good strategic plans are operationalized by goals and objectives that are S.M.A.R.T. – Specific, Measurable, Achievable, Relevant and Time-bound. Ambiguous goals and objectives lead to ambiguous results.
  4. Private universities have intrinsically higher costs than other types of educational institutions, and if they attempt to compete on price with true low cost providers, they will lose.
  5. If you aren’t a low cost provider, your only successful strategy is to differentiate yourself from the competition in a way that is meaningful to your customers.
  6. Unless you are a large public research university, you cannot be all things to all people. You had better find a niche in which you can dominate your competition.
  7. Unless you are an Ivy or the equivalent like Stanford or Duke, you can’t compete primarily on educational prestige. Trying to play the rankings game is not a winning strategy for most universities.
  8. Companies succeed because they solve a problem for their customers. A company cannot be successful unless they understand what problem they are solving, and can articulate it in a concise value proposition.
  9. Companies compete successfully due to unique resources and capabilities that they possess that create value for their customers and cannot be easily imitated by their competitors. These resources/capabilities are often tacit and deeply embedded in the company’s culture. Senior management must find and nurture them, and not inadvertently weaken them in a rush to change things as fast as possible.
  10. The critical resources of knowledge-based organizations such as universities always stem from the skills and abilities of the employees. They are the major assets of the firm, and their loyalty and creativity will be the major determinant of the firm’s success.

I am going to expand on each of these 10 lessons and how they particularly apply to higher ed in the coming weeks. In the mean time, let me know if I’ve missed any.

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The Cost of Textbooks

I found an industry besides healthcare whose prices are rising as fast as college tuition! Not coincidentally, it is the textbook industry. According to the GAO, textbook prices are increasing at twice the rate of inflation, lagging tuition by only a bit. The report projected textbook costs of $1000/year for college students, and that was in 2006. It was enough of an issue to spur new federal regulations in 2010 aimed at driving down textbook pricing by disallowing bundling of other materials with textbooks and mandating price disclosures to professors.

Why have textbook publishers been able to continue jacking up prices regardless of overall economic conditions? As Anya Kamenetz pointed out in an insightful post in the NYT, the issue is not rising costs, it is the publishers’ business model. Students are a captive audience, and are forced to buy whatever books their professors assign. This makes textbooks a cash cow for publishers who are being severely squeezed in all of their other markets.

This is an issue that is relatively easy for faculty to address. As Kamenetz points out, there are a large and growing number of alternatives to textbooks. I personally haven’t used one in my classes for years. I make do with my own course materials supplemented by articles, blogs, and other readings. I haven’t used them yet, but I’m intrigued by Flat World Knowledge, who provide open source textbooks for college professors. These online alternatives not only reduce costs to students, but they are also more relevant to them than boring tomes that become outdated as soon as they are printed.

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The Cost of Higher Education

I always enjoy @fredwilson’s blog (A VC), so I was intrigued yesterday when he deviated from his usual topics of technology startups and the venture capital industry to comment on the costs of higher education. He made some good points about technology not being the answer – I believe technology will prove to be more of a pedagogical tool than a cost saving tool – and then he quickly focused on finding creative ways to finance higher ed.

Developing new financing models for students ignores the root problem – higher education in the US has gotten way too expensive. According to a recent report by the College Board, tuition and fees at public universities increased 5.6% per year above the rate of inflation during the decade of 2001 – 2011. Private universities did a little better, outstripping the rate of inflation by a mere 2.6%. This is not a new trend – the costs of higher education increased well in excess of inflation throughout the 1980s and 1990s as well.

There are many reasons for these cost increases, and the problem won’t be resolved overnight. However, those of us in higher ed administration need to realize that this is a real problem and it’s not going away. The high cost of education is a key factor in student retention, and saddling recent graduates with crippling debt loads doesn’t help anyone. I haven’t seen stats on this, but I’m guessing healthcare is the only other industry that has racked up comparable real cost increases over the past 30 years.

One of my goals with this blog is to highlight good ideas to reform higher education. If you know of innovative new ways to contain higher ed costs, please pass them on.

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Welcome to my New Site

This is the continuation of a blog I started a few years ago on Blogger, then migrated last year to my own site. I’ve been pretty haphazard about posting, and it hasn’t gained much traction. Hopefully, I’ll be more consistent moving forward so I can find an audience. I use Twitter to make brief comments about things that interest me (follow me – @profkenc), and I use the blog when I need more space to make a point.

Originally, I was focused on entrepreneurship and entrepreneurial education, but as I transition to my new role as Dean of the School of Business, Public Administration, and Information Sciences at Long Island University in Brooklyn, I will expand my comments to include all aspects of business and higher education.

I believe that my position and background give me a unique perspective on business and higher education that may be of interest to some. For one thing, roughly half of my career has been in business and half in academia. That means I understand and can speak to both of those constituencies. It is a unending source of amazement to me that businesspeople and the academics who dedicate their lives to studying them have so little to say to each other. This is especially true among entrepreneurs, who often believe that no one who hasn’t been through what they have can possibly understand them; and business scholars, who sometimes resort to arcane econometric models that serve no practical purpose in order to publish in top journals and advance their careers. I understand both of these perspectives, but don’t fully agree with either. One of the things I hope to do with this blog is to argue for a type of business research and business education that is both useful to practice and provides practical knowledge to our students in order to prepare them to take their place as leaders in society upon graduation.

Secondly, I would like to focus on what entrepreneurship is, which is a specific way of thinking and viewing the world (I will post exactly what I mean by this in the near future). Our views of entrepreneurship tend to be economic – jobs and wealth created, industries destroyed or transformed, etc. There is nothing wrong with this, but it does get away from the actual act of being entrepreneurial, which is just as creative an act as any artistic endeavor, and often does not involve a profit motive at all.

Thirdly, I strongly believe we are in a disruptive period for higher education, and those of us in academia will be faced with increasing competition from a variety of sources. We must respond by ensuring that we are relevant to the students we serve, and that we are adding value to all of our many and varied stakeholders. I know I am not alone in this view. I don’t pretend to have all of the answers, but I do believe that we need new thinking and entrepreneurial action in order to survive and thrive. The old ways of operating will not be sufficient in the future.

Finally, I’ve been looking around for a while and I just haven’t found other blogs that address these issues. Maybe I’m not looking in the right place. If you know of any, let me know and I’ll gladly link to them.

As I get rolling with this thing, please feel free to comment on anything I post, good or bad. Assuming I don’t get ridiculous amounts of spam or hate mail, I’ll post all comments without moderating.

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