case study on school management system

No internet connection.

All search filters on the page have been cleared., your search has been saved..

• All content
• Dictionaries
• Encyclopedias
• Sign in to my profile My Profile

• Sign in Signed in
• My profile My Profile

• Business Ethics & Corporate Social Responsibility
• Diversity, Equality & Inclusion
• Entrepreneurship
• General Business & Management
• Human Resource Management
• Information & Knowledge Management
• International Business & Management
• Operations Management
• Organization Studies
• Other Management Specialties
• Research Methods for Business & Management
• Strategic Management
• Australasia
• Cases with Enhanced Learning Tools
• Content Partners
• Information for authors
• Information for instructors
• Information for librarians
• Information for students and researchers
• Submit Case

Southwood School – A Case Study: Performance Management Systems

• By: Fiona L. Robson
• Publisher: Society for Human Resource Management (SHRM)
• Publication year: 2009
• Online pub date: March 31, 2016
• Discipline: Performance Management
• DOI: https:// doi. org/10.4135/9781473959552
• Keywords: case studies , job description , management systems , performance , performance management , performance management system , performance reviews Show all Show less
• Contains: Content Partners | Document | Supplementary Resources | Teaching Notes Length: 2,603 words Region: Northern Europe Country: United Kingdom of Great Britain and Northern Ireland Industry: Education Originally Published In: Robson , F. L. ( 2009 ). Southwood School - A Case Study: Performance Management Systems. Alexandria, VA : Society for Human Resource Management . Organization: fictional/disguised Type: Experience case info Organization Size: Large info Online ISBN: 9781473959552 Copyright: © 2008 Society for Human Resource Management. Fiona L. Robson, PhD. More information Less information

Teaching Notes

Supplementary resources.

This case study examines the implementation of a new performance management system designed specifically for support staff at a school in the United Kingdom. This is the first part of a three part case about Southwood School and implementation of its new performance management system. Three documents comprise part one of the case—an instructor's manual, a student workbook and a PowerPoint presentation.

Note: Southwood School is a three-part case intended to be taught in succession beginning with Performance Management, then followed by Training and Development then Recruitment and Selection. Instructors have the flexibility to use one, two or three of the cases depending on need.

Southwood School – A Case Study: Performance Management Systems

For part B of this case, click here .

For part C of this case, click here .

Case Study: Southwood School

This case study examines the implementation of a new performance management system designed specifically for support staff at a school in the United Kingdom.

• This fictionalized case study is based on a real organization. The school is a public, mixed comprehensive secondary school located in the United Kingdom with an average annual turnover in excess of £1 million. Because it is government funded, it is a non-profit organization.
• Although the case study is in a school setting, many of the issues identified are the same across different countries and different industries—for example, the tension between the exempt employees and support staff.
• There are 120 employees: 80 teaching and 40 non-teaching employees. The school has more than 800 students aged 13-18.
• The case study's author was the school's HR manager.
• The actual events took place in 2004-05.

Learning Outcomes

At the end of this case study, students will:

• Understand the components of an effective performance management system.
• Appreciate the complexities involved in designing a performance management system.
• Demonstrate an awareness of the practical issues surrounding implementation of a new performance management system.
• Understand the benefits of performance management to different stakeholders.
• Recognize the importance of training and continuous feedback.

The Case Study

Five years earlier, Southwood School, located in the United Kingdom, implemented a performance management system for all school employees. The performance management system was designed for teachers by the British Department for Education and Skills (DfES), but was used to evaluate school support staff as well because there was no system specifically geared toward support staff. The school had no HR personnel to custom-design a system for support staff; and at the time, most of the emphasis in terms of performance management was paid to teachers. Because few support staff members were classified as exempt employees, a specialized performance management system was not perceived to be a priority.

School Staff Support Roles Include:

• Administrators
• Teaching assistants
• Learning mentors
• Science technicians (who support the work of Science teachers)
• Computer technicians
• Finance managers

(For more information on what some of these jobs entail, please see the job descriptions provided in Work tool #3, found in the ‘Resources’ tab.)

The DfES system required employees to:

• Agree to 3-6 performance objectives for the upcoming performance period. One of the objectives that must be included requires that teacher performance encompass “pupil progress as well as ways of developing and improving teachers' professional practice.” Another objective must be related to meeting School Development Plan goals.
• Undergo at least one classroom observation annually.
• Review, discussion and confirmation of the teacher's essential tasks.
• Identification of employee strengths and achievements.
• Identification of developmental areas and an action plan on how they will be met.
• Agreement to future performance objectives and an action plan for the upcoming year.

Support staff members were assigned teacher appraisers. Teacher appraisers had been trained to use the system; support staff members had not. As a result, support staff employees were appraised by someone who had little knowledge of their roles and responsibilities.

Review of the DfES Performance Management Process

An HR manager was hired at the school. Because of concerns raised by support staff about the DfES performance management system, the HR manager reviewed the system.

During the review, the following issues were raised:

• A large percentage of staff members did not meet the annual deadline to complete the appraisal process.
• There was confusion among staff about what exactly needed to be completed and when.
• Staff members thought the system was a ‘waste of time’.
• A trade union representative thought the system was not appropriate for all staff members.
• The DfES system was irrelevant to support staff. For example, support staff members could not set objectives in pupil progress or have lessons observed.
• Little attention was paid to identifying training needs and further, when needs were identified, there was no follow-up with appropriate actions.
• Appraisals were led by teachers who had little knowledge of the support staff member's job.
• Performance meetings were a one-way process with some performance objectives established before the meeting started.

New System Design

It was crucial in designing the new system that the HR manager address the concerns raised about the DfES system. Involving support staff and relevant trade union representatives in the process was critical to gain support of the new system and to ensure transparency, a key organizational goal.

Table 1 shows how some of the practical issues were addressed.

New System Content

The new system allows the appraiser and employee to review past performance; set goals and objectives for the upcoming year; and identify training and development needs. Performance review meetings occur annually, but both parties are encouraged to meet at regular intervals throughout the year to discuss progress.

In the new system, most support staff employees' performance reviews are conducted with their direct line manager (usually another support staff member). This way, the appraiser understands the employee's job and can fairly assess the employee's performance. In some cases, though, the most appropriate appraiser may be a teacher. For example, the best person to appraise a Chemistry class science technician is the teacher in charge of the classroom, since the teacher works with the technician on a daily basis.

Reviewing Performance

Appraisers and employees must independently complete the Performance Review Meeting form (Work tool #2) before the performance review meeting. The new system does not use a formal rating scale; this approach was too closely associated with the DfES system. Instead, the system is designed to assess general performance and then employee-specific projects and/or tasks. The new system is also designed so that the appraiser can evaluate if the employee has met the objectives identified during the last performance review.

The new system also requires annual review of job descriptions to make sure they are up-to-date. Support staff jobs have changed significantly during the last few years; support staff members are increasingly asked to complete tasks traditionally performed by teachers. Today, many support staff employees prepare learning materials and work directly with students to meet their learning needs. It is important, then, that job descriptions are reviewed regularly so that both parties understand employee roles and responsibilities and can avoid misunderstandings. Job description changes must be approved by line managers to ensure there are no negative implications for the organization or other employees.

Another issue employees raised in regard to the DfES system was that it was a one-way communication process where the appraiser often identified goals and objectives before meeting with the employee. To ensure that the new system is a two-way communication process, employees must complete the Preparing for the Performance Review form (Work tool #1) before the meeting. This form helps employees identify issues and areas they would like to discuss with their appraiser.

Finally, the new performance review system requires appraisers and employees to document any agreed actions so that everyone understands the action plan for the upcoming year. This documentation can also be used to monitor progress throughout the year.

Setting Goals and Objectives

The new system is designed to help employees understand how their jobs contribute to the wider objectives of their team, unit and the overall organization. To achieve this, employee goals and objectives must be specific and achievable, and not phrased in broad strategic terms. To help, employees are asked to complete the Performance Review Meeting document (Work tool #2).

The new process uses the SMART system to help employees define their goals and objectives. In the SMART system, goals can be monitored and reviewed objectively as part of next year's review process. Using the SMART method means that objectives are:

• S pecific. The objective must be clear and unambiguous.
• M easurable. The objective must be quantifiable in some way in terms of quantity or quality.
• A chievable. The objective should be challenging but also realistic.
• R elevant. The objective should be related to the employee's job or organizational goals.
• T ime framed. The objective should clearly state the date for completion.

Identifying Training and Development Needs

In the final step, appraisers and employees identify training needs. Training should be linked to the goals and objectives set for the coming year. Employees can request additional personal or professional development that they feel would benefit them. The appraiser then works with the HR manager to create a training and development action plan. The appraiser is responsible for monitoring the employee's progress toward the training and development goals throughout the year.

Supporting the System

To successfully implement the new system, all employees had to be trained. With agreement from support staff employees, two training courses were created—one for appraisers and one for appraisees. The HR manager who designed the new system led the training. Table 2 shows key areas that are explored and discussed in both sessions.

The training for appraisers included how to provide effective feedback. The following points were emphasized:

• Feedback should be constructive and provide potential solutions.
• Emphasis should be on the positive and acknowledge strengths.
• Feedback should be based on facts rather than opinions and backed with evidence.
• The goal should be on moving forward in a positive way.

Embedding Performance Management

To ensure the new system is an ongoing process rather than an annual event, regular reviews were built into the design. Six months after the annual performance appraisal, the appraiser and employee meet again to review the status of performance objectives and take any necessary action. There is also flexibility in the system so that reviews can occur more often if desired. Because effective feedback is critical at each step in the performance review process, delivering effective feedback is highlighted in the managers' training program. Refresher training on the performance management system will be held annually for all staff and will be required for all new staff with line management responsibilities.

Conclusions

Southwood School recognized that their existing performance management system was not meeting all employees' needs, undertook a comprehensive review to assess where it was coming up short, and introduced an improved process. The new system reflected support staff input, allowing them to feel more engaged in the new system and gain ownership. Since the new system was launched, there has been more employee participation; training and development activities have increased by more than 200 percent, bringing new skills into the organization.

Although this case study is a success story, it is important to recognize that there is no “one-size-fits-all” approach to designing a new performance management system. It is important to take the context and culture of the organization into consideration.

Recommended Resources

Contemporary journal articles.

PowerPoint 1. Southwood School

• 1. Review the PowerPoint presentation and make notes if appropriate.
• 2. Read the Southwood School case study and clarify any unfamiliar terms.
• a) What are the advantages of using the Preparing for the Performance Review document (Work tool #1)? Are there any other areas you think should be added to the document?
• b) List some strengths and weaknesses of the Performance Review Meeting (Work tool #2). Is the document's length appropriate? Is it easy to understand and complete?

This case was prepared for inclusion in Sage Business Cases primarily as a basis for classroom discussion or self-study, and is not meant to illustrate either effective or ineffective management styles. Nothing herein shall be deemed to be an endorsement of any kind. This case is for scholarly, educational, or personal use only within your university, and cannot be forwarded outside the university or used for other commercial purposes.

2024 Sage Publications, Inc. All Rights Reserved

The case studies on Sage Business Cases are designed and optimized for online learning. Please refer to the online version of this case to fully experience any video, data embeds, spreadsheets, slides, or other resources that may be included.

Work tool #1

Date given to line manager:

Date scheduled for performance review meeting:

Work Tool #2

Performance review meeting.

Please review all of the following:

• a) General review
• b) Review specific objectives set last year
• 2. Review current job description

Please record any tasks or job responsibilities that have changed. Please note that all changes must be approved in writing by your line manager.

• 3. Discuss issues highlighted in personal review

Please record any issues discussed and actions agreed upon, if appropriate.

Please continue on a separate sheet if necessary.

Work Tool #3

Sample job descriptions for southwood school.

Job descriptions for the following roles are included in this case study:

• Office manager
• Administrative assistant
• Classroom assistant
• Computer technician

The job descriptions include key responsibilities for each position. You can use these job descriptions to support some of case study activities.

Job Description 1

Job purpose:

• Ensure all administrative tasks in the School are executed accurately and efficiently.
• Develop, implement and/or monitor processes that ensure all the required administrative tasks are completed.
• Coordinate and manage the work of administration department employees.

Key activities/responsibilities:

• Ensures that all administrative staff are familiar with standard procedures.
• Ensures that all statutory responsibilities are completed.
• Conducts new employee orientation training on the school's administrative procedures.
• Manages administration department budget.
• Works with the Director of Administration to plan events.
• Manages the administrative team on a daily basis.
• Conducts regular performance reviews with the direct report staff.
• Presents reports to the management team when requested.
• Works with teachers to ensure that they receive appropriate administrative support.
• Provides administrative support to senior managers in confidential and complex matters.
• Works with the examinations manager to ensure that exams are administered accurately and on a timely basis.
• Other tasks (appropriate to this level) as requested by senior management team members.

Job Description 2

Provides routine administrative support to meet school needs.

Job Description 3

Under the direction of a qualified teacher, supports the learning and personal and social development of students in the school.

• Works with small student groups or individual students to carry out work assigned by the teacher.
• Develops positive relationships with students.
• Maintains records of work with students and assists the teacher in assessing student progress.
• Carries out relevant administrative tasks as directed by the teacher.
• Assists students with special education needs where directed by the teacher in charge of student support services.
• Participates in internal training events to develop skills and knowledge.
• Works with parents (as assigned by the teacher).
• Assists with student goal-setting and monitors goal achievement on a regular basis.
• Works with relevant agencies where appropriate.
• Assists the teacher in development of learning resource materials.
• Proctors examinations as required. This may include supporting students with special education needs.
• Other tasks (appropriate to this level) as requested by members of the senior management team.

Sign in to access this content

Get a 30 day free trial, more like this, sage recommends.

We found other relevant content for you on other Sage platforms.

Have you created a personal profile? Login or create a profile so that you can save clips, playlists and searches

• Sign in/register

Navigating away from this page will delete your results

Please save your results to "My Self-Assessments" in your profile before navigating away from this page.

Sign in to my profile

Sign up for a free trial and experience all Sage Learning Resources have to offer.

You must have a valid academic email address to sign up.

Get off-campus access

• View or download all content my institution has access to.

Sign up for a free trial and experience all Sage Knowledge has to offer.

• view my profile
• view my lists

Successful School Management in India: Case Studies of Navodaya Vidyalayas

• Published: 19 August 2005
• Volume 3 , pages 243–265, ( 2004 )

Cite this article

• M. S. Khaparde 1 ,
• Ashok K. Srivastava 1 &
• R. Meganathan 1  

316 Accesses

Explore all metrics

This research explored the management devices followed in successful schools in the Indian context. In-depth case studies of three successful Navodaya schools were carried out. The schools were identified on the basis of the academic performance of students in the last three years in the national examinations and their participation in co-curricular activities at the regional and national levels. The study employed triangulation approach in which data were collected employing different methodologies (personal interviews, observations, and questionnaires/schedules) from various categories of respondents (principals, teachers, students, parents, and in some cases alumni) by a team of researchers. Results indicated that successful schools adopted participative management system in running day-to-day activities of the schools, gave people autonomy but also made them accountable for successful completion of the tasks, followed democratic methods of taking decisions, gave priority to the welfare of students, maintained supportive relationship with teachers, attempted to establish linkage with parents, set up higher and higher goals for themselves and the schools, adopted innovative pedagogical methods and evaluation devices, and recognized good work of the teachers. The results have implications for other schools where some of these devices can be tried out to improve their performance.

This is a preview of subscription content, log in via an institution to check access.

Access this article

Price includes VAT (Russian Federation)

Instant access to the full article PDF.

Rent this article via DeepDyve

Institutional subscriptions

Similar content being viewed by others

21st Century experiences in the development of school-based management policy and practices in Indonesia

Agustinus Bandur, Mohammad Hamsal & Asnan Furinto

The Quality of Primary School Teachers’ Professional Development Policy Implementation: Conceptualization of Targets, Contents, Methods, Process and Contexts in Oromia, Ethiopia

Girma Moti Geletu & Dawit Mekonnen Mihiretie

Successful Practices of Leadership on School Improvement: A Case Study in a Private School in Dubai

A. DeGrauwe (2000) ArticleTitle Improving school management: A promise and a challenge International Institute for Educational Planning Newsletter 18 1–3

Google Scholar  

M.S. Khaparde A.K. Srivastava R. Meganathan (2004) Successful School Management: Case Studies of Selected Navodaya Vidyalayas National Council of Educational Research and Training New Delhi

P. Mortimore (1998) The Road to Improvement: Reflections on School Effectiveness Swets & Zeitlinger Lisse, Netherlands

Navodaya vidyalaya samiti annual report. (2003). New Delhi: Navodaya Vidyalaya Samiti.

M. Rutter B. Maughan (2002) ArticleTitle School effectiveness findings 1979–2002 Journal of School Psychology 40 451–475 Occurrence Handle 10.1016/S0022-4405(02)00124-3

Article   Google Scholar  

T. Simkins C. Sisum M. Memon (2003) ArticleTitle School leadership in Pakistan: Exploring the Headteacher’s role School Effectiveness and School Improvement 14 275–291 Occurrence Handle 10.1076/sesi.14.3.275.15841

M. Thrupp (1999) Schools Making a Difference: Let’s be Realistic Open University Press Buckingham, PA

Download references

Author information

Authors and affiliations.

National Council of Educational Research and Training, New Delhi, India

M. S. Khaparde, Ashok K. Srivastava & R. Meganathan

You can also search for this author in PubMed   Google Scholar

Corresponding author

Correspondence to M. S. Khaparde .

Additional information

The Asian Network of Training and Research Institutions in Educational Planning, International Institute of Educational Planning, Paris, sponsored this study.

Rights and permissions

Reprints and permissions

About this article

Khaparde, M.S., Srivastava, A.K. & Meganathan, R. Successful School Management in India: Case Studies of Navodaya Vidyalayas. Educ Res Policy Prac 3 , 243–265 (2004). https://doi.org/10.1007/s10671-005-4418-2

Download citation

Published : 19 August 2005

Issue Date : January 2004

DOI : https://doi.org/10.1007/s10671-005-4418-2

Share this article

Anyone you share the following link with will be able to read this content:

Sorry, a shareable link is not currently available for this article.

Provided by the Springer Nature SharedIt content-sharing initiative

• School management
• participative management
• Navodaya Vidyalayas
• Find a journal
• Publish with us
• Track your research

Top 40 Most Popular Case Studies of 2017

We generated a list of the 40 most popular Yale School of Management case studies in 2017 by combining data from our publishers, Google analytics, and other measures of interest and adoption. In compiling the list, we gave additional weight to usage outside Yale

We generated a list of the 40 most popular Yale School of Management case studies in 2017 by combining data from our publishers, Google analytics, and other measures of interest and adoption. In compiling the list, we gave additional weight to usage outside Yale.

Case topics represented on the list vary widely, but a number are drawn from the case team’s focus on healthcare, asset management, and sustainability. The cases also draw on Yale’s continued emphasis on corporate governance, ethics, and the role of business in state and society. Of note, nearly half of the most popular cases feature a woman as either the main protagonist or, in the case of raw cases where multiple characters take the place of a single protagonist, a major leader within the focal organization. While nearly a fourth of the cases were written in the past year, some of the most popular, including Cadbury and Design at Mayo, date from the early years of our program over a decade ago. Nearly two-thirds of the most popular cases were “raw” cases - Yale’s novel, web-based template which allows for a combination of text, documents, spreadsheets, and videos in a single case website.

Read on to learn more about the top 10 most popular cases followed by a complete list of the top 40 cases of 2017.  A selection of the top 40 cases are available for purchase through our online store . 

#1 - Coffee 2016

Faculty Supervision: Todd Cort

Coffee 2016 asks students to consider the coffee supply chain and generate ideas for what can be done to equalize returns across various stakeholders. The case draws a parallel between coffee and wine. Both beverages encourage connoisseurship, but only wine growers reap a premium for their efforts to ensure quality.  The case describes the history of coffee production across the world, the rise of the “third wave” of coffee consumption in the developed world, the efforts of the Illy Company to help coffee growers, and the differences between “fair” trade and direct trade. Faculty have found the case provides a wide canvas to discuss supply chain issues, examine marketing practices, and encourage creative solutions to business problems. 

#2 - AXA: Creating New Corporate Responsibility Metrics

Faculty Supervision: Todd Cort and David Bach

The case describes AXA’s corporate responsibility (CR) function. The company, a global leader in insurance and asset management, had distinguished itself in CR since formally establishing a CR unit in 2008. As the case opens, AXA’s CR unit is being moved from the marketing function to the strategy group occasioning a thorough review as to how CR should fit into AXA’s operations and strategy. Students are asked to identify CR issues of particular concern to the company, examine how addressing these issues would add value to the company, and then create metrics that would capture a business unit’s success or failure in addressing the concerns.

#3 - IBM Corporate Service Corps

Faculty Supervision: David Bach in cooperation with University of Ghana Business School and EGADE

The case considers IBM’s Corporate Service Corps (CSC), a program that had become the largest pro bono consulting program in the world. The case describes the program’s triple-benefit: leadership training to the brightest young IBMers, brand recognition for IBM in emerging markets, and community improvement in the areas served by IBM’s host organizations. As the program entered its second decade in 2016, students are asked to consider how the program can be improved. The case allows faculty to lead a discussion about training, marketing in emerging economies, and various ways of providing social benefit. The case highlights the synergies as well as trade-offs between pursuing these triple benefits.

#4 - Cadbury: An Ethical Company Struggles to Insure the Integrity of Its Supply Chain

Faculty Supervision: Ira Millstein

The case describes revelations that the production of cocoa in the Côte d’Ivoire involved child slave labor. These stories hit Cadbury especially hard. Cadbury's culture had been deeply rooted in the religious traditions of the company's founders, and the organization had paid close attention to the welfare of its workers and its sourcing practices. The US Congress was considering legislation that would allow chocolate grown on certified plantations to be labeled “slave labor free,” painting the rest of the industry in a bad light. Chocolate producers had asked for time to rectify the situation, but the extension they negotiated was running out. Students are asked whether Cadbury should join with the industry to lobby for more time?  What else could Cadbury do to ensure its supply chain was ethically managed?

#5 - 360 State Real Options

Faculty Supervision: Matthew Spiegel

In 2010 developer Bruce Becker (SOM ‘85) completed 360 State Street, a major new construction project in downtown New Haven. Just west of the apartment building, a 6,000-square-foot pocket of land from the original parcel remained undeveloped. Becker had a number of alternatives to consider in regards to the site. He also had no obligation to build. He could bide his time. But Becker worried about losing out on rents should he wait too long. Students are asked under what set of circumstances and at what time would it be most advantageous to proceed?

#6 - Design at Mayo

Faculty Supervision: Rodrigo Canales and William Drentell

The case describes how the Mayo Clinic, one of the most prominent hospitals in the world, engaged designers and built a research institute, the Center for Innovation (CFI), to study the processes of healthcare provision. The case documents the many incremental innovations the designers were able to implement and the way designers learned to interact with physicians and vice-versa.

In 2010 there were questions about how the CFI would achieve its stated aspiration of “transformational change” in the healthcare field. Students are asked what would a major change in health care delivery look like? How should the CFI's impact be measured? Were the center's structure and processes appropriate for transformational change? Faculty have found this a great case to discuss institutional obstacles to innovation, the importance of culture in organizational change efforts, and the differences in types of innovation.

This case is freely available to the public.

#7 - Ant Financial

Faculty Supervision: K. Sudhir in cooperation with Renmin University of China School of Business

In 2015, Ant Financial’s MYbank (an offshoot of Jack Ma’s Alibaba company) was looking to extend services to rural areas in China by providing small loans to farmers. Microloans have always been costly for financial institutions to offer to the unbanked (though important in development) but MYbank believed that fintech innovations such as using the internet to communicate with loan applicants and judge their credit worthiness would make the program sustainable. Students are asked whether MYbank could operate the program at scale? Would its big data and technical analysis provide an accurate measure of credit risk for loans to small customers? Could MYbank rely on its new credit-scoring system to reduce operating costs to make the program sustainable?

#8 - Business Leadership in South Africa’s 1994 Reforms

Faculty Supervision: Ian Shapiro

This case examines the role of business in South Africa's historic transition away from apartheid to popular sovereignty. The case provides a previously untold oral history of this key moment in world history, presenting extensive video interviews with business leaders who spearheaded behind-the-scenes negotiations between the African National Congress and the government. Faculty teaching the case have used the material to push students to consider business’s role in a divided society and ask: What factors led business leaders to act to push the country's future away from isolation toward a "high road" of participating in an increasingly globalized economy? What techniques and narratives did they use to keep the two sides talking and resolve the political impasse? And, if business leadership played an important role in the events in South Africa, could they take a similar role elsewhere?

#9 - Shake Shack IPO

Faculty Supervision: Jake Thomas and Geert Rouwenhorst

From an art project in a New York City park, Shake Shack developed a devoted fan base that greeted new Shake Shack locations with cheers and long lines. When Shake Shack went public on January 30, 2015, investors displayed a similar enthusiasm. Opening day investors bid up the $21 per share offering price by 118% to reach $45.90 at closing bell. By the end of May, investors were paying $92.86 per share. Students are asked if this price represented a realistic valuation of the enterprise and if not, what was Shake Shack truly worth? The case provides extensive information on Shake Shack’s marketing, competitors, operations and financials, allowing instructors to weave a wide variety of factors into a valuation of the company.

#10 - Searching for a Search Fund Structure

Faculty Supervision: AJ Wasserstein

This case considers how young entrepreneurs structure search funds to find businesses to take over. The case describes an MBA student who meets with a number of successful search fund entrepreneurs who have taken alternative routes to raising funds. The case considers the issues of partnering, soliciting funds vs. self-funding a search, and joining an incubator. The case provides a platform from which to discuss the pros and cons of various search fund structures.

40 Most Popular Case Studies of 2017

Click on the case title to learn more about the dilemma. A selection of our most popular cases are available for purchase via our online store .

Academia.edu no longer supports Internet Explorer.

To browse Academia.edu and the wider internet faster and more securely, please take a few seconds to  upgrade your browser .

Enter the email address you signed up with and we'll email you a reset link.

• We're Hiring!
• Help Center

STUDENT FEE MANAGEMENT SYSTEM CASE STUDY: DABANI GIRLS' SCHOOL

Related Papers

iJOURNALS PUBLICATIONS IJSHRE | IJSRC

After developing an application through which student from different location can access school information and take admission using online system. Fill admission form cost reduced , man power will be reduced. This project mainly aimed on developing a live project for school organization. This project can accessed by the user and clients with proper login credentials provided to them by the organization. This project will also handled by the administrator(Admin) who will monitor the whole project. The main objective of this project is to compute the fees of student studying in the organization. Also the objective includes maintainance of fee record of the students. An organization may contains hundred or more students so to keep the records of all of them , we need a system that is user-friendly and easy to understand and easy to operate. There are large number of students who pay all their fee through cash deposits or banks drafts to the school account in a specific bank branches. This method have proven inefficient in more ways than one. This system was developed using ASP.Net , C#(Sharp), Bootstrap, Css JavaScript and MySQL database.

IOSR Journals

The study sought to identify the existing financial methods of payment and examine its impact on fee paying in Takoradi Technical University formerly Takoradi Polytechnic. In this study, the qualitative research approach using the descriptive survey method was employed. Semi-structured interviews, as well as direct observations, were the forms of instrumentations used for the data collection where the university's staff, students, and bank service providers were purposively and conveniently sampled. Data was analysed using Statistical Package for the Social Sciences (SPSS) method from the period of 2011-2020. The study revealed that the payment methods use in paying fees were traditional payment methods including; cash, cheque, banker's draft, and pay-in-slip. The new electronic payment instruments such as E-zwich, mobile phone, credit cards, and debit cards were yet to find their rhythm in the institution. There is a need for banks to establish branches or agencies on campus and adopt the electronic payment service system.

Jonas Mohlala

Lwanga Newton

Iasir Journals

Abstract: The objective of the study was to establish how parents’ contributions in fee payment influence student academic performance in secondary schools in Nandi East Sub County. Its importance is seen in the fact that it will be of great significance to all head teachers when developing school budgets and plans like fee structures. This may help them consider several factors before issuing new fees structures, as the needs of parents will be highlighted. The county government and constituency bursary fund may use the study findings in determining the criteria in bursary allocation. The target population of this study comprised of secondary schools where the head teachers, teachers and the students were the targeted respondents. Descriptive study design was used while the participants consisted of 20 head teachers, 111 PTA members, 270 teachers and 826 Form Four students. The sample size the study was calculated 30% of the 290 respondents to arrive at 6 head teachers’ and 81 teachers, 33 PTA members and 248 students Questionnaire and interview schedule were used as data collection instruments. Descriptive and inferential analysis techniques were used in analyzing data with the help of Statistical Package for Social Sciences (SPSS).Presentation of data was done using frequency tables, pie charts and graphs. The study findings showed that majority of parents were unable to complete their fee payment on time. The study recommended that, schools should devise methods through which fee payment can be made convenient rather than adopting a single fee payment policy that is discriminatory to students whose parents belong to low cadre level of society.

Kimber Rie N Garde

This study aimed to present the logical processes involved and determine the problems encountered by the students and personnel in-charge in the existing payment of other fees namely: PTA, SSC, and Departmental during enrolment at John B. Lacson Foundation Maritime University. The respondents of this study are the following: Jinky Banatasa for the PTA; Karen Imalay for the SSC fee; Erwin Garcia for the Departmental fee for the College of Business; and the seventy two (72) students enrolled first semester at JBLFMU-Molo. This research used the Performance Information Economics Control Efficiency Service (PIECES) framework for the preparation of the instrument in the assessment of the existing system.

Daniel Odidi

Department of Educational Management Policy & Curriculum Studies, 49p. The LB 2826.6 .K4 O34 2002

Jayce Naidoo

Proceedings of the International Conference on Tourism, Economics, Accounting, Management, and Social Science (TEAMS 2018)

yulianita dewi

Joel Babalola

This is published course material for educational management undergraduate students at the University of Ibadan, Ibadan, Nigeria

Case management solutions are redefining school safety, threat assessment

Managing threat assessment program manually can be challenging due to difficulty finding or sharing information across teams, districts, or counties.

Key points:

• It’s time to redesign student mental health and early intervention programs
• School safety concerns are on the rise as classrooms open
• Closing the gap in school emergency response
• For more news on school safety, visit eSN’s Educational Leadership hub

Students continue to face a variety of challenges in and outside of school–especially at the K-12 level. Pressures can range from high expectations to achieve or bullying, to home-related insecurities and mental health concerns. These potential stressors can interfere with students’ ability to learn and excel. Sometimes, these students will act out or demonstrate early signs of inappropriate behavior.

As schools focus on empowering every student to succeed, they need to identify the signs of possible problems and intervene when necessary to provide the proper support.  

Fortunately, there are best practices available to guide educational leaders and teams. These tenets for threat assessment, such as Behavior Threat Assessment and Management (BTAM) , provide a fact-based systematic process to identify, evaluate, and address situations involving students. Using a systemic process reduces the risk of wrongly profiling or labeling an at-risk student. These best practices help school leaders, counselors, and campus safety teams instead prioritize wellness by offering ways to support students in need. However, managing these programs manually can be challenging due to difficulty finding or sharing information across teams, districts, or counties.  

To help determine which students require additional support and wellness resources, school safety and threat assessment teams need to migrate from physical records to a system that allows effortless access, review, and sharing of information. Recognizing the critical need to support students and school staff, more states are providing funding to districts to redesign their student mental health and early intervention programs. 

Redefining threat assessment technology  

Prior to 1999, most safety measures in schools consisted of practice drills for natural disasters. After an increase in deadly school incidents, the focus of safety precautions shifted to physical detection methods to identify potential weapons with cameras and metal detectors. However, the hardware approach usually offers only a reactive solution—once a student has already reached a point of distress. Identifying trends in student behavior before problems escalate into violence enables a more proactive option that maintains school safety and prioritizes student well-being and success. This is where technology can help.

Case management solutions centralize knowledge, making it easier for authorized staff to identify warning signs, create the required documentation, and develop an action plan to intervene in a student’s well-being before a threat escalates. However, because schools have disparate information and different staff members responsible for campus and student safety, challenges emerge in ensuring that pertinent details are seen by the right people at the right time. With digital documents stored in a unified location, all incidents and levels of concern can be centrally managed, giving authorized staff on threat assessment teams quick access to relevant data about a situation and student.

Additionally, resources for integrated behavioral threat assessment best practices like BTAM can be stored in the same location to assist threat assessment teams. Once students have been placed on a wellness plan, their progress can be evaluated through a personalized dashboard to support each student’s unique situation and remedial journey.

A holistic approach to student well-being  

Information kept in binders or separate locations, such as student records, makes it difficult for threat assessment teams to keep a pulse on rapidly changing situations and gain a holistic understanding of each student’s case.

Case management solutions streamline information about each student in a centralized digital platform to support comprehensive evaluations. These technologies adhere to local, state and national regulations , such as the Family Educational Rights and Privacy Act (FERPA).

These solutions empower school leaders and threat assessment teams to form a cohesive methodology for accessing incident reports, low-level concerns, and student files, assessing each student’s need for support, and prescribing wellness plans. These solutions assist threat assessment teams in identifying students showing warning signs, developing threat assessment guidelines, and documenting all at-risk incidents. When school personnel work together, they create a proactive support system for students, guiding and nurturing them on a path to academic success and personal well-being.

The changing dynamics of school safety underscore a heightened focus on the welfare of students, staff and even their communities. In response, educational institutions and states are embracing more inclusive prevention, intervention, and support approaches. Innovative, unified case management solutions transform threat assessment workflows and streamline the collection of key information. These digital tools not only expedite collaboration among diverse authorized stakeholders but also cultivate a deeper understanding of potential threats, elevating the efficacy of response strategies. The significance of this technology lies in its capacity to guide teams in adhering to best practices in threat assessment and the management of case information, fostering a safer and more secure educational environment. 

Sign up for our K-12 newsletter

• Recent Posts

Gordon Lucas is the Director of Strategic Projects at Versaterm, where he leads the direction of Versaterm’s School Safety software solutions and market strategy.Joining Versaterm in October 2022, Gordon brings over a decade of experience in government software solutions and the school safety industry.

• Apps are helping teachers communicate with families that don’t speak English - April 1, 2024
• Want a stronger workforce? Make reading initiatives multigenerational - March 29, 2024
• Raising Bids to Raise the Bar in Edtech - March 28, 2024

Want to share a great resource? Let us know at [email protected] .

Username or Email Address

Remember Me

" * " indicates required fields

eSchool News uses cookies to improve your experience. Visit our Privacy Policy  for more information.