MANAGEMENT THEORIES IN FREEMAN BROWN PRIVATE SCHOOL CASE 1
Management Theories in Freeman Brown Private School Case
Grand Canyon University: MGT 420
, MANAGEMENT THEORIES IN FREEMAN BROWN PRIVATE SCHOOL CASE 2
The case of the closure of Freeman-Brown Private School presents a distinctively unique
manner with which the entire situation was handled, from the acquisition of the private school by
Caudhill International Family of Schools in 2007, its renaming to Freeman-Brown Preparatory
High School, its designation as an authorized International Baccalaureate (IB) Programme
School in 2010, and its eventual shutdown in 2014. A detailed study shows the efficacy of the
parent organization during this time, as well as its organizational culture and how this may have
impacted the decision to close the school as well as the manner with which the organization
interacted with parents, students, and faculty at that time. While economic factors may have
ultimately made it necessary for Freeman-Brown Preparatory High School to close, it is almost
certain that an approach that follows established management principles would have resulted in a
more favorable outcome.
Freeman-Brown operated under two different systems during the course of its operation
and even throughout the procedures that ultimately closed the school. By being a dynamic open
system, an organization obtains resource inputs from the environment and is able to transform
that into finished goods (Uhl-Bien, Schermerhorn, & Osborn, 2014). In this case, the resource
inputs are the students themselves and the desired finished good can be construed to be
influential members of society and academics. Alternatively, an organization is a complex
adaptive system because it must adapt to the changing environment in which it operates (Uhl-
Bien, Schermerhorn, & Osborn, 2014). When reviewing the performance of Freeman-Brown in
this context, the ultimate efficacy of the organization in each context during the closure of the
school can be better examined. Because of the lack of notice surrounding the closure of the
school itself, parents were not able to secure educational placements for their children who were
enrolled at Freeman-Brown in academic institutions that were of similar caliber to a Caudhill
Management Theories in Freeman Brown Private School Case
Grand Canyon University: MGT 420
, MANAGEMENT THEORIES IN FREEMAN BROWN PRIVATE SCHOOL CASE 2
The case of the closure of Freeman-Brown Private School presents a distinctively unique
manner with which the entire situation was handled, from the acquisition of the private school by
Caudhill International Family of Schools in 2007, its renaming to Freeman-Brown Preparatory
High School, its designation as an authorized International Baccalaureate (IB) Programme
School in 2010, and its eventual shutdown in 2014. A detailed study shows the efficacy of the
parent organization during this time, as well as its organizational culture and how this may have
impacted the decision to close the school as well as the manner with which the organization
interacted with parents, students, and faculty at that time. While economic factors may have
ultimately made it necessary for Freeman-Brown Preparatory High School to close, it is almost
certain that an approach that follows established management principles would have resulted in a
more favorable outcome.
Freeman-Brown operated under two different systems during the course of its operation
and even throughout the procedures that ultimately closed the school. By being a dynamic open
system, an organization obtains resource inputs from the environment and is able to transform
that into finished goods (Uhl-Bien, Schermerhorn, & Osborn, 2014). In this case, the resource
inputs are the students themselves and the desired finished good can be construed to be
influential members of society and academics. Alternatively, an organization is a complex
adaptive system because it must adapt to the changing environment in which it operates (Uhl-
Bien, Schermerhorn, & Osborn, 2014). When reviewing the performance of Freeman-Brown in
this context, the ultimate efficacy of the organization in each context during the closure of the
school can be better examined. Because of the lack of notice surrounding the closure of the
school itself, parents were not able to secure educational placements for their children who were
enrolled at Freeman-Brown in academic institutions that were of similar caliber to a Caudhill
