Pinnacle Professional College: Stakeholder Roles, Relationships, and Capabilities

Wells Fargo is one of the well-recognized banks in the United States with over 8,000 banks. Last year Wells Fargo paid millions of dollars in fines for opening around 1.5 million bank accounts and applied for around 560,000 credit cards without customers’ consent. Due to this unethical and illegal event, numerous stakeholders were affected. In the article, The Wal-Mart Effect and Business, Ethics, and Society by R. Edward Friedman, Friedman states that stakeholder is anyone who can be affected by the business or can affect the business (Friedman 38). A great deal stakeholders were affected by the Wells Fargo crisis including Board of Directors, stockholders, employees, and the customers. Each stakeholder has different interests,

As technology evolves and the price of higher education increases, alternatives to College are considered. Some people don’t believe a college education is necessary to be successful. Instead, they decide to go into business for themselves, using the skills and crafts that they 've developed on their own time to become entrepreneurs. In this day and age, it is easier than ever to learn from the comfort of ones home and actually get a degree in something with a high pay out, such as a real estate license or accounting degrees. But what social skills will be gained from sitting in pajamas on the couch? In college, you not only finish with a degree, you get real world experience. College is necessary for success and survival.

John R. Thelin called the period from 1970 to 1980 “turbulent waters” for all institutions (Thelin, 2011, p. 317). After the golden age, the industry of Higher Education in the U.S. faced the not-so-bright future with a lot of colleges and universities being shut down. Thelin (2011, p. 337) points out that the institutions could have been prepared to handle the steadily declining enrollment, decreased revenues, decline in funding, stagflation, and rising campus maintenance costs if only they picked on the first signs of upcoming financial crisis when in 1970, the share price of the NSMC fell from $140 to $7 over the short period of time (Thelin, 2011, p. 317). However, the universities and colleges of that time were so confident and relied on “the public image of higher education as a “growth industry” (Thelin, 2011, p. 318) so much, that they were not monitoring the changing situation and thus, were not fast enough in adopting to new conditions. It does not mean that there were many college closings; vice a versa, some colleges grew, opened new programs and applied for research grants. These colleges adopted the enterprise thinking (Thelin, 2011, p. 337).

Central Valley College functions with two major stakeholder groups, which are the trustee board and president’s cabinet. Although they are outwardly the main stakeholders, the faculty senate, and particular staff members play significant roles in change efforts.

PHEI’s saw the potential market value of these unserved students, and were able to move swiftly to put new programs, and sometimes entire schools, in place to meet demand. From 2008-2010, the ten largest proprietary schools had an average increase in enrollment of over 30% (Harkin, 2012). In the decade between 2000-2010, the PHEI industry had an overall increase in enrollment of 235% (Figure 1.) This represents over 9% of the population of post-secondary students (Lynch, Engle, & Cruz, 2010). This growth was supported by the government, which believed the public sector could not meet the rising demand for education.

Temple University initiated to develop 35,000 seat football stadium with an estimated cost of $100 million in the campus area of Philadelphia (Clearing the Way for a Football Stadium. Philly.com). The objective of this stakeholder analysis paper is to identify the most powerful and influential stakeholders of Temple University stadium using three attributes - power, legitimacy and urgency. There are two divisions of stakeholders- Primary and Secondary Stakeholders. According to Clarkson (1995), Primary stakeholders are the most important groups as there is high level of dependency between each other and without which the organization/Institute cannot survive. On the other hand, Secondary stakeholders are those who don’t have direct

The for-profit college and university (FPCU) is an institutional type that “’do[es]’ education or schooling but also ‘behave[s]’ like a business, while preparing students for occupational roles (Hentschke, Lechuga & Tierney, 2010, p. 2). This paper will discuss history; cite changes in curriculum, degree offerings, and institution classification; and explore current issues of financial viability, accreditation, and fraudulent practices of the for-profit college.

This case study discusses the differences between Southern New Hampshire University (SNHU) and other well-known universities such as Berkley, Harvard and Stanford. For instance, SNHU College of Online and Continuing Education is not vanity project, unlike other big name colleges such as Harvard and Stanford who offers online classes for its purpose of mostly a branding exercise (Pearce & Robinson, 2015). Furthermore, SNHU differs from other colleges in their admissions processes, graduation rates, lower prices, and the way they address quality in their programs (Kingkade, 2014). SNHU is one of the fastest growing and most dynamic private, non-profit universities in the country (Pearce et al., 2015). According

Although this address is somewhat dated, the information given shows the grassroots of increasing completion rates and exemplifies Indiana government in motion to enhance economics for Hoosier families. For the record, this address covers substantiated evidence for overall improvement for the majority of college students in Indiana’s public postsecondary institutions on a sensational level to arouse members of Indiana General Assembly and CHE to continue to graduate more Hoosiers with quality degrees on time and at the lowest possible cost.

San California Online Colleges is likewise San Francisco’s second-biggest superintendent — drawing in capable workforce and staff who mirror the vitality and entrepreneurial soul of the Bay Area. The most energizing part of being at San California Online Colleges is its differing group of individuals who independently add to changing the norm with their various foundations, encounters and points of view. Our capacity to enlist top ability prompts a consistent inundation of new thoughts and methodologies over each of our missions: research, patient consideration and

Thanks to your contribution and partnership, our scholarship recipients are one step closer towards completing their college education and becoming

In the past, higher education was for the elite or upper class that could would pay for education. The National Defense Educational Act of 1958 as well as the G.I. Bill are some ways that helped pave the way for the idea of “college” to be attainable and affordable to people. It helped pave a way to make college affordable for those in lower income levels. In contrast, however, various higher education institutions are making renovations to the school in hopes to draw more attention to potential students. The film showed the example of the different amenities some schools were offering in hopes to increase their student enrollment.

Staff are the stakeholders because they work at the school and they give education to students. The staff wants a decent pay from the school for the amount of hours they work. They could conflict with Trinity because they might not have equal rights to some of the other staff. Staff can influence them by forming a strike to make sure they get equal rights. Trinity would have to change it by, changing the staff policy so that all the staffs have equal rights in the work environment.

Situation #1: The collegiate development consultants (CDCs) are at Executive Offices (EO) for a week of training and the Director of Events and Operations is asking you to plan and execute a luncheon for EO Staff and the CDCs. You are assigned the task on Monday and the luncheon is on Friday.  To help you plan and execute the luncheon, please come up with a list of questions for the Director of Events and Operations. You may ask as many questions as you need to gather the information necessary to be successful.

The company didn’t care. They said, “It’s what he can do that matters, not where he graduated…” (90). This example motivates the audience: it shows them that they don’t need a degree to make money at what they are good at. It motivates them by the fact that the story is about a CEO; CEOs are successful, wealthy, and happy. So this shows that a degree is not necessary to make money in life, but making yourself known online, and being great at what you do, is. It is a logical example. A second example is included in his section titled “Reality Check #5: when College Gets to 2.0, They’ll Be Late For 3.0” (93-94). He illustrates in this example the length of time it takes for colleges to change and add classes that would assist students in new media. He makes it clear that universities think that new media – blogging, social networking, and online feedback – is a good thing. However, it makes the audience feel that universities and colleges don’t really care about students and their success in the real world. Burton gives a dialogue between a professor and department chair of a university. Candace, the professor, suggests to the department chair that they need to be studying social media. The department chair agrees and tells Candace to get the curriculum committee a proposal so that a class could be created. The department chair says that it will probably be a full year, though, before the class could even be created. Then Candace says that she could at least blog