<![CDATA[Managing an Islamic boarding school requires the integration of academic services, Islamic boarding activities, round-the-clock student care, facilities, technology, health, safety, and parent communication. Existing studies, however, often examine these elements separately, while research on the operational design of a new institution before opening remains limited. This study identifies the operational decisions embedded in the MADANI ISLAMIC BOARDING SCHOOL (MADANI IBS) development plan, analyzes their interrelationships as an integrated service system, and assesses the documentary evidence supporting service readiness and differentiation. A qualitative case study based on document analysis was employed. Chapter VI of the Operational Plan served as the principal data source, while the complete Business Plan was used to cross-check strategic, human resource, financial, and risk-related information. The analysis involved document inventory, thematic coding, process-linkage mapping, and evidence-status assessment. The findings indicate that MADANI IBS’s design integrates the National Curriculum, Cambridge programme, Islamic boarding curriculum, Turkish Uthmani Qur’an memorization, child-friendly boarding, five technology pillars, quality control, and phased capacity development. Conceptual integration is strongest in educational and student-care processes, whereas readiness evidence remains partial regarding detailed physical capacity, staffing formation, technology architecture, emergency procedures, procurement, and maintenance. The study proposes a strategy operations alignment model that distinguishes conceptual integration from execution readiness. Managerially, service differentiation can only be sustained when each service promise is translated into adequate capacity, clear ownership, operational controls, and verifiable readiness evidence.]]>
