Organizational Models in Dual Mode Institutions and the Social Agenda of Distance Eduation

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Information about Organizational Models in Dual Mode Institutions and the Social Agenda of...

Published on June 21, 2008

Author: markbullen

Source: slideshare.net

Organizational Models in Dual Mode Institutions and the Social Agenda of Distance Education Mark Bullen, Martha Burkle, Karen Belfer

Introduction Once upon a time…. Our reflections on significant organizational change related to DE at UBC Not an isolated event Other institutions have struggled with the same issues

Once upon a time….

Our reflections on significant organizational change related to DE at UBC

Not an isolated event

Other institutions have struggled with the same issues

The Theory Causes Emergence of e-learning for campus-based teaching Conflation of technology use with mode of delivery Lack of understanding of the distinct needs of distance learner (non-traditional) Emergence of new organizational units with similar mandates

Causes

Emergence of e-learning for campus-based teaching

Conflation of technology use with mode of delivery

Lack of understanding of the distinct needs of distance learner (non-traditional)

Emergence of new organizational units with similar mandates

The Theory Impact Social agenda of distance education is at risk

Impact

Social agenda of distance education is at risk

Social Agenda of Distance Education Help eliminate social, financial, situational, educational barriers Aimed at the non-traditional learner Open learning Social development Distance learners have different needs

Help eliminate social, financial, situational, educational barriers

Aimed at the non-traditional learner

Open learning

Social development

Distance learners have different needs

Methodology Analysis of four dual mode organizational models: BCIT, SAIT, UBC, Tec de Monterrey Attempt to test the theory

Analysis of four dual mode organizational models:

BCIT, SAIT, UBC, Tec de Monterrey

Attempt to test the theory

Case Study Framework Type of institution DE strategy DE mandate Student profile Courses DE organizational structure DE status

Type of institution

DE strategy

DE mandate

Student profile

Courses

DE organizational structure

DE status

BC Institute of Technology Type of Institution Public, polytechnic Distance Education Strategy Does not have a specific DE strategy Distance Education Mandate Mandate depends on the needs of the Schools and Departments (in response to the needs of the field and learners’ needs).

Type of Institution

Public, polytechnic

Distance Education Strategy

Does not have a specific DE strategy

Distance Education Mandate

Mandate depends on the needs of the Schools and Departments (in response to the needs of the field and learners’ needs).

BC Institute of Technology Full Time Students 13,000 Boomer 45 yrs and over Gen X 25 – 44 yrs 72% 26% 2% Part Time Students 30,000 24% 61% 15% Millennial 24 yrs and under Student Profile

Student Profile

BC Institute of Technology Courses 459 courses 79 programs 6 different schools Predominantly Health Sciences

Courses

459 courses

79 programs

6 different schools

Predominantly Health Sciences

BC Institute of Technology Organizational Structure for DE Base-funded Centralized development Program-based delivery Managerial approach

Organizational Structure for DE

Base-funded

Centralized development

Program-based delivery

Managerial approach

BC Institute of Technology Status of Distance Education Valued Schools and programs have a good understanding of how DE can support their educational goals (e.g. access, flexibility for working students) DE instruction well-integrated into workload 33% of students studying by DE

Status of Distance Education

Valued

Schools and programs have a good understanding of how DE can support their educational goals (e.g. access, flexibility for working students)

DE instruction well-integrated into workload

33% of students studying by DE

BC Institute of Technology Emergence of e-learning for campus-based teaching Conflation of technology use with mode of delivery Lack of understanding of the distinct needs of distance learner (non-traditional) Emergence of new organizational units with similar mandates Social agenda of DE at risk

Emergence of e-learning for campus-based teaching

Conflation of technology use with mode of delivery

Lack of understanding of the distinct needs of distance learner (non-traditional)

Emergence of new organizational units with similar mandates

Social agenda of DE at risk

SAIT Polytechnic Type of Institution Public, polytechnic institute DE strategy Development of the Cisco Research Chair in e-Learning Double the DE gross revenue in 5 years Double the net contribution in 5 years Increase market share overall DE mandate

Type of Institution

Public, polytechnic institute

DE strategy

Development of the Cisco Research Chair in e-Learning

Double the DE gross revenue in 5 years

Double the net contribution in 5 years

Increase market share overall

DE mandate

SAIT Polytechnic Student Profile DE 11,000 DE registrations Doubled registrations in 5 years Steady growth rate Campus 75,000 students

Student Profile

DE

11,000 DE registrations

Doubled registrations in 5 years

Steady growth rate

Campus

75,000 students

SAIT Polytechnic Courses 320 courses 60 programs Predominantly in energy resources

Courses

320 courses

60 programs

Predominantly in energy resources

SAIT Polytechnic Organizational Structure for DE 50% centralized development and campus-wide student support functions 50% decentralized content delivery DE has a full cost recovery model with a net margin

Organizational Structure for DE

50% centralized development and campus-wide student support functions

50% decentralized content delivery

DE has a full cost recovery model with a net margin

SAIT Polytechnic Status of Distance Education Valued A Board priority for increasing access will have a positive impact on Distance Education in the future. In the past, somewhat valued as a revenue producing line of business Greater emphasis to be placed on DE in the next 3 years. Integration of learning with technology has been identified as the core competence in the Institutional Strategy

Status of Distance Education

Valued

A Board priority for increasing access will have a positive impact on Distance Education in the future.

In the past, somewhat valued as a revenue producing line of business

Greater emphasis to be placed on DE in the next 3 years.

Integration of learning with technology has been identified as the core competence in the Institutional Strategy

SAIT Polytechnic Emergence of e-learning for campus-based teaching Conflation of technology use with mode of delivery Lack of understanding of the distinct needs of distance learner (non-traditional) Emergence of new organizational units with similar mandates Social agenda of DE at risk

Emergence of e-learning for campus-based teaching

Conflation of technology use with mode of delivery

Lack of understanding of the distinct needs of distance learner (non-traditional)

Emergence of new organizational units with similar mandates

Social agenda of DE at risk

University of British Columbia Type of Institution Traditional, public, research university Distance Education Strategy Priorities used to be determined by a university-wide committee Weak strategy Distance Education Mandate to make education accessible aimed at non-traditional learner

Type of Institution

Traditional, public, research university

Distance Education Strategy

Priorities used to be determined by a university-wide committee

Weak strategy

Distance Education Mandate

to make education accessible

aimed at non-traditional learner

University of British Columbia Student Profile DE 4,000 DE enrollments Majority are campus students taking DE for flexibility Slightly older than campus students Campus 43,000 full time students largely 18-24 years old

Student Profile

DE

4,000 DE enrollments

Majority are campus students taking DE for flexibility

Slightly older than campus students

Campus

43,000 full time students

largely 18-24 years old

University of British Columbia Courses 200 courses 12 subject areas 4 full programs

Courses

200 courses

12 subject areas

4 full programs

University of British Columbia Organizational Structure for DE Mixture of centralized and faculty-based support Gradual weakening of central unit as faculty-based technology support units have emerged Managerial approach

Organizational Structure for DE

Mixture of centralized and faculty-based support

Gradual weakening of central unit as faculty-based technology support units have emerged

Managerial approach

University of British Columbia Status of Distance Education Marginal Mixture of cost-recovery and base funding Less than 10% of student population study by DE Most DE instructors are part-time DE instruction not part of teaching load Not seen as supporting the core goals of the institution

Status of Distance Education

Marginal

Mixture of cost-recovery and base funding

Less than 10% of student population study by DE

Most DE instructors are part-time

DE instruction not part of teaching load

Not seen as supporting the core goals of the institution

University of British Columbia Emergence of e-learning for campus-based teaching Conflation of technology use with mode of delivery Lack of understanding of the distinct needs of distance learner (non-traditional) Emergence of new organizational units with similar mandates Social agenda of DE at risk

Emergence of e-learning for campus-based teaching

Conflation of technology use with mode of delivery

Lack of understanding of the distinct needs of distance learner (non-traditional)

Emergence of new organizational units with similar mandates

Social agenda of DE at risk

Tec de Monterrey Type of Institution Private teaching university DE Strategy To continue to be leaders in DE across the country providing course innovation through the application of new pedagogic models (UV) DE Mandate

Type of Institution

Private teaching university

DE Strategy

To continue to be leaders in DE across the country providing course innovation through the application of new pedagogic models (UV)

DE Mandate

Tec de Monterrey Student Profile 8,745 undergraduate students 6,496 postgraduates 90,509 Con Ed students 86,356 students in programs for basic competency development

Student Profile

8,745 undergraduate students

6,496 postgraduates

90,509 Con Ed students

86,356 students in programs for basic competency development

Tec de Monterrey Courses 60 programs

Courses

60 programs

Tec de Monterrey Organizational Structure for DE Decentralized in 3 of the 33 campuses for course-based delivery Undergraduate satellite courses taught centralized to students Fully online courses to postgraduate and Con-Ed students Cost-recovery/base funded

Organizational Structure for DE

Decentralized in 3 of the 33 campuses for course-based delivery

Undergraduate satellite courses taught centralized to students

Fully online courses to postgraduate and Con-Ed students

Cost-recovery/base funded

Tec de Monterrey Status of Distance Education Very valued - part of  TEC prestige

Status of Distance Education

Very valued - part of  TEC prestige

Tec de Monterrey Emergence of e-learning for campus-based teaching Conflation of technology use with mode of delivery Lack of understanding of the distinct needs of distance learner (non-traditional) Emergence of new organizational units with similar mandates Social agenda of DE at risk

Emergence of e-learning for campus-based teaching

Conflation of technology use with mode of delivery

Lack of understanding of the distinct needs of distance learner (non-traditional)

Emergence of new organizational units with similar mandates

Social agenda of DE at risk

Conclusions Emergence of e-learning for campus-based teaching Conflation of technology use with mode of delivery Lack of understanding of the distinct needs of distance learner (non-traditional) Emergence of new organizational units with similar mandates Social agenda of DE at risk          

Emergence of e-learning for campus-based teaching

Conflation of technology use with mode of delivery

Lack of understanding of the distinct needs of distance learner (non-traditional)

Emergence of new organizational units with similar mandates

Social agenda of DE at risk

   





  



Conclusions Theory explains the factors But why is this happening? Related to type of institution Learner-centered institutions more likely preserve DE focus Organizational structure? DE strategy? DE mandate?

Theory explains the factors

But why is this happening?

Related to type of institution

Learner-centered institutions more likely preserve DE focus

Organizational structure?

DE strategy?

DE mandate?

For Further Information BCIT http://www.bcit.ca [email_address] [email_address] SAIT http://www.sait.ca [email_address] Tec de Monterrey http://www.itesm.mx

BCIT

http://www.bcit.ca

[email_address]

[email_address]

SAIT

http://www.sait.ca

[email_address]

Tec de Monterrey

http://www.itesm.mx

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