2011A University at the Crossroads
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2011A University at the Crossroads

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  • “The spirit of the Outreach School is incredibly welcoming, collaborative, and helpful. It’s one of the nicest places on campus to work with. (Program director)“The Outreach School has enabled non-traditional students to get an education” (Department head)
  • Summer school differentialsUse of part-time academic lecturers
  • “The reason they (Outreach School) can’t give us a clear picture is because they don’t understand the picture. If infrastructure were to improve we could probably (increase proceeds to Outreach School). We’re not hung up on the amount but more on lack of transparency.” (Department Head)“No one has ability to communicate. I want a report three times a year and I have to keep asking. When we stopped asking we stopped getting anything.” (Department head)
  • “Dean says get more people into summer school – we see the money – but Outreach School is saying teach through us and we’ll pay you more.” (Department head)“We need more capacity!” (Dept head)
  • MSU, Ohio State, Oregon State, U of Alaska Anchorage, U of Missouri, U of OK, U of TN, WSU, WGU, Wiche ICE
  • More instructional design, more tech supportBlueprints and cookbooks (timelines, action items, process)“Outreach support is necessary to launch at the regional and national level.” (Prof/Director)

2011A University at the Crossroads 2011A University at the Crossroads Presentation Transcript

  • A University at the Crossroads:Rethinking the Weave BetweenDistance and Brick-and-Mortar Education Maggi Murdock1, Alan Greenberg2, and Scott Seville1 1 University of Wyoming Outreach School 2Wainhouse Research
  • How many of you… (Polleverywhere.com)• Have inherited an organization designed for distance education as it was practiced in 1990?• Believe you have the best organization possible for delivering distance education?• Are experiencing 10% to 20% growth student enrollment over past 3-5 years?• See increased demand from partners, constituents, students?• Are struggling with sustainable financial models and processes?
  • The University of Wyoming Outreach School 2010• 10-20% annual distance education enrollment increases• Pressure from within and without for new courses and programs• Staff and budget limitations• Systems and processes developed over years that were not all connected to mainline University systems• Inconsistent and unsustainable financial agreements with units and faculty
  • What to do?• External review to identify system, process, and financial issues as well as constituent perceptions of Outreach School.• Initially looked within the institution (outside Outreach School) for consultant.• Turned to external consultant for strategic reasons.
  • Wainhouse Research Methodology • Onsite Interviews • Review of Documents Phase I • Identification of Comparator Institutions • Interviews with Comparators Phase II • Assimilation of Phase I and II data • Development of Recommendations Phase III • Final Report
  • What Works – Outreach School• Fulfilling its mission – Students served – Faculty engaged• Perceptions of Outreach School – Responsive and flexible – Leading with technology – Strong marketing – Additive• Outreach School embedded in fabric of UW
  • High Touch U• “Students are well served, and remote learners feel that they are part of the university. Ask our students: they may not feel part of Laramie but feel they are part of UW.” (Department head)• “Outreach doesn’t just help with the technical side, but also with the human side” (Admin/Dean)Polleverywhere.com- Does your organization wrestlewith balancing human touch with scalability?
  • Issues and Challenges• Reimbursement models / financial structure• Budgetary transparency / reporting• Program creation• Mixed messages
  • Reimbursement Model Elements Reimbursement Model over Time
  • Insufficient Budgetary Transparency• General lack of understanding of cost structure / revenues from OS• Lack of reports / regular reporting Receive Know how funding? much you receive? Yes 9 6 No 7 3 Unsure 2
  • Program Creation• Programs appear to be created on an ad hoc basis. Are there metrics for assessing need?• Central Position Management (CPM) model vs. OS agreements: the crux?• Creation seems to be based on champions and high touch from Outreach School. This may not be bad, but stifles innovation and results in hodge podge of new program creation, without clear cut support defined (market need, marketing involvement, technical support).
  • Mixed messages• Delivery van?• School of knowledge/expertise?• Professional services organization?
  • Comparator Institution Interviews• Identification of Institutions• Methodology of Interviews• Areas of Interest: – Demographics and Institutional Structure – Faculty Participation in Distance Education Programs – Development of New Programs – Distance Education Student Experience – Finance Structures / Revenue Flows – Distance Education Organization Behaviors
  • Demographics Student FTE Distance education FTE F/T Faculty or Adjunct Student FTE DE FTE Faculty FacultyUW 13,000 3,000 730 FTE 86 Instructors / 135 DE (subset)U#1 66,000 7000 50 – DE ONLY 50U#2 34,000 300-400 334 DE ONLY XU#3 11,240 6,260 630 FT, 332 DE 600 ONLYU#4 25,000 3,000 1,200 ALL XU#5 14,000 12K credit hours 800 ALL YesU#6 30,000 13,000 750 DE ONLY 2250U#7 22,000 22,000 500 ALL XU#8 24,000 4,100 3,500 ALL XU#9 63,000 2,500 50 DE N/A
  • Institutional Structure Centralized / De-centralized / Other Comments Growth Rate / ScalabilityUW Centralized + distributed 11 outreach centers, OCP, OTS, UW/CC MediumU#1 Central admin, courses de-centralized 2 “shops” – semester-based & 9-month Slow enrollmentU#2 Shared: DE through provost’s office and Distance education part of academic Strong academic departments missionU#3 De-centralized; strong in individual depts. Mix of delivery methods. StrongU#4 Centralized 7,000 credit hours per semester DE StrongU#5 Very de-centralized; DE organization handles 12,000 credit hrs through extended U Slow logistics but courses through academic depts.U#6 Centralized within CE 50% of degree programs must be face-to- Slow faceU#7 Centralized Accelerated degrees StrongU#8 Centralized 200 undergraduate degrees, 80 graduate MediumU#9 Infrastructure / registration central / courses 4 regional campuses; 50 distance education Slow de-centralized courses
  • The Four Stages of Distance EducationPhase 1 Decentralized structure, experimental distance education in departmentsPhase 2 Decentralized / Centralized, some central control but wildcatters drivePhase 3 Centralized structure, central group providing support to departmentsPhase 4 Centralized / Decentralized – Greater autonomy given to departments while central organization provides leadership and coordination
  • Where is your institution? (Polleverywhere.com)• Phase 1• Phase 2• Phase 3• Phase 4
  • Is your institution facing integration challenges? (Polleverywhere.com)• Yes• No
  • Primary Success Factors Constant renewalMarket research Marketing LeadershipTransparency Clear and consistent funding Partnerships models
  • Scalability Consistency TransparencyRECOMMENDATIONS
  • A more integrated future for outreach at UW• “A very significant portion of the entire university student population is taking distance education courses. That’s the part that’s growing. It seems like we should move beyond the point that it’s an add-on program; why would we treat revenue generation any differently? This is a fundamental way of delivering college education in this state. Don’t treat it as something ‘extraneous.’” – Administration representative
  • Consistent, Transparent Processes Related to $• Eliminate variable revenue sharing models• Centralize tuition distribution management• Establish processes for routine reporting• Enhance Outreach School accounting beginning with audit of technologies and best practices
  • Scalability• Reboot course development processes• Improve internal guidance provided by Outreach School• Review approaches to registration, drop/add, and payments• Eliminate summer school differential pay• Revise faculty participation policy• Provide growth incentives
  • Wainhouse Implementation• All recommendations accepted by OS – OS prioritized recommendations – determined actions required to implement each recommendation – developed timeline and assigned working groups for follow through – presented recommendations to Academic Affairs and academic deans
  • Implementation Today• #1 Priority- New Financial Model- 1. Academic Affairs 2. Deans Council 3. UW Executive Council 4. Negotiations
  • Questions• Dr. Maggi Murdock, University of Wyoming, Murdock@uwyo.edu• Dr. R. Scott Seville, University of Wyoming, SSeville@uwyo.edu• Alan Greenberg, Wainhouse Research, agreenberg@wainhouse.com