MEAS Course on E-learning: 5 Planning for scaleable operations and costs
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MEAS Course on E-learning: 5 Planning for scaleable operations and costs

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Part 5/5 of the MEAS Course on E-learning.

Part 5/5 of the MEAS Course on E-learning.

Also see: http://www.meas-extension.org/meas-offers/training/online-courses "

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  • Introduce ourselves, workshop coverageAsk participants to introduce themselves, identify their institution and rolesNote interactivity welcome and Q&A as we move alongIdentify participant resource materials, including worksheets used throughout workshopNote any “housekeeping” items – e.g., breaks etc
  • 1. Differentiate between business models and operational models2. Discuss various business models: incremental, alliance (partnerships), cost or profit center, overhead/service center, independent for-profitOther models?
  • Reinforce how an operational model differs from a business model – e.g., it is an overarching and organizing frameworkIntroduce WCET’s “web of services” – a holistic approach to organizing and managing operations, especially as institutions increase in size. [Note that this is a handout on their workshop materials so easier to read and digest after conclusion of workshop.]Discuss “spillover effect” and the importance of implementing a systemic approach to services and operations
  • The data show some correlations among models and how things are done. Generally we were able to generate several course development approachesREAD LIST
  • The lack of diversity in student services was interpreted to be either a statement that places like WCET, Sloan Consortium, accreditors and other policy influencers that services were expected for students regardless of how you run your business
  • What doomed Global Campus? The failure of UK eUniversityWhy do others succeed? OFTEN UNDERESTIMATED! NOT THE SAME AS REPLICATING CLASSROOM OR BOLTED ON MODEL… E.g. UMass Online, Western Governors U (identify proper competencies, assess these, award degrees when competencies met –self-paced), UMUC, Grand CanyonDiscuss why strategic linkage of business aspect with mission, vision, values is important and communication of those

MEAS Course on E-learning: 5 Planning for scaleable operations and costs MEAS Course on E-learning: 5 Planning for scaleable operations and costs Presentation Transcript

  • Karen Vignare, Michigan State University
  • Understanding the Landscape• Models and compatibility with mission, vision, values, strategy• Rubrics for baselines• Measures of success• Managing change in dynamic environment
  • Business Models• Incremental• Alliance• Cost or profit center• Overhead or service center• Independent, for-profit
  • RespondentsCollege Classification Sample Percentage Doctoral 31 Master’s 24 Baccalaureate 22 Associates 17 Specialty 2
  • Goals of Online Learning• Rank Order (Most Important) • Extension, surplus, brand value, diversity, on-campus retention & speed to graduation• Rank Order (Not Important) • Speed to graduation, retention, diversity, surplus, brand value & extension• Rank Order (Combined top two ranking) • Brand, extension, surplus, retention, diversity & speed to graduation
  • Online Course Development• How is it done?• Individual faculty develop and deliver• Individual faculty develop but others deliver• Faculty team develops and delivers• Faculty team develops and others deliver
  • Business Decision Making90%80%70%60%50%40%30%20%10% 0% Business Planning Integrated Marketing Price Setting Ability to enter Ability to remove Functions partnerships products from the market Ind Self Funded College Unit Self Funded College overhead
  • Student Services90%80%70%60%50%40%30%20%10% 0% es ort nc e /... a.. . rv ic pp rie e rs be se l su pe sto m di t en t ic a ex cre ud n ni n g /cu in St Tech ar nts ll ed ele de it s tu nro r th se l fo re d en t on tro n -c stud no ty c for for ali on ti o n Qu tenti ten Re Re Ind Self Funded College Unit Self Funded College Overhead
  • Curriculum Issues80%70%60%50%40%30%20%10% 0% Ability to hire Ability to create Ability to create Ability to create faculty instructors new customized new non-credit new credit curriculum curriculum curriculum Ind Self funded College Unit Self Funded College Overhead
  • Starting points and goals• Most institutions began online learning programs with 1 of 2 goals (Miller, Schiffman unpublished paper) • To extend access to programs • To improve quality of existing programs » e.g., retention, throughput • What was your starting point? • What were (are) your initial goals?
  • Value chain IMPROVEMENT LOOP DESIG DEVEL DELIVE MAINT N OP R AIN BUSINESS DECISIONS STUDENT SERVICES DECISIONS CURRICULUM DECISIONS
  • Institutional “Fit”• Why do some institutions succeed and others fail?• Using technology to develop new delivery system is complex• The link among mission, vision, values, and strategy is critical
  • Some words about costs• Courses run from faculty time to $500,000 USD • If you plan a course that can be shared amongst many faculty short-term investment increases but long-term costs are• Programmatic costs (for a certificate to degree)— USD $50,000 to $ 1,000,000• Institutional costs USD $50,000 to $10,000,000
  • Some words about costs• REMEMBER: US market now 50% of online belongs to for-profit companies making billions—so if you don’t build someone else will• US universities went after high value markets first• Graduate degrees mostly Master’s programs— Business, Information Technology, Education, Engineering
  • Some words about costs• Then two year programs based on need to be scalable (like community colleges) • Focused on top 20 courses taught throughout the country • Most charged a technology fee• Only now ten years after launch is the US addressing four year degrees • Typically general degrees—Nursing, Education, Business, Information Technology and Cross-Disciplinary degrees
  • Some words about sustainability• US model is tuition based and grant/scholarship funded• Technology costs are generally shareable across the university as on-ground services are expected to move online• All students will demand internet based services• Current method of lecture based is actually a bad investment but it is cheap enough that no one cares
  • MSU Case Study• Functions needed for Scaling • MSU current methods • Vendor approaches • Costs/Recommendations• Comparative Survey amongst Big Ten
  • Discussion• Lessons learned without investment market will leave, will it happen here
  • Summary• Best approach is to get started with grants and as a group.• Use collaborative approaches to build foundation courses• Allow universities to specialize with blended/experiential curriculum
  • Terms of Use © Karen Vignare, Michigan State University, MEAS project. This work is licensed under a Creative Commons Attribution 3.0 Unported License.Users are free: • to Share — to copy, distribute and transmit the work • to Remix — to adapt the workUnder the following conditions: • Attribution — Users must attribute the work to the author(s)/institution (but not in any way that suggests that the authors/ institution endorse the user or the user’s use of the work).
  • DisclaimerThis presentation was made possible by thegenerous support of the American peoplethrough the United States Agency forInternational Development, USAID. Thecontents are the responsibility of theauthor(s) and do not necessarily reflect theviews of USAID or the United StatesGovernment.