Managing Operations Workshop

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How to Manage and Improve Your Online Learning Operations Workshop

How to Manage and Improve Your Online Learning Operations Workshop

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  • Introduce ourselves, workshop coverage Ask participants to introduce themselves, identify their institution and roles Note interactivity welcome and Q&A as we move along Identify participant resource materials, including worksheets used throughout workshop Note any “housekeeping” items – e.g., breaks etc
  • What are the biggest challenges you face today at your institution? What do you hope to gain from this workshop that might help these challenges?
  • Our view of why this workshop is important and what we hope you will gain today – in addition to the reasons you have mentioned – include the presentation of models, success measures and other resources that will fit your particular institutional needs … real examples and some fictitious mini cases to further your thinking about how to improve operational effectiveness … and specific ideas for how we can manage in our dynamic HE environment…
  • 1. Differentiate between business models and operational models 2. Discuss various business models: incremental, alliance (partnerships), cost or profit center, overhead/service center, independent for-profit Other models?
  • SMALL GROUP ACTIVITY: Discuss the business model used at your institutions ; have groups list models on flip chart so we can capture and discuss 2. Note similarities, differences and ask them to reflect on the effectiveness of their models
  • Reinforce how an operational model differs from a business model – e.g., it is an overarching and organizing framework Introduce 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
  • GROUP ACTIVITY: Divide groups (by institutional type, level of experience with online learning, and/or participants’ role/responsibilities at their institutions) and have them discuss how their operations reflect or differ from the WCET model
  • Survey was a convenience sample and heavy on Doctoral and Master’s respondents but remember besides associate they are largest providers of online learning degrees Other demographics? 90% of the respondents had 25 or less programs/certificates or degrees available The degrees offered were masters, bachelors, credit certificates, customized corporate programs, and associates in that order
  • Read goals It is interesting to note that the goals of online learning
  • Is this what you mean? I think we need to stay away from yet another “model” discussion here since we’re using both business and operational models and this is likely to cause confusion.
  • After we received the data, we attempted to see if their were any ways to relate the financial models to business functions. To remind you our list of functions are available in the paper but they loosely connected to three areas critical to successful online learning delivery: business planning or decisions like Student services Curriculum planning
  • What doomed Global Campus? The failure of UK eUniversity Why 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 Canyon Discuss why strategic linkage of business aspect with mission, vision, values is important and communication of those
  • SMALL GROUP ACTIVITY: Mini Case Studies (handout)
  • Why is this important? Stakeholders demand accountability. If we assess learning, why wouldn’t we assess operational effectiveness, ROI, etc? Note the ROI conundrum…take care in thinking of this as all-encompassing metric for online programs. What do we measure? Qualitatively and quantitatively…for students: retention, graduation rates, time to degree, employment, etc. Faculty: quality of the hire, retention, promotion, contributions to teaching, research, service, etc. Administration: enrollments, new programs, endowments, ROI, etc. How do we measure? Balanced Scorecard, Dashboard, others? Let’s look at these…
  • Balanced Scorecard is an applicable model to evaluate higher education institutions’ effectiveness (i.e., efficiency and effectiveness) Note that Vision and Strategy are at the core… The other key pieces… Do any of your institutions use this measurement or something similar??
  • UMUC is an example of one institution that has utilized the Kaplan and Norton framework. Note that the vision and strategy are at the core…and the other components include the student perspective, the financial perspective, internal perspective and growth and learning. The student perspective focuses on how students see the university. With that lens, the institution focuses on quality. Like most public institutions – as well as an increasing number of privates today – the university’s fiscal health is a key concern. And with a focus on accountability as well, this is an area that is important to all stakeholders… The internal perspective allows the senior leadership to examine various processes to determine the areas in which the college excels and where it needs to improve. For institutions that are experiencing growth, this is particularly important since processes need to be revisited and streamlined in many cases. And since we are in the business of teaching and learning, the area of “growth and learning” is critical too. The question we must ask ourselves is: how can we continue to improve and create value for our students…not only is technology advancing rapidly but student demographics are shifting and we need to continuously reexamine processes and practices to meet evolving needs…
  • The “Dashboard” is another tool to measure a variety of higher education outcomes – at student, program, institutional levels Do any of your institutions use this measurement or something similar??
  • It’s been suggested that we link the measures that we use to specific needs and populations…For example, if we are interested in X,….
  • Introduce concept of strategic change within our institutions (Tana) 2. Discuss learning organizations (Tana) 3. Discuss why transformation efforts fail (Tana)
  • Robertson and Cox provide an interesting way for us to think about the change process… In their work at their own university (University of Worcester in the UK), they undertook a major change initiative. From their reflection on that change process, they likened the phases to the metaphor of a spiral… 1 st phase: the tight spiral 2 nd phase: a loosening of the spiral 3 rd phase: evolving into a galaxy-like spiral Let’s look at these…
  • They describe the first phase as the “tight spiral of change” because the initial energy and impetus typically comes from senior management at the center as the core driver for change.
  • They note that in the 2 nd phase of the change process, there is a loosening of the spiral as offshoots emerge, generating additional energy and impetus – and no longer entirely dependent on the core to feed its growth and development while still maintaining strong links to the core (senior management)…in short, culture change is underway…
  • In the 3 rd phase of the change process, the energy is not driven just by the core as it was initially but is generated by teams…although still benefitting from the momentum emanating from the core. Robertson and Cox see this spiral metaphorically as “a sun and its galaxies, moving in unison towards a common goal.” The “spiral” metaphor provides some food for thought regarding our own change processes – especially since we know that top-down change inevitably is resisted and that bottom-up approaches typically are only partial solutions…
  • Aligning institutional goals, assessing value on investments, and understanding the volatile higher education marketplace are all issues that colleges and universities wrestle with… Equipping ourselves with comprehensive models, tools to measure success – and learning from a variety of experiences – can help us leverage the opportunities this dynamic environment offers.

Transcript

  • 1. Tana Monaco, Westminster College Karen Vignare, MSU Global, Michigan State University
  • 2.
    • Introduction
    • Discussion of models
    • Models and compatibility with mission, vision, values, strategy
    • Measures of success
    • Managing change in dynamic environment
    • Sharing resources
  • 3.
    • Visualize your online operations as a car… What kind of a vehicle is it?
    • a rusted and neglected car,
    • a sleek limousine,
    • a fast sports car,
    • a Winnebago,
    • or something else?
    • … Why?
  • 4.
    • Share the biggest challenges facing your institution today
    • What do you hope to gain from this workshop that might help you meet these challenges?
  • 5.
    • Present models , success measures, other resources to fit your institutional needs
    • Provide examples that demonstrate how to improve operational effectiveness
    • Offer ideas for managing in a new reality of higher education
  • 6.
    • Incremental
    • Alliance
    • Cost or profit center
    • Overhead or service center
    • Independent, for-profit
  • 7.
    • Incremental
    • Alliance
    • Cost or profit center
    • Overhead or service center
    • Independent, for-profit
    • Other?
  • 8.  
  • 9.
    • How do your operations reflect or differ from the WCET “web of services” model?
  • 10.
    • Survey questions were researched and beta tested with Sloan-c board members
    • 17 Likert type questions
    • 3 Open-ended questions
    • Publicized in Sloan listserv, NUTN listserv, and UCEA listserv
    • Convenience sample
    • 128 responses; ~110 individual institutions
  • 11. College Classification Sample Percentage Doctoral 31 Master’s 24 Baccalaureate 22 Associates 17 Specialty 2
  • 12.
    • 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 (Most & Important)
      • Brand, extension, surplus, retention, diversity & speed to graduation
  • 13.
    • 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
  • 14.  
  • 15.  
  • 16.  
  • 17.
    • Across respondents
      • Faculty
      • Quality
      • Return on Investment
      • Business Plan
      • Institutional issues—support, integration & organizational structure
  • 18.
    • 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?
  • 19.
    • What business model was chosen to launch your program?
      • e.g. within continuing education, provost’s office, academic department, etc.
    • How well matched was (is) the model to attaining your goals?
      • A business model is a way of capturing value of a product/service and turning it into a revenue stream that can sustain/grow the business
  • 20.
    • Constant change is a given
    • Disagreement on whether response is for your institution or to the opportunity
    • Technology-driven
    • Customer opportunity—driven
    • Combination
    • International models especially those unfettered by global higher education leaders
  • 21. Technology Method Model Internet (90s) ALN For-profits; systems Databases Standards Assessments ALN, Modules Competency Social Networking Personal Learning Environments Learning Paths Open, Personalized
  • 22.  
  • 23.
    • Working Adults—flexibility, convenience, recognized brands
    • Segmentation—achievement based on preference—competency
    • Wikinomics & Longtail—Opportunity for ever smaller groups
  • 24.
    • 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
  • 25.
    • After reading the scenarios, discuss the questions posed with your group
    • Select a reporter for large group feedback
  • 26.
    • Why is this important?
    • What do we measure?
    • How do we measure?
  • 27.  
  • 28. Student Perspective Financial Perspective Internal Perspective Growth and Learning Vision & Strategy
  • 29.  
  • 30.  
  • 31.
    • Planned and strategic change (anticipatory rather than reactionary)
    • Change is natural component of “The Learning Organization”
    • Why transformation efforts fail
  • 32.
    • The tight spiral of change
    • Loosening the spiral of change
    • Galaxy-like spiral of change
    • Source: Robertson & Cox. (May 2009). Challenging Culture and Managing Change in Higher Education. Leadership and Management Conference.
  • 33.  
  • 34.  
  • 35.  
  • 36.
    • “ Flat is the new up.” - Daniel Gross, Newsweek
    • “ There is nothing in this world which is constant but inconsistency.” - Jonathan Swift
    • “ It is not the strongest of the species that survive, nor the most intelligent, but the ones most responsive to change.” – Charles Darwin
  • 37.
    • Successful adoption of flexible online delivery models in HE is a complex issue and requires alignment of goals, assessment of value on investment, and understanding the marketplace as well as local politics
    • Equipping ourselves with comprehensive models, tools to measure success – and learning from a variety of experiences – can help us leverage the opportunities this dynamic environment offers
  • 38.
    • Tana Monaco
      • [email_address]
    • Karen Vignare
      • [email_address]