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

Slide 1: Organizational Models in Dual Mode Institutions and the Social Agenda of Distance Education Mark Bullen, Martha Burkle, Karen Belfer CNIE, Banff, April 2008

Slide 2: Introduction  Once upon a time….  Reflections on significant organizational change related to DE at UBC  Not an isolated event  Other institutions have struggled with the same issues

Slide 3: Agenda  The theory  Methodology  Social agenda of DE  E-learning  Methodology  Institutional analysis  Conclusions

Slide 4: The Theory  Causes  Emergence of e-learning for campus-based teaching  Distance education seen as a technology issue  Lack of understanding of the distinct needs of distance learner (non-traditional)  Emergence of new organizational units with similar, overlapping mandates

Slide 5: 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

Slide 6: E-Learning

Slide 7: Methodology  Analysis of four dual mode organizational models:  UBC  BCIT  SAIT  VCC  Attempt to test the theory

Slide 8: Case Study Framework  Type of institution  DE strategy  DE mandate  Student profile  Courses  DE organizational structure  DE status

Slide 9: 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).

Slide 10: BC Institute of Technology • Student Profile 2% 26% 72% Full Time Students 13,000 Boomer Gen X Millennial 45 yrs and over 25 – 44 24 yrs and yrs under Part Time Students 15% 61% 24% 30,000

Slide 11: BC Institute of Technology  DE Courses  459 courses  79 programs  6 different schools  Predominantly Health Sciences

Slide 12: BC Institute of Technology  Organizational Structure for DE  Base-funded  Centralized development  Program-based delivery  Managerial approach

Slide 13: 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

Slide 14: Case Study Framework  Type of institution  DE strategy  DE mandate  Student profile  Courses  DE organizational structure  DE status

Slide 15: SAIT Polytechnic  Type of Institution  Public, polytechnic institute  DE strategy  Double the DE gross revenue in 5 years  Development of the Cisco Research Chair in e-Learning  Distance Education mandate  Increase access to existing programs  Encourage collaboration in schools and partners  Partnership through e-campus Alberta

Slide 16: SAIT Polytechnic • Student Profile 19% 66% 15% 10, 500 Registrations in DE Programs Growth of 45% in 5 years Boomer Gen X Millennial 45 yrs and over 25 – 44 24 yrs and Campus Students yrs under 75,000

Slide 17: SAIT Polytechnic  Courses  300 courses  51 programs  Portfolio is strong in Energy related Training (50%)

Slide 18: SAIT Polytechnic  Organizational Structure for DE  Centralized- decentralized model that addresses SAIT wide issues  Many delivery formats in Schools  DE content is developed in partnership CITD + Schools

Slide 19: SAIT Polytechnic  Status of Distance Education  Valued  DE add on – focus on growth  Campus priority  Technical literacy – core competency  Integration of learning with technology has been identified as the core competence in the Institutional Strategy

Slide 20: Case Study Framework  Type of institution  DE strategy  DE mandate  Student profile  Courses  DE organizational structure  DE status

Slide 21: University of British Columbia  Type of Institution  Traditional, public, research university  Distance Education Strategy  No institutional strategy  Priorities used to be determined by a university-wide committe  Distance Education Mandate  to make education accessible  aimed at non-traditional learner

Slide 22: 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

Slide 23: University of British Columbia  Courses  200 courses  12 subject areas  4 full programs

Slide 24: 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

Slide 25: University of British Columbia  Status of Distance Education  Marginal  Mixture of cost-recovery and base funding  Most DE instructors  Less than 10% of are part-time student population study  DE instruction not by DE part of teaching load  the core goals of the  Not seen as institution supporting the core goals of the institution

Slide 26: Case Study Framework  Type of institution  DE strategy  DE mandate  Student profile  Courses  DE organizational structure  DE status

Slide 27: Vancouver Community College  Type of Institution  Public, college  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).

Slide 28: Vancouver Community College • Student Profile 31 years old 50% 26,000 Students Boomer Gen X Millennial 45 yrs and over 25 – 44 24 yrs and yrs under

Slide 29: Vancouver Community College  Courses  231 DL courses  12 programs  4 different schools  Predominantly Trades

Slide 30: Vancouver Community College  Organizational Structure for DE  Not contained  Decentralized development --> centralized (CID)  Program-based delivery

Slide 31: Vancouver Community College  Status of Distance Education  Valued  Some schools and programs have a good understanding of how DE can support their educational goals (e.g. access, flexibility for working students), others do not even consider it.

Slide 32: Case Study Framework  Type of institution  DE strategy  DE mandate  Student profile  Courses  DE organizational structure  DE status

Slide 33: Conclusions  Theory explains the phenomenon  Related to type of institution  Learner-centered institutions more likely preserve DE focus  Organizational structure?  DE strategy?  DE mandate?

Slide 34: For Further Information BCIT http://www.bcit.ca Mark_Bullen@bcit.ca SAIT http://www.sait.ca Marth.Burkle@sait.ca VCC http://www.vcc.ca kbelfer@vcc.ca

Slide 35: Future of Distance Education ?