Organizational Models in Dual Mode Institutions and the Social Agenda of Distance Eduation
Upcoming SlideShare
Loading in...5
×
 

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

on

  • 2,362 views

 

Statistics

Views

Total Views
2,362
Views on SlideShare
2,343
Embed Views
19

Actions

Likes
0
Downloads
9
Comments
0

5 Embeds 19

http://bullenpoint.blogspot.com 12
http://bullenpoint.blogspot.ca 3
http://bullenpoint.blogspot.jp 2
http://bullenpoint.blogspot.de 1
http://bullenpoint.blogspot.com.es 1

Accessibility

Categories

Upload Details

Uploaded via as Microsoft PowerPoint

Usage Rights

© All Rights Reserved

Report content

Flagged as inappropriate Flag as inappropriate
Flag as inappropriate

Select your reason for flagging this presentation as inappropriate.

Cancel
  • Full Name Full Name Comment goes here.
    Are you sure you want to
    Your message goes here
    Processing…
Post Comment
Edit your comment

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

  • 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
  • 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
  • The Theory
    • 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
  • Methodology
    • 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
  • 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).
  • 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
  • BC Institute of Technology
    • 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
  • 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
  • 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
  • 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
  • SAIT Polytechnic
    • 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
  • 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
  • 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
  • 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
  • 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
  • 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
  • University of British Columbia
    • 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
  • 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
  • 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
  • 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
  • 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
  • Tec de Monterrey
    • 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
  • Tec de Monterrey
    • 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
  • 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
    •    
    •   
  • 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?
  • 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