The document discusses how online education can promote economic development by: 1) Providing access to higher education for working professionals, which creates a more educated workforce that attracts higher-paying jobs. 2) Allowing universities to "geotarget" online programs to areas with workforce needs. 3) Exporting U.S. education globally through massive open online courses (MOOCs) and other online programs. 4) Aligning online programs with in-demand industry skills to strengthen the link between education and the labor market.

1. #UEDASummit
#UEDASummit

2. Economic Development
through Online Education
Ian Tebbett, PhD
University of Florida

3. On Line Forensic Programs

MS Programs






Forensic Toxicology
Drug Chemistry
DNA & Serology
Forensic Science
Pharm. Chem
Clinical Toxicology


6 Graduate Certificates
Two non credit (CE) courses

4. Forensic program growth





3000 enrollments/year
Students from 50
countries
Self supporting from
$4million annual
revenue
Started with $40k loan
UF $70million revenue
from 6700 online
students

5. Reasons for Success


UF Name and Reputation
Flexible

Students can start any semester.


Degree Seeking


Graduate level designed for working professionals
Market Research


All key courses available 3 x year
Has to quickly become self sustaining
Advertizing

6. Reasons for Success

Customer Service




Registrations support
Help Desk/IT
Advising
Funding Model



University/College/Department 20%
Marketing 40%
Everything else 40%

7. Challenges






Marketing
Help desk
 Need 24/7 knowledgeable IT support
Registrations
 Customer Service
Financial Services
 Difficulty accepting payments
Instructional/Graphic Design
 Greater access
Better Coordination/Collaboration

8. Globalizing Education






Growing demand for online education
Individualized education through course
sharing
Identify and tap existing resources on
campus, statewide, nationally
Self supporting
Creates jobs, not place bound
Export US education

9. Dr. Joel L. Hartman
Vice Provost and Chief Information Officer
University of Central Florida
WHAT DOES ONLINE LEARNING
HAVE TO DO WITH ECONOMIC
DEVELOPMENT?

10. Premise
• Economic development means the creation and
growth of businesses and job creation to
promote economic well being
• An educated workforce is critical to the
economic development of a city or region
• Well-paying jobs and upward mobility are
requiring increasingly higher levels of education

11. A College Educated Person
• Earns about $1M more over their lifetime,
which leads to greater tax revenue
• Is healthier
• Is more likely to support their community and
donate to charity
• Is less likely to be unemployed

12. A College Educated Person
• Is three times less likely to be incarcerated (the
annual cost of maintaining a prisoner is more
than the cost of educating a student)
• Is likely to make greater contributions to society
• Is believed to have a happier, more fulfilling life

13. The 21st Century Economy
• Will need an increasingly well educated
workforce in a broadening array of fields
• Four of the five fastest-growing occupations will
require high levels of postsecondary education

14. The 21st Century Economy
• 55 million new job openings by 2020
– 24 million will be new jobs
– 31 million will be replacing retirees
– 65% of these jobs will require some postsecondary
education and training, up from 28% in 1973
– 5 million of these new jobs will remain unfilled due
to a lack of workers with sufficient education
(over two years’ worth of BS/MS graduates: IPEDS)
- Georgetown University Center on Education and the Workforce

15. Online Learning
• Expands access to higher education through
increased convenience and flexibility
• Brings education to the student, rather than
the student to education
• Allows students to blend school, family, and
work obligations around their personal
schedules

16. Online Learning
• Increasing numbers of baccalaureate and
graduate degree and certificate programs
becoming available online (>700 in Florida)
• Can “geotarget” programs to areas where the
need exists, when no institution or suitable
program is nearby
• Can bring higher education to rural areas

17. Nationally, online degree programs can meet postsecondary requirements for ~80% of job openings in
target clusters
EFI Target Industry Job Openings (2020 Projected) that Can Be
Satisfied with Current National Online Degree Program Offerings
30K
Strengthening the
Link Between the
Labor Market and
Post-Secondary
Education
Florida Today
• Institutions are offering online courses
and degree programs with careerfocused options at every degree level
• Of the EFI Target Industry Job Openings
(2020 Projected), ~30% can be satisfied
with SUS or FCS online programs
28.2K
Job
Requirements
Cannot be Met
with Online
Programs
20
18.1K
Opportunities for Further
Innovation Within
the SUS/FCS
10
Job
Requirements
Can be Met
with Online
Programs
8.6K
6.0K
2.8K
0
Life Sciences Financial and
Professional
Services
Information
Techology
Clean Tech
2.6K
Aviation/
Defense and
Aerospace Homeland Security
• Increase the focus on online-only
students through a broader portfolio of
more flexible offerings, while maintaining
high standards of academic quality
• Better alignment between industry and
post-secondary education through statelevel “Industry Councils” and Florida
Department of Economic Opportunity,
who would provide input on new degree
programs and curriculum
Note: SOC codes are manually mapped to Florida’s 6 target clusters, identified by Enterprise Florida Inc; Job openings in positions with SOC codes are mapped to a program CIP code; it is then
determined which program CIP codes map to DL courses offered nationally (green); Some occupations fell into more than one job cluster and are therefore duplicated within appropriate industry clusters
Source: BLS; Florida Department of Economic Opportunity’s 2012-2020 Projections Statewide (FL DEO); 2010-2015 Strategic Plan for Economic Development, from Enterprise Florida Inc. (EFI);
Peterson’s Distance Learning Database; IPEDS; SUS Board of Governors; FL DOE
1211SUFL_01
17

18. •
•
•
•
•
14 online undergraduate degrees
24 online graduate degrees
30 online graduate, 1 undergraduate certificates
Numerous online minors
Complete general education

19. Expanding Access
1600000
1500000
1400000
1300000
1200000
1100000
1000000
900000
800000
700000
600000
02-03
03-04
F2F
04-05
05-06
OTHER
06-07
VIDEO
07-08
08-09
BLENDED (WEB)
09-10
10-11
ONLINE (WEB)
11-12
12-13

20. Academic Year 2012-2013
• UCF enrolled ~60,000 students
• 34.5% of total university SCH from online courses
• 72% (46,995) of all students took at least one
online or blended course
• 74% (41,251) of all undergraduate students took
at least one online or blended course

21. A Profile of UCF’s Online Students
•
•
•
•
67% female
Average age: 25
Undergrads, primarily full-time students
Graduate students, primarily part-time

22. What Online Grad Students Study
1.
2.
3.
4.
5.
Social Work
Health Sciences
Criminal Justice
Nursing
Communication
Disorders
6. Accounting
7. Teacher Education
8. Counselor Education
9. Nonprofit Management
10. Education PhD

23. Quality Courses = Student Success
100
90
F2F (n=669,638)
Blended (n=66,124)
Fully Online (n=176,856)
94
94
91
90 88
90 88
90
90
90
89
89
87
87
87
87
87
87
80
70
60
50
40
30
20
10
0
Spring 11
Sum 11
Fall 11
Spring 12
Sum 12
Fall 12

24. Withdrawal Rates
100
F2F (n=748,226)
90
Blended (n=67,190)
Fully Online (n=176,983)
80
70
60
50
40
30
20
10
3 3 4
2 2 4
4 4 5
4 4 5
3 3 4
5 4 6
Spring 11
Sum 11
Fall 11
Spring 12
Sum 12
Fall 12
0

25. MOOCs
•
•
•
•
Massive – up to 160,000 students
Open – anyone can register
Online – delivered via the Web
Courses – but not yet degree programs

26. MOOCs
• Free – no tuition
• No credit from originating institution
• But options are emerging to get academic credit

27. Florida Performance Funding
• UCF and USF each received the top performance
funding awards
– % of bachelor’s grads employed or continuing their
education 1 year after graduation
– median average full-time wages of undergrads
employed 1 year after graduation
– average institutional cost per undergrad

28. Dr. Joel L. Hartman
Vice Provost and Chief Information Officer
University of Central Florida
WHAT DOES ONLINE LEARNING
HAVE TO DO WITH ECONOMIC
DEVELOPMENT?

29. Creating Economic
Development through
Online Learning
Michael Pearce
CEO Innovative Education & System Vice
President, Information Technology, CIO
University of South Florida

30. The University of South Florida
• Located in the Tampa Bay area and founded in 1956.
• USF is one of the nation’s top public research universities and
one of only 40 public research universities nationwide with very
high research activity.
• USF serves more than 47,000 students, with campuses in
Tampa, St. Petersburg, and Sarasota-Manatee, with a medical
campus in Tampa.
• USF offers 241 degree programs at the
undergraduate, graduate, specialist, and doctorate levels.
• 80,000 enrollments in more than 2,000 online course sections
annually, including 31 degree and 31 certificate programs
availably fully online.

31. The Market
• Of the 4.4 trillion dollar education market
in, 2012, $91 billion is attributed to online learning.
• eLearning is the fastest growing and forecasted to
have 23% compound annual growth through 2017
• Investments in the US are increasing and have grown
more than 3.5x in last decade
Source: http://blogs.edweek.org/edweek/marketplacek12/IBIS.pdf

32. Distance Learning
• Creates greater access for learners
• Allows flexibility for learners
• Meets growing demand in expanding marketplace
• Advances professional and workforce development
• Encourages lifelong learning

33. Challenges
• Mobility
• Anytime, anywhere learning
• Competency-based programs
• Workforce alignment
• Marketplace trends and requirements

34. Addressing Challenges
• Mobility
– Tailoring classes for adult learning
• Anytime, anywhere learning
– Flexibility in delivery
– Building models that can evolve
• Competency-based programs
– Credit to non-credit
– Building a strong foundation

35. Addressing Challenges
• Workforce alignment
– Changing model to “outside looking in”
– Creating skill sets that meet industry needs
• Marketplace
– Listening to workforce demands from industry
– Redefining what a traditional “student” is

36. QUESTIONS?