This document summarizes the perspectives of online students at major universities based on research. It finds that students want personalized instruction, skills applicable to their careers, and various forms of capital like social networks and credentials. They need help with time management, writing, and overcoming technical barriers. Universities have implemented initiatives to better engage instructors with students and build bridges over these barriers through support services and accommodating policies. Putting students first is key to sustainability in higher education.

1. Seeing students as stakeholders:
What online students want, get,
and still need at major online universities
Katie Kirakosian, Ph.D.
Assistant Chair
Matthew C. Emerson, Ph.D.
Chair
Department of Social Sciences
School of General Education

2. What is happening on the Higher Ed
landscape?
Ground schools have ramped
up online and hybrid learning
systems attracting enrollments
Student enrollments are
decreased for demographic
and economic reasons
For-profit schools now critically
focused on
* How to attract students
* How to retain students
Allen and Seaman, (2015)
www.crit.umich.edu

3. On sustainability in higher education
Institutions should be
• Value adding
• Learner-centered
• High quality
• Equitable
• Responsive
• Diverse
• Innovative
• Flexible
• Cost-Effective
• Publicly accountable
• Socially responsive
Leveille, (2006)
www.utoledo.edu

4. What is a stakeholder?
• “Any person, group, or organization that can place a claim
on an organization’s attention, direction, or resources.
Stakeholders typically include faculty, staff, administrators,
policymakers, and major donors” (Leveille 2006, 155)
• “anyone who is invested in the welfare and success of a
school and its students” (The Glossary of Education
Reform 2014:n.p.)
http://www.public-domain-image.com/free-images/people/people-at-meeting-
instructional-campaign-centered-on-the-education/attachment/people-at-
meeting-instructional-campaign-centered-on-the-education

5. Seeing students as stakeholders
Organizations-
Military
Student
Associations-
Interests
Academic
support
Student
Services
Instructor
Career
Services
Advising
Family
Classmates
Employers
A Student an individual
A Class a group
A School a village
A University a culture
A Career a world
Emerson, (2015)

6. What do students want and need?
A student’s professional journey
Emerson, (2015)

7. Students want personalized instruction
• Instructor accommodates students
• Students have agency
• Assignments teach professional
competencies & tradable skills
• Assignments involve students in
inquiries relevant to their degree
• Assignments include personal
observation and reflection Emerson, (2015)

8. Students need skills
• That are analytical
• Help them communicate
• Encourage thinking critically
• Use quantitative and
qualitative methods
• Are tradable
Emerson, (2015)

9. Students need credentials
• Certificates
• Practical degree
• Credibility
• A transcript that translates to
employment
Emerson, (2015)

10. Students want a professional career
• Some students already quite
experienced
• Opportunities for financial growth
• Opportunities for personal
development
• Developing knowledge-based
confidence
Emerson, (2015)

11. Students need various forms of capital
Bourdieu (1986)
• Economic capital-make more
money
• Social capital-networking with
instructors and other professionals
• Symbolic capital-attain confidence
and self-esteem through study
• Cultural capital-acquire awareness
that ensures continued success
Emerson, (2015)

12. Students need life-long learning
• Continued education
• Continued credentialing
• Promotion
• Increased cultural capital
Emerson, (2015)

13. What students say about their journey…
Aspden and Helm, (2004)
Emerson, (2015), Personal communication, CS204-02 students
Kelly, (2014)
Limniou and Smith, (2009)
Emerson, (2015)
Students want
More interaction with
faculty/peers
More individualized
feedback
More help with time
management
Clear instructions and
expectations
Instructor presence and
engagement
Accessibility of services

14. Barriers and bridges along a student’s journey
Barriers Bridges
Technical issues
(software/hardware)
Online help
Technical support/innovation
Time management Advising CTL support
Writing skills KU Writing Center
Math/science skills Academic Support Centers
Financial Financial aid
Disconnect from
course/instructor/classmates
Discussion boards/seminar
Email/phone
No computer-No internet
Provide technology/devices to students
(i.e. iPads)
Emerson, (2015), Personal communication.

15. How have we answered these questions in
the School of GenEd and Social Sciences
www.mokangodwill.org
• How can we put students first?
• How can we help faculty put students first?
• How can we work towards increasing value-
added capital for students?
• How can we build bridges over barriers?

16. School of GenEd and Social Sciences
Faculty Dashboard …………………………….(retention tool)
PEAK Initiative……………………………………(directive for outreach/retention)
Instructor Training ……………………………. (excellence & empathy)
Teaching, a Culture of Accommodation….(a set of values)
Simple 1-2-3 Rule……………………………….(strategy for outreach)
Virtual Best Practices…………………………..(faculty sharing workshop)
Plagiarism Resistant Assignments…………(strategy for assignments)
Professionalism Dialogue workshop…….…(faculty workshop)
Pathway for Professionalism workshop…..(student workshop)
Student-Focused Policy, Training & Engaging Solutions
Emerson, (2015)

17. Summary
• Changing Higher Ed landscape
• Sustainability requires putting students first
• Helping students with professional journey
• Building bridges over barriers
https://s-media-cache-ak0.pinimg.com/236x/27/af/60/27af6024a40727d0d46955d36122296b.

18. References
Allen, I. Elaine and Jeff Seaman 2015 Grade Level: Tracking Online Education in the United States. Babson Survey
Research Group and Quahog Research Group, LLC. Babson Park.
Aspden, Liz and Paul Helm 2004. Making the Connection in a Blended Learning Environment. Education Media
International 41 (3):245-252.
Bourdieu, Pierre 1986. The Forms of Capital. In J. Richardson (Ed.) Handbook of Theory and Research for the
Sociology of Education (New York, Greenwood), 241-258.
Deming, DJ et al. 2012 The For-Profit postsecondary School Sector: Nimble Critters or Agile Predators?,
http://capseecenter.org/wp-content/uploads/2012/02/ForProfit_Nimble-Critters_Feb-2012.pdf
Emerson, (2015), Personal communication, CS204-02 students, Kaplan University.
The Glossary of Education Reform 2014 Stakeholder (2014, September 25). In S. Abbott (Ed.), The glossary of
education reform. Retrieved from http://edglossary.org/stakeholder
Kaplan University 2014 Academic Report. The Year in Review 2013-2014. 5th edition. Electronic document,
http://www.kaplanuniversity.edu/about/annual-report.aspx, accessed on June 30, 2015.
Kelly, Robert 2014 Five Things Online Students Want from Faculty. Faculty Focus, May 30th. Electronic document
http://www.facultyfocus.com/articles/online-education/online-students-want-from-faculty/, accessed June 30, 2015.
Leveille, DE 2006 Accountability in Higher Education: A Public Agenda for Trust and Cultural Change. Center for
Studies in Higher Education,
http://www.cpec.ca.gov/completereports/externaldocuments/leveille_accountability.20.06.pdf
Limniou, Maria and Mike Smith 2010 Teachers’ and students’ perspectives on teaching and learning through virtual
learning environments. European Journal of Engineering Education 35 (6):645-653.
Rubin, Beth 2013 University Business Models and Online Practices: A Third Way. Online Journal of Distance
Learning Administration XV(1). Electronic document, http://www.westga.edu/~distance/ojdla/spring161/rubin.html,
accessed on June 30, 2015.
Graphics references furnished upon request

19. Questions? Comments? Discussion?
Thank you for your time and consideration
Katie Kirakosian
Assistant Chair
Department of Social Sciences
School of General Education
Matthew Emerson
Chair
Department of Social Sciences
School of General Education
kkirakosian@kaplan.edumemerson@kaplan.edu