Distance Strategy in the UAS School of Management Dr. Mark Speece Associate Professor of Marketing...
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Transcript of Distance Strategy in the UAS School of Management Dr. Mark Speece Associate Professor of Marketing...
Distance Strategyin the UAS School of Management
Dr. Mark SpeeceAssociate Professor of Marketing
(past Department Chair & MBA Director)
University of Alaska SoutheastJuneau, Alaska, USA
http://www.uas.alaska.edu/som/faculty.html
The Seventh International Conference on eLearning for Knowledge-Based Society
16-17 December, 2010 Assumption University,
Bangkok, Thailand
frequently, no coherent strategy
• 72% of e-learning initiatives have no cost-benefit analysis (Pratt 2005)
• unrealistic expectations but no market assessment (Ennew & Fernandez-Young 2006)
• no definition of market (Marginson 2007)• no adaptation to market and competitive
conditions (Beaudoin 2002)
why do DE programs fail?
DE core is about academic content & access, not technology
• learning outcomes must determine technology choices (IHEP 2000)
• technology-driven organizations often fail to understand the market (Ennew & Fernandez-Young 2006)
• “demand-driven model” of DE (Moore & Kearsley 2005)
acquiring technology is not strategy
• who is our market?• what does that market want, need, or demand?• what are the characteristics of this target market?• what service can we provide to fulfill those needs?• how do we allocate and organize resources to
accomplish this?
key strategic questions
Figure1: 3 term moving sum of credit hoursacademic year (Summer, Fall, Spring)
3000
3500
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4500
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AY98AY99
AY00AY01
AY02AY03
AY04AY05
AY06AY07
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term
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HCase: collapse of demand
for UAS business programs
SC
H =
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end of the 1990s:
20 % decline of SCH in just a few years
UAS market historically 80 % part-time adult-learners
most stay in Alaska, use degree to advance in the State
online education began growing in late 1990s no need to quit job, move to Juneau to study
continued loss of adult learners at UAS
Index of student headcount by age
0.40
0.50
0.60
0.70
0.80
0.90
1.00
1.10
1.20
2002 2003 2004 2005 2006 2007 2008
Fall term
ind
ex
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traditional
25-29
30-39
40-49
over 50
but we have reversed this in SOM
how?
estimating Alaska’s management education needs
• Alaska Department of Labor and Workforce Development statistics & projections
• interviews and interaction with business leaders• surveys of existing students• interaction and partnerships with community
colleges and UAF/UAA Schools of Management• national data on student trends• population projections for Alaska
SOM demand projections
estimate 100 BBA graduations per year once program is operating at full capacity
i.e., SOM aims to educate about 6.4 % of the people who fill management jobs
estimate 20-25 MBA graduations per yearonce up to full capacity.
about 15 % of Alaska’s MBA demand
target market: adult learners
• Juneau Borough: 4.9 % of Alaska’s population,cannot support strong residential programs.
• about 1/3 of Alaska residents do not live closeto any campus with a bachelors or masters.
• UAS distance delivery reaches them;they can stay with family and keep jobs,employers don’t lose needed expertise.
Juneau
adult learner educational & delivery needs
education must directly help careers,practical content, Alaska focus.
cannot ignore family and job responsibilities;must have flexible education schedules,requirement for physical classroom presence
makes it very difficult to pursue education
basic strategic principles
non-competition with UAF, UAA:we are all part of the same system;too small to beat them, anyway.
Board of Regents wants“clear and cost-effective mission differentiation”
University of Alaska Board of Regents. 2003. The University Of Alaska System Strategic Plan 2009: Building Higher Education For Alaska's Golden Anniversary. http://www.alaska.edu/bor/2009Plan/2009.html
Basic strategic principles
focus on un-served parts of market,where SOM can provide high quality& make big impact meeting State needs.
cooperate with branches to feed upper division
what is available in Alaska?
UAA & UAF offer classroom-based programs;this makes sense; 64 % of Alaska’s population lives within an
hour’s drive of UAA or UAF.
the young generation needs university,and even many adult learnerscan take evening & weekend classes.
New Service Development has three critical components
• service conceptquality business education; this has not changed.
• service systembut program content depends on context;job demand Alaska mainly in service industries, resource extraction is capital intensive, and little manufacturing.
• service delivery process – top priority initiallythis is the distance education component at first.
first priority: access = service delivery
mostly asynchronous web-based courseswith non-required synchronous elements(AAS, BBA, MBA)
synchronous satellite courses, web support(MPA)
coordination with branch campuses(AB, AAS level courses)
SOM program delivery
locallower division
market
statewideupper division
market
Figure1: 3 term moving sum of credit hoursacademic year (Summer, Fall, Spring)
3000
3500
4000
4500
5000
5500
6000
AY98AY99
AY00AY01
AY02AY03
AY04AY05
AY06AY07
AY08AY09
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term
SC
Hreverse the decline
of UAS business programs
SC
H =
stu
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urs
SCH 3 term moving sum
move to online & satellite courses:
reversed decline, but then demand leveled out.
delivery system made feasible to buy but once students have access, program issues become critical
need to offer full programs that are tailored to Alaska
student responseto UAS distance delivery
• “The fact that I am able to keep a full-time job while pursuing this degree was/is most important to me.”
• “I liked the fact that I could attend school and at the same time work.”
(UAS MBA student response to anonymous survey on why decided to apply)
continued improvement: service system issues
full programs, required courses available every term,simple path.
Alaskanize program contentmost UAS BPA students intend to stay;want education to help them move upin Alaska.
competitors have these, no advantage, they simply make UAS equally attractive
outside competitors cannot do this, Alaska market is too small to customize for it
SOM Programs: stepping stone approach
lower division certificate = 30 credits
AAS & AB = 60 credits
undergrad advanced cert. = 18 credits specialized
BBA (multiple emphases) = 120 credits
graduate certificate = 12-15 credits
MBA, MPA = 36 credits
undergrad minor (non-business students)
SOM programs: high end of market
high quality programsdistance = accessible to working adults;it does not mean easy or low standard.UAS programs aim for top quality level.
accrediting agencies set minimum standards,no long-term market for lower quality, anyway.
what is quality?
program coherence: interconnected courses, building expertise, close attention to building competencies.
“6.3 Students understand the holistic and systemic nature of the organization and its internal and external environment.” (UAS BPA competencies 2006)
what is quality?
integrated course sequence
course1
course2
course3
repeat relevant themes
etc.reuse
some cases
repeat some examples
what is quality?
advisor attention to student progress allocated a staff position to full-time advising,
filled with a masters qualified staff member,funded study for a graduate certificate in advising.
makes sure students are aware of ‘stepping stones’,keeps them in sequence so they can handle contentcoordinates with branch advisors for easy transferissues periodic progress reports
student response
rigorous, challenging courses:
“Kept hearing from students how tough the program was; guess I figured that was an indicator of quality!”
(UAS MBA student response to anonymous survey on why decided to apply)
what is quality?
practical orientation: employers want business grads to actually be able to do something.
UAS: learn the concepts, but substantial attention to application;
professors have real-world experience as well as excellent academic credentials.
student response
Alaskanized program content:
• “The program was geared toward Alaskan business ...”
• “the program rotated around Alaskans and Alaska Industries …”
(UAS MBA student responses to anonymous survey on why decided to apply)
what is quality?
professor attention to the courses: as general policy, core courses are taught by full time faculty;adjuncts are for a few specialized topics.
UAS is somewhat at odds with current practicebut very consistent with what DE expertsand accrediting agencies say is necessary.
what is quality?
conscious integration of DE best practice:professors must be DE teaching experts,as well as experts in their fields.
no laissez faire approach, teamwork to build courses,we look carefully at what each and every course must accomplish.
Figure1: 3 term moving sum of credit hoursacademic year (Summer, Fall, Spring)
3000
3500
4000
4500
5000
5500
6000
AY98AY99
AY00AY01
AY02AY03
AY04AY05
AY06AY07
AY08AY09
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term
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Hback to growth
of UAS business programs
SC
H =
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urs
shift from courseto program focus
and recovery
tacticalerror
four terms: Fall07, Spring08, Fall08, Spring09
mean SCH growth per term: 21%
top among 32 unitsof UA system