Organizational Models in Dual Mode Institutions and the Social Agenda of Distance Eduation
-
Upload
mark-bullen -
Category
Education
-
view
2.456 -
download
1
description
Transcript of Organizational Models in Dual Mode Institutions and the Social Agenda of Distance Eduation
![Page 1: Organizational Models in Dual Mode Institutions and the Social Agenda of Distance Eduation](https://reader035.fdocuments.in/reader035/viewer/2022070302/548018a9b4af9fe87d8b45a4/html5/thumbnails/1.jpg)
Organizational Models in Dual Mode Institutions and the Social Agenda of Distance Education Mark Bullen, Martha Burkle, Karen Belfer
![Page 2: Organizational Models in Dual Mode Institutions and the Social Agenda of Distance Eduation](https://reader035.fdocuments.in/reader035/viewer/2022070302/548018a9b4af9fe87d8b45a4/html5/thumbnails/2.jpg)
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
![Page 3: Organizational Models in Dual Mode Institutions and the Social Agenda of Distance Eduation](https://reader035.fdocuments.in/reader035/viewer/2022070302/548018a9b4af9fe87d8b45a4/html5/thumbnails/3.jpg)
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
![Page 4: Organizational Models in Dual Mode Institutions and the Social Agenda of Distance Eduation](https://reader035.fdocuments.in/reader035/viewer/2022070302/548018a9b4af9fe87d8b45a4/html5/thumbnails/4.jpg)
The Theory
• Impact– Social agenda of distance education is at
risk
![Page 5: Organizational Models in Dual Mode Institutions and the Social Agenda of Distance Eduation](https://reader035.fdocuments.in/reader035/viewer/2022070302/548018a9b4af9fe87d8b45a4/html5/thumbnails/5.jpg)
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
![Page 6: Organizational Models in Dual Mode Institutions and the Social Agenda of Distance Eduation](https://reader035.fdocuments.in/reader035/viewer/2022070302/548018a9b4af9fe87d8b45a4/html5/thumbnails/6.jpg)
Methodology
• Analysis of four dual mode organizational models: – BCIT, SAIT, UBC, Tec de Monterrey
• Attempt to test the theory
![Page 7: Organizational Models in Dual Mode Institutions and the Social Agenda of Distance Eduation](https://reader035.fdocuments.in/reader035/viewer/2022070302/548018a9b4af9fe87d8b45a4/html5/thumbnails/7.jpg)
Case Study Framework
• Type of institution• DE strategy• DE mandate• Student profile• Courses• DE organizational structure• DE status
![Page 8: Organizational Models in Dual Mode Institutions and the Social Agenda of Distance Eduation](https://reader035.fdocuments.in/reader035/viewer/2022070302/548018a9b4af9fe87d8b45a4/html5/thumbnails/8.jpg)
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).
![Page 9: Organizational Models in Dual Mode Institutions and the Social Agenda of Distance Eduation](https://reader035.fdocuments.in/reader035/viewer/2022070302/548018a9b4af9fe87d8b45a4/html5/thumbnails/9.jpg)
BC Institute of Technology
Full Time Students13,000
Boomer45 yrs and over
Gen X25 – 44
yrs
72%26%2%
Part Time Students30,000 24%61%15%
Millennial24 yrs and
under
• Student Profile
![Page 10: Organizational Models in Dual Mode Institutions and the Social Agenda of Distance Eduation](https://reader035.fdocuments.in/reader035/viewer/2022070302/548018a9b4af9fe87d8b45a4/html5/thumbnails/10.jpg)
BC Institute of Technology
• Courses– 459 courses– 79 programs– 6 different schools– Predominantly Health
Sciences
![Page 11: Organizational Models in Dual Mode Institutions and the Social Agenda of Distance Eduation](https://reader035.fdocuments.in/reader035/viewer/2022070302/548018a9b4af9fe87d8b45a4/html5/thumbnails/11.jpg)
BC Institute of Technology
• Organizational Structure for DE– Base-funded– Centralized
development– Program-based delivery– Managerial approach
![Page 12: Organizational Models in Dual Mode Institutions and the Social Agenda of Distance Eduation](https://reader035.fdocuments.in/reader035/viewer/2022070302/548018a9b4af9fe87d8b45a4/html5/thumbnails/12.jpg)
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
![Page 13: Organizational Models in Dual Mode Institutions and the Social Agenda of Distance Eduation](https://reader035.fdocuments.in/reader035/viewer/2022070302/548018a9b4af9fe87d8b45a4/html5/thumbnails/13.jpg)
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
![Page 14: Organizational Models in Dual Mode Institutions and the Social Agenda of Distance Eduation](https://reader035.fdocuments.in/reader035/viewer/2022070302/548018a9b4af9fe87d8b45a4/html5/thumbnails/14.jpg)
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
![Page 15: Organizational Models in Dual Mode Institutions and the Social Agenda of Distance Eduation](https://reader035.fdocuments.in/reader035/viewer/2022070302/548018a9b4af9fe87d8b45a4/html5/thumbnails/15.jpg)
SAIT Polytechnic
• Student Profile– DE
• 11,000 DE registrations• Doubled registrations in 5 years• Steady growth rate
– Campus• 75,000 students
![Page 16: Organizational Models in Dual Mode Institutions and the Social Agenda of Distance Eduation](https://reader035.fdocuments.in/reader035/viewer/2022070302/548018a9b4af9fe87d8b45a4/html5/thumbnails/16.jpg)
SAIT Polytechnic
• Courses– 320 courses– 60 programs– Predominantly in energy resources
![Page 17: Organizational Models in Dual Mode Institutions and the Social Agenda of Distance Eduation](https://reader035.fdocuments.in/reader035/viewer/2022070302/548018a9b4af9fe87d8b45a4/html5/thumbnails/17.jpg)
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
![Page 18: Organizational Models in Dual Mode Institutions and the Social Agenda of Distance Eduation](https://reader035.fdocuments.in/reader035/viewer/2022070302/548018a9b4af9fe87d8b45a4/html5/thumbnails/18.jpg)
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
![Page 19: Organizational Models in Dual Mode Institutions and the Social Agenda of Distance Eduation](https://reader035.fdocuments.in/reader035/viewer/2022070302/548018a9b4af9fe87d8b45a4/html5/thumbnails/19.jpg)
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
![Page 20: Organizational Models in Dual Mode Institutions and the Social Agenda of Distance Eduation](https://reader035.fdocuments.in/reader035/viewer/2022070302/548018a9b4af9fe87d8b45a4/html5/thumbnails/20.jpg)
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
![Page 21: Organizational Models in Dual Mode Institutions and the Social Agenda of Distance Eduation](https://reader035.fdocuments.in/reader035/viewer/2022070302/548018a9b4af9fe87d8b45a4/html5/thumbnails/21.jpg)
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
![Page 22: Organizational Models in Dual Mode Institutions and the Social Agenda of Distance Eduation](https://reader035.fdocuments.in/reader035/viewer/2022070302/548018a9b4af9fe87d8b45a4/html5/thumbnails/22.jpg)
University of British Columbia
• Courses– 200 courses– 12 subject areas– 4 full programs
![Page 23: Organizational Models in Dual Mode Institutions and the Social Agenda of Distance Eduation](https://reader035.fdocuments.in/reader035/viewer/2022070302/548018a9b4af9fe87d8b45a4/html5/thumbnails/23.jpg)
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
![Page 24: Organizational Models in Dual Mode Institutions and the Social Agenda of Distance Eduation](https://reader035.fdocuments.in/reader035/viewer/2022070302/548018a9b4af9fe87d8b45a4/html5/thumbnails/24.jpg)
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
![Page 25: Organizational Models in Dual Mode Institutions and the Social Agenda of Distance Eduation](https://reader035.fdocuments.in/reader035/viewer/2022070302/548018a9b4af9fe87d8b45a4/html5/thumbnails/25.jpg)
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
![Page 26: Organizational Models in Dual Mode Institutions and the Social Agenda of Distance Eduation](https://reader035.fdocuments.in/reader035/viewer/2022070302/548018a9b4af9fe87d8b45a4/html5/thumbnails/26.jpg)
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
![Page 27: Organizational Models in Dual Mode Institutions and the Social Agenda of Distance Eduation](https://reader035.fdocuments.in/reader035/viewer/2022070302/548018a9b4af9fe87d8b45a4/html5/thumbnails/27.jpg)
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
![Page 28: Organizational Models in Dual Mode Institutions and the Social Agenda of Distance Eduation](https://reader035.fdocuments.in/reader035/viewer/2022070302/548018a9b4af9fe87d8b45a4/html5/thumbnails/28.jpg)
Tec de Monterrey
• Courses– 60 programs
![Page 29: Organizational Models in Dual Mode Institutions and the Social Agenda of Distance Eduation](https://reader035.fdocuments.in/reader035/viewer/2022070302/548018a9b4af9fe87d8b45a4/html5/thumbnails/29.jpg)
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
![Page 30: Organizational Models in Dual Mode Institutions and the Social Agenda of Distance Eduation](https://reader035.fdocuments.in/reader035/viewer/2022070302/548018a9b4af9fe87d8b45a4/html5/thumbnails/30.jpg)
Tec de Monterrey
• Status of Distance Education– Very valued - part of TEC prestige
![Page 31: Organizational Models in Dual Mode Institutions and the Social Agenda of Distance Eduation](https://reader035.fdocuments.in/reader035/viewer/2022070302/548018a9b4af9fe87d8b45a4/html5/thumbnails/31.jpg)
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
![Page 32: Organizational Models in Dual Mode Institutions and the Social Agenda of Distance Eduation](https://reader035.fdocuments.in/reader035/viewer/2022070302/548018a9b4af9fe87d8b45a4/html5/thumbnails/32.jpg)
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
![Page 33: Organizational Models in Dual Mode Institutions and the Social Agenda of Distance Eduation](https://reader035.fdocuments.in/reader035/viewer/2022070302/548018a9b4af9fe87d8b45a4/html5/thumbnails/33.jpg)
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?
![Page 34: Organizational Models in Dual Mode Institutions and the Social Agenda of Distance Eduation](https://reader035.fdocuments.in/reader035/viewer/2022070302/548018a9b4af9fe87d8b45a4/html5/thumbnails/34.jpg)
For Further Information
BCIThttp://[email protected][email protected]
SAIThttp://[email protected]
Tec de Monterreyhttp://www.itesm.mx