Organizational Models in Dual Mode Institutions and the Social Agenda of Distance Educaiton
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Organizational Models Organizational Models in Dual Mode in Dual Mode Institutions and the Institutions and the Social Agenda of Social Agenda of Distance Education Distance Education Mark Bullen, Martha Burkle, Karen Belfer Mark Bullen, Martha Burkle, Karen Belfer CNIE, Banff, April 2008 CNIE, Banff, April 2008
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A presentation at the CNIE 2008 conference on organizational models for DE in dual mode institutions and the impact of e-learning on the social agenda of DE.
Transcript of Organizational Models in Dual Mode Institutions and the Social Agenda of Distance Educaiton
Organizational Models in Organizational Models in Dual Mode Institutions Dual Mode Institutions and the Social Agenda of and the Social Agenda of Distance EducationDistance Education
Mark Bullen, Martha Burkle, Karen Belfer Mark Bullen, Martha Burkle, Karen Belfer CNIE, Banff, April 2008CNIE, Banff, April 2008
IntroductionIntroduction
Once upon a time….Once upon a time…. Reflections on significant Reflections on significant
organizational change organizational change related to DE at UBCrelated to DE at UBC
Not an isolated eventNot an isolated event Other institutions have Other institutions have
struggled with the same struggled with the same issuesissues
AgendaAgenda
The theoryThe theory MethodologyMethodology Social agenda of DESocial agenda of DE E-learningE-learning MethodologyMethodology Institutional analysisInstitutional analysis ConclusionsConclusions
The TheoryThe Theory
CausesCauses Emergence of e-learning for campus-based Emergence of e-learning for campus-based
teachingteaching Distance education seen as a technology issueDistance education seen as a technology issue Lack of understanding of the distinct needs of Lack of understanding of the distinct needs of
distance learner (non-traditional)distance learner (non-traditional) Emergence of new organizational units with Emergence of new organizational units with
similar, overlapping mandatessimilar, overlapping mandates
Social Agenda of Distance Social Agenda of Distance EducationEducation
Help eliminate social, financial, Help eliminate social, financial, situational, educational barrierssituational, educational barriers
Aimed at the non-traditional learnerAimed at the non-traditional learner Open learningOpen learning Social developmentSocial development Distance learners have different Distance learners have different
needsneeds
E-LearningE-Learning
MethodologyMethodology
Analysis of four dual Analysis of four dual mode organizational mode organizational models: models: UBCUBC BCITBCIT SAIT SAIT VCCVCC
Attempt to test the Attempt to test the theorytheory
Case Study FrameworkCase Study Framework
Type of institutionType of institution DE strategyDE strategy DE mandateDE mandate Student profileStudent profile CoursesCourses DE organizational structureDE organizational structure DE statusDE status
BC Institute of TechnologyBC Institute of Technology
Type of InstitutionType of Institution Public, polytechnicPublic, polytechnic
Distance Education StrategyDistance Education Strategy Does not have a specific DE Does not have a specific DE
strategystrategy
Distance Education MandateDistance Education Mandate Mandate depends on the needs of Mandate depends on the needs of
the Schools and Departments (in the Schools and Departments (in response to the needs of the field response to the needs of the field and learners’ needs).and learners’ needs).
BC Institute of TechnologyBC 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
BC Institute of TechnologyBC Institute of Technology
DE CoursesDE Courses 459 courses459 courses 79 programs79 programs 6 different schools6 different schools Predominantly Health Predominantly Health
SciencesSciences
BC Institute of TechnologyBC Institute of Technology
Organizational Structure for DEOrganizational Structure for DE Base-fundedBase-funded Centralized developmentCentralized development Program-based deliveryProgram-based delivery Managerial approachManagerial approach
BC Institute of TechnologyBC Institute of Technology
Status of Distance Status of Distance EducationEducation ValuedValued
Schools and programs have Schools and programs have a good understanding of a good understanding of how DE can support their how DE can support their educational goals (e.g. educational goals (e.g. access, flexibility for working access, flexibility for working students)students)
DE instruction well-DE instruction well-integrated into workloadintegrated into workload
33% of students studying by 33% of students studying by DEDE
Case Study FrameworkCase Study Framework
Type of institutionType of institution DE strategyDE strategy DE mandateDE mandate Student profileStudent profile CoursesCourses DE organizational structureDE organizational structure DE statusDE status
SAIT PolytechnicSAIT Polytechnic Type of InstitutionType of Institution
Public, polytechnic institutePublic, polytechnic institute
DE strategyDE strategy Double the DE gross revenue in 5 Double the DE gross revenue in 5
yearsyears Development of the Cisco Research Development of the Cisco Research
Chair in e-LearningChair in e-Learning
Distance Education mandateDistance Education mandate Increase access to existing Increase access to existing
programsprograms Encourage collaboration in schools Encourage collaboration in schools
and partnersand partners Partnership through e-campus Partnership through e-campus
AlbertaAlberta
SAIT Polytechnic
10, 500 Registrationsin DE Programs
Boomer45 yrs and over
Gen X25 – 44
yrs
15%66%19%
Campus Students75,000
Millennial24 yrs and
under
• Student Profile
Growth of 45%in 5 years
SAIT PolytechnicSAIT Polytechnic
CoursesCourses 300 courses300 courses 51 programs51 programs Portfolio is strong in Portfolio is strong in
Energy related Energy related Training (50%)Training (50%)
SAIT PolytechnicSAIT Polytechnic
Organizational Structure Organizational Structure for DEfor DE Centralized- decentralized Centralized- decentralized
model that addresses model that addresses SAIT wide issuesSAIT wide issues
Many delivery formats in Many delivery formats in SchoolsSchools
DE content is developed DE content is developed in partnership CITD + in partnership CITD + SchoolsSchools
SAIT PolytechnicSAIT Polytechnic
Status of Distance Status of Distance EducationEducation ValuedValued
DE add on – focus on DE add on – focus on growthgrowth
Campus priorityCampus priority Technical literacy – Technical literacy –
core competencycore competency Integration of learning Integration of learning
with technology has with technology has been identified as the been identified as the core competence in core competence in the Institutional the Institutional StrategyStrategy
Case Study FrameworkCase Study Framework
Type of institutionType of institution DE strategyDE strategy DE mandateDE mandate Student profileStudent profile CoursesCourses DE organizational structureDE organizational structure DE statusDE status
University of British University of British ColumbiaColumbia
Type of InstitutionType of Institution Traditional, public, research Traditional, public, research
universityuniversity
Distance Education StrategyDistance Education Strategy No institutional strategyNo institutional strategy Priorities used to be determined Priorities used to be determined
by a university-wide committeby a university-wide committe
Distance Education MandateDistance Education Mandate to make education accessibleto make education accessible aimed at non-traditional learneraimed at non-traditional learner
University of British University of British ColumbiaColumbia
Student ProfileStudent Profile DEDE
4,000 DE enrollments4,000 DE enrollments Majority are campus students taking DE for Majority are campus students taking DE for
flexibilityflexibility Slightly older than campus studentsSlightly older than campus students
CampusCampus 43,000 full time students43,000 full time students largely 18-24 years oldlargely 18-24 years old
University of British University of British ColumbiaColumbia
CoursesCourses 200 courses200 courses 12 subject areas12 subject areas 4 full programs4 full programs
University of British University of British ColumbiaColumbia
Organizational Organizational Structure for DEStructure for DE Mixture of centralized Mixture of centralized
and faculty-based and faculty-based supportsupport
Gradual weakening of Gradual weakening of central unit as faculty-central unit as faculty-based technology based technology support units have support units have emergedemerged
Managerial approachManagerial approach
University of British University of British ColumbiaColumbia
Status of Distance Status of Distance EducationEducation MarginalMarginal
Mixture of cost-Mixture of cost-recovery and base recovery and base fundingfunding
Less than 10% of Less than 10% of student population student population study by DEstudy by DE
the core goals of the the core goals of the institutioninstitution
Most DE Most DE instructors are part-instructors are part-timetime DE instruction not DE instruction not part of teaching loadpart of teaching load Not seen as Not seen as supporting the core supporting the core goals of the goals of the institutioninstitution
Case Study FrameworkCase Study Framework
Type of institutionType of institution DE strategyDE strategy DE mandateDE mandate Student profileStudent profile CoursesCourses DE organizational structureDE organizational structure DE statusDE status
Vancouver Community Vancouver Community CollegeCollege
Type of InstitutionType of Institution Public, collegePublic, college
Distance Education StrategyDistance Education Strategy Does not have a specific DE Does not have a specific DE
strategystrategy
Distance Education MandateDistance Education Mandate Mandate depends on the needs of Mandate depends on the needs of
the Schools and Departments (in the Schools and Departments (in response to the needs of the field response to the needs of the field and learners’ needs).and learners’ needs).
Vancouver Community Vancouver Community CollegeCollege
26,000 Students
Boomer45 yrs and over
Gen X25 – 44
yrs
50%
31 years old
Millennial24 yrs and
under
• Student Profile
Vancouver Community Vancouver Community CollegeCollege
CoursesCourses 231 DL courses231 DL courses 12 programs12 programs 4 different schools4 different schools Predominantly TradesPredominantly Trades
Vancouver Community Vancouver Community CollegeCollege
Organizational Organizational Structure for DEStructure for DE Not containedNot contained Decentralized Decentralized
development --> development --> centralized (CID)centralized (CID)
Program-based deliveryProgram-based delivery
Vancouver Community Vancouver Community CollegeCollege Status of Distance Status of Distance
EducationEducation ValuedValued
Some schools and Some schools and programs have a good programs have a good understanding of how DE understanding of how DE can support their can support their educational goals (e.g. educational goals (e.g. access, flexibility for access, flexibility for working students), others working students), others do not even consider it.do not even consider it.
Case Study FrameworkCase Study Framework
Type of institutionType of institution DE strategyDE strategy DE mandateDE mandate Student profileStudent profile CoursesCourses DE organizational structureDE organizational structure DE statusDE status
ConclusionsConclusions
Theory explains the phenomenonTheory explains the phenomenon Related to type of institutionRelated to type of institution Learner-centered institutions more Learner-centered institutions more
likely preserve DE focuslikely preserve DE focus Organizational structure?Organizational structure? DE strategy?DE strategy? DE mandate?DE mandate?
For Further InformationFor Further Information
BCITBCIThttp://[email protected]://www.sait.cahttp://[email protected]://[email protected]
Future of Distance Education ?
