distance education case study

EDAH 5403 Introduction to Instructional Telecommunications Fall 2001

DDiissttaannccee EEdduuccaattiioonn CCaassee SSttuuddyy::

UUnniivveerrssiittyy ooff PPhhooeenniixx--OOnnlliinnee

BByy RRoodd LLaannggee

Roderick Lange


TTaabbllee ooff CCoonntteennttss ORGANIZATION............................................................................................................. 3

NEEDS ANALYSIS......................................................................................................... 3

TECHNOLOGY............................................................................................................. 11

INSTRUCTIONAL DESIGN SYSTEMS ........................................................................ 13

SYSTEM INTERACTIVITY ........................................................................................... 17

POLICY ISSUES........................................................................................................... 20

FUNDING...................................................................................................................... 22

FACULTY/STAFF DEVELOPMENT............................................................................. 23

EVALUATION............................................................................................................... 25

REFERENCES.............................................................................................................. 26

Roderick Lange


Organization

The University of Phoenix and University of Phoenix Online are part of the Apollo Group.

The Apollo Group, founded in 1973 and University of Phoenix, founded in 1976 were both

started by John Sperling (currently the CEO of both companies). Although the Apollo group

includes three more subsidiaries (see organizational chart below), College for Financial Planning,

Institute for Professional Development, and Western International University, the main portion

of its revenue comes from University of Phoenix, which has spread to 15 states, with over

100,000 students (University of Phoenix Annual Report, 2001), is the king of for-profit higher

education institutions (Marcus, 2000). and University of Phoenix Online, which had 12,000

degree students enrolled at the start of 2000 and an enrollment growth in 2000 of 44%

(O’Connor, 20000) (information on revenue for University of Phoenix Online can be found in

the funding section).

Apollo Group Officers

John Sperling, Ph.D., Chairman

Todd Nelson, President, CEO, Director

Kenda Gonzales, CFO

Laura Noone, Ph.D., (President University of Phoenix)

University of Phoenix Online Officers

John Sperling, Ph.D., Chairman, CEO

Anthony Digiovanni, President

Kenda Gonzales, CFO

Peter Sperling, Sr. VP, Sec., Treasurer

Institute for Professional Development

University of Phoenix College for Financial Planning

Western International University

University of Phoenix Online

Apollo Group

Roderick Lange


Needs analysis

The University of Phoenix, founded in 1976, was specifically designed for working students.

The founder of the University of Phoenix, Dr. John Sperling, believed that adult learners needed

to have education that provided immediate practical relevance. More recently, former University

of Phoenix president and current University of Phoenix board member, Jorge Klor de Alva, listed

“six basic propositions” related to working learners’ needs (de Alva 2000).

1. Students want to complete their education while continuing to work full-time

a. Classes need to be available in the sequence they are needed

b. Classes need to be at times that do not conflict with work

2. Students want a curriculum and faculty relevant to the workplace

a. Institutions need to revamp the rule allowing faculty to determine the

content of their courses

b. Faculty need to stay abreast of current knowledge and most up-to-date

practices in their field

3. Students want a time-efficient education

a. They want to learn what they need to learn

b. They want to maximize their learning potential

c. They want to complete their degree in a timely fashion

4. Students want their education to be cost-effective

a. They do not want to subsidize services or facilities they do not use

5. Students want a high level of customer service

a. They want their needs to be anticipated, immediately addressed and

courteously handled

Roderick Lange


b. They do not want to wait in line or deal with indifferent bureaucrats

c. They want to be treated as valued customers

6. Students want convenience

a. They want campuses that are nearby and safe

b. They want campuses that offer all administrative and student services at the

same location

The University of Phoenix’s Campus program, Online program and FlexNet® program

follow a united approach to meeting the above needs through a mission statement and set of

goals (University of Phoenix Website) that promote a consistent learning/teaching model

irrespective of the program chosen:

Mission

The University of Phoenix is a private, for-profit higher education institution whose

mission is to provide high quality education to working adult students. The University

identifies educational needs and provides, through innovative methods, including

distance education technologies, educational access to working adults regardless of

their geographical location. The University provides general education and

professional programs that prepare students to articulate and advance their personal

and professional goals.

The University's educational philosophy and operational structure embody

participative, collaborative, and applied problem-solving strategies that are facilitated

by a faculty whose advanced academic preparation and professional experience help

integrate academic theory with current practical application. The University assesses

both the effectiveness of its academic offerings and the academic achievement of its

Roderick Lange


students, and utilizes the results of these assessments to improve academic and

institutional quality.

Goals

1. To assist working adults whose access to higher education may be restricted or

nonexistent

2. To develop a lifelong relationship with adult learners by providing programs and

services that help them to meet their personal and professional goals

3. To provide quality continuing education, professional degrees and certificates in

extended geographical sites domestically and internationally, as well as through

distance education technologies

4. To recruit, mentor, develop and assess practitioner faculty with advanced academic

degrees and current professional experience, and to provide for their involvement

in curriculum, academic governance and peer review

5. To maintain and utilize data produced as a result of the University’s institutional

research in order to improve the quality of curriculum, instruction, and

administrative services, and to assist student achievement, learning outcomes, and

the effectiveness of the University in achieving its mission and purposes

6. To generate the financial resources necessary to support the furtherance of the

University’s mission through the development of new programs and expansion of

curricula and services to new domestic and international markets

7. To support the personal and professional development of students, staff and

faculty of all social and cultural backgrounds through education, training,

community and professional involvement

Roderick Lange


The University of Phoenix, with its current enrollment of over 100,000 students, has

shown that its analysis of adult learner needs, and the design of its learning model can

meet the educational, career development, or personal development needs of a growing

segment of the population that has previously been “neglected or underserved by public

and private higher education institutions” (de Alva, 2000). I’m not sure that this success

in overall needs assessment is repeated when it is focused on one learner’s needs.

The University of Phoenix’s commitment to follow their vision of maintaining a

consistent learning model (described later) throughout the Campus program, Online

program and FlexNet® program, should be a way for University of Phoenix Learning

Advisors to analyze if the structure of the learning environment fits the needs of

individual learners. In their needs assessment of potential learners they don’t appear to

make much effort in identifying if there is a match between the learner and the program. I

inquired about one of University of Phoenix’s online degree options several months ago

before the class started. I would like to use the following e-mail message from University

of Phoenix to illustrate my assumption that University of Phoenix’s needs assessment of

individual students isn’t as thorough as their overall assessment or vision.

TO: ROD LANGE

FROM: University of Phoenix Online

Earn your Degree via the Internet AND save up to $250

Dear ROD:

You know a college degree will accelerate your career. But

no college campus seems to offer the convenience and efficiency

you need as a working professional. Well, chances are your best

option isn't a campus -- it's a computer.

Roderick Lange


To give University of Phoenix the benefit of the doubt on this one, I don’t remember if I

inquired into an undergraduate degree or a graduate degree when I inquired into pursuing a

degree. I also realize that they probably receive thousands of inquiries every day so some sort of

automated reply is necessary in contacting prospective students, but the only individualized

portion of this e-mail is the use of my name. The next analysis of where, when, or how I want to

study is at best an assumption on their part and at worst a marketing plan designed to increase

online enrollment without assessing whether it is a suitable option for me. Since I showed

interest in the program by filling out an online form I guess they assume that I have the necessary

hardware, Internet connection and skills to succeed in an online program. The flaw with this

assumption is that they haven’t even worked with me to find out my level of interest in, or

commitment to self-directed learning or distance education. Because of the lack of face-to-face

contact between learner/instructor and learner/learner in the online program, which increases

transactional distance, and the responsibility I would have to take in setting up my times to

participate in the asynchronous discussions of the class (Explained in more detail in the

Instructional Design System section) some sort of Self-directed learning readiness test like

Guglielmino & Guglielmino ‘s Self-Directed Learning Readiness Scale (Price, Kudrna, Flegal:

1992) should be used to determine my level of interest in, commitment to, and ultimately

success in the Online program that has a higher self-directed aspect to it.

Today, the Internet is revolutionizing higher education,

and University of Phoenix Online is leading the way. Our proven

Internet program lets you earn your Bachelor's or Master's degree

when and where you want -- from home, at work, or while

traveling.

Roderick Lange


You attend class anytime you choose, day or night. There's

no commuting. No crowded classes. No need for a babysitter.

You simply click into class and start learning. And since there

are never any schedule conflicts, even if you relocate, you can

complete your degree in just 2 or 3 years. (Even sooner,

depending on your qualifying credits and work experience.)

This part mainly tells about the program, but to me it seems to imply that there are no

downsides to pursuing a degree online. They don’t address the need for support from

management or co-workers at work, or family at home. Since these will be the most likely places

most students will participate in the program (fewer people own or have access to laptop

computers), even though it might be convenient it might not be conducive to learning. Since

University of Phoenix didn’t cover any of this in their analysis of my needs or situation, how do

they know that “chances are your best option isn't a campus -- it's a computer”?

To help get you started, we're offering a special $250 incentive

for students beginning their programs in November.

Just register and begin your first class before November 29,

2001* and we'll cover your $85 Application Fee and buy the

textbooks for your first course. It's a potential savings of up

to $250! Please note that this discount does not apply to re-

entry students or students who are transferring from another

University of Phoenix campus.

As the nation's largest private accredited university, University

of Phoenix helps over 100,000 working professionals achieve their

goals every year. We can help you too.

Roderick Lange


Don't wait any longer. The sooner you start your degree, the

sooner you'll have the skills, knowledge and credentials you need

to accelerate your career

I might be a little over-critical, but offering to discount my first semester at University of

Phoenix by waiving the application fee and buying the books for my first course seems to be

more focused on generating income for University of Phoenix than it is in accelerating my career.

From my experience in for-profit learning/training organizations, even though making sure the

student has the knowledge, skills, or attitudes to succeed in the program and that the program

meets the students needs is promoted as important, once it is determined that the potential

student is interested and has the money to participate in the program almost no one is told that

their needs might be better addressed somewhere else.

Overall I think University of Phoenix has done a very good job in meeting the needs of a

segment of the adult learner population. A key to continuing this success will be how well they

stay focused on meeting those needs and resist market or fiscal forces that push down standards

in the pursuit of increased revenue.

Roderick Lange


Technology

University of Phoenix had an inaugural class of 12 (Levine, 1997) students when it started

the Online Program in 1989 and over the years not all of University of Phoenix’s technological

initiatives have been successful. In the mid’80’s they experimented with using teleconferences

between instructors and groups in remote areas. These teleconferences were used in conjunction

with a computer software system that allowed instructors and students to use their computer

monitors as chalkboards. Although the setup worked, its logistic difficulty, access concerns for

some remote areas, and mismatch with University of Phoenix’s teaching and learning model led

to the program being discontinued. Soon thereafter the University of Phoenix started opened its

online campus (Tice, 1999).

Since all communication, lectures, questions, assignments, student-teacher interaction, and

student-student interaction are done asynchronously through e-mail the technological

requirements consist of:

• Pentium 75 or better PC with 16MB RAM or more

• 1GB Hard Drive or better

• SVGA monitor

• 28.8KBPS modem or existing Internet connection (University of Phoenix Online Website,

2001)

Because the University of Phoenix’s online program does not require students to have the

latest technology to participate in the program, access is increased. A system that meets the

above specifications can be purchased for less than $800 new or $400 used. The key point that

Roderick Lange


keeps the technological requirements low is the University of Phoenix’s use of asynchronous

communication in the program. By using an instructional system that requires low bandwidth

and limited use of system resources a wider range of people can afford to participate in the

program, while at the same time not having to have extensive knowledge or skill with advanced

software packages.

Ironically, about 10 years earlier University of Phoenix Online was considered to use state-

of-the-art telecommunications technology (An alternative to the classroom, 1992). University of

Phoenix’s use of cutting edge technology turned distance learning, which tended to isolate

students, into an environment for students to interact with their instructor and each other via

written e-mail posting (An alternative to the classroom 1992). Even though University of

Phoenix Online’s educational delivery system was once considered state-of-the-art, I think they

have made the correct choice to stay with a system that matches their teaching and learning

model. By doing this they keep the focus on content instead of the content’s delivery system.

University of Phoenix’s choice to work with a system that doesn’t require a lot of bandwidth

while at the same time maintaining the core value of teamwork, critical thinking, and project

management (University of Phoenix Brochure, 2001) in the online classroom has been successful

in allowing greater access to the Online Program.

Roderick Lange


Instructional design systems University of Phoenix’s students take one course at a time for five or six weeks. University

of Phoenix believes this immersion in a subject allows the subject matter to be more fully

explored and more proficiently applied. Students follow this sequential method until they have

completed all required courses. Because classes are offered on a revolving basis, students don’t

have to wait a long period of time to start their education or restart it after a short absence. All

classes are kept small and discussion is the teaching method of choice. Students participate in

“Learning Teams” in every class to complete projects to simulate the actual work environment.

University of Phoenix has organized their courses to foster teamwork, critical thinking, and

project management (University of Phoenix Brochure, 2001).

University of Phoenix’s Online Programs are flexible, in that they allow students to complete

their education 100% via the Internet, but they are structured exactly like the Campus Programs;

one class at a time for five to six weeks and students belong to learning teams. Because the

classes follow the same five to six week schedule the Online Program is not a self-paced

program. Students have the freedom to learn at a convenient time, and in that respect have some

control of the pace that they participate, but the pace of the class is set by the schedule.

When a student enrolls in the Online Program and two weeks before the program begins they

receive a packet containing:

Log-on information

Communication parameters

Phone numbers for dial-up access

Roderick Lange


During the next two weeks or University of Phoenix evaluates student’s ability to use the system.

Any student that doesn’t have the required computer skills must bring their computer skills up to

par before registering for online courses (Online education delivery system, 1991).

Once a student enters the Online

Program all communication,

lectures, questions, assignments,

student-teacher interaction, and

student-student interaction are done

asynchronously, in a many-to-many

style, through e-mail, using Outlook

Express. (University of Phoenix-

Online Website, 2001). The class week usually starts with the instructor posting information on

the current week’s topic and confirming receipt of assignments. Later, the instructor will post a

short lecture, expand on the material covered in the current week’s topic, or post discussion

questions on the topic. During the week, students work on their readings or assignments

individually, participate in the online class discussions or online group projects, and ask

questions or receive feedback from the instructor. If they need to access additional information,

students can access research material from the University's Electronic Library. Finally, when

assignments are due, students e-mail them to the instructor, who grades them and then sends

back comments and feedback to the student by e-mail.

Again, I like University of Phoenix’s commitment to maintaining a unified learning model

throughout their programs, but there could be some potential problems when applying the model

to the Online Program. The Campus Program’s traditional face-to-face classroom environment

Roderick Lange


combined with the required outside of class meetings of “Learning Teams” provides for a high

degree of social presence. Students that need or prefer a high level of social presence could

struggle in the online environment if they are not properly prepared for initial lower levels of

social presence and a longer social presence development curve.

The Online Program attempts to make up for the lack of social contact through an increased

emphasis placed on participation. The increased need for participation means that students can’t

coast by just showing up, or “lurking” in online discussions. An Online Program MBA student’s

comment, “There’s no sitting in the back of the electronic classroom, every student has to

participate” (McCartney, 1996) illustrates the feeling of increased participation requirements for

some people in an online course. This increased participation allows students to develop a deeper

understanding of the topic, and because of its asynchronous format, hopefully a more in-depth,

reflective contribution to the online discussions. Through these frequent and hopefully

meaningful discussions, students increase the social presence of the class and their “Learning

Team”. The contracted format of focusing on one class for five or six weeks could aid in

developing a deeper understanding of the topic, but the short time could hinder the building of a

learning community. Again, properly informing/preparing students for these challenges could go

a long way to reducing their impact on the learning environment.

University of Phoenix’s FlexNet® program tries to address some of the social presence and

community building concerns by applying a blended approach of part Campus Program and part

Online Program. In the FlexNet® program students meet on campus only for the first class and

the last class during the five to six week term. The rest of the class functions just like the Online

Program. Although the FlexNet® program is only offered at a limited number of University of

Phoenix campuses and only for a limited number of majors, University of Phoenix’s founder and

Roderick Lange


chairman, John Sperling, feels it could quickly become one of University of Phoenix’s most

popular programs (University of Phoenix Annual Report, 2001). I couldn’t find any reference to

how the FlexNet® Program’s participation levels compared with the Online or Campus

Programs, but it would be interesting to see the differences. Would higher participation figures

than the Campus Program validate the Online Program?

In the coming year, University of Phoenix will introduce rEsource SM; course materials that

are created digitally and delivered via the Internet. rEsource SM “will allow students to have

instant access to their course materials—syllabi, textbooks, assigned reading, powerful

multimedia presentations, plus the University Library and hyperlinks to relevant websites—all at

a lower cost” (University of Phoenix Annual Report, 2001). With rEsource SM course materials

can be updated and re-configured easily, so content will be more current and more relevant to the

course of study.

Roderick Lange


System Interactivity

Focusing on the Online Program, since all communication is handled asynchronously the

responsiveness of the interaction is dependent on when learners or the instructor log onto their

system. In addition, since the interaction is done through a system that functions like a

‘newsgroup’, or ‘listserve’ the responsiveness of the interaction when students or the instructor is

online would be considerably slower than an online synchronous chat. A benefit of keeping the

program 100% asynchronous is that the mix of students in “Learning Teams” can come from a

wider geographical area ignoring country boundaries. Including a required synchronous

communication component to the class could increase the responsiveness of interaction in the

online classroom, but the downside would be a potentially less diverse group. This doesn’t mean

that students couldn’t take the initiative to supplement their asynchronous discussions with

synchronous discussions; it just means that it is currently an option that University of Phoenix

hasn’t incorporated into their instructional design.

“Learning Teams” are kept at less than 13 people, but I was unable to find out how many

learning teams were in any particular class. If class size is large, with the instructor managing

several “Learning Teams”, the responsiveness of instructor/student interaction could be

adversely affected. Since I assume there is no cross “Learning Teams” interaction the number of

learning teams shouldn’t affect student/student interaction. Since content presentation from the

instructor is on a one-to-many basis, the number of “Learning Teams” shouldn’t affect the

responsiveness or quality of content presentation (unless the instructor is too overwhelmed). As

class size increases the responsiveness and quality of one-to-one interaction between

instructor/student could potentially decrease. Some one-to-one interaction on similar questions

from different students could be covered by adding common questions to a FAQ list or sent out

Roderick Lange


to all students on the listserve, but this could depersonalize the student/teacher interaction,

increase the transactional distance between the instructor and students and negatively affect the

feeling of connection to the class for some students.

Finally, because communication in the Online Program is asynchronous, students could take

more time analyzing discussion question and reflecting on their responses, thus potentially

increasing the depth of the online discussions, student/instructor interactions, and student/student

interactions. This potential positive aspect of asynchronous discussions could adversely affect

students that tend to over-analyze written work (like myself).

Roderick Lange


Learner support systems

University of Phoenix offers the following support systems to students. These support

systems are geared to providing a high degree of customer services, mirroring University of

Phoenix’s effort to treat students like valued clients/customers.

• Enrollment Advisor

o Guides students through the application and enrollment process

• Financial Advisor

o Students contact for financial assistance, including student loans, grants or outside

funding

• Academic Counselor

o Replaces the Enrollment Advisor after students take their first class and helps

students stay on track, and helps to solve any problems with classes or instructors

• Student Services Website

o Allows students to update information, review academic records, download

course modules or order textbooks

• Online Technical Support

o Helps students 24/7 with any access or technical problems them might have

• University Library

o Extensive online collection available anywhere an internet connection is available

• Alumni Network

o Networking and career resources, job listings, seminars and workshops, etc

Roderick Lange


Policy issues

In my research on University of Phoenix, I found some policy issues University of Phoenix

has had to face or adapt to in the last several years.

In 1999 University of Phoenix was ordered to pay $650,000,00 to the federal government

and to lenders by the U.S. Education Department. The Education Department had found

system-wide problems with University of Phoenix’s administration of student aid. The

problems included poor record keeping and underreporting of students that had dropped

classes. Most of these problems were caused by University of Phoenix’s rapid growth

over the last several years (Burd, 1999).

Since California is expected to be short nearly 300,000 new teachers in the next ten years

the state approved a bill last year, which eliminated the requirement for schools that

offered teaching credential programs to be accredited and operated in the state of

California (Ward, 2001). University of Phoenix has taken advantage of this change by

adding a teacher credential program that is geared to students that are interested in

kindergarten to eighth-grade education. They get a greater access to the market in

California, but what happens to one of the main requirements University of Phoenix has

requested of their students; that they be have a job in their area of interest so they can

apply the skills and knowledge they learn in class in their work life.

Roderick Lange


After a failed attempt to expand into New Jersey three years ago University of Phoenix is

making another attempt to enter the state. This time they hope to overcome opposition

from officials at public and private colleges by making some concessions and some

agreements with local colleges (Selingo, 2001):

• Has agreed to ease the transfer of students from three community colleges in

Jew Jersey

• Has emphasized its desire to enroll minority and women students

• Has reached an agreement with New Jersey City University to use its library

(a major sticking point in the last attempt to enter the state)

• Will require faculty members to be present during group meetings to meet the

states strict standards for classroom hours (normally instructors only meet

with students once a week and are not present at group meetings)

For these concessions and agreements (if they are successful in their bid to enter the

state) University of Phoenix will move into a location that sits in the middle of a

transportation hub that serves 80,000 commuters a day (Selingo. 2001)

University of Phoenix has several relationships with corporate clients to bring classes to

company sites. Former University of Phoenix president J. Jorge Klor de Alva gives an

idea of the direction University of Phoenix is heading in a statement from a few years ago,

“It’s totally logical for us to move into the realm of corporate training, because the lines

between education and training are blurring, our model of education translates well into

the corporate training world.” (Stamps, 1998).

Roderick Lange


Funding

I will focus on University of Phoenix Online in this section. Since the University of Phoenix

is a for-profit university, all of its funding comes from student tuition (either from individual or

corporate clients). As you can see from the chart below (University of Phoenix Online), the fees

for the Online Program range

from $410/credit hour for

undergraduate students to

$550/credit hour for doctorial

students. This fee schedule

coupled with enrollment growth

in 2000 of 44% (O’Connor, 20000) allowed University of Phoenix Online to generate gross

tuition revenues of. $102,613,000 in 2000. From the table below we can see that gross tuition

revenues have increased over 630% from fiscal 1997 to fiscal 2001 (Apollo Group Annual

Report, 2001). In 2000,

University of Phoenix

Online was one of the first

accredited online

universities to enter the

IPO market. With an $ 80 million initial offering at a starting share price of $14-$16, University

of Phoenix Online was able to generate a considerable amount of capital to finance its incredible

growth rate. Currently University of Phoenix Online’s share price stands at $33.60 per share

(Yahoo Finance).

Type of Fee Amount Payment Due Application Fee $85 At time of application Undergraduate $410/credit hour Graduate $505/credit hour Doctoral $550/credit hour Late Payment Fee $30 Upon notification Graduation Audit Fee $50 When an application for

graduation is submitted Tuition is due two weeks prior to the start date of each online university course.

University of Phoenix Online year end gross revenues (in thousands)

2001 2000 1999 1998 1997

Revenues: Tuition and other, net

$180,527 $102,613 $ 69,582 $45,081 $28,550

Roderick Lange


Faculty/staff development

For individuals interested in joining the 1,500+ current faculty (primarily part-time) at

University of Phoenix Online, the first step to becoming an instructor is seeing if you meet the

eligibility requirements below and to the left; which can be found on University of Phoenix’s

website. Only potential candidates that can answer yes to all four

questions are asked to fill out a Prospective Faculty Interest Form.

For those potential candidates that obtain a position at University

of Phoenix Online, the website also lists the following rewards of

teaching at University of Phoenix Online:

Do you have a master’s or doctoral degree

from a regionally accredited institution

related to the field of education or

instructional technology?

Yes No

While earning your graduate degree, did

you have coursework in online education,

adult education, instructional media,

integrating technology in the classroom,

and innovative technologies?

Yes No

Your graduate degree must have been

earned a minimum of two years prior to

appointment. Did you earn your graduate

degree two or more years ago?

Yes No

Are you a U.S. Citizen or do you have a

U.S. work visa and currently reside in the

U.S.?

Yes No

*Individual courses may require more

specific qualifications.

• Teach part-time without interrupting your full-time career. University of Phoenix offers a very competitive part-time salary. Courses require about 12 hours of your time per week, and are taught asynchronously (like e-mail), so you can teach your class at the times and places that fit your schedule. Courses start every week, and generally run for five or six weeks.

• Experience the satisfaction of making a difference. As a University of Phoenix instructor, you will have the satisfaction of knowing that others are benefiting from your wisdom and experience. As students apply your proven theories and techniques, you can take pride in their accomplishments.

• Expand your own expertise. By developing course materials, reading various texts, reviewing student research, and participating in class discussion, you expand your own depth of knowledge. In addition, you can attend any classes you want at substantial faculty discounts. You can even pursue another degree.

• Improve your communication and leadership skills. By preparing course material and facilitating class discussions, you sharpen your ability to organize, communicate and lead. The University of Phoenix also offers a wide array of assessment and training programs to further enhance your skills.

• Network with other professionals in your field. As a University of Phoenix Online instructor you have a unique opportunity to network with other faculty and students from around the world who are successful professionals and industry leaders. A typical class will include eight to thirteen success-driven professionals from various companies and organizations.

Roderick Lange


This was the only information I could find on faculty development, and I couldn’t find

anything for staff development. Other than the vague reference, on the previous page, to being

able to take advantage of “a wide variety of assessment and training programs”, it seems that the

main developmental benefit of being an instructor at University of Phoenix Online is the

experience an instructor receives through teaching his/her class. The “part-time without

interrupting your full-time career” emphasis coupled with the fact that none of University of

Phoenix’s faculty are tenured (Stamps, 1998), could have a lot to do with the limited amount of

faculty development University of Phoenix seems to offer.

Roderick Lange


Evaluation

Overall I think University of Phoenix has done a very good job of meeting student’s needs,

adapting to changes in higher education over the last 25 years, and doing all of this while

maintaining a core set of educational beliefs and teaching strategies that have helped University

of Phoenix grow to over 107 campuses and 100,000 students. Like I mentioned at the start of this

paper, a key to continuing this success will be how well they stay focused on meeting those

needs and resist market or fiscal forces that push down standards in the pursuit of increased

revenue. I think this pressure to stay profitable, maintain a level of tuition revenue growth, and

physical expansion, that people will hold University of Phoenix to now that it has gone public,

will be some of the key challenges University of Phoenix will face over the next several years.

I understand that University of Phoenix has to market itself to continue to grow; I’m just

worried that they could potentially do themselves a disservice if they try to be the McDonald’s of

the higher education industry. Putting too much emphasis on meeting quarterly revenue or

growth predictions at the expense of the educational infrastructure of the university could wipe

out all the success University of Phoenix has achieved.

Roderick Lange


References

An alternative to the classroom. (1992 Spring). Accent on Living. 36, 4, 86

Apollo Group Annual Report. (2001).

Burd, Stephen. (1999 August). Education Department Orders University of Phoenix to Pay

$650,000. Chronicle of Higher Education. 45, 49, 35.

Caldwell, Bruce. (1998 September). Wells Fargo Grows Its Own IT Talent. Information Week.

702, 152.

de Alva, Jorge Klor. (2000 March/April). Remaking the ACADEMY. Educause Review. 35, 2,

32-39.

Head2Head. (1999 June). Inter@ctive Week. 6, 26, 30.

Levine, Shira. (1997 May). Desktop degrees. Telephony. 232, 21, 50.

Marcus, David L. (2000 January). A scholastic goldmine. U.S. News& World Report. 128, 3, 44.

McCartney, Laton. (1996 November). Virtual MBA. Information Week. 604, 33

O’Connor, Colleen. (2000 September). Online University Sets Groundbreaking IPO. IPO

Reporter. 24, 38, 1.

Price, M., Kudrna, J. & Flegal J. (1992). An exploratory study of self-directed learning readiness

and field independence/dependence among students in architectural design studios. In

Huey B. Long & Associates (Eds.), Self-directed learning: Application and research.

(pp.163-188). Norman, Oklahoma: Oklahoma Research Center for Continuing

Professional and Higher Education of the University of Oklahoma.

Roderick Lange


Roderick Lange

O’Connor, Colleen. (2000). Online university sets groundbreaking IPO. IPO Reporter. 24, 38, 1

Online education delivery system. (1991 October). Supervision. 52, 10, 3.

Selingo, Jeffrey. (2001 September). Aiming for a New Audience, U. of Phoenix Tries Again in

New Jersey. Chronicle of Higher Education. 48, 4, A23.

Stamps, David. (1998). The for-profit future of higher education. Training. Pp23-30.

Tice, Elizabeth T. (1999 Spring). Tough Lessons On Implementing Classroom Technology.

Community College Week. 11, 18, 4-6.

University of Phoenix Brochure. (2001).

University of Phoenix Fact Book (2001/2002).

University of Phoenix Website. (2001). http://www.phoenix.edu/index_open.html

University of Phoenix-Online Website. (2001). http://online.uophx.edu/

Ward, Denis T. (2001 April). Teacher Recruitment Programs Getting Under Way. San Diego

Business Journal. 22, 16, 58.

Yahoo Finance

http://www.phoenix.edu/index_open.html

http://www.phoenix.edu/index_open.html

distance education case study

Documents