managing operations workshop
DESCRIPTION
How to Manage and Improve Your Online Learning Operations WorkshopTRANSCRIPT
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Tana Monaco, Westminster CollegeKaren Vignare, MSU Global, Michigan State
University
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Introduction Discussion of models Models and compatibility with mission, vision, values, strategy
Measures of success Managing change in dynamic environment
Sharing resources
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Visualize your online operations as a car… What kind of a vehicle is it?
a rusted and neglected car, a sleek limousine, a fast sports car, a Winnebago, or something else?
…Why?
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Share the biggest challenges facing your institution today
What do you hope to gain from this workshop that might help you meet these challenges?
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Present models, success measures, other resources to fit your institutional needs
Provide examples that demonstrate how to improve operational effectiveness
Offer ideas for managing in a new reality of higher education
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Incremental Alliance Cost or profit center Overhead or service center Independent, for-profit
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Incremental Alliance Cost or profit center Overhead or service center Independent, for-profit Other?
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How do your operations reflect or differ from the WCET “web of services” model?
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Survey questions were researched and beta tested with Sloan-c board members
17 Likert type questions 3 Open-ended questions Publicized in Sloan listserv, NUTN listserv,
and UCEA listserv Convenience sample 128 responses; ~110 individual institutions
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College Classification Sample Percentage
Doctoral 31
Master’s 24
Baccalaureate 22
Associates 17
Specialty 2
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Rank Order (Most Important)◦ Extension, surplus, brand value, diversity, on-
campus retention & speed to graduation Rank Order (Not Important)
◦ Speed to graduation, retention, diversity, surplus, brand value & extension
Rank Order (Most & Important)◦ Brand, extension, surplus, retention, diversity &
speed to graduation
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How is it done? Individual faculty develop and deliver Individual faculty develop but others deliver
Faculty team develops and delivers Faculty team develops and others deliver
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Business Decision Making
0%10%20%30%40%50%60%70%80%90%
Business Planning Integrated MarketingFunctions
Price Setting Ability to enterpartnerships
Ability to removeproducts from the
market
Ind Self Funded College Unit Self Funded College overhead
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Student Services
0%10%20%30%40%50%60%70%80%90%
Student services
Technical support
Quality contro
l for th
e learning experience
Retention for non-credit s
tudents/custo
mers/...
Retention for students enrolled in cre
dit bea...
Ind Self Funded College Unit Self Funded College Overhead
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Curriculum Issues
0%10%20%30%40%50%60%70%80%
Ability to hirefaculty instructors
Ability to createnew customized
curriculum
Ability to createnew non-credit
curriculum
Ability to createnew creditcurriculum
Ind Self funded College Unit Self Funded College Overhead
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Across respondents◦ Faculty◦ Quality◦ Return on Investment◦ Business Plan◦ Institutional issues—support, integration &
organizational structure
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Most institutions began online learning programs with 1 of 2 goals (Miller, Schiffman unpublished paper)◦ To extend access to programs◦ To improve quality of existing programs
e.g., retention, throughput
◦ What was your starting point? ◦ What were (are) your initial goals?
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What business model was chosen to launch your program?◦ e.g. within continuing education, provost’s office,
academic department, etc. How well matched was (is) the model to attaining
your goals?◦ A business model is a way of capturing value of a
product/service and turning it into a revenue stream that can sustain/grow the business
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Constant change is a given Disagreement on whether response is for
your institution or to the opportunity Technology-driven Customer opportunity—driven Combination International models especially those
unfettered by global higher education leaders
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Technology Method Model
Internet (90s) ALN For-profits; systems
DatabasesStandardsAssessments
ALN, Modules Competency
Social NetworkingPersonal Learning Environments
Learning Paths Open, Personalized
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Working Adults—flexibility, convenience, recognized brands
Segmentation—achievement based on preference—competency
Wikinomics & Longtail—Opportunity for ever smaller groups
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Why do some institutions succeed and others fail?
Using technology to develop new delivery system is complex
The link among mission, vision, values, and strategy is critical
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After reading the scenarios, discuss the questions posed with your group
Select a reporter for large group feedback
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Why is this important?
What do we measure?
How do we measure?
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Student Perspective
Financial Perspective
Internal Perspective
Growth and Learning
Vision & Strategy
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Planned and strategic change (anticipatory rather than reactionary)
Change is natural component of “The Learning Organization”
Why transformation efforts fail
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The tight spiral of change Loosening the spiral of change Galaxy-like spiral of change
Source: Robertson & Cox. (May 2009). Challenging Culture and Managing Change in Higher Education. Leadership and Management Conference.
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“Flat is the new up.” - Daniel Gross, Newsweek
“There is nothing in this world which is constant but inconsistency.” -Jonathan Swift
“It is not the strongest of the species that survive, nor the most intelligent, but the ones most responsive to change.” –Charles Darwin
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Successful adoption of flexible online delivery models in HE is a complex issue and requires alignment of goals, assessment of value on investment, and understanding the marketplace as well as local politics
Equipping ourselves with comprehensive models, tools to measure success – and learning from a variety of experiences – can help us leverage the opportunities this dynamic environment offers