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What more does the 'new' data about strategically important factors tell us ... Certain strategic factors are much more important in making the transition to ... – PowerPoint PPT presentation

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Title: More on The


1
More on The Why of Online in Higher Education
  • By John Sener, Sener Learning Services
  • November 7th, 2008

2
Why Another Report?
  • Online Nation had intriguing findings which
    merited further examination
  • BSRG has lots of unexamined data
  • Online Nation - two new constructs
  • Online Learning Framework
  • Strategically Important Factors

3
Original Report Questions
  • What more does the new data about strategically
    important factors tell us about why institutions
    offer online courses and programs?
  • New 2006 data for 2007 report
  • New constructs (OLF, SIF)
  • Is the Online Learning Framework useful? If so,
    how?
  • Are Strategically Important Factors useful? If
    so, how?

4
Online Learning Framework Level of Engagement
Online Learning Framework Category Doing Online Learning? Online Learning Critical to Long-Term Strategy? Online Learning in Strategic Plan?
Not Interested No No N/A
Not Yet Engaged No Yes No
Non-Strategic Online Yes No N/A
Engaged Yes Yes No
Fully Engaged Yes Yes Yes
5
Strategically Important Factors
Increase student access
Attract students from outside the traditional service area
Grow continuing and/or professional education
Increase rate of degree completion
Provide pedagogic improvements
Enhancing value of college/university brand
Improve student retention
Improve enrollment management responsiveness
Increase the diversity of student body
Optimize physical plant utilization
Reduce or contain costs
Increase strategic partnerships with other institutions
Strengthen academic continuity in case of disaster
Enhance alumni and donor outreach
6
Why Online? Because Its Strategic
  • Many factors are strategically important
  • 100s of institutions using each strategy
  • Increasing student access is still 1
  • Attracting students from outside the traditional
    service area is 2.
  • Most striking finding depth and breadth

7
Why Online? Because Its Strategic
Very Important (VI) Important (I) VI I
Online Education Is Strategically Important for
My Institution Fall 2006
Increase student access 62.8 30.0 92.8
Attract students from gt traditional service area 53.0 28.4 81.4
Grow continuing and/or professional education 40.1 40.9 81.0
Increase rate of degree completion 33.2 39.0 72.2
Provide pedagogic improvements 27.8 42.8 70.6
Enhancing value of college/university brand 28.2 41.4 69.6
Improve student retention 25.6 40.0 65.6
Improve enrollment management responsiveness 20.9 40.8 61.7
Increase the diversity of student body 23.7 34.2 57.9
Optimize physical plant utilization 22.0 32.6 54.6
Reduce or contain costs 18.2 32.8 51.0
Increase strategic partnerships w/other institutions 19.9 29.6 49.5
Strengthen academic continuity in case of disaster 24.0 24.1 48.1
Enhance alumni and donor outreach 11.8 23.9 35.7
8
Online Is Strategic Implications
  • What are individual institutions doing?
  • aka what are your competitors doing?
  • 100 ways to use OL to reach your alumni
  • 100 ways to enhance your institutions brand
  • Etc.
  • Is the credit collapse an OL Black Swan?
  • Which factors make standalone sense?
  • Which factors need unbundling? How?
  • Example Summer OL programs as access

9
Interrelationships between Strategic Factors
  • How important are strategic factors relative to
    each other?
  • Compared each strategic factor w/each other
    factor
  • x of those who cited factor a that also cited
    factor b as Very Important.
  • Examples
  • 96.2 of those who cited improving student
    retention also cited increasing student access as
    Very Important.
  • 18.5 of those who cited attracting students from
    outside the traditional service area also cited
    enhancing alumni and donor outreach as Very
    Important.

10
Level of Engagement
  • More strategically engaged more positive about
    online education
  • Certain strategic factors are much more important
    in making the transition to deeper engagement
  • Making OL critical to long-term strategy
  • Attract students from outside traditional service
    area
  • Provide pedagogic improvements
  • Increase student access
  • Integrate online learning into strategic plan
  • Enhance value of the college/university brand
  • Improve student retention
  • Doesnt much affect perceptions of barriers to OL

11
Strategically Important Factors by Level of
Engagement
Fully Engaged Engaged NSOs
Online Education Is Strategically Important for
My Institution Fall 2006
Increase student access 98.5 96.8 80.2
Attract students from outside traditional service area 89.7 86.1 65.6
Grow continuing and/or professional education 84.8 79.9 76.0
Increase rate of degree completion 79.7 71.6 61.1
Enhancing value of college/university brand 81.3 62.0 57.5
Provide pedagogic improvements 81.1 72.4 52.9
Improve student retention 77.7 60.9 51.8
Strengthen academic continuity in case of disaster 56.4 41.5 40.8
Increase the diversity of student body 66.6 55.0 45.9
Optimize physical plant utilization 61.0 53.3 45.5
Improve enrollment management responsiveness 71.2 60.2 47.6
Increase strategic partnerships w/other institutions 58.8 45.4 38.4
Reduce or contain costs 60.9 47.1 38.8
Enhance alumni and donor outreach 40.5 30.1 32.9
12
Level of Engagement and Institutional Type
  • Institutional type level of engagement matters
    in some cases
  • Frame whats more important to academic leaders
    at a deeper level of engagement?
  • (gtdifferences, not most important factors)
  • Frame What institutional characteristics might
    matter?
  • Making OL critical to long-term strategy
  • Baccalaureate, Masters,
  • Private Not-for-Profit
  • Integrating OL into a strategic plan
  • Doctoral/Research

13
Level of Engagement and Institutional Type
Non-Strategic Online vs. Engaged
  • Baccalaureate All of them, esp.
  • Increasing student access (100 vs. 60)
  • Reducing or containing costs (72 vs.27)
  • Improving enrollment management responsiveness
    (36 vs.76)
  • Masters
  • Providing pedagogic improvements (47 vs. 77)
  • Attracting students from outside service area
    (67 vs. 96)
  • Increasing student access (71 vs. 99)
  • Private Not-for-Profit
  • Increasing student access (68 vs. 100)
  • Attracting students from outside service area
    (64 vs.94)

14
Level of Engagement and Institutional Type
Engaged vs. Fully Engaged
  • Doctoral/Research
  • Strengthening academic continuity (31 vs. 72)
  • Increasing the diversity of student body (43 vs.
    81)
  • Improving enrollment management responsiveness
    (26 vs. 62)
  • Enhancing donor and alumni outreach
  • Improving student retention (48 vs. 83)

15
Level of Engagement Implications
This Strategic Factor May be Most Important to This Type of Institution ...Transitioning to
Enhance value of college/university brand Baccalaureate (Institutions 1500-2999) Engaged
Doctoral/Research Publics Institutions 7500-14999 Fully Engaged
Provide pedagogic improvements Baccalaureate Masters Institutions 1500-2999 Engaged
Increase strategic partnerships with other institutions Baccalaureate Masters Engaged
Private Not-For-Profits Institutions lt1500 Institutions 15000 Fully Engaged
16
Level of Engagement Carnegie Class (NSO ?
Engaged)
Institutions making online learning critical to long-term strategy Institutions making online learning critical to long-term strategy Institutions making online learning critical to long-term strategy
For This Type of Institution This Strategic Factor May be Most Important Importance (Difference)
Baccalaureate Increasing student access Reducing or containing costs Improving enrollment mgmt responsiveness Optimizing physical plant utilization Attracting students from outside service area Enhancing value of the college/university brand Growing continuing/professional education Providing pedagogic improvements 100 (40) 72 (45) 76 (40) 77 (39) 96 (34) 82 (33) 96 (32) 74 (29)
Doctoral/ Res. Increasing student access 100 (36)
Associates None
Masters Providing pedagogic improvements Attracting students from outside service area Increasing student access Optimizing physical plant utilization 77 (30) 96 (29) 99 (28) 64 (27)
17
Level of Engagement Carnegie Class (Engaged ?
Fully Engaged)
For Institutions integrating online learning into a strategic plan For Institutions integrating online learning into a strategic plan For Institutions integrating online learning into a strategic plan
For This Type of Institution This Strategic Factor May be Most Important Importance (Difference)
Baccalaureate Improving student retention Increasing rate of degree completion 88 (38) 85 (24)
Doctoral/ Research Strengthening academic continuity Increasing the diversity of student body Improving enrollment mgmt responsiveness Enhancing donor and alumni outreach Improving student retention Enhancing the value of college/university brand Optimizing physical plant utilization Reducing or containing costs 72 (41) 81 (39) 79 (36) 62 (36) 83 (35) 87 (33) 63 (27) 65 (26)
Associates Improving student retention 83 (21)
Masters Increasing rate of degree completion 85 (19)

18
Level of Engagement Institutional Control (NSO
? Engaged)
Institutions Transitioning from Non-Strategic Online to Engaged ( making online learning critical to long-term strategy) Institutions Transitioning from Non-Strategic Online to Engaged ( making online learning critical to long-term strategy) Institutions Transitioning from Non-Strategic Online to Engaged ( making online learning critical to long-term strategy)
For This Type of Institution This Strategic Factor May be Most Important Importance (Difference)
Private Not-for-Profits Increasing student access Attracting students from outside service area Increasing rate of degree completion Optimizing physical plant utilization Improving enrollment mgmt responsiveness Reducing or containing costs 100 (32) 94 (30) 66 (23) 58 (23) 55 (21) 49 (20)
Publics None
19
Level of Engagement Institutional Size (NSO ?
Engaged)
Institutions Transitioning from Non-Strategic Online to Engaged ( making online learning critical to long-term strategy) Institutions Transitioning from Non-Strategic Online to Engaged ( making online learning critical to long-term strategy) Institutions Transitioning from Non-Strategic Online to Engaged ( making online learning critical to long-term strategy)
For This Type of Institution This Strategic Factor May be Most Important Importance (Difference)
lt 1500 Attracting students from outside service area 93 (27)
1500-2999 Attracting students from outside service area Increasing the diversity of student body 83 (34) 73 (22)
3000-7499 Improving enrollment management responsiveness Increasing rate of degree completion 69 (26) 74 (20)
7500-14999 Attracting students from outside service area Increasing student access Increasing rate of degree completion 85 (34) 100 (29) 75 (22)
20
Level of Engagement Institutional Control
(Engaged ? Fully Engaged)
For Institutions integrating online learning into a strategic plan For Institutions integrating online learning into a strategic plan For Institutions integrating online learning into a strategic plan
For This Type of Institution This Strategic Factor May be Most Important Importance (Difference)
Public Improving student retention Enhancing the value of college/university brand 81 (20) 78 (20)
Private Not-for-Profit Increasing strategic partnerships w/other institutions Reducing or containing costs 59 (22) 67 (20)
21
Level of Engagement Institutional Size (Engaged
? Fully Engaged)
For Institutions integrating online learning into a strategic plan For Institutions integrating online learning into a strategic plan For Institutions integrating online learning into a strategic plan
For This Type of Institution This Strategic Factor May be Most Important Importance (Difference)
lt 1500 Increasing the diversity of student body Increasing strategic partnerships w/other institutions 73 (22) 60 (21)
1500-2499 Increasing rate of degree completion 82 (20)
7500-14999 Improving enrollment management responsiveness Reducing or containing costs Increasing the diversity of student body Enhancing the value of college/university brand 84 (39) 61 (38) 70 (32) 82 (31)
15000 Increasing strategic partnerships w/other institutions 60 (23)
22
Barriers by Level of Engagement and Institutional
Type
  • Not important generally
  • Not important for institutional size, control
  • Baccalaureate institutions are the most
    skeptical
  • Less likely to agree that faculty at their school
    accept the value and legitimacy of online
    education (18 vs. 32 average),
  • Less likely to agree that online degrees have the
    same level of respect as face-to-face degrees
    (15 vs. 28 average),
  • Less likely to agree that student demand for
    online learning is growing (58 vs. 70 average)

23
Barriers by Level of Engagement and Institutional
Type
Barrier Importance More Likely for Importance Less Likely for
Lack of faculty acceptance Doctoral/Research ---------
Lack of employer acceptance Private For-Profit ----------
Higher development costs Doctoral/Research gt15000
Higher delivery costs ---------- ----------
Lower retention rates ---------- Doctoral/Research gt15000
Students need for more discipline ---------- Doctoral/Research gt15000
gt10 percentage points difference
24
Future Plans for Report Release
  • Release preliminary report findings post on web
    site
  • Analyze 2007 data
  • Do more rigorous statistical analysis on 2006,
    2007 data
  • Release report early 2009 (Jan/Feb)

25
Questions?Contact Info
  • ? ________________ ?
  • jsener_at_senerlearning.com
  • Web site senerlearning.com
  • Skype john.sener
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