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System 2. System 2 provides coordination between the individual operating units Systems 1 and manages any conflicts that arise Beer, ; Rios, Its primary function is to control oscillation and promote homeostasis Beer, ; Rios, Common components within System 2 include information systems, internal services and support, standards, and communication mechanisms Rios, Learning management systems, instructional design, faculty development, student support services and technology systems reflect the characteristics of System 2 Rios, Learning management systems.
Instructional design. Instructional design has played a critical role in successful online course content. Additionally, Chao et al. Faculty development. Technological advancement has changed the way universities deliver content and has led to a pedagogical review of content delivery Soderstrom et al. Soderstrom et al. Baran and Correia observed teaching support and professional development programs were critical for aiding faculty in problem solving and discovery within online learning.
They developed a framework for professional development that included technology support, pedagogical support, design and development support, peer support, and communities of practice. In a study conducted by Gary , student adoption of LMS was positive, but the highest frustration of students was that faculty did not widely use the system.
According to Baran and Correia , faculty are the key to reforming online learning and the transition to online environments requires technological support, pedagogical support, design and development support, peer support, and a positive organizational culture. Johnson, Wisniewski, Kuhlemeyer, Isaacs, and Kryzykowski challenged the notion of faculty resistance with the idea that while faculty members were told they needed to adopt technology, they lacked an understanding of why or how they should incorporate it into their classroom.
Johnson et al. Student support services. According to Britto and Rush , successful online learning also involves comprehensive student support services comparable to services delivered to traditional on-campus students. In a report by the Boston Consulting Group and Arizona State University, support for online students was identified as a key practice in providing online learning.
Services discussed include retention coaching, online tutoring, and 24x7 technical support. In addition, automated alert systems were encouraged to assist faculty and advisors with online learners. Student engagement was also purported as having different characteristics than is seen with traditional on campus students.
Technology systems. Technological innovation is often a catalyst for change within educational institutions Beaudoin, However, Mukerjee discussed the difficulty of technological agility, particularly where the supported business processes were complex and the technology systems had been customized making it organizationally difficult to quickly respond to change.
The need for responsiveness did not, however, preclude planning but instead called for a reduced timeframe between planning and implementation. Technological agility was characterized as flexible, reconfigurable, and scalable.
System 3. It is responsible for managing the cohesiveness of the organization. Objectives must be aligned with the larger organization and resources must be balanced amongst competing demand to ensure optimum usage and performance Hoverstadt, Relevant functions within online higher education discussed in the literature include governance, regulatory and legal requirements, business models, marketing, and change management. Policies provide the decision-support for managers, so decisions are not made in an ad-hoc manner Moore, According to Simonson and Schlosser , polices for distance education can be described in seven categories: 1 academic; 2 fiscal; 3 faculty; 4 legal; 5 student; 6 technical; and 7 philosophical.
However, new modes of governance have not been accepted by academics that criticize administration for exercising too much control over academic issues. In a study with five universities, Stensaker and Vabo explored four models of shared governance and concluded an entrepreneurial model emerged dominant in which leadership was expressed as imperative for organizational change. Regulatory and legal requirements.
Regulations exist at the federal, state, and local levels that impact student financial aid, copyright, peer-to-peer file sharing, and disability resources Simonson et al. Section of the Rehabilitation Act applies to educational organizations that receive federal financial aid and dictates that websites including learning management systems be fully accessible Simonson et al, Business model.
Business models determine how an organization meets need, organizes, and manages cost and expenses to remain financially stable Rubin, According to Christensen, Horn, Caldear, and Soares , business models applied to higher education include components of value proposition, resource utilization, business processes, pricing and cost controls, organizational operations, and characteristics such as formalization, centralization, standardization, and specialization.
Planning processes should include analysis of implementation and ongoing costs as well as strategies to recover the cost of the program or generate additional revenue Simonson et al. Other factors contribute to the complexity of online education business models, including current trends in state support.
Government Accountability Office, As a result, many universities have looked to online education to increase revenue and decrease cost Soderstrom et al. However, while many believe online education is more cost effective than traditional instruction Soderstrom et al. Careful attention must be given to the financial impact of instructional technology infrastructure, instructional design, faculty salaries, course development, administrative personnel costs, and program promotion Simonson et al.
Consequently, some business model theorists have recommended decoupling teaching and research with the online context designed for teaching primarily adult populations while maintaining the traditional university setting focused on research and teaching recent high school graduates Rubin, Change management. University organizational units have traditionally managed learning in a decentralized, semi-autonomous and specialized fashion Goolnik, Online learning challenged tradition with the introduction of centrally managed systems Goolnik, Such initiatives generated mistrust on the part of academics that viewed these systems as a means to monitor and as a discouragement for diverse curricula, research projects, and new development of critical models of teaching and learning Goolnik, In fact, Goolnik argued change management strategies in the adoption of learning management systems are most effective when they incorporate faculty members in the decision-making process and encourage a dialogue to examine the usefulness of such systems.
He cited fear as the largest obstacle in addition to the need of academics to be convinced new methods have true educational value.
Similarly, Bianchini, Maxwell, and Dovey suggested academic leaders must establish a sense of urgency, create a steering council, establish a vision, communicate the vision, empower action, enable and celebrate short-term wins, operationalize improvements, and monitor new behavior until institutionally rooted. System 4. It is focused on the environment and the implication of environmental changes to the organization Rios, Areas within the realm of System 4 and relevant to online higher education include strategic management and planning as well as emerging technologies.
Strategic management and planning. Simonson and Schlosser identified the lack of strategic planning as a key barrier to online education. Continuous evaluation, emerging technologies, and adoption. Modern technology means faculty are equipped to teach from anywhere using a variety of technologies Barber et al. Entrepreneurial academics are finding new ways to create and deliver education that is in high demand from discerning students Barber et al.
Based on three NMC Horizon Projects, Johnson and Adams identified the following emerging technologies based on time to adoption: cloud computing, mobiles, open content, game-based learning, augmented reality, gesture-based computing, and learning analytics. System 5. Providing career-relevant and high-value education that addresses the constantly shifting demands of the workplace.
The explosion in adult enrollments boomed in the s and peaked in We have seen a marked decline since then. While some decline is expected, the adult higher education value proposition has come into question. But change is coming. According to the National Student Clearinghouse, undergraduate students who enrolled at age 25 or older have a 50 percent chance of completing a degree or other credential within six years, and the ratio is below 30 percent for part-time and mixed-mode adult students.
Recent years have also seen notable growth in degree alternatives, such as boot camps and paid MOOCs, that speak directly to what the typical adult learner wants: career-relevant, flexible, and high-value education. Many of these providers are staking their reputation on getting jobs for their graduates—even promoting money-back guarantees—and the federal government is considering whether to open student aid to some of these nontraditional providers.
All this makes for a challenging environment for colleges and universities committed to the adult learner. The fact that many more schools are now upping recruitment of adult enrollments, seeking to offset demographic decline in traditional-age students in many parts of the country, means more colleges are chasing fewer adult prospects.
Eduventures continues to build its extensive library of research focused on issues and innovations in enrollment management of both traditional and adult learners. The imperative to improve student success metrics has never been stronger or more visible, and higher education institutions of all kinds are feeling the pressure to deliver.
In an era when students and families take on an ever-increasing share of the cost of higher education, having a poor record of student success is fast becoming a brand killer. With an abundance of choice, why should students consider paying tuition at a college or university that is unable to deliver on the core mission of higher education?
Improving student success is not a simple task. It requires stakeholders from across campus to come together to develop a sound institutional strategy, plans for execution, systems of accountability, and the right mix of data and technology to make it all work. Knowing which institutions are making significant gains and how they do it is a critical place to start, as is understanding pf the technology tools that can accelerate your efforts to improve.
From data analytics platform selection to best practices research, we can help identify strategies that support, retain, and graduate both traditional and nontraditional students. Additionally, our deep understanding of technology offerings can help you capitalize on opportunities and drive success.
Our research services can guide critical decision-making about student success, technology adoption, and student enrollment management efforts.
Expanding college access, affordability, and student success are the issues facing every institution. We help higher education leaders make the best-informed decisions on setting strategy, ensuring the financial sustainability of the institution, and making sound technology investments that accelerate student success and further the mission of the institution.
Our research is relevant to:. The pressure to both recruit and retain students challenges schools to put in place innovative approaches to teaching and learning and the right mix of programs to prepare graduates with new skills, a broad knowledge base, and a range of competencies to enter a more complex and interdependent world.
All of these efforts must begin with a quantifiable means to evaluate both existing and new program offerings. Whether you are looking to add new programs, prioritize existing ones, or evaluate innovation delivery methods, we can provide you with the hard data combined with deep expertise about how programs are likely to be received in the market, how they will be impacted by the competitive landscape, and how they should be positioned.
By becoming a member of Eduventures for Higher Education Leaders, we can help you with the following initiatives:. Eduventures continues to build its extensive library of research focused on issues and innovations in program innovation. New entrants into the market, maturing standards, and increasing demand for interoperability are changing the technology landscape for higher education.
Unique dynamics and successful strategies require a partner that understands established and emerging technology platforms, tools, and services. With hundreds of edtech offerings on the market, it is essential to get the right mix to meet the needs of your institution.
Our deep understanding of the technology landscape can help you capitalize on opportunities and drive success for every part of the institution. Eduventures continues to build its extensive library of research, focused on issues and innovations in the changing education technology sector. Technology Vendors interested in briefing Eduventures on your higher ed products and services, please click here. COTE Assessment.
COTE Discussion. COTE Fellows. COTE Resources. Course Design Models. Course Developer's Handbook. Course Developers Handbook. Course Objectives. Course Registration and Access Procedures. Creating a Good Original Question.
Designing an Online Learning Environment. Discussion Hints. Discussions Are the Exams. Do a Module Walk-Through. E-Portfolio Assessment. Effective Assessment in a Digital Age. Effective Assessment Practices. Ending the Course - Getting Feedback. Engaging Presentation of Content, Feedback, Interaction. Enhanced and Engaging Feedback. Enhancing Content Presentation and Interaction.
Exemplar Course For Observation. Facilitating Discourse and Interaction. Faculty Comments. Faculty Development Program - Description. Fifty Alternatives to Lecture. Frequent Apprehensions about Teaching Online. Fully Online Courses. Generic Instructional Cues. How Students and Faculty Get Help. Hybrid Blended Courses.
ID Resources. Instructions for the Website Review and Discussion Assignment. Instructor-led Interactions. Internship Program. Investigating the Online Student Body. Is Distance Learning Right for Me. Knowledge Audit Assignments Instructions. Learning Styles. Leveraging Technology for Instructional Purposes.
List of Campus-Based Instructional Designers. Maintaining Academic Intregrity Online. Managing Online Workload. More Blended Learning Best Practices. My Expectations. New Instructional Designer Certificate program.
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