Organizational Models in Dual Mode Institutions and the Social Agenda of Distance Eduation

Organizational Models in Dual Mode Institutions and the Social Agenda of Distance Education Mark Bullen, Martha Burkle, Karen Belfer

Introduction

• Once upon a time….– Our reflections on significant

organizational change related to DE at UBC

– Not an isolated event– Other institutions have struggled with the

same issues

The Theory

• Causes– Emergence of e-learning for campus-based teaching– Conflation of technology use with mode of delivery

– Lack of understanding of the distinct needs of distance learner (non-traditional)– Emergence of new organizational units with similar mandates

The Theory

• Impact– Social agenda of distance education is at

risk

Social Agenda of Distance Education

• Help eliminate social, financial, situational, educational barriers

• Aimed at the non-traditional learner• Open learning• Social development• Distance learners have different needs

Methodology

• Analysis of four dual mode organizational models: – BCIT, SAIT, UBC, Tec de Monterrey

• Attempt to test the theory

Case Study Framework

• Type of institution• DE strategy• DE mandate• Student profile• Courses• DE organizational structure• DE status

BC Institute of Technology

• Type of Institution– Public, polytechnic

• Distance Education Strategy– Does not have a specific DE

strategy

• Distance Education Mandate– Mandate depends on the needs of

the Schools and Departments (in response to the needs of the field and learners’ needs).


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


• Courses– 459 courses– 79 programs– 6 different schools– Predominantly Health

Sciences


• Organizational Structure for DE– Base-funded– Centralized

development– Program-based delivery– Managerial approach


• Status of Distance Education– Valued

• Schools and programs have a good understanding of how DE can support their educational goals (e.g. access, flexibility for working students)

• DE instruction well-integrated into workload

• 33% of students studying by DE


• Emergence of e-learning for campus-based teaching

• Conflation of technology use with mode of delivery

• Lack of understanding of the distinct needs of distance learner (non-traditional)

• Emergence of new organizational units with similar mandates

• Social agenda of DE at risk

SAIT Polytechnic

• Type of Institution– Public, polytechnic institute

• DE strategy– Development of the Cisco Research

Chair in e-Learning– Double the DE gross revenue in 5 years– Double the net contribution in

5 years– Increase market share overall

• DE mandate

SAIT Polytechnic

• Student Profile– DE

• 11,000 DE registrations• Doubled registrations in 5 years• Steady growth rate

– Campus• 75,000 students

SAIT Polytechnic

• Courses– 320 courses– 60 programs– Predominantly in energy resources

SAIT Polytechnic• Organizational Structure for DE

– 50% centralized development and campus-wide student support functions

– 50% decentralized content delivery

– DE has a full cost recovery model with a net margin

SAIT Polytechnic• Status of Distance Education

– Valued• A Board priority for increasing

access will have a positive impact on Distance Education in the future.

• In the past, somewhat valued as a revenue producing line of business

• Greater emphasis to be placed on DE in the next 3 years.

• Integration of learning with technology has been identified as the core competence in the Institutional Strategy

SAIT Polytechnic






University of British Columbia

• Type of Institution– Traditional, public, research university

• Distance Education Strategy– Priorities used to be determined by a university-

wide committee– Weak strategy

• Distance Education Mandate– to make education accessible– aimed at non-traditional learner


• Student Profile– DE

• 4,000 DE enrollments• Majority are campus students taking DE for

flexibility• Slightly older than campus students

– Campus• 43,000 full time students• largely 18-24 years old


• Courses– 200 courses– 12 subject areas– 4 full programs


• Organizational Structure for DE– Mixture of centralized and faculty-based

support– Gradual weakening of central unit as

faculty-based technology support units have emerged

– Managerial approach


• Status of Distance Education– Marginal

• Mixture of cost-recovery and base funding• Less than 10% of student population study by

DE• Most DE instructors are part-time• DE instruction not part of teaching load• Not seen as supporting the core goals of the

institution







Tec de Monterrey

• Type of Institution– Private teaching university

• DE Strategy– To continue to be leaders in DE across the

country providing course innovation through the application of new pedagogic models (UV)

• DE Mandate

Tec de Monterrey

• Student Profile – 8,745 undergraduate students– 6,496 postgraduates– 90,509 Con Ed students– 86,356 students in programs for basic

competency development

Tec de Monterrey

• Courses– 60 programs

Tec de Monterrey

• Organizational Structure for DE– Decentralized in 3 of the 33 campuses for

course-based delivery– Undergraduate satellite courses taught

centralized to students– Fully online courses to postgraduate and

Con-Ed students – Cost-recovery/base funded

Tec de Monterrey

• Status of Distance Education– Very valued - part of TEC prestige

Tec de Monterrey






Conclusions






Conclusions

• Theory explains the factors• But why is this happening?• Related to type of institution• Learner-centered institutions more likely

preserve DE focus• Organizational structure?• DE strategy?• DE mandate?

For Further Information

BCIThttp://[email protected][email protected]

SAIThttp://[email protected]

Tec de Monterreyhttp://www.itesm.mx

mailto:[email protected]

mailto:[email protected]