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Identifying Successful Business Strategies for Distance Learning

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					Identifying Successful Business
Strategies for Distance Learning
              Steve Schiffman
              Babson College
               Karen Vignare
      MSU Global, Michigan State College
        National Exploratory Survey
 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
       Respondents
College Classification   Sample Percentage

       Doctoral                 31

      Master’s                  24

    Baccalaureate               22

     Associates                 17

      Specialty                 2
        Goals of Online Learning
 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
       Development Models

 Predominate Models
   Faculty/staff (for non-credit)
   Faculty/staff where others might deliver
   Teams of faculty/staff
   Very little with teams developing for
    others to deliver
       Financial Models
Highest Responses
 Over-head funded unit
 Self-funded unit
 Independent self-funded unit
 Combination
                            Business Decision Making

90%
80%
70%
60%
50%
40%
30%
20%
10%
 0%
      Business Planning   Integrated Marketing   Price Setting   Ability to enter   Ability to remove
                                Functions                         partnerships      products from the
                                                                                          market


      Ind Self Funded              College Unit Self Funded               College overhead
                                                   Student Services

90%
80%
70%
60%
50%
40%
30%
20%
10%
 0%
                     es                      ort                                 ce
                                                                                                                 rs /
                                                                                                                     ...
                                                                                                                                                ea
                                                                                                                                                  ...
             rv ic                         pp                                 ien
           se                          l su                               pe
                                                                            r                                 me                            it b
     en
       t                           ic a                                ex                                  sto                           red
   ud                            n
                                                                 ni n
                                                                     g                               /cu                               nc
 St                       T   ech                           ar                                   nts                         ll ed
                                                                                                                                   i
                                                        e le                                   de                          ro
                                                 r th                                      s tu                          en
                                                                                     dit                              ts
                                            ol fo                            -c r
                                                                                 e                                  en
                                        ntr                               on                                 s   tud
                                      co                                 n                                or
                              li ty                          n       for                                nf
                          Q ua                           ti o                                      nti
                                                                                                       o
                                                      ten                                       ete
                                                    Re                                      R


       Ind Self Funded                             College Unit Self Funded                                                College Overhead
                           Curriculum Issues

80%
70%
60%
50%
40%
30%
20%
10%
 0%
        Ability to hire   Ability to create   Ability to create   Ability to create
      faculty instructors new customized      new non-credit        new credit
                            curriculum          curriculum          curriculum

      Ind Self funded      College Unit Self Funded         College Overhead
          Open Text--Challenges
 Across respondents
     Faculty
     Quality
     Return on Investment
     Business Plan
     Institutional issues—support, integration &
      organizational structure
         Sloan-C “Successful Business
         Strategies) online workshop
         Sept-Oct, 2005
 Enrolled 40+ participants (online program
  directors etc)
 Synchronous sessions of 15-20 participants
 Included materials: survey data, (new) business
  cases, several relevant papers (Schiffman,
  Miller/Schiffman)
 Tried to ―collect‖ data from participants on their:
    Starting points/current goals
    Value chains/Leverage points – for their online
     business programs
          (New) Business Cases
 Business Decision Making:
    U. Michigan (college/self-funded)
    U. Illinois Springfield (overhead/direct funded)
    U. Mass Lowell (independent/self-funded)
 Student Services:
    Duquesne U. (college/self-funded)
    U. Central Florida (overhead/direct funded)
    Colorado State U. (independent/self-funded)
 Curriculum Issues:
    Dallas County CC (college/self-funded)
    U. Georgia (overhead/direct funded)
    Georgia Inst. Tech. (independent/self-funded)
        Starting points and goals
 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?
          Matching business models to
          strategy
 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
         Next Steps
   Publish research in JALN special editions
   Publish the business cases
   Expand and deepen survey research
   Sharpen business models and test hypotheses

				
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