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Dean’s Budget Retreat CU Online/Online Visioning Taskforce

Dean’s Budget Retreat CU Online/Online Visioning Taskforce. December 13, 2013. Today: Overview, then select issues to discuss. OVERVIEW Problem/Symptom: Flat to Declining Growth Cause/Diagnosis: We are the problem Solution/Cure: OVTF Phase I and II. Plan/Treatment: 5 decision points.

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Dean’s Budget Retreat CU Online/Online Visioning Taskforce

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  1. Dean’s Budget Retreat CU Online/Online Visioning Taskforce December 13, 2013

  2. Today: Overview, then select issues to discuss OVERVIEW • Problem/Symptom: Flat to Declining Growth • Cause/Diagnosis: We are the problem • Solution/Cure: OVTF Phase I and II. • Plan/Treatment: 5 decision points

  3. Symptom: Flat or Declining Online Enrollments Downtown campus online and hybrid enrollment

  4. Diagnosis 1: Insufficient inventory to compete

  5. Diagnosis 1: Insufficient inventory to compete

  6. Online Student Selection Factors Diagnosis 2: Lacking in competitive features • 2/3rds prefer academic terms of six and 12 weeks • Important selection factors include …. liberal credit-transfer policies, and streamlined admission processes. • Expressed strong interest in “stackable” certificates that can be accumulated over time for a degree. • 2/3rds of online students enroll in a local institution. • A significant # did not consider classroom or hybrid. If program is not online, students were less likely to enroll. Learning House/Aslanian, 2013

  7. Policy and technological structural foundations are weak, ponderous and slow to respond to markets Diagnosis 2 • Incentives for faculty, schools/colleges and departments • Support for innovation& incubating-testing ideas. • Policies: RTP, hiring, … • Planning: “organic” model for online growth is SLOooow • Lacking continuing education based enrollment funnels and outreach (MOOCs, Online non-credit, … • Lack an e-Commerce platform. • Admin support for schools/colleges in marketing research, program support, recruitment (esp. for Grad); CPE services…. Learning House/Aslanian, 2013

  8. The Cure: Phase 1 Build on the current model….QUICKLY • Decide and start marketing new programs by January for Fall 2014 launch (delay threatens fall launch!) • Expand the number of online core courses, particularly in modern languages and sciences. • Establish predictable scheduling of online core, required and elective courses and expand online versions of multi-section courses. Learning House/Aslanian, 2013

  9. The Cure: Phase 2 • Address policy and practice constraints • Pilot 10 week “mid-mester” courses that start in October and March • Reform hiring and RTP practices • Address online course availability in core and multi-section courses. • Address admissions, enrollment, student service and related business process constraints to recruiting and retaining online students. • An innovative, nimble, federated support structure for online, CPE, corporate training, & outreach pipelines for S/Cs and partners. • Examples: Supporting programs like CLAS’s Rocky Mountain Math Teacher’s Circle, CAP’s Emerging Practices Symposium, MOOCs… • The Amazon model • SUNY Binghamton Center for Innovation & CE http://www2.binghamton.edu/cice • UNC Charlotte Continuing Education http://continuinged.uncc.ed Learning House/Aslanian, 2013

  10. 5 Decision-Points: Which ones to discuss today? • School-College decisions on what programs to offer • Financial model to fund ongoing advertising costs and incentivize schools and departments. • Whether to pilot additional "mid-mester" start dates (October and March) to add 10 week terms to our mix. • How to address policy/practice constraints (hiring practices, RTP, scheduling core and multi-section online courses, competency based credit for prior learning….) • Whether/how to create a nimble "federated" organizational and service structure to support S/C, incubate innovative ideas, expand outreach (MOOCs, non-credit online courses..) Learning House/Aslanian, 2013

  11. CU Online’s Desired Outcomes • Decision on new programs by 1/15/14. (Deans) • Financial model for program incentives and advertising (VCAF) • Evaluation of feasibility of "mid-mester”(Provost & AVCSA) • Analysis & recommendations on removing policy/practice constraints (select Associate Deans) • Authority and responsibility to convene stakeholders and plan a new organizational support structure and service program. (Bob, David, Rebecca and Marjorie Levine-Clark). Learning House/Aslanian, 2013

  12. Reference slides follow….

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  14. % of online students earning competency based credit for prior learning Diagnosis 2: Lacking in competitive features Learning House/Aslanian, 2013

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