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Stephen L. Shapiro, Lynn L. Ridinger , & Lamar Reams Old Dominion University

The Development of an Online Master’s Program as a Complement to an Existing Face to Face Program. Stephen L. Shapiro, Lynn L. Ridinger , & Lamar Reams Old Dominion University. Background. Face-to-face Sport Management graduate program at ODU since 1996

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Stephen L. Shapiro, Lynn L. Ridinger , & Lamar Reams Old Dominion University

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  1. The Development of an Online Master’s Program as a Complement to an Existing Face to Face Program Stephen L. Shapiro, Lynn L. Ridinger, & Lamar Reams Old Dominion University

  2. Background • Face-to-face Sport Management graduate program at ODU since 1996 • In 2010, identified by University as a program with potential to grow via distance learning • Incentives • Additional faculty member • Compensation for course development • 40% revenue share • Launch date: Fall 2012

  3. Preparation • Curriculum Schedule • Part time vs. full time • Development Schedule • Assigning course developers • Learning how to design online courses • Working with CLT

  4. Planning • Marketing the Online Program • Supported by Distance Learning • Admissions • Differentiating between on-campus and online • Enrollment numbers • Modifying Schedules • Creating face-to-face and online schedules that can coexist

  5. Issues • Cannibalization • Enrollment Management • Rigor & Attrition

  6. Cannibalization • Program goal was to keep two complementary formats • During the first semester of the online program interest was high for all students • FTF -> Online common • Online -> FTF almost non-existent • Strategy to avoid online cannibalization • Clever scheduling • Distinct program structure/goals (not possible for us) • Advise early and often

  7. Enrollment Management • Online program is in demand • 10-12 students per class to 30+ students in 1.5 years • Google marketing strategy, sponsorship strategy • Balance between quality, resources, revenue share • Strategies • More selective admissions • Dynamic number of online admissions • Prepare for competition • More online SMGT programs will affect demand

  8. Rigor & Attrition • Some students perceive online courses to be “easier” • Online courses have as much if not more rigor • Online program has higher attrition rate • Unexpected challenge • Less challenging to drop out • Admission decisions need to take attrition into account • Clear communication during advising as to online program commitment and expectations

  9. Some Lessens Learned • Clear and effective communication between faculty in the program area and university administrators • Online delivery method fits within the existing departmental, college and university landscapes • Clear program goals and objectives, enrollment numbers, revenues, and course development resources and expectations • Faculty advising of students also becomes of increased importance • Program of study and expectations must be clear in concise in both formats to limit enrollment issues and attrition.

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