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Post University – Online Education Institute: Future Vision of Education

Post University – Online Education Institute: Future Vision of Education. Mysti A. Keller – Post University EDU 505 –Future of Education. History. Private college that was founded in 1890

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Post University – Online Education Institute: Future Vision of Education

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  1. Post University –Online Education Institute: Future Vision of Education Mysti A. Keller – Post University EDU 505 –Future of Education

  2. History • Private college that was founded in 1890 • The school focuses on progressive education and the success of its students has remained consistent. • The school has always been business-oriented • The school has also integrated several liberal arts programs into its curriculum in order to meet the growing demands of student interest

  3. Mission Statement • Post University has a student-based mission statement which seeks to “provide students with the knowledge, personal skills and experiences required to become leaders in their chosen careers…[and] prepare students to become confident, competent, and competitive participants in the global market place”

  4. The Current State of Post University • Post University’s main campus is located in Waterbury, CT • Hybrid courses offered in Waterbury, Wallingford and Danbury • Once a week – nights and weekends • Post University’s Online Education Institute (OEI )was founded in 1996 • Student population of over 15,000 • Online Bachelor’s and Graduate, are ranked by U.S. News in the nineteenth and eighty-seventh positions • The Malcolm-Baldridge School of Business was recently ranked #8 • Uses Blackboard system as an interactive hub for its students and their professors.

  5. Technological and Economic Trends in Higher Education • College Preparation • The NASSP has worked with College Board to create the Leading Success webpage which is an “innovative online toolkit for principals and school leaders to help raise student achievement and promote college and career readiness” (2013) • Hybrid/Blended Programs • Universities need to adapt to the changing market of education through technology and methodology.  As Betts, Hartman, and Oxholmsay, “the answer will be offering online and blended (hybrid) programs…. [which will] provide viable and sustainable long-term options” (2009, p.4). • Post University did just this by opening the OEI and adding night and weekend site (hybrid) classes that are available to local students in three different locations – Waterbury, Danbury and Wallingford

  6. Demographic Changes in Higher Education • Adult Learners in Higher Education • Demographic changes in higher education – • Adult learners • How colleges are responding to their demands.  • The NCES projects that “the number of students over twenty-five will remain stable or increase during the current decade” (as cited by Hussar & Bailey, 2009).  • The NCES also estimates that “between 2013 and 2020, college enrollment is projected to increase…16% for 25- to 34-year-olds and 17% for students 35 years old and older.”  This is in comparison to a much smaller 5% increase for 18 to 24-year-olds (as cited by Hussar & Bailey, 2011, p.19-24). • Demand for college degrees among adult learners • Today’s job market demands levels of higher education for even entry-level jobs • The demand for an employee to obtain a degree or certificate in higher education in order to retain their position or move up within a company.  • Later-life-learners are likely either in the workforce or looking to rejoin the workforce with a new and applicable skill set.

  7. College Response to Student Demand • Many adult learners find it unrealistic to attend a traditional campus • There is a great “increase the likelihood they will look for degree and certificate programs that provide them flexibility in time and locations” (Ross-Gordon, 2011, p. 27).  • School response: • The NCES reported “at least two-thirds of two-year and four-year Title IV degree-granting institutions offered online courses, blended/hybrid courses, or courses offered in other distance education formats for college-level credits” (as cited by Parsad & Lewis, 2008, p. 6).  • Post University OEI • Likely to develop and expand in terms of content (degrees offered) and quality (retaining accreditation; high quality of employees) and to the advantage of both staff and students.

  8. Futuring Techniques • In order to excel in the future, organizations should assess the possibilities of the future and examine what changes are likely to occur and why • Futuring • Scanning • Scenarios

  9. Futuring • According to futurist Glen Hiemstra, futuring is the act of thinking ahead and "opening up possibilities beyond our normal planning horizon" (2012) • Instead of applying our energies toward what we expect, we can instead focus on what we want.   • Futuring and creating scenarios are less about worrying about how to improve next year’s standardized test scores and more about the integration of new technologies and the evolution of teaching pedagogies based on these innovations. • Since technology is seemingly in a constant state of flux these days, creating scenarios using this technique can be tricky, but also incredibly exciting and valuable to educators.

  10. Scanning • Futuring, with the addition of scanning, researchers can make use of current data to contextualize and support their ideas. • The key to making “observational and research-based data… from counties as well as state, national, and international databases” manageable and relatable is “to use the intellectual capacity of social, economic, technology [sic], political, and environmental experts” (Sobrero, 2004, Step 1 section, para. 2). • By using the work of those who are specialists, researchers can more easily correlate and support their findings as well as familiarize themselves with the content in order to create further trend-specific scenarios.

  11. Scenarios • Scenarios are greatly beneficial to educational organizations as they allow them to put the prospects of the future into perspective – • How attainable are these ideas? • What technologies and data are leading us to these notions? • How do we get from here to there? • It is important to note that not all of these scenarios will necessarily be advantageous in the long run. • As technology changes, educators can use research methods like scenarios and scanning to support their ideas and take steps to move with the future instead of focusing solely on the present.

  12. Futuring and Post University • If Post University’s OEI is to continue to thrive and expand, the university must make use of these techniques – • Futuring, scanning, and creating scenarios. • Scanning will be used in order to contextualize theoretical scenarios with regard to – • The boom of adult learners • The need for new skills sets in the work place • The new generation of students that Post University’s OEI will likely see over the next five years.

  13. Five Year Vision • Based on emerging trends in technology, demographics, and student demand, Post University’s OEI has the opportunity to become one of the leading institutions of higher education. • Over the next five years, the OEI will continue to grow in terms of – • technological assets • student body with regard to volume and diversity • the number of programs offered.

  14. Technology • Continued use of Blackboard • New versions will emerge as technology develops • Tablet Computing • One of most promising technologies for use in education due to the portable nature of tablet devices and the customization of productivity and educational software (Johnson, et. all, 2013, p. 16-7). • Learning Analytics • Uses “student-related data to build better pedagogies, target at-risk student populations, and to assess whether programs designed to improve retention have been effective” (Johnson et. all, 2013, p. 24). • This kind of data-driven feedback is vital within a classroom setting that limits one-on-one communication yet seeks to serve its students and foster innovative education.

  15. Student Population • The number of adult learners will continue to increase (Hussar & Bailey, 2011). • The growing use of technologies at all levels of education, will also increase the number of students coming directly out of high school. • Many secondary schools are beginning to make use of digital media and online learning courses • It is likely that younger students will not find programs like the OEI to be less traditional than a campus program • According to a 2009 survey by Blackboard, many even prefer it to a traditional classroom as it allows more flexibility (2009).

  16. Student Demand • The increase of adult learners and a new kind of digitally-inclined student means – • The university will continue to maintain the flexibility of its programs in order to fit the schedules and responsibilities of its students (Ross-Gordon, 2011). • Due to this increase in such a diverse population, there is a great chance that the OEI will develop and create new online degree programs • Higher education, nursing, etc…

  17. Challenges and Opportunities • Challenges • Funding – • A private for-profit institution means constant issues with funding always has been and likely will be a challenge as investors often like to look at tangible elements along with data. • Tuition • The OEI is one of many choices in online education • One of the biggest factors of a student’s decision is the cost of tuition. • Lack of any fees outside of tuition and textbooks • Regional accreditation • 24/7 Tutor.com access • Writing Center/Career Center • Constant competition with local community colleges and other online institutions that appeal to the more budget-savvy student. • Opportunities • Similarities to Campus – • Same classes as the campus in an online format = same scholarships and merit awards • This would attract more students, and theoretically, more investors. • The creation of other site locations outside of Connecticut • Appeal to a wider body of students in different areas. • Even if Post does not create other site locations, the school could instead partner with other established universities in order to expand both its influence and physical reach.

  18. Repercussions of Inaction • If Post University’s OEI does not adopt these changes and overcome the challenges it faces – • A decline in student population if it does not begin to focus its appeal to adult learners • Corporate partnerships • Professional sites like LinkedIn • A lack of adaptation to technology could also affect student population • Making use of student analytics and other technologies • A decrease in investor funding if the school does not continue to grow at projected rates • Build professional networks with the resources available through these investors. • The surrounding communities of Waterbury and Middlebury, Connecticut could also see a negative impact • Commerce and other sources of income.

  19. Call to Action • Two Beginning Steps • Reevaluate the Cost of Tuition and Student Aid • If student cost decreased yet the benefits and support systems remained, enrollment would likely increase, thereby balancing revenue once more. • Examine Which Courses Are Sought After and Begin Course Development • OEI Admissions Counselors record when a degree is requested that is not offered thereby creating data o determine which courses would be most popular. • By dedicating time and effort into this venture along with a reexamination of student aid, Post could generate exponentially beneficial revenue through expansion in terms of both programs and student population.

  20. References Betts, K., Hartman, K., & Oxholm III, C. (2009). Re-examining & repositioning higher education: Twenty economic and demographic factors driving online and blended program enrollments. Journal of Asynchronous Learning Networks, 13(4), 3-23. Retrieved from http://sloanconsortium.org/node/712 The College Board. (2013). Leading success - college and career readiness. Retrieved from http://advocacy.collegeboard.org/college-readiness-access/leading-success-college-and-career-readiness The College Board & the National Association of Secondary School Principals (2013). Leading success. Retrieved from http://leadingsuccess.org/ Hiemstra, G. (2012, February 09). The futurist [Video file]. Retrieved from http://www.youtube.com/watch?v=vXClugWXZFA Hussar, W., & Bailey, T. M. (2009, September).Projections of education statistics to 2018. Retrieved from http://nces.ed.gov/programs/projections/projections2018/index.asp Hussar, W. J., National Center for Education Statistics, W. J., Bailey, T. M., & IHS Global Insight (2011, September 21). Projections of education statistics to 2020. 19-24. Retrieved from http://nces.ed.gov/pubs2011/2011026.pdf Johnson, L., Adams Becker, S., Cummins, M., Estrada, V., Freeman, A., and Ludgate, H. (2013). NMC Horizon Report: 2013 Higher Education Edition, p. 15-9. Austin, Texas: The New Media Consortium. Retrieved from http://www.nmc.org/publications/2013-horizon-report-higher-ed Parsad, B., & Lewis, L. (2008, December). Distance education at degree-granting postsecondary institutions: 2006–07. Retrieved from http://nces.ed.gov/pubs2009/2009044.pdf Post University. Online degrees Post University. (2013). Retrieved from http://www.post.edu/online/index.shtml Post University. Post University evening & weekend fast facts. (2013, August). Retrieved from http://www.post.edu/locations/downloads/regional_fast_facts.pdf Post University. Post University - history. (2013). Retrieved from http://www.post.edu/maincampus/history.shtml Post University. Post university mission statement. (2013). Retrieved from http://www.post.edu/maincampus/mission.shtml U.S. News & World Report LP. (2013). Post University online education programs overview. Retrieved from http://www.usnews.com/education/online-education/post-university-130183 Ross-Gordon, J. M. (2011). Research on adult learners: Supporting the needs of a student population that is no longer nontraditional. The Association of American Colleges & Universities - Peer Review, Winter 2011, Vol. 13(1), 26-29. Retrieved from http://search.ebscohost.com/login.aspx?direct=true&db=a9h&AN=60071936&site=ehost-live&scope=site Sobrero, P. M. (2004, June). The steps for futuring. Journal of Extension, Vol. 42(3), Step 1 section, para. 2. Retrieved from http://www.joe.org/joe/2004june/comm2.php

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