e-Education: Partnerings Save the Day
For details go to http://www.trinity.edu/rjensen/000aaa/thefuture.htm
Bob Jensen at Trinity University
Warning: Although this document is on the Internet, it was intended for use in my laptop during my presentations. Many of the links are to my laptop files since I do not want to delay a presentation waiting for a live connection. In many instances, however, I also provide the Internet links.
Comparative Advantage |
Year 2000 |
Year 2020 |
Geographic Location | Very important to virtually all onsite resident and commuting students within a region | Greatly diminished except as an attraction to full-time resident students (e.g., the attraction of the mountains, the ocean, the urban attractions, foreign travel, etc.) |
Language | Very important to all onsite and online students | Slightly diminished as language choices increase for online students. Japanese from streets of Japan, etc. |
Endowment | Very important for all onsite and online programs | Highly important for physical plant and onsite programs. For online programs, equity capital markets will be more important |
Brand Name and Logo Resulting from Years of Tradition | Very important for all onsite and online programs | Highly increased as the logo as the online education world becomes highly competitive in corporate and non-profit sectors |
Alumni Base | Very important, but the importance is greater among schools with large onsite full-time students | Highly increased if alumni work actively to promote online training and education programs of their alma maters |
Full-Line Curriculum | Very important for onsite programs and less important for online programs | Greatly diminished importance as highly specialized online programs begin to supplement both online and onsite curricula |
Research Reputation | Very important for attracting top faculty and funding | Greatly diminished importance as online programs begin to provide better compensation packages and lifestyle choices to work at home where home happens to be located |
Types of (Mostly Profitable) Prestige Partnerings
Corporations Provide | Universities Provide | Leading Example | Other Examples |
Student
Funding Students |
General
Programs Cause Management Course Dev. Funding Accreditation Full Logos |
Stanford's
ADEPT Asynchronous Asynchronous Distance Education Project with thousands of graduates and the first prestige degree program on the web |
Duke's GEMBA GEMBA FAQs Synchronous Duke No Longer Calls it GEMBA, but it is still the hottest distance executive MBA program in the world Wharton/IBM |
Student
Funding Students Some Course Materials Knowledge Bases Full Logos |
Dedicated
Programs Course Managements Course Funding Accreditation Full Logos |
E&Y Partners |
PwC
Partners
|
Course
Consulting Media & Delivery Instructors Course Management Course Funding Student Funding |
Course Design Academic Standards Course Ownership Full Logos |
UNext
UNext Home Page |
Pensare |
Instructors Course Management Course Funding Cases Videos Knowledge Bases Full Logos |
Students Student Funding Full Logos |
Academic Association
Sponsorships ACS |
Harcourt
University Morningside Ventures
|
University-Owned Corporations
Course Consulting |
Course Design Academic Standards Course Ownership Full Logos |
Duke Corporate Ed. Morningside Ventures NYUonline U.
Maryland Temple |
Fathom |
Corporations Provide | Professors Provide | Example 1 | Example 2 |
Course Funding Resources Multimedia Development |
Students Cases Videos Knowledge Bases Proxy Logos |
Quisic 20 Courses for UNC Courses for any School |
Concord
School of Law Harvard sues to stop others from following in Arthur Millers video steps |
Ninth House Network buys up intellectual property
rights of leading scholars http://www.ninthhouse.com/home.htm The new E-Learning Resource Site is described at http://www.ninthhouse.com/news/press/pr00/q3/august15.htm
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The Haas School of Business at the University of California at Berkeley,
the University of Michigan Business School, and the Darden School at the University of
Virginia will offer each other's students classes specializing in e-business. "So much of business education is the network-building between the students," said Haas Dean Laura Tyson. "What is nice here is that people in each location will now be able to have a new selection of classes to choose from, and a new selection of people to work with." "In essence, this program is not only about sharing knowledge but about sharing communities," |
JEBNET: Jesuit colleges team up to offer onsite and
online programs http://www.jebnet.org/ (Includes an MBA program in China.) |
Virtual Universities and Online Education/Training
Type of Degree | Scope of Service | Accredited | Non-accredited |
Comprehensive Degree Programs | Onsite and Online | Open University Penn State's World Campus UCLA |
? |
Comprehensive Degree Programs | Online | Motorola University | WGU |
Selected Degree Programs | Online | ArsDigita University Jones International Duke's GEMBA Wharton/IBM |
University of Phoenix Frederick Taylor
Univ. - Regis University |
Training Certificates | Online | Hundreds of Programs with Prestige Logo Certifications Such as Microsoft Certified | CBOE Barnes&Nobel Univ. Thousands of Programs from Corporations and Extension Programs in Colleges and Universities |
Military | Online and Offline | U.S. Military | U.S. Military |
Links to a Few Online Universities
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Accreditation Issues
For details go to http://www.trinity.edu/rjensen/000aaa/thefuture.htm
For general background on accreditation, you can enter the search term "Accreditation" at http://ifap.ed.gov/dev_csb/new/srchsite.nsf/Web+Search+Simple?OpenForm
There are three sources of accreditation:
Type 1
Accrediting agencies of the government or sanctioned by the government (for example the
American Association of Collegiate Schools of Business (AACSB) has a government sanction) Accreditation
is a tough issue that I have not researched fully. I suspect that the main accreditation
process must use one of the Federally-approved agencies. You can see a listing at http://ifap.ed.gov/85256508006391d1/005fd53d0d39dd4285256508006391ed/852565a7005d473f85256675004fbec9?OpenDocument
Type 2
Accrediting agencies that carry the logo of prestige (for example, training courses that
have Microsoft certification)
Type 3
Accrediting agencies that start with neither a prestige logo nor government blessing but
attempt to build a reputation through standards and membership. For example, a
relatively popular accrediting agency called Association of Collegiate Business Schools
and Programs (ACBSP) is a Type 3 agency at http://www.acbsp.org/.
For online programs, a self-appointed accrediting association arose that calls itself the Association
for Online Excellence at http://www.aoaex.org/pbo.htm. This AOAE has a relatively long list accredited programs, including some
major colleges and universities. Aee Association for Online Excellence
A Crystal Ball Look Into the
Future
For details go to http://www.trinity.edu/rjensen/000aaa/thefuture.htm
Wireless Audio and Video Knowledge Portals --- BeVocal
Knowledge Portals --- http://www.trinity.edu/rjensen/000aaa/portals.htm
Judith Boettcher in Syllabus, June 1999, 18-24 Judith Boettcher is affiliated with CREN. She predicts the following scenarios (which appear to be heavily in line with the emerging WGU programs mentioned above):
1. A "career university" sector will be in place (with important partnerships of major corporations with prestige universities).
2. Most higher education institutions, perhaps 60 percent, will have teaching and learning management software systems linked to their back office administration systems.
3. New career universities will focus on certifications, modular degrees, and skill sets.
4. The link between courses and content for courses will be broken.
5. Faculty work and roles will make a dramatic shift toward specialization (with less stress upon one person being responsible for the learning material in an entire course).
(Outsourcing Academics http://www.outsourcing-academics.com/ )6. Students will be savvy consumers of educational services (which is consistent with the Chronicle of Higher Education article at http://chronicle.com/free/99/05/99052701t.htm ).
7. The tools for teaching and learning will become as portable and ubiquitous as paper and books are today.
An abstract from On the Horizon http://horizon.unc.edu/horizon/online/login.asp
Will Universities Be Relics? What Happens When an Irresistible Force Meets an Immovable Object? John W. Hibbs
Peter Drucker predicts that, in 30 years, the traditional university will be nothing more than a relic. Should we listen or laugh? Hibbs examines Drucker's prophesy in the light of other unbelievable events, including the rapid transformation of the Soviet Union "from an invincible Evil Empire into just another meek door-knocker at International Monetary Fund headquarters." Given the mobility and cost concerns of today's students, as well as the growing tendency of employers to evaluate job-seekers' competencies rather than their institutional affiliations, Hibbs agrees that the brick-and-mortar university is doomed to extinction.
A Cloudy Crystal
Ball
For details go to http://www.trinity.edu/rjensen/000aaa/thefuture.htm
I recommend "Technology,
Higher Education, and a Very Foggy Crystal Ball," by Brian L. Hawkins, Educause
Review, November/December, pp. 65-73.
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A Major Reference: Higher Education in an Era of Digital Competition Edited by D.E. Hanna (Madison, WI: Atwood Publishing, IBN 1-891859-32-3, 2000, pp. 73-74