Managing Operations Workshop
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Transcript of Managing Operations Workshop
Tana Monaco, Westminster CollegeKaren Vignare, MSU Global, Michigan State
University
Introduction Discussion of models Models and compatibility with mission, vision, values, strategy
Measures of success Managing change in dynamic environment
Sharing resources
Visualize your online operations as a car… What kind of a vehicle is it?
a rusted and neglected car, a sleek limousine, a fast sports car, a Winnebago, or something else?
…Why?
Share the biggest challenges facing your institution today
What do you hope to gain from this workshop that might help you meet these challenges?
Present models, success measures, other resources to fit your institutional needs
Provide examples that demonstrate how to improve operational effectiveness
Offer ideas for managing in a new reality of higher education
Incremental Alliance Cost or profit center Overhead or service center Independent, for-profit
Incremental Alliance Cost or profit center Overhead or service center Independent, for-profit Other?
How do your operations reflect or differ from the WCET “web of services” model?
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
College Classification Sample Percentage
Doctoral 31
Master’s 24
Baccalaureate 22
Associates 17
Specialty 2
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
How is it done? Individual faculty develop and deliver Individual faculty develop but others deliver
Faculty team develops and delivers Faculty team develops and others deliver
Business Decision Making
0%10%20%30%40%50%60%70%80%90%
Business Planning Integrated MarketingFunctions
Price Setting Ability to enterpartnerships
Ability to removeproducts from the
market
Ind Self Funded College Unit Self Funded College overhead
Student Services
0%10%20%30%40%50%60%70%80%90%
Student services
Technical support
Quality contro
l for th
e learning experience
Retention for non-credit s
tudents/custo
mers/...
Retention for students enrolled in cre
dit bea...
Ind Self Funded College Unit Self Funded College Overhead
Curriculum Issues
0%10%20%30%40%50%60%70%80%
Ability to hirefaculty instructors
Ability to createnew customized
curriculum
Ability to createnew non-credit
curriculum
Ability to createnew creditcurriculum
Ind Self funded College Unit Self Funded College Overhead
Across respondents◦ Faculty◦ Quality◦ Return on Investment◦ Business Plan◦ Institutional issues—support, integration &
organizational structure
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?
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
Constant change is a given Disagreement on whether response is for
your institution or to the opportunity Technology-driven Customer opportunity—driven Combination International models especially those
unfettered by global higher education leaders
Technology Method Model
Internet (90s) ALN For-profits; systems
DatabasesStandardsAssessments
ALN, Modules Competency
Social NetworkingPersonal Learning Environments
Learning Paths Open, Personalized
Working Adults—flexibility, convenience, recognized brands
Segmentation—achievement based on preference—competency
Wikinomics & Longtail—Opportunity for ever smaller groups
Why do some institutions succeed and others fail?
Using technology to develop new delivery system is complex
The link among mission, vision, values, and strategy is critical
After reading the scenarios, discuss the questions posed with your group
Select a reporter for large group feedback
Why is this important?
What do we measure?
How do we measure?
Student Perspective
Financial Perspective
Internal Perspective
Growth and Learning
Vision & Strategy
Planned and strategic change (anticipatory rather than reactionary)
Change is natural component of “The Learning Organization”
Why transformation efforts fail
The tight spiral of change Loosening the spiral of change Galaxy-like spiral of change
Source: Robertson & Cox. (May 2009). Challenging Culture and Managing Change in Higher Education. Leadership and Management Conference.
“Flat is the new up.” - Daniel Gross, Newsweek
“There is nothing in this world which is constant but inconsistency.” -Jonathan Swift
“It is not the strongest of the species that survive, nor the most intelligent, but the ones most responsive to change.” –Charles Darwin
Successful adoption of flexible online delivery models in HE is a complex issue and requires alignment of goals, assessment of value on investment, and understanding the marketplace as well as local politics
Equipping ourselves with comprehensive models, tools to measure success – and learning from a variety of experiences – can help us leverage the opportunities this dynamic environment offers
Tana Monaco◦[email protected]
Karen Vignare◦[email protected]