New look for DE institutes?

Bruce King in a recent article titled, Reshaping distance and online education around a national university in regional Australia, elaborates on a proposal for new kinds of regional distance education institutions within a national framework; however, he declares they should not be modeled on or operated like a traditional dual-mode university. He proposed,

What the new regional university proposal potentially offers is: a targeted clientele, comprised in the first instance of student groups that suffer present educational disadvantage but with the capacity to recruit subsequently well beyond those groups; an ethos of service to that initial – and continuing – clientele; the forging of new administrative and teaching arrangements to provide high-quality distance delivery in fields that have sometimes not been so available; political commitment to the enterprise; an opportunity to create a flagship institution that can model best practice nationally and on a comparable basis with overseas institutional leaders; and the chance to create an approach to online delivery that connects with the distance education ethos, is underpinned by research about student learning, and offers a model of best practice that could provide leadership in online developments nationally. (2010, p. 138)

My research also found that online learners, while generally satisfied with their online program, preferred more services, instructor presence, lower tuition, and quality structured courses and programs with trained instructors. See slides of my recent presentation.

Perhaps Bruce is right in that such a responsive institute to online learners will have to occur outside the traditional institution due to current incompatible structures. He argues,

The argument here is that the problem for distance educators in mixed-mode Australian universities over the past decade has involved a number of compounding factors: (1) the fragmentation of their distinctive clientele; (2) a marginalisation in their commitment to the ethos of distance education because of the force of emerging technologies within universities generally; (3) in some instances, the breaking down of specialist administrative and student support services because of the democratizing nature of online technologies; (4) the removal of political support from distance education enterprises (e.g., the abolition of the distance education centres; King, 1999); (5) a movement away from the intellectual leadership that some Australian academics had provided in relation to the servicing and support of students off-campus, which created institutional flagships for the distance education community; and (6) a sense of personal dislocation in that many necessarily became involved with technological developments and recognised that what many would have seen as their educational commitments were being brushed aside in compromises required by the  rate of change to their practice. (2010, pp. 137-138)

Yet, what are the costs for such new developments and how could we leverage the infrastructures already in place? Creating a few virtual institutions with regional flavor and national commitment and access would be ideal. Yet in the short run, I think it will take strong leadership and fortitude to overcome practices and policies that no longer serve the modern university, while at the same time retain the mission, values, and integrity of post secondary institutions. It’s time for a make-over.

DE Leadership

Michael Beaudoin (2007) in his chapter ‘Institutional Leadership’, in Michael Moore’s Handbook of Distance Education, explores the discussion on leadership in distance education in higher education. He sees leadership as different from management and includes “a set of attitudes and behaviors which create conditions for innovative change, which enable individuals and organizations to share a vision and move in its direction, and which contribute to the operationalization of ideas that advance distance education initiatives” (p.391). He furthers a leader can be one in a major role, such as a university president, or one whose influence impacts an organization such as a scholar.

The literature on educational leadership for distance education offers little theoretical frameworks but plenty of guidelines and strategies for implementing such types of programs. Much of the literature, in the US and Europe, is case studies and reports on specific institutions and projects, limiting the generalizability, and not many refer to impact on leadership. However, theoretical constructs for leadership is needed. Some text offer chapters on policies, administration, management and leadership such as Handbook of Distance Education and Hanna and Latchem’s (2001) Leadership and Management in Open and Flexible Learning. Thus, Beaudoin suggests current distance education leaders and practitioners with institutional and personal experience to offer their reflection and contribute their insights into leadership of DE. Developing a theoretical approach to distance education will help up and coming leaders and practitioners who in turn will add new leadership styles, strategies and theoretical perspectives.

Furthermore, change is happening. For instance, “every new technological innovation applied to education at a distance changes things. These changes may be in the intellectual, social, political, economic, or ecological domain, and the effective leader cannot afford to be ignorant of the advantages and also the possible disadvantages of what such technology creates” (p.401).  As well, many changes are affecting higher education, the academic workplace, and the old argument that teaching and learning in traditional style is suffice is too simplistic to address changes.  Educational and institutional leaders need to ask questions that will impact the future of institutions such as faulty hired, the learning environment, infrastructures, and new competitors. Current administrative and instructional infrastructures won’t necessary disappear but will be altered and used differently. For instance, there is a shift from campus-centric to distributed-education model, if not blurring together. What is more, students want learning resources and credentials thus relying and needing the latter model which is supported by distance education technologies. All the while, the costs and usefulness of campus operations become a tension.

As the field of distance education evolved, programs were compared to classroom-based instruction. Later, the impact of teaching and learning from a distance through a variety of media became a focus of inquiry. As well, external forces helped gradually change educational structures calling for strategic decisions. As Beaudoin states, “few institutional leaders today would not acknowledge that technological innovation is perhaps the single most compelling factor driving them toward new organizational arrangements and, for many, it represents the most significant change since their institution was established” (p.393).

These changes will call for leadership styles and institutional structures less seen in educational management and institutions. One such style is entrepreneurism that divides labour, markets programs, and controls quality as some key actions. Some distance education institutions or divisions have chosen an industrial, entrepreneurial model such as the British Open University. However, as stated by James Hall (1998) most institutions to date have been working with separate and distinct distance education programs yet through networks organizations, in which programs and participants are merging, there is a need to develop alliances and networks, such as with for-profit entities or creating mega-universities. As well, donning a global view, expanding markets, offering distance education exclusively online, and treating virtual entities as freestanding and asynchronous are newer strategic approaches for distance education.  However, “bold and creative leadership is required to manage as well as evaluate these emerging new structures, driven by large measure by networking technology” (p.393).

One style that might be timely is transformative leadership in order to work within a current system and structure and to promote and encourage the implementation of distance education. This is necessary in a traditional institution with entrenched practices but who are faced with worldwide markets and emerging competitors. One of the biggest challenges will be to overcome the stubborn resistance of organizations to change. More so, “transformational leaders in education must be capable in helping stakeholders (e.g., administrators, faculty, students, and trustees), and recognizing that there are obvious benefits in doing business in new ways, and that they can no longer afford the luxury of adopting new ways of teaching and learning in incremental fashion to which academics are so accustomed and comfortable in doing” (p.399). Thus, instead of working within the compounds of their own programs, distance education leaders must find their way into the academic mainstream and to the decision makers. They must not become isolated advocates and protectors of their programs but be valued strategic partners in the institution, and “facilitate the articulation, development, implementation, and stewardship of a vision of learning that is shared and supported by a wider academic community” (p.400).

They can demonstrate how distance education offerings placed in a central role in institutions can help with being competitive and survive the new global marketplace. More so, leaving the development of distance education to individuals, such as faculty members who design their courses, little would be done to create a system-wide adoption that is comprehensive and cost-effective. Yet, if enough individuals implement distance education there will become a critical mass of participant, thus creating attention for support and commitment by the institution. Yet, Beaudoin warns “premature, administratively driven initiatives will only generate further faculty resistance and impede any prospects for longer-term change” (p.400). As well, outsourcing specialized functions of distance education can create skepticism and further impede an institutional shift towards distance education adoption.

However, questions remain of what are the best roles and practices for distance education leaders. Are those from previous generations of DE relevant? For instance, those in distance education now are faced with many tasks such as (p.401):

• Needs assessment
• Market analysis
• Strategic planning
• Fitting technology to needs
• Operationalizing ideas
• Resource mobilization
• Introducing online infrastructure
• Policy formation
• Training and support for faculty
• Collaborating with partners
• Program evaluation and accreditation
• Mentoring the next generation of leaders

 

Less critical are the roles of advocate, reformer and technician with more need for leaders to be a conceptualizer, implementor and evaluator as well as an educator. Yet, some leaders remain preoccupied with advocating and bridging the gap in institutions that no longer exists, and should engage in broader discussions and strategic planning for the future of the institutions. There needs to be a shift from micro issues, such as technology and teaching and learning effectiveness, to macro focuses on the impact of technology on a wider scale.

Leadership for positive change in HE

Shelleyann Scott and Kathryn Dixon (2008 ) in their edited book, The Globalized University: Trends and Challenges in Teaching and Learning, offer educational leaders a discussion about the changes information and communicate technology is bringing to their institutions.

Chapter 7, by Charles Webber: Universities in Canada face tensions with academic freedom as new forms of teaching and learning evolve and also with increased privatization and marketization of postsecondary institutions. And in order to make more money, institutions rely on international student fees, commercialization of intellectual property and outsource campus services. As well, “most western nations have at least one or more universities that specialize in distance teaching and learning … [and] are perceived by the public and most university faculty members as credible instititons” (p.196).

Changes in the Faculty of Education at the University of Calgary are a good example of some positive changes through leadership. Their graduate division (GDER) has the largest graduate student populations in Education. The strengths of the division are integrated campus and distance programs, skilled faculty in many specializations, strong student perceptions of GDER, student demand for programs, high-quality library resources, generate revenue, increased student access, flexible workloads, flexible programs, and research and professional development centres. Weaknesses are reliance on central technical centres, lack of supervision for course-based students, delayed website upgrades, insufficient student recruitment, reduction in GDER budget, and varying supervision loads. Threats are supervision workloads without teaching releases, loss of balance between teaching and research, funding for doctoral students lowest at university, need for new staff to manage non-traditional programming, staff and budgets, and increasing competition from other universities delivering programs nationally and internationally. A leadership strategy that has been successful in the GDER is a balanced portfolio that focuses on “society’s needs for high quality research and on teaching that informs professional practice … [and] includes strategic alliance with national and international organizations , partnerships that forge strong research and teaching networks … [that also] attract strong students from local, national and international settings” (p. 198). This approach serves many and alleviates political interventions.

Continual cuts to the campus-based programs have been aided by the cost-recovery graduate programs offered online. Thus, through online graduate programs it generates operating revenues. As well, the cost-recovery distance programs have increased student access to higher education as budget cuts affect the number of students admitted to campus-based programs. As well, faculty salaries paid from central institutional sources decreased affecting the ability to admit, teach and supervise campus students. This was offset by distance cost recovery programs such as the Master of Education and Doctor of Education. Applying for government funding to support new initiatives, such as with the ACCESS grant, increased student access; however, such funding allowed less flexibility to administration due to the grant’s focus on specific programs and rigid parameters. As well, staff were hired over the past decade to provide significant support to students in administrative, technology and library units. Staff in the GDER administration office covered a range of responsibilities from budgeting to marketing. They focus on program coordination, scholarship and program advising, continuing professional development opportunities, and other administrative duties.

A Post-Degree Continuous Learning framework allows students to complete coursework at three levels that eventually leads to the completion of a Master degree, much of which are delivered online. Also, a strong support infrastructure for students has helped student retention. These include such as library and technical support staff that helps students to use online databases and software systems. For faculty there are “an evergreen computer system for faculty members, software information seminars for faculty members and students, and instructional design support from the campus Teaching and Learning Centre” (p.176).

Faculty members teaching in the programs use innovative teaching practices. Quality teaching and a variety of course selection provide students with quality programs. Course evaluations accessible by students provide valuable input to improve teaching and scheduling of course and workloads. Students sit as representatives in all governance committees at the university and faculty. A number of professional centers in gifted education, educational leadership and higher education provide continuing professional development, local, national and international networks, and institutional partners to students and faculty. Research efforts are shared by faculty and students in initiatives such as annual online and campus research institutes, and an online peer-reviewed journal for leadership in learning. However, not all faculty members embrace distance learning approaches as revealed in the uneven growth in some programs.

Graduate students come from a variety of work roles such as teachers, principals, consultants, corporate trainers, postsecondary leaders, and instructional designers. The cost-recovery graduate programs do not have a residency requirement thus making the program more accessible and decrease the cost for graduate students by remaining in their communities, jobs and with their families. A survey conducted in 2006 asked current online and campus-based graduate students and alumni about their satisfaction with the programs. Most responded positively to various aspects of the program such as support, resources, instructors, program, supervision and student experience. The few areas that needed addressing, though more than 80% were satisfied, were the learning opportunities, interaction among students, and quality of supervision. However, distance learners felt more satisfied with student interaction and access to learning opportunities. Students in course-based Master programs were less satisfied with their supervision than thesis-based students. Alumni felt their programs enhanced their professional expertise and led to career advancement, but more so with campus-based students. Those online felt more satisfaction with their supervision than campus students and were more apt to recommend the program to a friend or colleague.

The UK Higher Ed context

Shelleyann Scott and Kathryn Dixon (2008 ) in their edited book, The Globalized University: Trends and Challenges in Teaching and Learning, offer educational leaders a discussion about the changes information and communicate technology is bringing to their institutions.

Chapter 4: “Frequently, university-wide strategic decisions about technology are made without fully understanding the implications for resources, administration, teaching programmes, teaching practices and learning approaches, often resulting in technology-led course design” (p.83). There has been too much time and effort placed on the technology ICT infrastructures and improving instructors ICT skills, and not how teachers and students might benefit from it. Yet, a government initiative to increase institutions’ focus on student learning will provide a better focus. What is more, “many academic teachers lack a pedagogical understanding of the form of their practice” (p.89) increasing the frustration with using technology. As well, online courses are quite public accentuating port teaching practices.

What is more, professional development programs focus on how to use technology that reinforces current teaching strategies and not transforming them. Working in online courses and developing them requires instructors to think about their pedagogical views and beliefs and to understand them in the context of online learning. “Technology-led innovations do not improve educational practices in themselves – it is teachers who are the agents of change” (Kirkwood & Price, 2005). Barriers that cause faculty to revert to teacher-focused approaches were time to change practice and lack of systematic changes at the departmental level to enhance learner-centered practices as “their approach is mediated by their work environment” (p.92). Departments need to encourage the improvement of student learning.

As well, reflecting on the departmental and institutional contexts is important when designing PD frameworks as well as providing an academic rationale for using ICT.  And, besides the instructor, professional developers need to focus on the support staff and managers to ensure the proper policies, support, resources and infrastructures are in place. For instance, senior university managers work with policy and decision making about ICT use. By exploring the impact of these on students, staff and resources more strategic decision making will develop. Departmental managers can reflect on the same at the faculty and department levels. The need to make informed decisions, determine the time and money needed, and choose strategies to implement technologies in the programs with awareness of the organizational context. Whereas, individual teaching and learning staff must come to understand the pedagogical rationale of using ICT and its impact on students, staff and resources, encouraging a reflective practice and strategic choices.

PD also needs to include higher levels of pedagogy such as philosophizing about teaching, increased teamwork and collaboration than working with strategies and tactics. Students also need ICT and information skills training to use consistently throughout their degree programs. For PD to be successful there needs to be supports in place, consultations with faculty to implement innovation and follow up research on the impact of changed practice.

The review of teaching, as mandated by the QAA a quality assurance agency for higher ed, looks at curriculum, teaching, assessment, student achievement and support, resources and quality management. More so, quality assurance initiatives are needed to monitor and maintain quality student experiences, through quantitative surveys for instance. Evidence-based research is a way to examine teaching practices and assumptions.

Trends in universities worldwide

Shelleyann Scott and Kathryn Dixon (2008 ) in their edited book, The Globalized University: Trends and Challenges in Teaching and Learning, offers educational leadership a discussion about the changes information and communicate technology is bringing to their institutions. In many ways higher education institutions are under pressure and there are concerns for its sustainability. Also, there are questions about its post-industrial look as technology-based economies unfold. However, Scott and Dixon claim, “With vision and leadership, today’s universities can use technology more effectively in order to serve post-industrial societies” (p.7). If visionary change is not implemented, and traditions are maintained, they fear educational services and products delivered by the private sector that can address the learning needs of rapidly changing societies.

One concern is the exposure and scrutiny of educational material and educators in the transparent online world as well as the pedagogical and technological capacity of university teachers. On the other hand, instructors are resisting the management of their work from close monitoring and auditing causing them to feel less trusted. As well, increasing pressures to perform in higher education has negatively affected the collegiality within academic cultures.

In Canada, universities are typically underfunded placing the burden on students to pay higher fees, which have doubled in the past decade, forcing students to borrow from the private sector. There are concerns if they will continue to attract high quality students with high fees.

Chapter 2: The quality of teaching and learning and the student experience is becoming more important in higher education as student enrolment increases bringing diverse learners deemed as customers. Other contributing factors are global competition, reduced government funding and increased accountability. For instance, Australia’s federal government has established a national wide quality assurance framework that guides universities in producing and delivering quality services and products. These might include providing teaching and learning strategies, professional development, probation and promotion practices, teaching evaluation and student assessment.

With increased accountability and shared cost of education, students are viewed as customers and wanting more choice and their needs meet. They want the whole educational experience such as well designed courses, qualified and committed staff and instructors, responsive student support systems and a learning experience that engages and retains them.

The academic staff has multiple roles such as maintaining currency and expertise in their subject areas, using emerging technologies well, innovatively design and deliver courses, advise and mentor students, engage in professional development, research and lead teaching and learning on many levels, and manage courses with timely materials and support for students. Students are shown to want education that has “a design that uses an appropriate variety of interactive, practice-oriented and problem-based methods … capable, committed, accessible and responsive staff… efficient and responsive administrative, information technology, library and student support systems … [and] relevant, consistent and integrated assessment of university standard” imbedded in teaching and learning designs (p.26). However, few universities in the UK have developed, communicated to staff, provided professional development or evaluated teaching and learning strategies. More so, aligning strategies to university policies and providing staff incentives to achieve goals need to be addressed as well. However, there are varied views about using teaching strategies with academic staff concerned about poor implementation, unrealistic strategies, erosion of their autonomy, lack of local contexts and the bureaucratization of teaching.

Support of teaching and learning is best at the midrange level (the Central model) to be connected and integrated with the macro level (institution) and the micro level (individual). Though difficult to establish it connects central and local unit in academic development. However, some academic staff seclude themselves from development initiatives and rely on their “small, internally informed, and often unchanging knowledge base” while rejecting research-based practices (p.31).

Also, there is little evidence that LMS improve learning and teaching. As well, online service systems such as PeopleSoft have proven costly and complex though useful. It requires online support and effort to use.

A number of support systems could be student leaders assisting with learning and study skill development, a fellowship program for faculty to have the time to learn and develop online learning skills, awards and funds to support teaching excellence and high standards, and continuing professional development to move to learner-centred teaching, handle diverse cohorts, to use innovative technology, and research in teaching and learning. However, evidence shows that such initiatives might not be improving teaching and learning and professional development, though effective, might not be retained by staff. Yet, it was found that sharing ideas across and within disciplines raises awareness of issues and needs.

Added to this are proactive leadership, teaching and learning advice, PD and perceptions that initiatives and innovation are valued. Barriers to innovate included poor technical infrastructures, high workloads, lack of supportive leadership, policies and values about teaching. However, leaders who can implement a clear vision while being sensitive to the institutional climate and readiness for change were found to be effective. It also required allocating appropriate human, financial, and infrastructure resources, and faculty PD, rewards and recognition. Leaders must also appreciate and recognize faculty’s beliefs and values about teaching and learning, which range from transmission of knowledge to constructivism. This could be influenced by their discipline, such as soft disciplines tend to use a scholarly approach to their teaching. As well, institutions tend to reward research than teaching as fueled by the culture and reward structures.

UNESCO Perspective on DE

The Commonwealth of Learning and UNESCO publishing (2005), in their paper Perspectives on Distance Education: Lifelong Learning & Distance Higher Education, charts the evolution and success of DE through research. Distance education can “bring increased access, support innovation in teaching and be used to organize higher education more effectively” (p.145).

Research on distance education is mostly by individuals working in the field or doctoral students, thus the reason for many studies that are low quality with a few creating high quality such as within small research groups or academic departments. As well, many research studies are single case, descriptive, qualitative and do not contribute to theory. Also, the effectiveness of distance education has been studied but caution is given on comparing it to classroom teaching due to their different contexts. However, conditions for success in DE is about students, course design and course delivery. More research is needed on the softer issues of distance education such as policy, cost-benefit analysis, instructional design and student support. Research on distance education can support innovation, practice, and inform policy. As well, educational leaders are often unaware of research before they make decisions.

The following is research that might aid DE initiatives.

Demographics: in economically advantaged countries the demographics of DE students have been stable such as they are over most 21 with 40% being 25-34. They are women, socially mobile, work and entered postsecondary with minimal qualifications. However, at UBC in Canada students required high academic qualifications to be admitted. 83% of DE students at UBC lived within one hour of the campus with 6% from outside the province. Thus, for DE students distance was about flexibility and/or open admissions, not geography.

Retention: There seems to be a higher dropout rate distance education students. There is high skepticism among campus-based faculty. Evans (1994) identified a number of reasons: finances, learning difficulties, conditions at home/study, work pressures, family sickness, and misunderstanding the time commitment.  However, at UBC the completion rate is 85%. Attrition in DE programs might be due to good course design and quality personal support.

Student Characteristics: little has been found on the particular or common characteristics associate with distance learners. However, they have found DE students are independent learners and must be supported by the instructor. Those students with experience with using technology, who have higher knowledge of the subject (such as graduate students) and are already have independent learning skills tend to be more interactive and independent in distance education.

Skills needed: Developed countries find they need to create highly productive and knowledge-based industries to compete with low cost labour in developing countries. Creating high skilled workers is now a priority for many governments.  As well, people will need skills in evolving fields such as health, technology and management, and will need to retrain 5 times in their working lifetime. Skills needed today that online learning can develop are findings and using information, independent learners, problem-solving and team work. Government sees online learning as an educational product and service to be marketed and a way to produce tech-savvy graduates.

There are 5 generations of distance education: correspondence, one-way media, two-way media, flexible learning, and a less developed intelligent flexible learning that “adds a high degree of automation and student control to asynchronous online learning and interactive multimedia” (p.138).

 

Flexible learning, such as online learning, is based on asynchronous learning through the Internet and is influenced by constructivist approaches to learning and teaching. This is the most common mode of delivery in North American. It gives students some control over their learning pace and timing and encourages reflection and collaboration. It is not the same as teaching in a face to face class. As well, to enable online students to construct meaning and increase their depth of understanding, and apply ideas to new context, it is very important to carefully design courses. It is also important to moderate online discussions to ensure students are, in their discussions, meeting academic standards, use conceptual frameworks, and relate to course concepts. Computer conferences lend to critical thinking and reflection and archive the discussions for later evaluation. Students also acquire the skills for learning online and collaborating with an array of people and perspectives, essential for the workplace. However, collaboration needs to be guided by the instructor by ensuring students are clear and have the resources they need including procedures to deal with conflicts.

Technology selection: Institutions use a variety of technology and methods to deliver distance education. However, regardless of the medium well designed teaching is most effective. Bates (1995, 2005) suggests a strategy ACTION to help institutions select the appropriate technology and stands for: Access, Costs, Teaching function, Interactivity, Organizational issues, Novelty and Speed). A student portal is recommended so students can access through one place self enrolment, fee payment, course registration, grades, course materials and the instructor. Tools so students can create communities of learners and their own learning materials is important, such as blogs, wikis, and online discussion forums. However, beware that synchronous technology, like Web-conferencing or Internet telephone services, require high-speed Internet services and costly technology.

An E-Learning Vision for Canada

The CANARIE discussion paper (2002), An E-Learning Vision: Towards a Pan-Canadian Strategy and Action Plan, recognizes human capital is essential in a competitive knowledge-based society, and must be supplied by well-educated and highly skilled people. However, there is a pressure of a retiring population. They state Canada’s educational system cannot meet the labour demands in the coming decades. However, e-learning initiatives might be a solution to people who cannot attend formal education due to location, time or disability. It can also help universities overcome challenges such as increased enrolment and staff shortages without losing their autonomy. They also need to continue research on effective e-learning delivery.

An e-learning society is one that has anytime, anywhere learning through networks that offer share high quality resources. Canada is a leader in the use of information and communications technologies and is one of the most Internet-connected countries with expanding broadband access to rural and remote communities. Also, an “a rapidly, vibrant e-learning industrial sector has started to emerge as entrepreneurial firms develop multimedia content for clientele ranging from large corporations to educational institutions, from local to foreign customers” (p.11).

Postsecondary institutions are collaborating with other institutions to increase accessibility to education and resources such as online courses, credit transfers, common registration and assessing prior learning. Online courses are offered by more than half postsecondary institutions.

Therefore, there is a need for a shared technical framework and standards to help organizations continue the implementation of e-learning, and help citizens connect to the Internet. This also includes digitizing the wealth of content already in existence.  The provincial government can help implement at the operational level and support curriculum and content development, standards and funding. The federal government can support the development of infrastructures and the e-learning private sector. They can also provide research grants, and attend to legal aspects such as copyright and protection of intellectual property.

OECD Recommendations for HE

The OECD (2008 ), in their report, Be More Purposeful in Guiding Tertiary Education, ask that governments provide funding  strategies to optimize the contribution of higher education to society and the economy by cost-sharing with students due to the private benefits of education, while at the same time providing student support such as grants and loans so they work less. They also recommended governments help with the quality assurance of higher education.

They state worldwide student enrollment is growing annually by 5.1% with increases seen in more mature students, who have dissimilar socio-economic backgrounds, ethnicity and previous education.

The also see academic leadership changing and making decisions like those in management or entrepreneurs. There are new demands on leaders, such as the need by the marketplace for quality teaching and learning. Furthermore, policy making should allow for bottom-up initiatives, sharing long term visions, the views of different stakeholders, and incremental versus comprehensive overhauls. As well, though academics should have the freedom to develop courses, they also must their freedom within the institution’s goals and obligation to society.

Another important aspect to inform policy are evaluation of performance of staff and deliver professional development and training to accommodate potential gaps and to keep pace with demands. They also suggest implementing performance contracts and related funding along with monitoring systems.

Student Demographic Changes in HE

Universities UK (2008 ), in their paper Demographic Changes and its Impact on the Higher Education Sector in England, recognizes one of the groups who participate in higher education are in the age groups of 20-29 and 30-39, and are part-time undergraduate students.  They expect of these age groups, students between 30 and 39 years old will initially decline but increase substantially until 2027. As well, students aged between 22 and 29 will increase until 2019 and then subside. This implies a constant future enrolment of older students in UK higher education and assumes continuous growth in postgraduate enrolment. However, the population likely to decline is the 18-20 year old group, which has a future impact on postgraduate studies.

In the UK, full-time postgraduates account for 10% of the student population, with ¼ studying for research-based degrees and the remainder in master programs. They also predict a slight decline in students from home or other European countries but see an increase in international students, who will pay premium fees. As well, for universities it is important to attract research students to sustain research activities.

Also, 11.7% of students are part-time postgraduates taking course-based programs. An increase is seen in this population least affecting the market as part-time students have a wide range of ages. The demand for part-time studies is driven in part by demands for skills in the workplace. However, these students need financial support as the tuition fee for part-time studies is usually high. The studies tend to be in programs in the area of education, nursing, social studies and business.

Some solutions to manage the risks:

• Find a strong market where the demand for the education is needed, such as a niche market.
• Find and exploit new markets, such as those who have retired wanting non-credit education; and the part-time student.
• Collaborate with other universities in subject areas under pressure, such as languages. Join market, share facilities and provide flexible studies.
• Finding ways to work with public regulations in order to be more autonomous and flexible.
• Working with the demographic structure of academic professionals whereas 15% are over 55 and increased global competition for academic staff. Try to retain staff of the highest quality in light of the prospective bulge of retirements.
• Allow “universities to increase their teaching incomes from sources other than public funds” (p.29).
• Manage the decrease in government support due to lower economic growth and increased competition for other public services. Consider collaboration with non-traditional providers, and potential investors.
• Explore the level of investment needed for online learning and wireless technologies.

Part-Time Students

Christine King (2008 ) in her paper, Part-Time Study in Higher Education, states in order for higher education in the UK to be world leaders they need to recognize that students are part-time to support their educational costs, and to acquire skills for the workplace. Thus, an increasing population of students is becoming lifelong learners to satisfy the updating of skills and develop new knowledge to compete in the workplace. In the UK, 40% of HE students are part-time at 60 institutions including the Open University.

However, they are not homogenous looking for the same educational experience as the next. So what do these students who work part-time or full-time need? Part-time study, flexibility, accessible studies. King states, “Part-time students are consistently disadvantaged by the current system” (p.4) with traditional timetable, long summer breaks, and lack of financial support. There also needs to be a fundamental review of student support systems, such as program advising and guidance.

Some solutions are using technologies, such as Web-based and mobile devices, to develop innovate learning spaces. To transform rigid, traditional organizational structures, curriculum delivery, timetables and services to be more flexible. Another solution is to remove the artificial divide between full-time and part-time. Also, support staff scholarship and finding new ways to measure and record student achievements.

However, it requires changes and additional costs to provide flexible programs and curriculum. Perhaps educational partnerships, such as with employers, might be a solution. As well, “The Government’s unwillingness to support part-time students is based on erroneous assumptions that they can afford it, or their employers are helping them … Only a minority of students get help” (p.8).