Page 28 - index
P. 28
CONFERENCE FEATURE
janitorial, and dining services across the Texas A&M System Blending Delivery: Online learning is clearly not ideal for
(Hamilton & Watkins, 2012); or for managing almost 10,000 every student, or every subject. In California, online students
residence beds across the University System of Georgia (USG) consistently underperform their on-campus counterparts,
(NCPPP, 2014). Texas A&M projects $360 million in savings over and in fact the performance gap for disadvantaged groups is
ten years, while USG reportedly freed up $550 million in capital widened in online courses (Johnson & Mejla, 2014). Te small
debt from its balance sheet. fraction of MOOC students who complete their courses tend
Joining Forces: Colleges are collaborating to provide shared to be professional educators, graduate students, and working
services, from collective purchasing and employee benefts to professionals. A US Department of Education metastudy found
supercomputing clusters and shared library, athletics, or research that under ideal conditions, there is no signifcant diference
facilities. For example, nine state universities share a single between learning outcomes in a well-executed online course
campus, the Universities at Shady Grove, in Rockville, Maryland compared to an on-campus one – but that blended delivery,
(Douglas-Gabriel, 2016). Four institutions in Edmonton, Alberta combining some face-to-face learning with some online
share a programming and support team for Moodle, their open- delivery, resulted in better outcomes than either in isolation
source learning management system (LMS). Six public colleges in (Means, Toyama, Murphy, Bakia, & Jones, 2010). Not only does
northern Ontario are collaborating on a $4 million recruitment blended delivery result in improved educational achievement,
marketing efort, “StudyNorth,” and have committed to design but it also saves institutions money, which will certainly not go
and deliver shared courses and programs (Ontario, MAESD, unnoticed. Algonquin College reports that moving 20% of all
2015). Across the provincial college systems in British Columbia program delivery online has allowed them to reduce classroom
and Ontario, institutions are providing a single shared platform space by 39%, increasing enrollment capacity while saving
to deliver online reference librarian services to their students, by an estimated $80 million in new construction (MacDonald &
text message or online chat (BCELN, OCLS, n.d.). Gaudreau, 2014).
Leveraging New Technology: Beyond outsourcing and Augmenting Brainpower: Artifcial intelligence (AI) has
shared services, colleges are fnding even more efciencies been steadily evolving, and while true generalized AI is at least
through the application of new technologies. Even more cost 25 years away, narrow task-specifc AI systems are already
efective than contingent employees or outsourcing, robotics being tested in academia. In early 2016, the Georgia Institute
and artifcial intelligence are becoming capable of automating of Technology announced that students in an online graduate
a growing scope of campus tasks. Te University of Alberta course wanted to nominate Jill Watson as their Teaching
reports that its robot auto scrubbers, which look like self- Assistant (TA) of the year (Korn, 2016). Jill was one of nine
propelled Zambonis for swabbing hallway decks, use 70% less TAs for the course, but single-handedly answered 40% of their
water, no chemicals, and pay for themselves in mere months routine questions, and was virtually always accurate. Jill was not
(AASHE, 2014). Campus security will be transformed by a human TA, however, but sofware running on IBM’s “Watson”
autonomous robots too, like the Knightscope K5, a 300-pound cognitive computing platform.While most colleges have already
roving camera capable of scanning 300 license plates a minute explored many of these approaches to “treading water,” as shown
and running on a 24-hour charge (Knightscope, n.d.). in Figure 2, campus leaders still perceive strategic potential in
blended delivery, inter-institutional collaboration, program
Scaling the Classroom: Of course, core functions like prioritization, optimizing course sections, and additional public-
teaching are also being impacted by new technologies. private partnerships.
Massive Open Online Courses
(MOOCs) are unlikely to replace full
undergraduate programs, but ofer Figure 2. Conference delegates were asked “What 3 approaches
incredible economies of scale for to treading water still have strategic potential for you?”
continuing education and distance Hybrid/Blended Delivery 27%
education courses. Some institutions
are ofering their students a broader Collaborations with Other Institutions 19%
range of subjects by adding MOOCs to
the course calendar. Amherst College Phasing Out Weak Programs 15%
students can enroll in Harvard Business Adjusting Class Size / Sections 13%
School MOOCs, pay tuition to Amherst,
and earn Amherst credit for them Public-Private Partnerships 10%
(Kitroef, 2015). Australia’s Deakin
University likewise allows students to New Activity-Based Budget Models 5%
take FutureLearn MOOCs for credit Increasing Contract / Contingent Faculty 5%
(FutureLearn, n.d.). Class Central, a
curated catalog of MOOCs, reports Outsourcing 4%
more than 250 program credentials that Automation 3%
can be earned directly from MOOC
providers, and most can be converted 0% 5% 10% 15% 20%
into credit from traditional brick-and- Total Results 441
mortar schools (Shah, 2016).
26 LEADERSHIP Vol. 23.1 Spring/Summer 2017
Client: The Chair Academy Job: Leadership_Journal_23.1 Spring/Summer 2017 Final size: 8.5” x 11” Colors: CMYK Bleeds: Yes
Created by: Goldfsh Creative - Laura Dvir • 602.349.2220 • LAURA@GOLDFISHCREATIVE.NET
janitorial, and dining services across the Texas A&M System Blending Delivery: Online learning is clearly not ideal for
(Hamilton & Watkins, 2012); or for managing almost 10,000 every student, or every subject. In California, online students
residence beds across the University System of Georgia (USG) consistently underperform their on-campus counterparts,
(NCPPP, 2014). Texas A&M projects $360 million in savings over and in fact the performance gap for disadvantaged groups is
ten years, while USG reportedly freed up $550 million in capital widened in online courses (Johnson & Mejla, 2014). Te small
debt from its balance sheet. fraction of MOOC students who complete their courses tend
Joining Forces: Colleges are collaborating to provide shared to be professional educators, graduate students, and working
services, from collective purchasing and employee benefts to professionals. A US Department of Education metastudy found
supercomputing clusters and shared library, athletics, or research that under ideal conditions, there is no signifcant diference
facilities. For example, nine state universities share a single between learning outcomes in a well-executed online course
campus, the Universities at Shady Grove, in Rockville, Maryland compared to an on-campus one – but that blended delivery,
(Douglas-Gabriel, 2016). Four institutions in Edmonton, Alberta combining some face-to-face learning with some online
share a programming and support team for Moodle, their open- delivery, resulted in better outcomes than either in isolation
source learning management system (LMS). Six public colleges in (Means, Toyama, Murphy, Bakia, & Jones, 2010). Not only does
northern Ontario are collaborating on a $4 million recruitment blended delivery result in improved educational achievement,
marketing efort, “StudyNorth,” and have committed to design but it also saves institutions money, which will certainly not go
and deliver shared courses and programs (Ontario, MAESD, unnoticed. Algonquin College reports that moving 20% of all
2015). Across the provincial college systems in British Columbia program delivery online has allowed them to reduce classroom
and Ontario, institutions are providing a single shared platform space by 39%, increasing enrollment capacity while saving
to deliver online reference librarian services to their students, by an estimated $80 million in new construction (MacDonald &
text message or online chat (BCELN, OCLS, n.d.). Gaudreau, 2014).
Leveraging New Technology: Beyond outsourcing and Augmenting Brainpower: Artifcial intelligence (AI) has
shared services, colleges are fnding even more efciencies been steadily evolving, and while true generalized AI is at least
through the application of new technologies. Even more cost 25 years away, narrow task-specifc AI systems are already
efective than contingent employees or outsourcing, robotics being tested in academia. In early 2016, the Georgia Institute
and artifcial intelligence are becoming capable of automating of Technology announced that students in an online graduate
a growing scope of campus tasks. Te University of Alberta course wanted to nominate Jill Watson as their Teaching
reports that its robot auto scrubbers, which look like self- Assistant (TA) of the year (Korn, 2016). Jill was one of nine
propelled Zambonis for swabbing hallway decks, use 70% less TAs for the course, but single-handedly answered 40% of their
water, no chemicals, and pay for themselves in mere months routine questions, and was virtually always accurate. Jill was not
(AASHE, 2014). Campus security will be transformed by a human TA, however, but sofware running on IBM’s “Watson”
autonomous robots too, like the Knightscope K5, a 300-pound cognitive computing platform.While most colleges have already
roving camera capable of scanning 300 license plates a minute explored many of these approaches to “treading water,” as shown
and running on a 24-hour charge (Knightscope, n.d.). in Figure 2, campus leaders still perceive strategic potential in
blended delivery, inter-institutional collaboration, program
Scaling the Classroom: Of course, core functions like prioritization, optimizing course sections, and additional public-
teaching are also being impacted by new technologies. private partnerships.
Massive Open Online Courses
(MOOCs) are unlikely to replace full
undergraduate programs, but ofer Figure 2. Conference delegates were asked “What 3 approaches
incredible economies of scale for to treading water still have strategic potential for you?”
continuing education and distance Hybrid/Blended Delivery 27%
education courses. Some institutions
are ofering their students a broader Collaborations with Other Institutions 19%
range of subjects by adding MOOCs to
the course calendar. Amherst College Phasing Out Weak Programs 15%
students can enroll in Harvard Business Adjusting Class Size / Sections 13%
School MOOCs, pay tuition to Amherst,
and earn Amherst credit for them Public-Private Partnerships 10%
(Kitroef, 2015). Australia’s Deakin
University likewise allows students to New Activity-Based Budget Models 5%
take FutureLearn MOOCs for credit Increasing Contract / Contingent Faculty 5%
(FutureLearn, n.d.). Class Central, a
curated catalog of MOOCs, reports Outsourcing 4%
more than 250 program credentials that Automation 3%
can be earned directly from MOOC
providers, and most can be converted 0% 5% 10% 15% 20%
into credit from traditional brick-and- Total Results 441
mortar schools (Shah, 2016).
26 LEADERSHIP Vol. 23.1 Spring/Summer 2017
Client: The Chair Academy Job: Leadership_Journal_23.1 Spring/Summer 2017 Final size: 8.5” x 11” Colors: CMYK Bleeds: Yes
Created by: Goldfsh Creative - Laura Dvir • 602.349.2220 • LAURA@GOLDFISHCREATIVE.NET
