Institutions of higher education find themselves in precarious times. First, they are being expected to do more with less; most public colleges and universities are finding their budgets cut each year (Krupnick, 2008; Lyndsey, 2007; Will, 2003). As a result, many universities are attempting to save money by increasingly relying on adjunct faculty to teach courses (Finder, 2007). Second, technological change has forced colleges and universities to change the way they do business; specifically, to remain competitive and meet market demands, colleges and universities are offering more courses online each year. In the fall of 2005, an estimated 3.2 million students took at least one online course—800,000 more than during the previous year (Allen & Seaman, 2006). Enrollments are increasing by an estimated 33% per year (Tallent-Runnels et al., 2006). Third, in the age of standards and accountability, colleges and universities must account for student learning in ways like never before (Lederman, 2007). As a result of changes like these, colleges and universities are experimenting with types of organizational and administrative structures and business models that differ significantly from those used in the past. One such model, called the Enterprise Model, is described in this chapter.
Towards Student Learning Ability Estimation and Truth Discovery in Japanese Online Course
