scholarly journals Examining the OPM: Form, Function, and Policy Implications

2021 ◽  
Author(s):  
John J. Cheslock ◽  
Kevin Kinser ◽  
Sarah T. Zipf ◽  
Eunjong Ra
Keyword(s):  
Higher Education ◽  
Online Education ◽  
Colleges And Universities ◽  
Program Management ◽  
Policy Implications ◽  
Online Program ◽  
Online Programs ◽  
Working Definition ◽  
Form Function ◽  
Definition Of

Online program management (OPM) is the merging of online education and outsourcing practices in higher education. OPM firms facilitate the development, delivery, and management of online programs for colleges and universities. Although OPM partnerships can help institutions offer online programs they otherwise would not be able to offer, such agreements raise concerns not seen with other types of outsourcing. To help others understand the phenomenon of online program management, we pulled together fragmented information from previous studies and literature, national datasets, websites, policies and regulations, and interviews with experts. Because previous writings use a range of definitions for the term OPM, we start by providing a working definition of an OPM agreement. Each side of the agreement is then examined in turn. For colleges and universities, we consider the reasons why they choose (or do not choose) to enter into an OPM partnership. Special attention is paid to reasons pertaining to organizational finances and nonprofit conversions. For OPM firms, we provide details about the organizations that participate in this rapidly changing market. Last, we offer policy perspectives while noting possible modifications of current regulations and providing caution about unintentional consequences of over-regulation.

scholarly journals Accounting for institutional variation in expected returns to higher education

2017 ◽  
Vol 25 ◽  
pp. 110 ◽  
Author(s):  
Shawn Dorius ◽  
David Tandberg ◽  
Bridgette Cram
Keyword(s):  
Higher Education ◽  
Public University ◽  
Colleges And Universities ◽  
Policy Implications ◽  
Expected Returns ◽  
Student Body ◽  
Capital Theory ◽  
Post Secondary ◽  
Institutional Variation ◽  
Returns On Investment

This study leverages human capital theory to identify the correlates of expected returns on investment in higher education at the level of institutions. We leverage estimates of average ROI in post-secondary education among more than 400 baccalaureate degree conferring colleges and universities to understand the correlates of a relatively new metric of institutional ROI. Results indicate that a diverse undergraduate student body, high graduation rate, and public university status are strong, positive, and robustly associated with institutional ROI. The model accounts for more than 70% of inter-university variation in ROI, suggesting that the factors we have identified are among the most important correlates of institutional ROI. We discuss the policy implications of these findings for institutions of higher education in the context of institutional rankings and a rapidly evolving education landscape, giving special attention to student body characteristics colleges and universities.

scholarly journals SOME WORDS ABOUT ONLINE PROGRAMS IN GERMANY . ACTUAL PROBLEMS OF APPLIED SCIENCES JOURNAL WORLD ISSN 2733-3817, (1(17), 73–75.

2021 ◽  
Author(s):  
Sarakul Abishovna Muratbekova
Keyword(s):  
Applied Sciences ◽  
Higher Education ◽  
Online Education ◽  
Quality Loss ◽  
Education Programs ◽  
Online Programs ◽  
German Universities ◽  
At Home

Considering the recent COVID-19 pandemic, online education has had a significant surge in popularity. And it’s not just online English schools or fitness courses, but also full-fledged higher education programs. Some experts predict that soon all universities will move to our tablets and laptops. Of course, if surgeons and nuclear physicists get their qualifications while sitting at home, a disaster will surely happen. However, there are several professions that can now be mastered remotely without any quality loss. The article also deals with the problems of studying in Europe. Here we try to introduce all the advantages of German universities and students’ life if they leave their home and come to study in Germany.

Exploring Assessment of Critical Thinking Learning Outcomes in Online Higher Education

2014 ◽  
pp. 1191-1202
Author(s):  
Bernice Bain
Keyword(s):  
Higher Education ◽  
Critical Thinking ◽  
Online Education ◽  
Transformative Learning ◽  
Learning Outcomes ◽  
Higher Education Institutions ◽  
Cognitive Learning ◽  
Learning Theories ◽  
Online Programs ◽  
Online Higher Education

Online education has grown to more than 6 million students with an average age of 33 years old (Kolowich, 2012; Selingo, 2012; Sheehy, 2012). Research indicates online programs are part of many institutions' strategic planning initiatives. Institutions are undergoing increased scrutiny from accrediting bodies, employers, and adult learners. To remain competitive and valid in this changing environment, a significant issue for leaders of online higher education institutions is how to effectively assess online cognitive learning outcomes, such as critical thinking. Adding to the challenge of online assessment of critical thinking is the contextual nature of critical thinking and two differing approaches to assessment. Leaders of online higher education institutions should seek a critical thinking assessment that is based on a theoretical framework of Transformative Learning and Adult Learning Theories. This is explored in this chapter.

Ensuring Quality

2017 ◽  
pp. 210-231
Author(s):  
Arthur Richardson Smith
Keyword(s):  
Higher Education ◽  
Thematic Analysis ◽  
Higher Education Institutions ◽  
Common Interest ◽  
Faculty Role ◽  
Regulatory Authorities ◽  
Working Definition ◽  
Online Higher Education ◽  
Definition Of

A varied set of major stakeholders in higher education results in diverse perspectives on what entails quality in online higher education. Learners, employers, accreditation agencies, funding and regulatory authorities, and higher education institutions exist for different purposes. Yet, all have a common interest in the success of the learners' education. Examining the faculty role in ensuring quality in online higher education, developing a working definition of that role, and identifying considerations for faculty practice that are essential to achieving that end is the purpose of this chapter. The chapter conveys and explains the results of a thematic analysis of the requirements and expectations of the major stakeholders, their contribution toward the formulation of the working definition of the faculty role, their contribution toward the identification of significant considerations for faculty in exercising their role, and makes recommendations for further investigation.

Synthetic Estimation Applied to the Prevalence of Drug Use

1993 ◽  
Vol 23 (2) ◽  
pp. 297-321 ◽  
Author(s):  
William Rhodes
Keyword(s):  
Drug Use ◽  
Policy Research ◽  
The United States ◽  
Policy Implications ◽  
Heroin Use ◽  
Simultaneous Application ◽  
Working Definition ◽  
Synthetic Estimation ◽  
Estimation Procedures ◽  
Definition Of

This article focuses on the application of synthetic estimation. It provides a working definition of synthetic estimation and indicates why synthetic estimation of drug use prevalence almost always requires the simultaneous application of other, complementary estimation procedures. A brief review is provided on recent studies in which synthetic estimation, together with other estimation procedures, was used to estimate the prevalence of cocaine and heroin use. The author then presents a discussion of one specific, real-world application of the synthetic estimation approach that was developed for purposes of policy research. This application led to estimates of roughly two million weekly users of cocaine and 660,000 weekly users of heroin in the United States during 1990. The author concludes with a discussion of some policy implications of these and other estimates of drug use prevalence.

scholarly journals Online Students’ Expectations Differ: The advantage of assessing students’ expectations in online education

2017 ◽  
Author(s):  
Desiree Wieser ◽  
Jürgen Matthias Seeler ◽  
Karin Sixl-Daniell ◽  
Anita Zehrer
Keyword(s):  
Higher Education ◽  
Online Education ◽  
Success Factors ◽  
Education Student ◽  
Higher Education Management ◽  
Study Program ◽  
Online Programs ◽  
Education Management ◽  
Online Study ◽  
Study Programs

Students’ feedback on online education has become of major importance for many higher education institutions. While researchers already identified students’ success factors and analyzed students’ satisfaction in online study programs and courses, the role of expectations in students’ online educational experience has been very often neglected in previous research. Our study adds here as it captures students’ expectations at the beginning of an online study program, highlighting the differences to traditional on-campus students. Our results reveal that expectations of on-line students differ from the expectations of on-campus students and must therefore not be confused. Furthermore, the assessment of student expectations is not only a way to consider and satisfy students’ needs in order to improve online programs or courses, but also a means to track the institutions own performance.Keywords: Online Education; Student Experience; Expectations, Retention, Higher Education Management

scholarly journals Pedagogical Innovation in Higher Education

2020 ◽  
Vol 1 (3) ◽  
pp. 1-18
Author(s):  
Jae Major ◽  
Sandi Lynne Tait-McCutcheon ◽  
Robin Averill ◽  
Amanda Gilbert ◽  
Bernadette Knewstubb ◽  
...  
Keyword(s):  
Higher Education ◽  
Teaching And Learning ◽  
Quality Teaching ◽  
Pedagogical Innovation ◽  
Student Demographics ◽  
Working Definition ◽  
Technological Advances ◽  
Definition Of ◽  
Teaching In Higher Education ◽  
Innovation In Higher Education

Quality teaching in higher education (HE) is gaining increasing international attention and pedagogical innovation is seen as an important construct of quality teaching. The drivers for pedagogical innovation include the need for 21st century skills and understandings, student demographics and empowerment, technological advances, and a turn to teaching in HE. Defining innovative pedagogies is a recurring challenge in the literature and a key focus of this article. Using an investigation into innovative approaches to teaching and learning at one New Zealand university, prevailing themes of newness, benefit, and student outcomes are discussed to develop a working definition. What is missing from the discourses and definitions is specific consideration of the influence of context on what counts as pedagogical innovation. In light of this, the authors offer an emergent definition of pedagogical innovation in higher education.

Quality Assurance for Online Programs

2011 ◽  
pp. 307-326
Author(s):  
Yi Yang ◽  
Curtis J. Bonk
Keyword(s):  
Higher Education ◽  
Quality Assurance ◽  
Online Education ◽  
Faculty Members ◽  
School Policies ◽  
Online Programs ◽  
Education Administrator ◽  
Education Administrators

Roles of administrators are often overlooked when discussing the quality of online education. Administrators have long asserted the pivotal influence on school policies, faculty members’ morale, and learning atmosphere. This chapter examines the challenges administrators face in ensuring the quality and viability of online programs. In the chapter, we suggest that the responsibilities of an effective higher education administrator encompass roles as strategic planner and manager, effective motivator, aggressive promoter, and strong supporter of others. We also put forth recommendations for administrators that might help them improve the quality and success of online programs.

scholarly journals Transfer for Sustainable Development at Higher Education Institutions—Untapped Potential for Education for Sustainable Development and for Societal Transformation

2020 ◽  
Vol 12 (7) ◽  
pp. 2925 ◽  
Author(s):  
Benjamin Nölting ◽  
Heike Molitor ◽  
Julian Reimann ◽  
Jan-Hendrik Skroblin ◽  
Nadine Dembski
Keyword(s):  
Higher Education ◽  
Sustainable Development ◽  
Higher Education Institutions ◽  
Full Potential ◽  
University Partnerships ◽  
Working Definition ◽  
Research And Teaching ◽  
Societal Needs ◽  
Definition Of

Higher education institutions (HEIs) are increasingly confronted with societal needs beyond research and teaching. These include sustainable development and technology transfer as well as the practical application of knowledge and ideas. Several HEIs already put sustainable development and transfer into practice. These practitioner–university partnerships comprise a broad range of actors, disciplines, topics, and formats. However, transfer activities that contribute to sustainable development in society still make up only a very small part of HEIs’ activities. In response to calls from society as a whole, HEIs could combine transfer and sustainable development more systematically. In this article, we suggest a concept of transfer for sustainable development. The focus is on sustainability transfer in teaching. We used mixed methods for this conceptual work: exploratory workshops, expert interviews, and a case study of transfer in teaching. One of the results presented in this article is a working definition of sustainability transfer at HEIs. In addition, six characteristics for describing sustainability transfer in its various forms are formulated. This conceptualization makes it possible to analyze the diversity of HEIs’ sustainability transfer activities, it helps to identify and encourage potential transfer actors at HEIs as well as practitioners, and, thus, tap the full potential of sustainability transfer.

scholarly journals Powerful or Powerless? Chief Online Education Officers’ Legitimate Power over Online Program Quality in U.S. Higher Education Institutions

2021 ◽  
Vol 25 (2) ◽  
Author(s):  
Georgianna Laws
Keyword(s):  
Higher Education ◽  
Environmental Factors ◽  
Online Education ◽  
Higher Education Institutions ◽  
Strong Positive Correlation ◽  
Online Program ◽  
Steady Growth ◽  
Legitimate Power ◽  
Quality Scorecard

As the online higher-education market continues along its trajectory of steady growth, it becomes increasingly competitive.  Since quality sets online programs apart in the current competitive market, it is a priority for higher-education institutions.  Consequently, presidents and provosts at many U.S. higher education institutions have been placing the quality of online program administration under the purview of a new role known under the umbrella term of chief online education officer (COEO).  However, when looking for empirical research to help calibrate the COEO role in a way that maximizes its influence on quality, senior leaders find a gap in the literature.  The purpose of this quantitative, correlative, non-experimental study was to ask COEOs from all over the nation to use the Online Learning Consortium Quality Scorecard (QSC) to share their perceptions of the quality of their institution’s online program.  Additionally, COEOs were asked to self-assess their ability to influence quality based on their legitimate power and to describe environmental factors that could potentially impact their legitimate power.  Key findings indicate a strong, positive correlation between overall legitimate power and overall quality, as well as between overall legitimate power and the hierarchy of COEO job titles (E1).  Additional environmental factors significantly correlated with legitimate power categories included the number of units making a full report to the COEO (E3) and the breadth of COEO’s current portfolio of responsibilities (E12), among others.  Finally, data indicate that the hardest quality category to influence is technical support.

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