It can be a frightening time to be in the publishing business. The economic mechanisms that support the reproduction and distribution of information in print have been disrupted by the economics of digital media. The newspaper industry provides just one example. As Eric Alterman pointed out in a recent New Yorker article, “In the Internet Age,… no one has figured out how to rescue the newspaper in the United States or abroad.” Print circulation is at its lowest level since records have been kept and online revenue from advertising and subscriptions are nowhere close to making up for those declines. It is well known that journals and scholarly presses are also struggling to adapt their business models.
At the same time that established publishing organizations are struggling, more and more academics and academic organizations are attempting to enter digital publishing. They are digitizing new content daily, developing new software tools, and collecting new data. Naturally, the creators of these online academic resources (OARs) wish to make them broadly available and to ensure their continued availability and currency.
These new digital resources have generally been created from one-time grant funding or short-term commitments of resources. However, unlike a printed book, digital resources require continued investment. The software systems and platforms on which they depend must be upgraded and kept current. It is the nature of digital resources to be continually growing and changing, attracting new content, and rapidly cycling through revisions and additions.
Increasingly, therefore, foundations, government agencies and universities are asking where they will find the recurring funding to sustain these online resources over time. They are requiring the leaders of such projects to develop sustainability plans that include ongoing sources of revenue; in short, they are looking for academics to act as publishing entrepreneurs. Success in such endeavors requires entrepreneurial expertise and discipline, but in our experience at Ithaka, few OAR projects employ fundamental principles of project planning and management. Why don’t they?
What we have observed is that deep cultural differences separate the scholarly mindset from the mindset of the e-entrepreneur. Most people overseeing online academic resources are scholars, raised in the academy, accustomed to its collegial culture and deliberative pace, shielded from traditional market forces. However, the rapid changes and ruthless competitive landscape of the Internet require a different mindset. The challenge for a successful OAR project leader is to marry the scholarly values essential to the project’s intellectual integrity with the entrepreneurial values necessary for its survival in the Internet economy.
To assist project leaders in successfully managing digital enterprises, Ithaka embarked on a project to study the major challenges to the sustainability of these online academic resources. Working with support from the Joint Information Systems Committee and the Strategic Content Alliance, we interviewed a range of people both in the academy and industry. During that effort, the fruits of which were published last week, we identified several aspects of the entrepreneurial approach that seem particularly important to creating sustainable digital projects:
1. Grants are for start-up, not sustainability. Most often, project leaders should regard initial funding as precisely that -- start-up funding to help the project develop other reliable, recurring and diverse sources of support. The prevailing assumption that there will be a new influx of grant funding when the existing round runs out is counter-productive to building a sustainable approach. There are exceptions to this assertion -- for example, if a grantee offers a service that is vital to a foundation’s mission or is exclusively serving an important programmatic focus of the funder -- but these cases are unusual.
2. Cost recovery is not sufficient: growth is necessary. Project leaders need to adopt a broader definition of “sustainability” that encompasses more than covering operating costs. The Web environment is evolving rapidly and relentlessly. It is incorrect to assume that, once the initial digitization effort is finished and content is up on the Web, the costs of maintaining a resource will drop to zero or nearly zero. Projects need to generate surplus revenue for ongoing reinvestment in their content and/or technology if they are to thrive.
3. Value is determined by impact. OAR project leaders tend to underestimate the importance of thinking about demand and impact and the connections between those elements and support from key stake holders. The scholarly reluctance to think in terms of “marketing” is a formula for invisibility on the Internet. Without a strategic understanding of the market place, it is only through serendipity that a resource will attract users and have an impact on a significant population or field of academic endeavor. And of course, attracting users is essential for garnering support from a variety of stake holders: host universities, philanthropies and government agencies, corporate sponsors and advertisers. The most promising and successful online resource projects are demand driven and strive for visibility, traffic and impact.
4. Projects should think in terms of building scale through partnerships, collaborations, mergers and even acquisitions. Project leaders need to consider a range of options for long-term governance. Start-ups in the private sector, for example, aim for independent profitability but they also consider it a success to merge with complementary businesses or to sell their companies to a larger enterprise with the means to carry those assets forward. Not-for-profit projects should think similarly about their options and pursue different forms of sustainability based on their particular strengths, their competition, and their spheres of activity. Given the high fixed costs of the online environment, collaborations and mergers are critical for helping single online academic resource projects keep their costs down and improve chances for sustainability.
5. In a competitive world, strategic planning is imperative. In the highly competitive environment of the Web, project leaders must embrace the best operating practices of their competitors -- a group that includes commercial enterprises -- for mindshare and resources. That means they will have to act strategically, develop marketing plans, seek out strategic partnerships, understand their competitive environment, and identify and measure themselves against clear goals and objectives for how they will accomplish their missions successfully and affordably. An academic disdain for “commercialism” can doom many a promising scholarly project to failure on the Internet.
Historically, academic projects have been shielded from commercial pressures, in part by funders, but mainly because their economic environment operated independently from other areas of commerce. This separation between the “academic” and “commercial” economies is no longer meaningful. The project leaders that are most likely to succeed in today’s digital environment are those who can operate successfully under the pressures of competition and accountability, and in the messiness of innovation and continual reinvention.
6. Flexibility, nimbleness, and responsiveness are key. OARs need to develop the capability for rapid cycles of experimentation (“fail early and often”), rather than spending years attempting to build the optimal resource in isolation from the market. Unfortunately, many OARs are structurally set up to do the latter – their grants commit them to promised courses of action for several years and tie them to specific deliverables. Leaders of online academic resources may not realize that many funders would prefer nimbleness if it means that the OARs will have a greater impact. Funders, for their part, must recognize that multi-year plans need to be highly flexible to allow for adaptation to new developments in technology and the marketplace.
7. Dedicated and fully accountable leadership is essential. Running a start-up – and developing an online academic resource is running a start-up – is a full-time job requiring full-time leadership. The “principal investigator” model, in which an individual divides her time among a variety of research grants, teaching assignments, and other responsibilities, is not conducive to entrepreneurial success. New initiatives aiming for sustainability require fully dedicated, fully invested, and intensely focused leadership. If a principal investigator cannot provide it, he or she will have to retain a very capable person who can.
If new digital academic resources are going to survive in the increasingly competitive online environment, the academy needs a better understanding of the challenges of managing what are essentially digital publishing enterprises. Leaders and supporters of these projects must orient themselves to an entrepreneurial mindset and embrace principles of effective management. If they are unable to do that, important resources serving smaller scholarly disciplines will disappear, leaving only those projects that are commercially viable.
Kevin M. Guthrie
Kevin M. Guthrie is president of Ithaka, a nonprofit organization with a mission to accelerate the productive uses of information technologies for higher education. From 1995 to 2003, he was the founding president of JSTOR.
Academic librarians want their Web sites to attract faculty and students the way flowers invite insects for a visit. The urge to plunge into the cornucopia of electronic riches that lies waiting in the library’s highly organized portal should be irresistible. Exclusive research databases, costly electronic journals and digital books and treasures lay in wait for those who need and are willing to seek them out.
For faculty, at least two powerful motivators should drive their personal interest in expecting a great library Web site. One is their own need to easily find scholarly content that supports their research. The other is a desire to have students discover the resources that strengthen their research and result in high quality assignments.
It should be a scholar’s dream, but there’s trouble in paradise. In August 2008 the Ithaka Group released a report, “Studies of Key Stakeholders in the Digital Transformation of Higher Education,” on the relationship between faculty members and their libraries’ electronic resources. As librarians already knew well, Ithaka’s report showed that faculty perceived the library’s collective electronic resources, particularly in business, science and technology, as far more critical to scholarship than print collections are. But there is a significant disconnect when it comes to faculty use of the library’s website as a gateway, or portal, to access that wealth of electronic content.
According to the Ithaka report, academic librarians rated the function of the library as a gateway for locating scholarly information as “very important.” Asked to assess the performance of libraries as their portals to scholarly information, however, faculty in all disciplines rated them considerably differently. Compared to earlier years of this Ithaca study, faculty no longer perceived the library as an important portal to scholarly information. While the library Web site is not specifically mentioned in the report, for the 21st century library, the Web site is the de facto gateway to electronic research content. The report makes clear that faculty increasingly access what they need elsewhere or simply find alternate routes around the library Web site to get to their desired library e-resources.
Consider as well these other indicators of the declining value of the library Web site as information gateway:
A September 2008 a report from Simon Inger Consulting titled “How Readers Navigate to Scholarly Content” presented data about researchers’ preferred starting points. The two most frequently preferred starting points are specific specialist databases, which suggests scholars simply bookmark the library databases they use most often, and general Web search engines. Library Web sites are even less frequently used than publishers’ Web sites, non-library gateways to journals, and even e-mail-based journal alerts.
An articled titled “Measuring the ‘Google Effect’ at JSTOR” by Bruce Heterick appeared in the June 2008 issue of Against the Grain, and it documented the increased access of JSTOR content via Google Scholar. JSTOR usage has increased dramatically since its inception in 1997. But more recently a new growth wave is propelled by referrals from non-traditional sites. Heterick writes “another order of magnitude change in scale is introduced when we begin to look at the number of links coming to JSTOR directly from Google and Google Scholar.” The number of links to JSTOR articles from Google-referring URLs increased by 159 percent from 2006 to 2007. It’s just one more reason to avoid the library Web site as a research starting point.
LibQual is a satisfaction survey administered by many academic libraries. Faculty will know it by its distinctive structure that requires respondents to identify not mere satisfaction level with the library but one’s minimum, desired and perceived levels of satisfaction with the library. What have academic librarians learned from LibQual? If there’s one thing the respondents dislike more than completing the LibQual survey, it’s the library’s Web site. There is only one question about the library’s Web site among the 20 or so asked on the survey instrument. I attended a meeting of librarians where we discussed LibQual and learned how to use it more effectively. We attendees discovered we all had something in common; none of our users cared for our Web sites.
It is debatable that faculty and students ever perceived the library as the starting point for their research, but these indicators offer convincing evidence that the library’s web portal, more than ever, can make no such claim to that title. We may be fortunate when they go there at all. The future of the library Web site as information portal is bleak. But that’s good news. Libraries have grown too dependent on their Web sites as gateways to electronic scholarly content, and have invested too much time trying to fix what is broken.
This needs to change. The academic library community’s general response to the dissatisfaction is to improve the usability. Tabbed interfaces, simple search boxes and more personalization are a few of the new features site designers are employing in chasing better focus group responses. All of this change suggests rearranging the deck chairs on this Titanic. Now is the time to let this ship sink to its watery grave.
The primary function of the contemporary academic library Web site is to connect a user to content, be it an article database, e-book or e-journal article, and to do it with minimal barriers and maximum speed and ease. Faculty and students tend to have their one or two favorites, for example, JSTOR for many faculty and Academic Search Premier for students. For those highly popular e-resources the portal may get the job done. A serious flaw needing correction is the failure of the academic library Web site to invite the user community to, in simple ways, discover the full range of resources available for their research. Bruce Springsteen laments having 57 channels and nothing to watch. Faculty and students can access from dozens to hundreds of databases with little or no idea what they are or how to find them.
So it is little surprise that faculty and students rarely use the library’s Web site to connect to content that satisfies their scholarly needs. Instead they invent their own backdoor routes to the content, but in doing so may miss related or new electronic resources made available by the library. You may argue that faculty and students forged their own paths to circumvent the library back in the print only days, but now the possibilities for and associated risks of missing important resources are astronomically greater.
Advocating a much needed transformation of the library portal leads to two questions. First, how can libraries more effectively create awareness about their content so users can discover it? Second, what should replace the library portal? The answers are intertwined, but the changes needed depend on faculty recognizing that it is a change they must help to facilitate.
Several years ago academic institutions shifted control of their Web sites from technology wizards to marketing gurus. At the time there was backlash. The change in outlook was perceived as a corporate sellout, a philosophical transformation of the university Web site from candid campus snapshot to soulless advertiser of campus wares to those who would buy into the brand. I observed that academic librarians feared what the marketers wrought, and would resist efforts to let any advertising consultant or marketing vice-president take control of the library Web site. They might just make it more about marketing than connecting people to information.
I was one of the resisters. Now I think the marketing people got it right. The first thing librarians must do after ending the pretense that the library Web site succeeds in connecting people to content is understand how and why the institutional homepage has improved and what we can learn from it. Doing so will allow academic libraries to discover answers to that first question; how to create user community awareness about the electronic resources in which the institution heavily invests.
It’s not that academic library Web sites completely ignore marketing. It’s just done badly. News about the library’s programs, events or new resources are often crammed into a corner of the page, are limited to small bits of text or are relegated somewhere out of the F-zone, the area, according to usability experts, to which most web users’ eyes naturally gravitate. Those prime real estate areas are instead dedicated to lists of links to catalogs, database lists and things with names that mean little to anyone other than a librarian. More libraries are moving to a single search box powered by a federated search engine that retrieves information from multiple resources at once. In order to emulate search engines those boxes are relegated to some familiar space at the top of the page.
Rather than attempting to mimic search engines academic librarians should aim to differentiate their Web sites. They should devote the most eye-catching space to information that promotes the people who work at the library, the services they provide and the community activities that anchor the library’s place as the social, cultural and intellectual center of campus. That shifts the focus from content to service and from information to people. Academic libraries must promote their human side. The library portal experience should emphasize the value of and invite stronger relationships with faculty and students. That means going beyond offering a commodity that, by and large, the user community can well access without the Web site. The next generation academic library Web site must leverage what academic librarians can do to help faculty and students improve their productivity and achieve success.
But if libraries radically change the nature of their homepage, where will all the links to content go? How will the library make those expensive databases accessible to faculty and students? Academic libraries are already moving in new directions that may provide the answers, and it suggests the library portal no longer needs to compete to be the one-stop portal where faculty and their students begin their research. These pioneering libraries distribute the content across the institution’s network and beyond. They are putting the links where faculty and students can find them easily. It changes the library website paradigm from “you must visit our portal” to “we’ll be where you are.”
Course sites are ready made for links to library content. Academic librarians are making it easier than ever for faculty to integrate an array of research tools into course management software or even a faculty member’s personal website. At the Temple University Libraries the librarians create customized content packages that contain just the right databases that students need for their assignments. They can even add in custom Google search boxes and non-library links that may be of use to instructors and their students. If faculty desire links to specific articles, those can be added as well. The content package is sent to faculty as an e-mail attachment. Faculty then simply upload it to their course site. The content installs itself as a unique courseware page and even adds a library link to the course menu. It eliminates any faculty excuses for not integrating the library into their course.
Libraries are also offering new technologies that blow the doors off those traditional subject guides to which faculty and students long ago stopped paying attention. LibGuides is an example of an increasingly popular guide creator that allows librarians to create a highly customized research guide for any single course or assignment. Research conducted by academic librarians made it clear that students preferred customized course and assignment guides to broad subject guides. Why? It puts the links they need to complete research assignments right where they need them. Scavenger hunts through library portals to locate needed databases or e-journals can become a practice of the past. While LibGuides can exist outside of courses, faculty can certainly make it easier for students to discover them by adding links to the guides. They can even take it a step further and allow a librarian to integrate the guide into their course.
The faculty is the catalyst in this transformation of the library portal concept. What they must do to accomplish this task is open the door to greater collaboration with academic librarians. While there are ways librarians can force their presence into institutional courseware, primarily by getting the system administrators to add links to the library here and there in the software, the most effective and direct route is to work with a faculty member to integrate the library’s electronic resources into the course site or class Web site itself. Faculty members can also facilitate this process by becoming more familiar with the library’s electronic resources in their disciplines. Working with academic librarians faculty can achieve both goals: creating greater e-resource awareness and shifting discovery paths from the mysterious bowels of the library portal to the more transparent course site.
To help bring about the demise of the library portal site as we know it today, faculty need to increase their personal awareness of library e-resource content and endeavor to raise the awareness level among their students. OCLC’s research, compiled in a 2006 report titled “College Students’ Perceptions of Library and Information Resources,” confirms that students are heavily influenced by faculty recommendations for electronic information resources. Working collaboratively with their campus librarians faculty could become a more reliable conduit to reaching and enlightening students about the library’s wealth of e-resources. Librarians and faculty share a common goal in wanting to see students succeed academically as they develop the skills needed to mature into the next generation of scholars. Working together to transform the library portal would advance progress in attaining that goal.
In the print era the research library building’s design was intentional in seeking to invite in the scholar and then draw them into the stacks and those places where discovery and intellectual awareness could take hold and grow. In the early stages of research library Web site design, perhaps the same approach made sense, but it no longer works if it ever did. With faculty advocating e-resource awareness and distributing links to the library’s e-resources throughout the academic network, a dedicated portal to those same resources makes less sense. Add to that a body of evidence that clearly points to the growing irrelevance of the “be all things to all campus constituents” library homepage and Web site.
Put simply, the library portal as we know it today is unsustainable. It, along with a host of other indicators such as declines in reference questions and shifts from print to e-resources, signals that for academic libraries a “let’s just keep doing business as usual” mentality is a sure path to obsolescence. If academic librarians fail to grasp the urgency of needed changes to their portals it is quite possible we will read in a future article something along the lines of “Academic librarians thought they were in the information gateway business, but they were really in the learning and scholarly productivity business. They just didn’t recognize it.”
A few weeks ago, the U.S. Department of Education released a report that looked at 12 years' worth of education studies, and found that online learning has clear advantages over face-to-face instruction.
The study, "An Evaluation of Evidence-Based Practices in Online Learning: A Meta-Analysis and Review of Online Learning Studies," stated that “students who took all or part of their class online performed better, on average, than those taking the same course through traditional face-to-face instruction.”
Except for one article, on this Web site, you probably didn’t hear about it -- and neither did anyone else.
But imagine for a moment that the report came to the opposite conclusion. I’m sure that if the U.S. Department of Education had published a report showing that students in online learning environments performed worse, there would have been a major outcry in higher education with calls to shut down distance-learning programs and close virtual campuses.
I believe the reason that the recent study elicited so little commentary is due to the fact that it flies in the face of the biases held by some across the higher education landscape. Yet this study confirms what those of us working in distance education have witnessed for years: Good teaching helps students achieve, and good teaching comes in many forms.
We know that online learning requires devout attention on the part of both the professor and the student -- and a collaboration between the two -- in a different way from that of a face-to-face classroom. These critical aspects of online education are worth particular mention:
Greater student engagement: In an online classroom, there is no back row and nowhere for students to hide. Every student participates in class.
Increased faculty attention: In most online classes, the faculty’s role is focused on mentoring students and fostering discussion. Interestingly, many faculty members choose to teach online because they want more student interaction.
Constant access: The Internet is open 24/7, so students can share ideas and “sit in class” whenever they have time or when an idea strikes -- whether it be the dead of night or during lunch. Online learning occurs on the student’s time, making it more accessible, convenient, and attainable.
At Walden University, where I am president, we have been holding ourselves accountable for years, as have many other online universities, regarding assessment. All universities must ensure that students are meeting program outcomes and learning what they need for their jobs. To that end, universities should be better able to demonstrate -- quantitatively and qualitatively -- the employability and success of their students and graduates.
Recently, we examined the successes of Walden graduates who are teachers in the Tacoma, Wash., public school system, and found that students in Walden teachers’ classes tested with higher literacy rates than did students taught by teachers who earned their master’s from other universities. There could be many reasons for this, but, especially in light of the U.S. Department of Education study, it seems that online learning has contributed meaningfully to their becoming better teachers.
In higher education, there is still too much debate about how we are delivering content: Is it online education, face-to-face teaching, or hybrid instruction? It’s time for us to stop categorizing higher education by the medium of delivery and start focusing on its impact and outcomes.
Recently, President Obama remarked, “I think there’s a possibility that online education can provide, especially for people who are already in the workforce and want to retrain, the chance to upgrade their skills without having to quit their job.” As the U.S. Department of Education study concluded, online education can do that and much more.
Jonathan Kaplan is president of Walden University.
In a faraway colony, one in a thousand people -- mostly young, rich, white men -- are sent to live in isolated, rural Christian communes. Some are pious, learned, ambitious; others are unruly younger sons with no other prospects. The students spend hours every day in chapel; every few years, the entire community is seized by a several-days-long religious revival.
They also get into lots of trouble. In their meager barracks they drink, gamble, and duel. They brawl, sometimes exchanging bullets, with local residents, and bother local women. Occasionally they rebel and are expelled en masse or force administrators to resign. Overseen by low-paid clergymen too deaf or infirm to control a congregation, hazed by older students, whipped for infractions of the rules, they’re treated like young boys when their contemporaries might be married with children. And, oh yes, they spend a few hours a day in rote memorization of fewer than a dozen subjects.
This was the typical 18th century American college, loosely modeled on England’s Oxford and Cambridge, which date to the 13th century. Nine colleges were founded in the colonies before the Revolution, and they’re all still in business: Harvard, William and Mary, Yale, Princeton, Columbia, Penn, Brown, Rutgers, and Dartmouth.
For universities, history is authority. It’s no accident that America’s most prestigious institution, Harvard, is also its oldest, or that some of the oldest organizations of any kind, worldwide, are universities.
Surveying the history of American colleges and universities with a jaundiced eye convinces me that many aspects of the current so-called crisis in higher education are actually just characteristics of the institution. It has always been socially exclusionary. It has always been of highly variable quality educationally. It has always had a tendency to expand. In fact, it is precisely because we are always asking more and more of education at all levels that its failures appear so tremendous.
Still, the United States does seem to have reached an impasse today, given escalating demand for higher education, spiraling costs, and limited resources. Unlike the 1860s and unlike the 1960s, there is little national will to grow our way out of this problem by founding more colleges or spending much more money on the ones we do have. Is this merely one more symptom of national decline? Have we hit some kind of natural limit for an educated population? Or is there a mismatch between the structures of the past and the needs of the present?
America can’t remain a global economic powerhouse while it slides to the middle of the heap in education. Nor can we grapple with the challenges we face as a global community without meeting the world’s burgeoning demand for education. Nor can college leaders get away with claiming that their hands are tied and only more taxpayer and tuition dollars can solve their problems.
There are two basic options the way I see it: fundamentally change the way higher education is delivered, or resign ourselves to never having enough of it.
The good news is that all over the world people are thinking big about how to change higher education. Brick, stone, and marble institutions with centuries of prestige behind them are increasingly being joined by upstarts, both nonprofit and for-profit, and even more loosely organized communities of educational practitioners and apprentices.
The open courseware movement started at the Massachusetts Institute of Technology in 2001, when the school decided to put its coursework online for free. Today, you can go online to MIT OpenCourseware and find the full syllabuses, lecture notes, class exercises, tests, and some video and audio for 1,900 courses, nearly every one MIT offers, from physics to art history. As of March 2010, 65 million people from virtually every country on Earth have raided this trove.
This opening world presents huge questions about the true nature of a college education: questions that are legitimate even when they are raised with self-interest by traditional educators.
The university is over a thousand years old, older than modernity itself. On American soil it has grown like Katamari Damacy, the Japanese video game in which a magical “clumping spirit” snowballs around the world collecting everything in its path until it attains the size of a star. The latter-day “multiversity,” as it was dubbed by the University of California president Clark Kerr in 1963, clumps teaching with research, vocational and technical education with liberal arts, sports, clubs, and parties with intellectual life, accreditation and evaluation with mentoring and friendship. For students “college” means very different things at different times: the place to grow up, be out on your own, make friends, take leadership roles, prepare for and find a good job, and even learn.
Technology upsets the traditional hierarchies and categories of education. It can put the learner at the center of the educational process. Increasingly this means students will decide what they want to learn, when, where, and with whom, and they will learn by doing. Functions that have long hung together, like research and teaching, learning and assessment, or content, skills, accreditation, and socialization, can be delivered separately.
There’s no good way to measure the benefits of the old-fashioned face-to-face educational model; there’s worry that something important will be discarded in the race ahead. More fundamentally, no one knows if it’s possible to extend the benefits of higher education to the majority of a population without diluting its essence. But those are questions that educators ought to be testing and investigating rigorously. College leaders who want to be on the right side of history won’t hold stubbornly to the four-year, classroom-hour-based “butts-in-seats, nose-to-nose, face to face” model as the only way to provide the benefits of a liberal arts education. They will innovate to meet students wherever they are, and they will reinvent assessment to provide much better transparency about what students are learning.
Here are four trends guiding this transformation, as they might look from the point of view of college leaders:
1. The 80/20 Rule. Is your institution part of the leading-edge 20 percent? How will you attract and serve the “nontraditional” student who is the new norm? Most of the growth in higher education over the next century will come from the 85 percent of students who are “nontraditional” in some way -- older, working adults, or ethnic minorities. They will increasingly attend the 80 percent of institutions that are nonselective. This includes most mainstream public universities and particularly community colleges and for-profit colleges, which saw the sharpest growth in the 2000s.
For-profit colleges are the only U.S. institutions that have both the resources and the mission to seriously expand their numbers in the foreseeable future. Community colleges already enroll half of all undergraduates. Both disproportionately enroll the demographic groups that dominate the next generation of Americans: Hispanics, all other minority groups, and first-generation college students. Some of the boldest thinking is happening in institutions that are far from the ideal of either the multiversity or the colonial “little college.” Yet, they typically lack the opportunity for undergraduates to participate in original research, not to mention many of the intangibles of college life like dorms and extracurriculars. Concerns about quality and affordability in the new mainstream of higher education have to be addressed head-on. The answer is not for established institutions to exclude the upstarts from the conversation.
2. The Great Unbundling. Which services and departments are core to your mission? Where can you partner, outsource, or pool resources across the state, the nation, or the world for greater efficiency? Universities have historically combined many social, educational, and other benefits in one-stop shopping. Increasingly, some of these resources (e.g., faculty time) are strained, while others (like written course content) are approaching a marginal cost of zero.
As it has with industries from music to news, the logic of digital technology will compel institutions to specialize and collaborate, find economies of scale and avoid duplications.
Books can be freed from the printed page, courses freed from geographical classrooms and individual faculty, and students freed from bureaucratic obstacles to transferring course credit between institutions, or designing their own courses of study.
Could any of your departments flourish on its own? Stripped-down institutions that focus on instruction or assessment only, or on a particular discipline or area, will find more and more audience. The most cutting-edge sciences and the most traditional liberal arts can both flourish in a specialized, concentrated, and technologically enhanced setting. I have seen professors elevate the craft of teaching rhetoric, composition, and critical thinking to new heights using social media and applying cutting-edge research about learning.
3. Techno-hybridization. Are distance learning decisions confined to the IT office? Are you creating online courses through a cheap, hands-off process, or are you experimenting across disciplines with the best ways to integrate online and offline experiences? How can you identify and support your internal innovators among faculty? Department of Education research shows that a blend of technology-assisted and traditional class instruction works better than either one alone. This blending can occur with institutions enrolling students on campus or off, in classrooms or online -- studies have shown that students do a better job collaborating online if they meet in person even once.
4. Personal Learning Networks and Paths. How well does your college serve the transfer, dropout, and nontraditional student? How easy do you make it for students to design their own experiences? People who graduate from high school at 18 and go straight through four years of college are already a tiny minority of all young Americans, around one in ten. Pulling America out of its educational slump requires designing programs flexible and supportive enough to reach the 44 percent of students who currently drop out of college and the 30 to 35 percent who drop out of high school. These programs have to provide socialization, personal development, and critical thinking skills, not just job training.
Self-directed learning will be increasingly important. Already, the majority of students attend more than one institution during their college careers, and more than half seek to enhance their experience with an internship. In the future, with the increasing availability of online courses and other resources, individuals will increasingly forge a personal learning path, combining classroom and online learning, work and other experiences.
The open-education pioneer Alec Couros at the University of Saskatchewan talks about assembling personal learning networks that include mentors, colleagues, media sources, books, and collections of links. The existing system will be challenged to come up with new forms of accreditation, transfer credits, and certification so that the value of this work can be recognized by potential employers and others.
Education is an essentially conservative enterprise. If we didn’t believe that one generation had something important to transmit to the next, we wouldn’t need education. So changing education makes lots of people nervous, especially school leaders whose salary comes from the old model.
Still, in an ideal world, we can agree that opportunities to stretch your abilities, test your personal mettle, follow your natural curiosity, and jam intellectually with friends, colleagues, and mentors -- all the good stuff that is supposed to happen in college -- would be more open to more people at all ages and transition points in life. Traditional colleges will continue to find plenty of eager applicants who want the experiences only they can provide.
The 80 percent of American college students who currently attend nonselective institutions will have many more options, and so will the majority of young people, those who drop out or who never apply. Alternatives to the four-year bachelor’s degree will get more visible and acceptable, which might help bridge one of the biggest social divides in American life. Tuition costs would reach sane levels due to increased use of technology, true competition, and better-allocated federal and state incentives. This would lower one of the most important barriers to educational access.
By modifying the economics of the nation’s second largest industry, we’d save money, and tap the resources and energy of a whole new generation to tackle challenges like building a greener society, expanding the middle class, creating better jobs, and providing people with health care. Whether these incipient changes will lead to that kind of positive transformation, however, still hangs in the balance.
It depends largely on whether the guardians of existing institutions embrace transformation, or let history pass them by.
Anya Kamenetz's new book is DIY U: Edupunks, Edupreneurs and the Coming Transformation of Higher Education (Chelsea Green), from which this essay is adapted She blogs here.
As someone who researches and works with distance education consortia in both the United States and Canada, I have received several inquiries over the past week about “what really happened” in the closure of the University of Texas’s TeleCampus. Just two weeks earlier, I had met with Darcy Hardy and Rob Robinson, the leaders of the TeleCampus. They were charged last May with meeting an accelerated timetable for making their organization self-sustaining. Their efforts appeared to be bearing fruit. That was the first of several wrong conclusions drawn by me and others in recent weeks.
In this article, I raise other conclusions that were offered to me.
Is distance education dead? Commenting on Inside Higher Ed’s article announcing the closure, one observer suggested that the pursuit of distance education is driven primarily by monetary motives. He added that universities “find distance education is not infinitely scalable and scramble for some reason to drop such programs.”
It is wrong to conclude that the TeleCampus closure reflects negatively on distance education as an enterprise. Distance education enrollments continually grow faster than the on-campus population. Officials at Colorado Community Colleges Online recently told me about their 49 percent enrollment increase over the spring 2009 term. Although some would like it to do so, distance education is not going away.
Are distance learning consortiums dead? Some suggest that it no longer makes sense to have separate structures, like the TeleCampus, to support distance education. That conclusion rings hollow for me, especially since I heard about two other states considering new consortiums in the last week. In my 2008 study on financing consortiums, I harshly concluded that these multi-institution entities need to evolve or dissolve.
As technology and constituent needs change, so must consortiums. They should focus on services that the institutions cannot do on their own or for which economies of scale improve quality and costs. Consortiums can also add value by conducting research on emerging technologies and teaching techniques. Successful consortiums constantly evolve their structure to assume new roles while shedding activities once they become entrenched on campus. The Connecticut Distance Learning Consortium embraces an entrepreneurial spirit by developing e-portfolio and online tutoring services that have expanded well beyond state borders. If a consortium does not meet the evolutionary challenge, it should dissolve. Failure to evolve was never a criticism of the TeleCampus.
Are services redundant? The TeleCampus was criticized for unnecessarily mirroring services offered by the UT campuses. That conclusion does not universally hold either. Not all campuses have the same level of services. Redundancy multiplies as each campus regenerates lost services once offered centrally. Efficiencies of scale evaporate and the costs shift to the campuses. Collaboration efforts struggle mightily in meeting needs that are urgent on one campus, but absent from another. Now the campuses will be struggling to fill the void in the next few months.
Can we say the TeleCampus mission is complete? The press release announcing the closure asserts that “a new organizational support structure is appropriate as the next step in maximizing distance education opportunities for our students. The UT TeleCampus has accomplished its mission of providing this capability to our campuses.”
Again, a conclusion that is tough to substantiate. As with other consortiums, the Telecampus’s mission is to “extend the reach” of its member campuses. That strikes me as an ongoing goal and not one with a defined endpoint. While I am delighted that the UT System will continue to support its program to accelerate baccalaureate degree completion, I remain very interested in seeing what else the new centralized support structure offers.
Is UT TeleCampus one of the best distance learning consortiums? I have called the UT TeleCampus one of the leaders in the field and an exemplar for other consortiums. Upon reflection, that conclusion is wrong. Given the strength of its staff and quality of its services, it is the best. Oddly enough, Darcy Hardy learned of the closure after returning from a trip on which she was one of 20 national leaders invited to meet with a prestigious foundation.
What lessons can be drawn? Many theories on the TeleCampus closure have been offered, including those around financial, leadership and organizational dynamics. My sincere hope is that others do not draw the wrong conclusions from this experience in assessing the worth of their own consortium. Consortiums are unique entities. While general principles may apply, their value can be judged only in each unique, local environment. The local landscape contains political, financial and historical barriers and opportunities that do not translate well from place to place.
Am I saying that we cannot learn anything from this experience? No. There will be much to learn. WCET’s eLearning Consortia Common Interest Group includes leaders from many consortiums in the United States and Canada. This decision renewed efforts within the group to examine consortium success factors and to identify practices that do (or do not) work. Keep watching for developments.
In the end, why is the University of Texas System closing its TeleCampus? I remain perplexed, and I hesitate to guess, as I will probably draw the wrong conclusions.
Technology, encouraging mass production and homogeneity, could appear a natural enemy to those who still celebrate regional idiosyncrasies. And the online bookstore, ideal for marketing e-books to a global audience, might seem to portend short shrift for regionally themed books that are more suited to a smaller, more local market.