Dean’s Budget Retreat CU Online/Online Visioning Taskforce

December 13, 2013

Today: Overview, then select issues to discuss

OVERVIEW

1. Problem/Symptom: Flat to Declining Growth

2. Cause/Diagnosis: We are the problem

3. Solution/Cure: OVTF Phase I and II.

4. Plan/Treatment: 5 decision points

Symptom: Flat or Declining Online Enrollments

Downtown campus online and hybrid enrollment

1$0

$2,000,000

$4,000,000

$6,000,000

$8,000,000

$10,000,000

$12,000,000

$14,000,000

Downtown S/Cs "D2" Revenue FY09-13

FY09 FY10 FY11 FY12 FY13

0

5

10

15

20

25

21 2120

13

76

54 4

3

UNDERGRADNumber of Online Degrees Offered

Diagnosis 1: Insufficient inventory to compete

0

5

10

15

20

25

30

35

40

38

34

32

1918

1413

10

GRADUATENumber of Online Degrees Offered

Diagnosis 1: Insufficient inventory to compete

Online Student Selection Factors

• 2/3rds prefer academic terms of six and 12 weeks

• Important selection factors include …. liberal credit-transfer policies, and streamlined admission processes.

• Expressed strong interest in “stackable” certificates that can be accumulated over time for a degree.

• 2/3rds of online students enroll in a local institution.

• A significant # did not consider classroom or hybrid. If program is not online, students were less likely to enroll.

Learning House/Aslanian, 2013

Diagnosis 2: Lacking in competitive features

Policy and technological structural foundations are weak, ponderous and slow to respond to markets

• Incentives for faculty, schools/colleges and departments

• Support for innovation & incubating-testing ideas.

• Policies: RTP, hiring, …

• Planning: “organic” model for online growth is SLOooow

• Lacking continuing education based enrollment funnels and outreach (MOOCs, Online non-credit, …

• Lack an e-Commerce platform.

• Admin support for schools/colleges in marketing research, program support, recruitment (esp. for Grad); CPE services….

Learning House/Aslanian, 2013

Diagnosis 2

Learning House/Aslanian, 2013

The Cure: Phase 1

Build on the current model….QUICKLY• Decide and start marketing new programs by

January for Fall 2014 launch (delay threatens fall launch!)

• Expand the number of online core courses, particularly in modern languages and sciences.

• Establish predictable scheduling of online core, required and elective courses and expand online versions of multi-section courses.

Learning House/Aslanian, 2013

The Cure: Phase 2

A. Address policy and practice constraints

1. Pilot 10 week “mid-mester” courses that start in October and March

2. Reform hiring and RTP practices

3. Address online course availability in core and multi-section courses.

4. Address admissions, enrollment, student service and related business process constraints to recruiting and retaining online students.

B. An innovative, nimble, federated support structure for online, CPE, corporate training, & outreach pipelines for S/Cs and partners.

1. Examples: Supporting programs like CLAS’s Rocky Mountain Math Teacher’s Circle, CAP’s Emerging Practices Symposium, MOOCs…

2. The Amazon model

3. SUNY Binghamton Center for Innovation & CE http://www2.binghamton.edu/cice

4. UNC Charlotte Continuing Education http://continuinged.uncc.ed

1. School-College decisions on what programs to offer

2. Financial model to fund ongoing advertising costs and incentivize schools and departments.

3. Whether to pilot additional "mid-mester" start dates (October and March) to add 10 week terms to our mix.

4. How to address policy/practice constraints (hiring practices, RTP, scheduling core and multi-section online courses, competency based credit for prior learning….)

5. Whether/how to create a nimble "federated" organizational and service structure to support S/C, incubate innovative ideas, expand outreach (MOOCs, non-credit online courses..)

Learning House/Aslanian, 2013

5 Decision-Points: Which ones to discuss today?

1. Decision on new programs by 1/15/14. (Deans)

2. Financial model for program incentives and advertising (VCAF)

3. Evaluation of feasibility of "mid-mester” (Provost & AVCSA)

4. Analysis & recommendations on removing policy/practice constraints (select Associate Deans)

5. Authority and responsibility to convene stakeholders and plan a new organizational support structure and service program. (Bob, David, Rebecca and Marjorie Levine-Clark).

Learning House/Aslanian, 2013

CU Online’s Desired Outcomes

Reference slides follow….

1

2

3

CAP BUS-Bard BUS-NB CLAS CAM SEHD ENG SPA$0

$500,000

$1,000,000

$1,500,000

$2,000,000

$2,500,000

$3,000,000

$3,500,000

$4,000,000

$4,500,000

S/C "D2" Revenue FY09-13

FY09 FY10 FY11 FY12 FY13

% of online students earning competency based credit for prior learning

Learning House/Aslanian, 2013

Diagnosis 2: Lacking in competitive features