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Embracing the Future Through New Partnerships - Internal and External
A common issue in the establishment and implementation of distance education programs is where the unit responsible for planning and implementing a distance education program reports within the organization. Many would point out that effective programs are more a result of developing networks of relationships than focusing on line operations, that leaders at the highest levels of the organization need to be involved, and that success is more likely if visible support comes from the president. For example, the University of Nebraska at Lincoln developed what is now known as Nebraska Corp Net, a program that provides on-site training for business and industry using live broadcast TV. Leadership for this program came from the chancellor through the vice chancellor for academic affairs, and then to the dean of engineering Yet, the bottom line is that a unit responsible for distance education must report somewhere. Since presidents are busy people, the unit is usually found within one of the institution's operating units. Most would agree that, if it is a top management priority, the higher its reporting location within the organizational structure, the better. Where units report within organizations is often an indicator of support and importance to the mission of the college or university. Nearly half of the institutions (48 percent) responding to a CAUSE (College and University Systems Exchange) survey said that functional responsibility for distance learning reported to the academic vice president/provost. With 32 percent reporting to the head of continuing education. The remaining 20 percent indicated that the program reported to their academic unit, department, school, or college. Faculty members and administrators must work together in identifying and resolving the issues, policies, and biases that inhibit systemic use of distance education in meeting academic goals. Regardless of the noble motivation, change is something we humans resist. Thus, going into a program of distance teaching and learning will evoke reactions from the participants in ways that are hard to rationalize. This is the point: many reactions or responses are not rational, but we should be prepared for them and ready to work through them. Lack of know-how, loss of control, and loss of privacy are grounds for educators' reluctance to embrace distance learning programs. Each institution will need to find its way through the change process to embrace the possibilities that the new teaching and learning paradigm will bring. Closing Thoughts The new teaching and learning paradigm will have the following characteristics:
We can accomplish the shift to this new paradigm most comfortably if we have a vision of what we are trying to create. With vision we will make wise decisions in our investment in terms of technology and in personnel - and in our buildings and program offerings. Without the vision, without the gradual accommodation, severe ruptures will occur. An analogy might be made to an earthquake. The changes that are coming will without doubt shift the very ground and foundations of our institutions. If we move with the shift as each step becomes more apparent, we will not experience a build-up of needs and discomfort. We will make the new paradigm stronger, richer, and more able to meet the needs of society and fill our role. Each institution has its strengths and weaknesses, and each institution will target future opportunities based on people's visions and energies and opportunities. The needs are great. If we work together and build appropriate alliances between sectors of the society and infrastructure, we will serve our people and supporters well. The EDUCAUSE Professional Paper Series is a vehicle for publication of papers that the association has judged to be of sufficient interest to EDUCAUSE members to merit their widespread distribution in print form. They are available in print and electronic format at http://www.educause.edu |
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