Remarks to

1
(No Transcript)
2
Remarks to   AMERICAN ACCOUNTING
ASSOCIATION   August 12, 2000 Philadelphia, PA  
3
WHY ONLINE LEARNING MATTERS IN MANAGEMENT
EDUCATION

• In U.S. alone, employers spend 65b on
  education/training
• Worldwide, demand for management education is
  growing. Thirty-seven million managers have
  access to Internet and speak English. Little
  local infrastructure to serve those needs.
• In U.S. more students over 35 are enrolled in
  colleges than 19 and under.

4
WHY ONLINE LEARNING MATTERS IN MANAGEMENT
EDUCATION

• Faculty shortage in the U.S. b-school market in
  the 80s is coming back.
• - 5.2 in 1996, now up to 6.7.
• - 14 in MIS
• - 7.8 in accounting
• B-schools must find new/creative ways to leverage
  their intellectual capital.

5
BRANDING MATTERS!

• Magazine rankings
• Brandingbuilding a distinctive, sustainable,
  hard to replicate identity
• For now, b-schools hold the brand.
• For b-schools without a built-in brand or the
  resources to build one alliance strategy

6
COMPETITION

• 1. MBAs Online
• Indiana, Duke, UNC, Baltimore, UMSL, Whitewater,
  Syracuse, Auburn, Ohio U., Dominguez Hills
• For-profits Phoenix, Kaplan, Cardean
• Open Univ., NTU

7
COMPETITION

• 2. Executive education
• Duke for-profit to deliver custom executive ed,
  and to repackage for use by general workforce.
• Wharton/IBM alliance
• FTK purchase of Forum Group
• Unext, Quisic, etc.

8
COMPETITION

• 3. Portals (just enough, just in time
  granules)
• FathomColumbia, LSE, British Library, NY Public
  Library, Smithsonian, Cambridge U. Press, U.
  Chicago, American Film Institute, RAND
• Working Knowledge, nowledge_at_Wharton. Brand
  builder the next generation of rankings?

9
QUALITY
Some definitions

• Platform support
• Student feedback
• 8. Faculty training and development
• 9. Student retention

1. Interactivity 2. Customization
3. Content 4. Course design 5. Production values
10
QUALITY
AACSBat program level
1. clear educational objectives 2. link to
institutional mission 3. show differences in
offerings from other providers 4. benchmarking
efforts 5. systematic input from stakeholders
6. clear performance expectations for students
7. appropriate interaction
11
QUALITY
8. complete and accurate promotional materials
systematic training, development, evaluation and
reward for faculty 10. involvement of learning
design experts 11. congruent with learning
styles/needs of students being served 12. use
learning assessment tools 13. IP
policies 14. appropriate student support services
12
E-LEARNING FIRMS
1. Extractor models 2. Quisicpartner model

• The idea combine world-class content with
  best production values. Downstream distribution
  through other university-based b-schools and
  corporate education/training units.

13

• 4 years ago undergrad and teleweb13 courses
  now exist

• Content from individual faculty members
• Not just text streaming video of gurus,
  executives,entrepreneurs, etc.
• Discussion boards, electronic chat rooms,
  -computer adaptive tests, cases
• Supplemental textbooks and course manuals
• Industry awards

• Now graduate and corporate focus, web only
  (evolution of Broadband)
• Portal

14
3. Value Added to B-Schools by Quisic

• Not a threat to existing institutions.
• Gives all b-schools an opportunity to offer
  world- class content across the business
  curriculum.
• Allows niche schools to affiliate with a brand
• Frees up classroom time to focus on applications
  instead of content knowledge
• Frees up faculty time to serve as an information
  source, provide student feedback and counseling,
  outreach, scholarship, institutional governance

15
QUISIC LEARNING EXPERIENCE
Courses developed by team of producers,
instructional designers, Writers, researchers,
graphic artists in cooperation with SME

• Faculty give feedback on course structure, use
  of cases and interactive exercises, etc.
• Clear course goals, lesson outlines, and
  expected learning outcomes.
• Success depends on performance of faculty
  facilitator!