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Current administrative structures used for online degree program offerings in higher education
Please use this identifier to cite or link to this item:
http://hdl.handle.net/1860/2622
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| Title: | Current administrative structures used for online degree program offerings in higher education |
| Authors: | Paolucci, Rocco
Gambescia, Stephen F. |
| Issue Date: | 2007 |
| Publisher: | University of West Georgia, Distance Education Center |
| Citation: | Online Journal of Distance Learning Administration, X(III) |
| Abstract: | Online distance learning or distributed learning (i.e., learning via the Internet and the World Wide Web)
can be regarded as one of the fastest mainstreamed instructional delivery systems and technologies
introduced in higher education. Naturally with such a fast introduction of a radically new instructional
innovation, major stakeholders were quick to assess distance learning via the Internet for its quality,
academic standards, affect on accreditation, institutional strategic opportunities, pedagogical potential,
and market value potential. I t is evident that colleges and universities see online distance learning as part
of their strategic plans and initiatives. Therefore, more attention should be given to how best to structure
distance learning programs within higher education organizations. This study identified the range of
general administrative structures that universities are currently using in offering online degree programs.
A typology is identified that accounts for the extent and nature of these general administrative structures
through our analyzing 239 universities selected for offering at least one graduate degree fully online. The
study looked at the launch date trends as they relate to selection of one of the six general administrative
structures emerging into a typology: 1) Academic Department; 2) Continuing Education/Professional
Studies Unit; 3)Distance Education Unit; 4) Consortium; 5) Alliance and 6) Outsource. We learned that
90 percent of schools in our study are delivering their online degree programs with an Internally-based
administrative arrangement. Only 10 percent of the schools we investigated are using some type of
External administrative structure to offer their online degree programs. More specifically, when we look
at the locus of control for internally-based administrative programs, we see that 62 percent of those
schools analyzed for this study still have the academic departments in control. When examining the
frequency of launch dates for the respective Internal administrative structures for the yearly range 1998
to 2004, we found two significant trends: The decrease in the Department as a chosen Internal
administrative structure and the more recent popularity of the Distance Education Unit as the chosen
administrative structure. Findings from this research corroborate, clarify, or correct findings from prior
research that looked at administrative structures used for online degree programs. Research limitations
are given. Authors outline their areas for further investigation. |
| URI: | http://hdl.handle.net/1860/2622 |
| Appears in Collections: | Faculty Research and Publications (CNHP)
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