Learning Resources

Abstract: This article discusses furthering research on distance education and technological advancements across institutions through the launching of a national research center. Specifically, the authors discuss developing an institutional capacity to conduct research, harnessing resources to support research, leading research initiatives and collaborations, and mapping the future of data collection and analysis.

Abstract: The past two decades have seen great social change and both massive consolidation and expansion of institutions of higher education, clearly presenting circumstances warranting the use of formal approaches to planning. Varying planning theories, past failures and successes, and differing circumstances have generated several partially contrasting planning models to guide organizational change. Therefore, institutions of higher education have a variety of such approaches from which to choose. This article presents a case study illustrating the use of several approaches to planning that is distinctive because it relies heavily upon experience-based planning, examples of which are unfortunately lacking in the literature base.

Abstract: The number of individuals receiving a U.S. doctorate degree continues to grow; however, we know little about the precise factors that affect wages for recent doctorate recipients over time. Using data from approximately 10,000 respondents who completed the Survey of Doctorate Recipients, the study presented in this article examines factors contributing to wage growth over the time period 1999–2008. Findings show wage benefits for degree recipients over the decade, but also show significant differences by gender, race, discipline, and other characteristics. Findings have strong implications for individuals who may consider doctorate or other advanced training, for academic planners, and for policies in graduate education.

Abstract: In February 2008, the U.S. Army and Fayetteville State University established a partnership that has changed the process of healthcare education for active duty social workers. Before this time, the army relied on public universities to be solely responsible for recruiting, evaluating, and educating active duty social workers to serve the needs of service members and their families. However, to meet an immediate need for more social workers to deal with the wounds caused by the War on Terror and to help it get the best possible return on its educational investment, the army decided to partner with a university to establish a distance education Master of Social Work program at the Army Medical Department Center and School at Fort Sam Houston, Texas. Fayetteville State University in Fayetteville, North Carolina was the university partner selected. This article outlines the background of the partnership and the issues other public universities should consider if they want to partner with the military or another federal agency. The article also highlights the benefits of such a partnership.

Abstract: This article proposes a framework that can help institutions break down and analyze the costs of online learning so they can make decisions about how to improve the cost-efficiencies of online education. The framework involves looking at costs across elements (which include the two stages of development and delivery plus administration of the enterprise) and seven factors: students, faculty, other staff, course design, content, infrastructure, and policy. The elements and factors may combine and interact, thereby improving (or not improving) cost-efficiencies. Where possible, current research results are included and areas where research is needed are identified.

Abstract: While many colleges and universities enthusiastically push forward to create new online courses, important campus policies regarding copyright and academic intellectual property in the digital age lag behind. Policy questions regarding ownership and control of online courses and how the new TEACH Act affects the concept of fair use of copyrighted materials continue to go unanswered on many campuses. Results from a survey of more than 180 faculty and administrators representing 60 colleges and universities reveal that policies vary widely by institution type and across higher education as a whole.