Is this Time Different? Questions for MOOCs and Online Learning Beyond 2012

CIC CIOs Page 1

Is This Time Different? Questions for MOOCs and Online Learning Beyond 2012 Committee on Institutional Cooperation Chief Information Officers August 2012

Foreword Each decade has proffered a new IT-‐enabled alternative to traditional, residential education, yet universities have continued to thrive. Early in the last decade, several university-‐backed online ventures fizzled while more recently some universities and for-‐profit institutions (e.g., Apollo group) have established successful online degree programs. Most recently, news of Massively Open Online Courses (MOOCs), venture-‐backed startups like The Khan Academy, Coursera, Udacity or institutional consortia like EdX have renewed the question of IT-‐enabled alternatives to residential education. Is this time different? Does the confluence of improving technologies in HD video, adaptive tutors, and fast connections; economic pressures regarding student debt and tuition; and social readiness to embrace distributed education with different relationships between students and instructors signal a substantial change for higher education? The CIC CIOs believe this time will be different in its effect on residential universities relative to previous experiences, but the more enduring effects may not be the focus of the 2012 press. The CIOs offer our (1) near-‐term actions for campuses, (2) discussion questions for campus leaders, (3) additional context for recent developments in IT-‐enabled education, and (4) State of the Union – Higher Education: Competitive Challenges to the Traditional Higher Education Model, a compelling analysis by the Education Advisory Board.1

1) Near-‐Term Actions

1. Engage purposefully in near-‐term trials of MOOCs, adaptive learning systems, and emerging technologies to develop institutional understanding while also formulating a longer-‐term strategy for engaging online learning for badges, professional development, MOOCs, credit-‐bearing courses, and degree programs.

2. Ramp up institutional capacities for online course production to support instructional design,

media development, assessment, and analytics.

3. Develop IT system readiness to integrate with a range of educational software that may need to link to campus system information for rosters, identity, services in a legal, secure and policy-‐compliant way.

1 Shared with CIC Provosts by special permission of Education Advisory Board.

CIC CIOs Page 2

2) Discussion Questions for Campus Leaders 1. What kinds of online experiences are needed as substitutes or as complements for current

models? • Freely available online resources (videos, exercises, assessments, etc.) empower the

flipped classroom model and serve as complements that improve satisfaction, efficiency, and efficacy of the residential learning experience?

• Online, large-‐scale experiences that become substitutes to traditional, residential classroom experiences through the engagement of thousands of peer learners and adaptive software?

• Online experiences that establish by certification basic competency in disciplines – what is the form of that certification and does it serve as a complement or substitute to the curriculum and major and direct interaction with faculty?

2. Why does scale matter for distributing university content, modules, courses, or degrees beyond current models?

a. For fee reasons i. Grow new sources of revenue with “profit” margins that scale faster than costs? ii. Reduce costs per credit hour for students? iii. Grow base of click-‐stream training data for refining adaptive analytics and

tutoring algorithms to enhance learning effectiveness? iv. Grow access to courses/degrees to satisfy demands for educating more citizens?

b. For free reasons i. Institutional brand amplification and awareness? ii. Recruit top students? iii. Social good?

c. For research reasons i. Develop deeper understanding of human cognitive growth? ii. Refine better methods for teaching specific content?

3. What is lacking within the institution to achieve its online objectives?

a. Foundational components i. Capital to invest and risk in online course production? ii. Access to markets of potential students via course placement in

portals/aggregators for discovery, marketing, access, etc.? iii. Technology platform and integrated infrastructure for conducting online courses

or courses at Internet scale? b. Skills required

i. Content Expertise for online course development? ii. Process Expertise in how to do instructional design for online, faculty

pedagogical training, analytics expertise, business model development, etc.? iii. Staff to support services to distant students, maintain accreditation and legal

compliance? c. Organizational change

i. Political Will regarding change and uncertainty? ii. University Partners to offer a broader array of lessons, courses, or degrees? iii. Construct that amalgamates and presents college offerings in a cohesive

outwardly facing CIC or University view iv. Construct that amalgamates and presents college offerings in a cohesive

outwardly facing CIC or University view

CIC CIOs Page 3

4. What kinds of partners are needed and why? What are the non-‐negotiables in any

partnership and why? a. What are the walk-‐away provisions? b. Are there exclusivity expectations? c. How will conflicts be resolved? d. What is the basis for cost and revenue sharing? e. What are the reputational risks related to partners’ actions? f. Who owns the IP and on what terms is it licensed for reuse?

5. What is the degree of urgency and why?

a. What opportunities are perishable? b. What is the ramp up time to desired outcomes? c. What are the explicit risks/benefits of moving too early or too late? d. Does participation enable an ability to shape the terms of engagement? e. What is the degree of institutional readiness to engage in online learning?

3) Additional Background 1. A number of factors provide incentives and context for growth in online learning, and these

may combine to have a significant impact on higher education. a. Governments, Boards and stakeholders desire and are acting to create more affordable

education options (e.g., Western Governor’s University, etc.). b. Universities are experimenting and seeking potential first mover advantages as innovators

and parts of consortia. c. Venture funds are investing in new commercial models and see the Internet as creating a

low barrier to entry. d. Reduced costs to produce and deliver mixed media for traditional educational experience. e. Improvements in information technology infrastructure extending reach.

2. The path to monetizing “free” courses at Internet Scale remains unclear. “MOCs” or Massive

Online Courses (not free) may provide an interesting middle path to access (a) the benefits that only occur at a scale larger than traditional courses, (b) have a sustainable revenue stream to cover their costs, and (c) provide valuable university credit. New models of pay, subsidized, and free may rapidly evolve with experience, and institutions will want to remain nimble to adapt with opportunities. This is a time of caution for any long-‐term deals.

3. Early commercial innovators are aggregating courses across known university brands to establish scale in distribution rather than developing their own content from scratch. This differs from some previous online commercial ventures. If scale matters – and it appears that it does – then should the CIC directly and urgently assess the value in creating scale together? A number of factors may affect the desirability of CIC affiliation relative to the growing options.

4. Faculty support for pedagogy and creation of online materials will take enhanced and integrated support from campus providers of pedagogical, technological, audio visual, content expertise, etc. These are not specific to MOOCS or distance learning and are needed for campus blended and “flipped classroom” courses also.

CIC CIOs Page 4

4) State of the Union See appended document from Education Advisory Board.

State�of�the�Union�– Higher�Education

Competitive�Challenges�to�the�Traditional�Higher�Education�Model

©�2012�The�Advisory�Board�Company��•��Washington,�DC

Road�Map�for�Discussion

3

p

1 A�Tipping�Point:�New�Teaching�Methods�Gain�Legitimacy

2 The Incumbent’s Innovations2

3

The�Incumbent s Innovations

3 Overview�of�Additional�PresentationsResourcing�Strategic�Priorities

Preparing�for�Cloud�Migration

©�2012�The�Advisory�Board�Company�•�www.educationadvisoryboard.com�• 24056A

Notes:

4


5

Disruption�FatigueWho�Knew�that�Innovation�Could�Sound�So�Familiar?

p g

Required Reading at Board The Conventional Litany of theRequired�Reading�at�Board�Meetings�and�Planning�Retreats

The�Conventional�Litany�of�the�Broken�University�Business�Model

• Uncontrolled�cost�increases

• Graduates�lack�critical�skills

• Resistance�to�pedagogical�innovation

• Irrelevant�scholarship

• Tenure�protects�faculty�from�accountability

• Undergraduate�tuition�subsidizing�faculty�researchy

• Traditional�universities�captive�to�the�prestige�arms�race—real�change�will�come�from�radical,�low�cost�models


,

6

The�Incumbent’s�Dilemma

Premium�Position�Captivity

Certain�Downside,�Speculative�Upside�for�Exiting�Prestige�Arms�Race

I’ C t i l N t G i Fi tClayton�Christensen�in�a�Nutshell:�

“Be�More�Like�BYU�Idaho”

I’m�Certainly�Not�Going�First

“I�understand�that�as�an�organization�we�could�be�a�lot�

ff f dEnd�tenure

Dismantle�departments

Refocus research on pedagogy

more�efficient.�But�if�I�tried�to�make�some�of�the�changes�that�are�being�recommended,�the�accreditors�would�be�all�over�me,�Refocus�research�on�pedagogy

Switch�to�fully�online�degrees

Enroll�the�marginally�qualified

I’d�have�a�faculty�revolt,�and�pretty�quickly,�I’d�be�out�of�a�job.”�

Provost

Reduce�number�of�programs

Scale�back�merit�based�aid

Cut back big�time sports

Public�Research�University

©�2012�The�Advisory�Board�Company�•�www.educationadvisoryboard.com�• 24056A Source:�Education�Advisory�Board�interviews�and�analysis.

Cut�back�big�time�sports

7

Featured�Models�of�Efficiency�Impossible�to�Emulate

Premium�Position�Captivity

Nascent�Small�Scale�Publics�Built�from�Scratchy p

N STEM F d I tit ti Fill M Cli i P t BNew�STEM�Focused�Institution�Fills�Unmet�Need�at�Low�Cost

Mayo�Clinic�Partner�Becomes�Learner�Focused�System�Branch

• Opened�in�2005 • Opened�in�2008�to�serve�nearby�M Cli i• Single�16�story�building

• No�sports,�gym,�or�dorms

• No�tenure;�12�month�contracts

Mayo�Clinic

• First�class�of�57�undergrads�in�2011

• No�departments;

• No�departments

“From�the�beginning�we�decided�we�didn’t�t thi t b t diti l i tit ti

• Differentiated�faculty�model�separates�curricular�design,�teaching,�and�targeted�projects

want�this�to�be�a�traditional�institution,�because�we�in�business�who�had�been�involved�with�other�higher�education�institutions�felt�that�everything�took�too�long.”

“The�bad�news�at�the�beginning�was�that�we�had�no�faculty;�the�good�news�was�that�we�had�no�faculty.”

©�2012�The�Advisory�Board�Company�•�www.educationadvisoryboard.com�• 24056ASource:�Reinventing�Higher�Education:�The�Promise�of�Innovation,�Ed.�Kevin�Carey,�Andrew�P.�Kelly,�and�Ben�Wildavsky,�Harvard�Education�Press,�2011.

Chair�of�Planning�Committee Chancellor�Stephen�Lehmkuhle

8

Not�In�Our�LeagueStartups�Hardly�Look�Like�a�Threat�to�Established�Universities

g

• Peer�to�peer�learning

• Unaccredited

N fit t iti f

• Free�video�micro�lectures

• Unaccredited

N fit t iti f• Non�profit,�tuition�free

• 1,300�students

• Non�profit,�tuition�free

• 3,000+�lectures�available


9

The�Song�Remains�the�SameFor�Decades�Productivity�was�Synonymous�with�Lower�Quality

g

B l’ C t Di U S N B t C llBaumol’s Cost�Disease U.S.�News�Best�Colleges�and�Universities

Musicians�Can’t�be�More�Productive,�Costs�Rise�with�Wages

Cost�is�Proxy�for�Quality

Fewer�Musicians

Play�Faster

Faculty�Salaries

Class�Size Faculty�/�Student�Ratio

Spending�per�Student

Replace�with�Androids Use�of�Adjuncts Alumni�Giving�Rate


Notes:

10


11

Opening�the�Floodgates

A�Genuinely�Disruptive�Moment

Sebastian�Thrun’s Massive�Open�Online�Course�(MOOC)�Goes�Viralp g g

Two�Fashionable�Brands One�Hot�Global�Topic Truly�Amazing�Uptake

Celebrity FacultyCelebrity�Faculty

From�Topics�Covered

160,000

Dr.�Sebastian�ThrunStanford�Professor

Announcement�to�Launch:2�months

• Knowledge�Representation

• Inference

• Machine Learning

Cutting�Edge�Corporation

• Machine�Learning

• Planning�and�Game�Playing

• Information�Retrieval

190

• Computer�Vision

• RoboticsEnrolled�Students

Countries

©�2012�The�Advisory�Board�Company�•�www.educationadvisoryboard.com�• 24056A Source:�Steven�Leckart,�“The�Stanford�Education�Experiment,”�Wired�Magazine,�April�2012.

12

A�Seminar�at�Scale

Infrastructure�for�a�Massive�Open�Online�Course

New�Teaching�Technologies�and�Social�Models�Essential�to�Course�Design

Instructional AutomatedPeer to Peer Student Designed

Relatively�Common Still�Rare

Instructional�Videos

Automated�Assessment

Peer�to�Peer�Academic�Support

Student�Designed�Tools

Instructors�Thrunand�Norvig record�

Students’�homework,�quizzes,�and�exams�

Students�post�and�answer�thousands�of�

Students�create�software�tools�to�support�the�course,�g

traditional�lectures�and�post�online

q ,graded�by�computerquestions�on�various�

message�boards

pp ,including�an�AI�“playground”�for�testing�code

©�2012�The�Advisory�Board�Company�•�www.educationadvisoryboard.com�• 24056ASource:�Tamar�Lewin,�“Instruction�for�Masses�Knocks�Down�Campus�Walls,”�The�New�York�Times,�March�4,�2012.

13

Parting�Ways�Over�AssessmentThrun and�Stanford�Differ�Over�Credentialing

g y

Open�to�All,�But�Winnowing�the�Elite Connecting�to�Industry

Enrolled 160 000

Certificates�of�Completion

Enrolled

Completed

160,000

28,000

Casual�Learners

p ,

Students�completing�class�can�add�certificate�to�CV

World�Resumes�Requested 1,000

Employer�Introductions

WorldClass�Talent Perfect�

Scores 248Top�student�resumes�passed�

(None�from�Stanford�students)


p palong�to�employers

Notes:

14


15

A�Venture�Capital�Backed�StartupYour�Revenue�Model�Is�Thrun’s Loss�Leader

p p

An�Inverted�Revenue�ModelA�MOOC�Incubator

• Courses�are�free

• Assessment�and�certificates�are�free

• Revenue may come from value added services

• Private�company�founded�by�Dr.�Thrun and�funded�by�Charles�River�Associates

• Infrastructure,�instructional�design,�and� • Revenue�may�come�from�value�added�services�to�students�and�employers:

�Premium�Tutoring

�A th ti t d C d ti l

, g ,business�services�for�global�MOOC�courses

• Eleven�STEM�courses�now�available;�eight�more�by�end�of�2013

�Authenticated�Credentials

�Lead�Generation• Taught�by�prominent�faculty�on�leave�from�prestigious�traditional�universities

$10M $30M1,000 $100,000� 10�30%

Imagining�a�Multi�Million�Dollar�Human�Capital�Search�Opportunity


$10M�$30M,Students

$ ,AI�Starting�Salary Recruiter�Commission

16

The�Burning�PlatformEconomic�Conditions�Accelerating�the�Rise�of�Alternatives

g

The Unpleasant Economic RealitiesThe�Unpleasant�Economic�Realities

• State�budget�cuts• Federal�budget�pressure• Soaring student debt

• Bankruptcy�rates�rising• Falling�home�equity• High graduate unemployment• Soaring�student�debt • High�graduate�unemployment

The�Threat�You’ve�Feared:�Regulation

• Caps�on�Tuition�and�Fees • Governors�launching�charter�

The�Real�Threat:�Irrelevance

p

• Limits�on�Collective�Bargaining

• Faculty�Productivity�Mandates

universities�and�other�alternatives• Venture�philanthropists�funding�alternative�projects

• Non�traditional�students�flocking�

• Performance�Based�Funding

• Academic�Program�Elimination

to�for�profit�universities• Traditional�undergraduates�opting�for�community�colleges

• Faculty�launching�educational�


• Forced�Articulationy g

technology�startups

17

The�Incumbent�ResponseNew�Venture�Offers�Elite�Universities�a�New�Platform

p

The�Start�of�a�Larger�ConversationA�Venue�for�Star�Faculty

• Private�company�founded�by�Stanford�computer�scientists�Andrew�Ng�and�Daphne�Koller

• Partners�with�elite�universities�to�showcase�

“This�is�good�news.�Experimentation�with�new�initiatives�in�technology�use�is�an�important�part�of�the�substantive�inquiry�that�will�help�inform�the�University’s�academic�leaders�about�the�best�course�of�action�in�this�area.�The�B d f Vi it ’ i i t t i i ti th hi h t

“the�world’s�best�courses”

• No�money�exchanged�in�partnerships;�Coursera serves�primarily�as�central�web�portal

Board�of�Visitors’�primary�interest�is�in�promoting�the�highest�order�of�excellence�in�our�students’�learning�and�enrichment,�especially�in�a�resource�constrained�environment.”

Helen�Dragas

Sustainable�Business�Model�or�Marginal�Revenue?

Rector,�UVA�Board�of�Visitors

Certificates

Lead�Generation

Tutoring Enterprise�Platform

Tuition�Sharing AdsSecure�Assessment

Screening�Tests

©�2012�The�Advisory�Board�Company�•�www.educationadvisoryboard.com�• 24056ASource:�Coursera contract�with�the�University�of�Michigan;�Helen�Dragas’s emailed�statement�to�The Washington�Post,�July�16,�2012;�Education�Advisory�Board�interviews�and�analysis.

Nominal�Revenue Potentially�Lucrative

18

A�Tipping�PointFrom�Inspiration�to�Fruition�in�Only�a�Year

pp g

July�2011Thrun and Norvig

January�2012Two Stanford professors

July�2012Coursera expands to 12Thrun and�Norvig

announce�that�their�Stanford�AI�course�will�be�open�to�anyone

Two�Stanford�professors�found�Coursera;�Venture�capital�firms�invest�$16�M

Coursera expands�to�12�universities�and�100+�courses

March�2011Thrun sees�SalmanKhan speak at TED

December�2011MIT�announces�“MITx”

May�2012MIT�and�Harvard�announce�“edX” free online courses andKhan�speak�at�TED

Thrun gets�venture�capital�to�create�Udacity

“edX”�– free�online�courses�and�certificates


19

Disruption�from�Above,�Then�Below

A�Battle�on�Two�Fronts

New�Models�Will�Threaten�Incumbents�from�Both�Ends�of�the�Spectrump ,

U li “Q lit ” f

Selective�Institutions

Growth�of�High�Quality�Online�Only�Curriculum

Uncoupling�“Quality”�from�Price�and�Exclusivity

• Celebrity�Faculty�Open�Courses

• Hot Employer Partnerships

Squeezed�in�the�Middle

• Hot�Employer�Partnerships�

• Top�Global�Brands�Crowd�Out�Mid�Tier�Institutions

Gathering Legitimacy of

Pressure�on�Graduate&�Professional�Revenue

Eroding Margins on Lower Division Gathering�Legitimacy�of�Low�Cost�Models

• Legislator�and�Parental�Support�for�“No�Frills”�Programs

Eroding�Margins�on�Lower�Division

Expensive�and�Undifferentiated

Access�Focused�Institutions

• Flipped�Classrooms�and�Technology�Assisted�Instruction

• Employer�Acceptance�of�Non�Traditional Educators and

Unbundling�of�General�Education


Traditional�Educators�and�Credentials

Notes:

20


21

Three�Emerging�Business�Models:�QualityElite�Institutions�(or�Faculty)�Betting�on�Three�Models

g g Q y

Bypass TraditionalScaling Elite ProgramsEnable Faculty�Driven Bypass�Traditional�Accreditation

Scaling�Elite�ProgramsEnable�Faculty�Driven�Pedagogical�Innovation

P t hi ith 12 lit E t bli h d i 2008 b f d f • Founded by Dr Thrun in 2012 and• Partnership�with�12�elite�universities�and�growing

• Provide�infrastructure�for�online�and�hybrid�teaching

• Established�in�2008�by�founder�of�Princeton�Review

• Exclusive�partnerships�with�premier�graduate�programs:�

• Founded�by�Dr.�Thrun in�2012�and�funded�by�Charles�River�Associates

• Provide�certificates�valued�by�l d 20 i i i l

y g

• Will�offer�courses�in�all�disciplines,�with�assessments�and�certificates

• USC�� MAT�• Georgetown�� Nursing�• UNC�Chapel�Hill�� MBA• Wash�� U�LL.M.

employers,�not�degrees.�20�initial�partner�companies

• Infrastructure,�instructional�design,�and�business�services�for�

• Massive�data�set�will�fuel�cutting�edge�pedagogical�research�for�hybrid�and�online�learning

• Provides�start�up�capital�and�expertise�for�cutting�edge�online�pedagogy�and�marketing

global�MOOC�courses

• Targeting�continuing�education�in�STEM�market;�19�courses�by�2013

T ht b i t f lt


• Taught�by�prominent�faculty�on�leave�from�prestigious�traditional�universities

Notes:

22


23

Three�Emerging�Business�Models:�CostEmerging�Models�for�Reducing�Cost�of�Degrees

g g

Credit�BankCompetency�Based�CreditsTargeting�General�Education

B i M d l N “ ” “ dit ” j t • Founded in 1971 by SUNYBusiness�Model• Most�affordable�provider�of�online�general�education�courses

• 30�50�courses�account�for�1/3�of�all higher ed

• No�“courses”�or�“credits,”�just�competency�exams

• No�traditional�instructors;�800+�faculty�a�mix�of�assessment�

• Founded�in�1971�by�SUNY�System�as�Regents�College

• Became�independent�institution�in�1998

30 000 d ( lall�higher�ed

Pricing• $99�a�month�+�$39�course�registration�fee

designers,�subject�matter�experts,�and�student�mentors

• 32,000�students�nationwide

• 30% annual growth

• 30,000�students�(mostly�undergraduate)

• “Students�have�educational�paths�that�are�as�unique�and�di th E l i• $999�a�year�for�10�courses

Enrollment• 1,000�students�in�2010;�3,000�students in 2011

• 30%�annual�growth

• Tuition:�$5,780�per�year;�hasn’t�been�increased�since�2007.�Eligible�for�aid�in�select�states

diverse�as�they�are�…�Excelsior�College�revolutionized�adult�higher�education�by�recognizing�learning�wherever�and�whenever�it occurs.”


students�in�2011• New�subsidiaries�in�Indiana,�Washington,�and�Texas

it�occurs.

Notes:

24


25

The�Platform�Wars

Quality�at�Scale

Big�Data�Fueling�Emerging�Market�for�Education’s�“Google�Equivalent”

Next�Gen Learning PlatformNext�Gen�Learning�Platform

• Course�administration

• Multimedia�content�delivery

• Live�collaboration�tools

• Real�time�performance�data

• Predictive�analytics

• Adaptive�assessment

• Automated�advising

“It's�hard�to�predict�who�will�win�the�platform�wars,�but�it's�easy�to�predict�that�someone�will.�Th f b ildi li l f li ibl I h bil h h i

The�Power�of�a�Platform

The�costs�of�building�an�online�platform�are�negligible—Instagram,�the�mobile�photo�sharing�platform,�had�nine�employees�at�the�beginning�of�this�year.�They�were�just�another�group�of�young�people�gathered�around�a�table�staring�at�MacBook�Airs.�The�rewards�of�building�the�winning�platform�are�vast,�as�Instagram found�when�it�was�bought�by�Facebook�for�$1�billion.”

©�2012�The�Advisory�Board�Company�•�www.educationadvisoryboard.com�• 24056ASource:�Kevin�Carey,�“Revenge�of�the�Underpaid�Professors,”�The�Chronicle�of�Higher�Education,�May�20,�2012.

Kevin�Carey,�New�America�Foundation

Notes:

26



27

p



3





Notes:

28


29

The�Incumbent�ResponseChanges�in�Fundamental�Beliefs�Allow�for�a�Wider�Array

of�Responses�From�Traditional�Universities

p

T di i li B li B t I t Sh

Quality at Scale1

Traditionalists�Believe… But�Innovators�Show…

Quality�means�small�courses� Academic�rigor�is�possible�in�Quality�at�Scale1 with�tenured�faculty large�scale�settings

Competing�on�Cost2 An�education�is�worth�what�you�pay�for�it

Lower�costs�can�be�achieved�by�taking�new�paths�to�a�degree

Integrating�Academic�and�Career�Preparation

3Degrees�represent�mastery

of�a�disciplineDegrees�can�represent�employer�

relevant�competencies

4 Curiosity�driven�disciplinary�research�is�most�fruitful

Grand�challenges�can�only�be�solved�by�multidisciplinary�collaborationProblem�Focused�Research


Notes:

30


31

How�Will�Disruption�Manifest?Pressures�on�the�Traditional�Higher�Education�Business�Model

p

Elite institutions and faculty rapidlyDisruptive�Competitors:

1

• Elite Open Course Credentials

Quality�at�Scale

Elite�institutions�and�faculty�rapidly�legitimize�technology�intensive,�globally�scalable�instructional�models�

• Elite�Open�Course�Credentials

• Signature�Online�Master’s�Programs

• Prestigious�OnlineUndergraduate�Universities

Competing�on�Cost2

Incumbent�Responses:

g

3Integrating�Academic�and�Career�Preparation

• Course�Sharing�Consortia

• Flipped�Classrooms

• Adaptive�Learning

• Learnin Anal ti s

Problem�Focused�Research4

• Learning�Analytics

• Online�Community

• Gamification of�Education


Notes:

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33

Filling�Gaps�in�the�Course�Catalog

Course�Sharing�Consortia

Comprehensiveness�Achieved�by�Combining�Offerings�Onlineg p g

Shared�Course�

Lowering�the�Cost�and�Risk�of�Launching�Online�Programs

Taking�Niche�Offerings�to�Scale�Without�Sacrificing�Breadth

Online�Consortium�of�Independent�Colleges�&�Universities�(OCICU)

New�Paradigm�InitiativeAssociated�Colleges�of�the�South

Portal• Courses�broadcast�via�teleconference;�remote�students�participate�in�real�time

• Declining�viability�of�language�d k l

• New�Ventures�of�Regis�University�provides�online�infrastructure

• Course�design,�maintenance,�and�

Departments�offer�many� Yet�colleges�still�struggle�

departments�a�key�catalystfaculty�training�included

sub�scale�courses to�afford�breadth

Chinese Art HistoryPhysics Biology Arabic

16�Institutions83�Institutions

©�2012�The�Advisory�Board�Company�•�www.educationadvisoryboard.com�• 24056A Source:�Leigh�Brown�Perkins,�“A�New�Paradigm�For�Learning,”�Rollins�Magazine,�March�2012.

Chinese Art�HistoryPhysics Biology Arabic

Notes:

34


35

Winning�on�All�Fronts�with�Course�Redesign

Flipped�Classrooms

Alternative�Model�Expands�Capacity,�Improves�Quality,�and�Costs�Lessg g

� Concept�1� Concept�2� Concept�3

TAs�and�Peer�MentorsFaculty

Pre�Reading Pre�Quiz Lecture Practices Problem�Solving Homework

Pre�Lecture

Embedded�Videos Mini�Tests

e�Tutore�TutorPre�Lecture�

Prep

12% 45% 31%Reduction�inDFW�rate

Increase�inenrollment�cap

Cost�savingsper�student

©�2012�The�Advisory�Board�Company�•�www.educationadvisoryboard.com�• 24056ASource:�“Physics�Large�Course�Redesign�Project�Report,”�UNC�Charlotte,�Center�for�Teaching�&�Learning,�Sept.�8,�2011.

Notes:

36


37

Few�Excuses�LeftCourse�Redesign�Gaining�Traction�Across�Institutional�Types�and�Disciplines

PhysicsPhysics• Clickers�and�frequent�feedback�opportunities�keep�students�on�track

“I�always�thought�I�was�a�pretty�good�lecturer,�but�…�I�had�come�to�a�realization�that�even�my�most�successful�students�weren’t�retaining�a�lot�of�the�material�I’d�covered from one course to the next.”

English• From�3�hours�to�1�hour�in�class�per�week

• Students�grouped�based�on�answers�to�questions

covered�from�one�course�to�the�next.

Elizabeth�AlexanderTexas�Wesleyan�History�Professor

Historyl h d l

• Additional�time�spent�in�one�on�one�sessions,�peer�tutoring,�and�multimedia�lessons

• Historical�Methods�class�won�“Radically�Flexible�Classroom”�award

• Movable�furniture�and�tech�enabled�classrooms�facilitate�group�work

M th“Do�our�students�actually�learn

Math• Emporium�model:�1�hour�in�class,�2�hours�in�large�computer�lab

• Significantly�improved�completion�

during�class,�or�do�they�simply�feverishly�scribble�down�everything�we�say,�hoping�somehow�to�understand�the�material�later?”

Eric Mazur

©�2012�The�Advisory�Board�Company�•�www.educationadvisoryboard.com�• 24056ASource:�The�National�Center�for�Academic�Transformation�(www.thencat.org);�“Texas�Wesleyan’s�

Classroom.NEXT:�21st Century�Learning�in�Action,”�Campus�Technology,�April�10,�2012.��

g y p pand�retention�rates

• 19%�instructional�cost�savings

Eric�MazurHarvard�Physics�Professor

Notes:

38


39

Transforming�Commodity�Courses

Adaptive�Learning

Breaking�the�Cost/Capacity�Curve�With�Self�Paced�Learningg y

Dramatic Improvement inAdaptive Software Promotes Dramatic�Improvement�in�Remediation�Results

Finished

Adaptive�Software�Promotes�Engagement�and�Provides�Analytics

50%

25%

Finished4�weeks�early

Moved�into�regular�freshman�mathActivity�Based�Learning

Sh t i “ l ld”Short,�engaging,�“real�world”�problems�to�solve

Achievement�PointsUses game�like badge system to track

66% 75%Uses�game like�badge�system�to�track�progress�and�motivate�students

Automated�AssessmentBuilt�into�activities�and�diagnostic�exams,�

Remedial�Math�Pilot5,000�students

13%6%

Pass�Rate Withdraw�Rate

which�adapt�to�performance

Performance�DashboardsInstructors�focus�face�time�on�bi t t bli bl k

©�2012�The�Advisory�Board�Company�•�www.educationadvisoryboard.com�• 24056ASource:�Bruce�Upbin,�“Knewton Is�Building�the�World’s�Smartest�Tutor,”�Forbes�Magazine,�Feb.�22,�2012.

Before After

biggest�stumbling�blocks

Notes:

40


41

“Moneyball”�for�Education

Learning�Analytics

Instructor�Dashboards�Provide�Real�Time�Outcome�Data,�Predictive�Analyticsy

Open�Learning�Initiative�Introductory�Statistics�Dashboard

Predictive map of AccuracyPredictive�map�of�overall�learning�

outcomes

Accuracy�distribution�bysub�objective

Performance�distribution�for�each�objectivej

Participation�by�assignment�

©�2012�The�Advisory�Board�Company�•�www.educationadvisoryboard.com�• 24056ASource:�Candace�Thille,�“Changing�the�Production�Function�in�Higher�Education,”�American�Council�on�Education,�March�2012.

ass g e tcategory

Notes:

42


43

A�Homegrown�“Build”�with�Impressive�Resultsg p

Average�GPA

Improving�Grades�and�Persistence�Gator�Online�Student�Association

2.96

3.04

2.76

Non�GOSAMembers

All�ActiveStudents

GOSA�Members

• “Facebook”�for�online�undergrad�business�program

50%

Difficult�Course�Drop�Rates• Built�and�managed�by�volunteer�students�and�alumni�using�open�source�programs

• Peer to peer academic social and job 50%32% 33%

23% 20% 17%

• Peer�to�peer�academic,�social,�and�job�search�support�

• Advisor’s�Corner�for�staff�to�answer�questions�and�receive�private�messages�

Before�GOSA

After�GOSA

©�2012�The�Advisory�Board�Company�•�www.educationadvisoryboard.com�• 24056ASource:�Gator�Online�Student�Association,�available�at:�http://www.ufonlinestudents.org/,�Education�Advisory�Board�interviews�and�analysis.

Fall Winter Spring

Notes:

44


45

Game�Based�Learning�on�the�Horizon

Gamification of�Education

Motivating�and�Educating�a�Generation�of�Gamersg

6�Million�Years 200�Million�MinutesTotal�worldwide�playtime Total�playtime�per�day

10�Million�Players 1�Billion�DownloadsSince�2009Currently�subscribed

Built�in�Assessment Contextual�Learning Motivating�Progression

• Players�must�solve�problems,�coordinate�teams,�and�develop�mastery�to�“beat�the�game”

C l ti i ifi k

• Players�learn�by�doing,�not�reading�or�watching

• Puzzles�placed�in�compelling,�i t iti ti

• Games�must�be�accessible�and�fun,�yet�challenging

• Huge�amount�of�data�used�to�lib t i ti• Completion�signifies�known�

competencies�and�objective�achievements

intuitive�narrative

• Crowd�sourced�“theorycrafting”�for�serious�players

calibrate�incentives

• “Experience�points”�and�items�provide�social�recognition


Source:�James�Paul�Gee,�“Games�and�21st Century�Learning,”�Games�for�Learning�Institute,�May�6,�2009;�Jane�McGonigal,�“Be�a�Gamer,�Save�the�World,”�The�Wall�Street�Journal,�Jan�22,�2011.

Notes:

46


47

Incentivizing�Pedagogical�ChangeThree�Lessons�in�Encouraging�Faculty�to�Improve�Their�Courses

g g g g

1 2 31 2 3

Provide�Centralized�Instructional Design Support

Focus�on�New�Hires�to�Create�Culture of Innovation

It’s�Not�About�Technology.It’s About Assessment.Instructional�Design�Support Culture�of�Innovation It s�About�Assessment.

Typical�Problem:• Multiple,�duplicative�services

Typical�Problem:• Political�capital�spent�trying�to�

Typical�Problem:• Faculty�recoil�at�“online”�and�

• No�integration�of�tech�&�instructional�design�expertise

Exemplar Model:

convert�eternal�skeptics

• Research�remains�the�priority

Exemplar Model:

“machine�aided”�teaching

• Wasteful�tech�investments

Exemplar Model:Exemplar�Model:• Center�for�Teaching�&�Learning�combines�tech�and�pedagogy�staff

• Staff�directly�involved�with�course�

Exemplar�Model:• Faculty�Development�Institute�focuses�on�new�hires

• 100s�of�short�courses�available

Exemplar�Model:• Faculty�required�to�submit�self�assessment�studies�yearly

• Agnostic�about�end�product;�design�at�all�levels on�every�facet�of�teaching experimentation�encouraged


Notes:

48


49

Mapping�the�World�of�the�PossibleHow�Ontario’s�Best�Faculty�Approach�High�Capacity�Instruction

pp g

Problem Feeling�of�“anonymity,”��no�personal�connections

More�students�mean�more�work�for�faculty

Few�incentives�or�resources�for�instructional�innovation

SolutionCreating�a�Sense�of�Community

Improving�EfficiencySupporting�a�Culture�

of�Teaching

Supplementary�tutorials

“ h k h ”

LMS�administration

l

Teaching�&�learning�center

Scholarship of teaching

Strategies

“Think�Pair�Share”

Extensive�course�websites

Social�media

Clickers

Commercial�assessment�software

Pre�recorded�content

Open�educational�resources

Scholarship�of�teaching

Teaching�emphasis�in�promotion�guidelines

Dean�&�chair�supportClickers

Pre�class�availability

Peer�mentorships

p

TA�led�tutorials

Team�based�instruction

Professional�development�workshops

Teaching�awards


Source:�Angelika�Kerr,�“Teaching�and�Learning�in�Large�Classes�in�Ontario�Universities:�An�Exploratory�Study,”�Higher�Education�Quality�Council�of�Ontario,�2011;�Education�Advisory�Board�interviews�and�analysis.

50

“ h l d h f l l

Aiming�Higher�than�Equivalence

“While�continuing�to�study�the�impact�of�online�learning�on�completion�is�important,�the�question�to�be�answered�is�not�‘is�online�education�as�good�as�(or�better�than)�traditional�education?’�but�rather,�‘how�can�the�technology�be�used�most�effectively�to�support�and�accelerate�colleges’�efforts�to�dramatically�increase�student�progress�and�completion?’”

Candace�ThilleDirector,�Open�Learning�Initiative

A Change of Heart

“I�have�been�on�record�for�some�time�as�being�skeptical�about�the�likely�effects�on�productivity�in�higher�education�of�various�new�technologies…�But�the�evidence...about�the�work�at�Carnegie�

A�Change�of�Heart

Mellon�has�caused�me�to�rethink�my�positions.”

William�BowenPresident�Emeritus,�Princeton�University

©�2012�The�Advisory�Board�Company�•�www.educationadvisoryboard.com�• 24056ASource:�Candace�Thille,�“Changing�the�Production�Function�in�Higher�Education,”�American�Council�on�Education,�Feb�2012.

51

Disruptive�Competition�and�Incumbent�InnovationPressures�on�the�Traditional�Higher�Education�Business�Model

p p

Quality�at�Scale1 Disruptive�Competitors:

• Affinity�Population�Marketing

• Competency Based Placement

Competing�on�Cost

Lower�cost�options,�more�convenient�

2

• Competency�Based�Placement

• Pay�by�the�Course�Subscriptions

• No�Frills�Charter�Universities

delivery�modes,�and�targeted�marketing�attract�students�who�would�not�otherwise�have�enrolled Incumbent�Responses:

3

• Flexible�Articulation

• 2+2�Models

• 3+2�and�4+1�Master’s�Programs

• Credit A re ator



• Credit�Aggregator


Notes:

52


53

The�$10,000�Degree

Competing�on�Convenience

Early�Attempts�at�Drastic�Price�Reduction�Will�Affect�Few�Students$ , g

Targeted Merit Aid for Accelerated 2+2 ProgramTargeted�Merit�Aid�for�High�Achieving�STEM�Majors

Accelerated�2+2�Program�Starts�in�High�School

University�of�Texas�of�the�Permian�Basin Texas�A&M�University�� San�Antonio

N di l

Accepted�into�selective“Texas�Science�Scholar”�program

Majoring in IT and Security

Qualifies�for�dual�enrollment�program�in�high�school

No�remedial�courses

Majoring�in�STEM�field

Majoring�in�IT�and�Security

27�credits�at�a�community�college

$10 000 $10 000

4�year�completion 36�credits�at�Texas�A&M�� SA


$10,000 $10,000

Notes:

54


55

The�Path�Dependency�of�Total�Cost

Competing�on�Convenience

Reducing�Degree�Costs�through�Articulation�and�Faster�Time�to�Completionp y

Six�Years�at�Public�University

Typical�Option

$103�K

Three Years in BA Program Two Years in Master’s

3�+�2

Three�Years�in�BA�Program Two�Years�in�Master s

$86�KSix�years�of�room�and�board�significantly�increase�total�cost

Two�Years�at�PrivateTwo�Years�at�CC

$83�K2�+�2�Private With�this�option,�degree�

from private university

“On�Time”�Graduation

Four�Years�at�Public�University

$69�K

from�private�university�costs�less�than�six�year�degree�from�public

Graduation

By�far�the�cheapest�$40 K

Two�Years�at�PublicTwo�Years�at�CC

2�+�2�

©�2012�The�Advisory�Board�Company�•�www.educationadvisoryboard.com�• 24056A Source:�College�Board,�Trends�in�College�Pricing�2011.

1 Assumes�in�state�tuition�at�public�four�year�($8,244)�and�two�year�($2,963),�tuition�at�private�university�($28,500)�and�room�/ board�while�at�the�public�four�year�($8,887)�and�at�the�private�four�year�($10,089)

option,�in�part�due�to�fewer�years�on�campus

$40�KPublic

Notes:

56


57

Marketing�a�Transfer�Friendly�AdvantageEnrollment�Strategy�Adapts�as�Student�Demand�Shifts�to�Completion

g y g

New Message and New Policies

2100Transfer�Friendly

New�Message�and�New�Policies�Reinvigorate�Campus

• No associate’s degree required

1900

2000

D li i E ll t Th t i

No�associate s�degree�required• Community�college�partnerships

• Marketed�transferscholarships on

1700

1800

rollm

ent

Declining�Enrollments�Threatening�Long�Term�Viability

scholarships�on�CSU�campuses

1400

1500

1600

Fall�En

r

Targeted�Marketing

R i d C lif i B d

• Systematic�review�of�program�demand�and�market�share

• Focus on demographics with

1200

1300

1400 Recession and�California�Budget�Cuts�Lead�to�Course�Reductions�

at�Public�Institutions

• Focus�on�demographics�with�highest�persistence

• Individualized�degree�mapping�toward�on�time�completion


12002004 2005 2006 2007 2008 2009 2010 2011

Source:�Education�Advisory�Board�interviews�and�analysis.

58

The�Net�Price�Calculator�Does�Its�Job

“We’re�definitely�seeing�students�and�parents�looking�more�closely at retention rates time to degree and net price Theyclosely�at�retention�rates,�time�to�degree,�and�net�price.�They�understand�that�these�factors�are�important,�and�the�data�are�now�much�easier�to�get�your�hands�on.”�

Kathleen DawleyKathleen�DawleyPresident�&�CEO,�Maguire�Associates


59


p p

Quality�at�Scale1

Disruptive�Competitors:

I t ti A d i

2 Competing�on�Conveniencep p

• Digital�Badges

• Employer�DefinedStackable�Credentials

Integrating�Academicand�Career�Preparation

Schools�compete�on�ability�of�students�to�l d “ b f h ” h h l

3

Incumbent�Responses:• Competency�Based�ePortfolios

land�“job�of�choice”�through�employer�relevant�curriculum,�experiential�learning,�and�comprehensive�career�advising�services

p y

• Workforce�Development�Campuses

• “Applied”�Liberal�Arts�Curricula



Notes:

60


61

Dismal�Job�Market�Making�Career�Prep�a�PrioritySpotlight�on�Higher�Ed�as�Graduates�Search�for�Employment

g p y

Chasing�the

Of�those�who�graduated�since�2006…

• Over�11%�were�unemployed

• Only�51%�were�employed�full�timeAmerican�Dream

Of�those�who�graduated�since�2009…

• Fewer than half were employed within a year of graduating• Fewer�than�half�were�employed�within�a�year�of�graduating

• Three�times�as�likely�to�be�unemployed�as�2006�08�graduates

“Given�that�the�unemployment�picture�for�young�college�graduates�has�yet to show substantial improvement the Class of 2012 will be joining a

A�Vicious�Cycle

yet�to�show�substantial�improvement,�the�Class�of�2012�will�be�joining�a�significant�backlog�of�unemployed�college�graduates�from�the�Classes�of�2009,�2010,�and�2011�in�an�extremely�difficult�job�market.”

“The�Class�of�2012:�Labor�Market�for�Young�Graduates�Remains�Grim”

©�2012�The�Advisory�Board�Company�•�www.educationadvisoryboard.com�• 24056ASource:�Carl�Van�Horn,�Charley�Stone,�and�Cliff�Zukin,�“Chasing�the�American�Dream:�Recent�College�Graduates�and�the�Great�Recession,”�John�J.�Heldrich Center�for�Workforce�Development,�May�2012.

Economic�Policy�Institute

Notes:

62


63

Beginnings�of�a�Marketplace�for�Digital�Badges


Will�Micro�Certifications�Replace�the�Symbolic�Power�of�Diplomas?g g p g g

What’s a Digital Badge? What’s Needed for a Liquid Market?What s�a�Digital�Badge? What s�Needed�for�a�Liquid�Market?

Proof�of�Concept�FundingMacArthur�Foundation�launches�$2M�contest�for�badge�design

O IT St d d

Mozilla’s Open BadgesInfrastructure makes it easy to issue display

1

Open�IT�StandardsMozilla�developing�interoperabilityspecs�for�badge�formats

issue, display,and manage badges across the web.

2

Government Affinity Industry Individual

Credible�SponsorsFamed�organizations�designing�and�recognizing badges

3

• Collectable,�sharable�certifications�of�specified�competencies• Acquired by examination demonstration proof of experience

Government Affinity�Groups

Industry�Associations

Individual�Employers

recognizing�badges


• Acquired�by�examination,�demonstration,�proof�of�experience• Help�students�find�a�job,�collaborator,�or�social�media�followers

Source:�www.DMLCompetition.net;�Education�Advisory�Board�interviews�and�analysis.�

Notes:

64


65

Using�Badges�as�Infrastructure�for�Learning�OutcomesEarly�Adopter�Rethinking�Assessment�in�a�Digital�Age

g g g

Internship DeliverablesBeyondMere Grades Internship�Deliverables

E�Portfolio

Sustainable�Agriculture�& Food Systems

�

�

�

Beyond�Mere�GradesNew�Major�Building

Learner�Centric�Toolkits

Recorded�Presentations

Suzy�Smith

Strategic�Management

&�Food�Systems �

• Agriculture�students�will�earn�badges�based�on�competencies,�skills,�classes,�

Interpersonal�Communication

Experimentation�& Inquiry

p , , ,and�internships

• Mix�of�pre�determined�standards�and�self�assessment�with�peer�review

Experimental�Results�and�Analysis

&�Inquiry• Intended�to�capture�learning�that�occurs�outside�of�traditional�classroom�setting�and�beyond�graded�assignments

• Operationalizes�emphasis�on�learning�outcomes


Peer,�Mentor,�and�Faculty�Feedback EvidenceInstruction

66

Approaching a Tipping PointApproaching�a�Tipping�Point

“A�lot�of�the�foundation�for�competency�based�education�is�in�place�now.�Employer�identified�competencies,�a�growing�inventory�of�high�quality�online�courses,�enough�accredited�two�year�and�four�year�institutions�so�that�working�students�can�get�degrees�

ll kill It ill ll t k ff h ti i l t f t thas�well�as�skills.�It�will�really�take�off�when�a�prestigious�employer�or�two�features�the�credential—people�may�downplay�online�education,�but�would�they�if�a�Boeing�or�a�John�Deere�were�on�board? If�even�one�of�those�firms�endorses�the�concept,�it�will�get�a�lot�of�legitimacy�quickly,�and�I�think�we'll�see�a�big�part�of�the�'applied‘�market�split�their�education among traditional and non�traditional models ”education�among�traditional�and�non traditional�models.

Burck SmithCEO,�StraighterLine


67

A�Streamlined�Pipeline�for�Local�Industry


Accelerated�Degree�Program�Focuses�on�Workforce�Developmentp y

A�new�value�proposition�for�parents�and�students

Cohorts�Begin�Courses�in�Local�High�Schools

2�Year�Campus�Curriculum�Focuses�on�“Real�World”�Skills

Graduates�Hit�the�Ground�Running�at�Local�Businesses

St d t l t ti l D l ti / i l l I d t f d i l• Students�explore�potential�careers,�apply�in�9th grade

• Successful�applicants�assigned�an�industry�mentor

• Dual�counting�/�special�general�ed credits�accelerate�“core”

• Students�intern�with�local�employers,�earn�credit�and�financial assistance

• Industry�focused�curriculum�mitigates�cost�of�training�new�employees

• Developing�stackable�certificates�for continued training

©�2012�The�Advisory�Board�Company�•�www.educationadvisoryboard.com�• 24056A Source:�Missouri�Innovation�Campus�White�Paper:�http://www.ucmo.edu/about/mic/documents/micpaper.pdf

• Free�college�credit�earned�in�11th and�12th grades

financial�assistance

• Results�in�BS�in�Systems�Engineering�Technology

for�continued�training

• Hope�to�attract�new�businesses�in�“research�park”�model

68

Not�an�Unfunded�Mandate Anymorey

$500�K $10�MBlock�grant�to�support�initial�Innovation�Campus�initiatives

Competitive�funding�to�adapt�Innovation�Campus�model�throughout�Missouri

“…[C]ompanies in high�growth sectors need a highly skilled…[C]ompanies in�high growth�sectors�need�a�highly�skilled�workforce�to�grow,�innovate�and�compete�…�but�the�current�business�model�for�higher�education�is�not�keeping�pace.”

Governor Jay NixonGovernor�Jay�Nixon

©�2012�The�Advisory�Board�Company�•�www.educationadvisoryboard.com�• 24056AJay�Nixon,�“Missouri�Innovation�Campus�Will�Speed�Students�Toward Degrees,�Jobs,”�The�Kansas�City�Star,�Feb.�26,�2012.

69

Liberal�Arts�2.0


Articulating�“Return�on�Education”�to�Outcome�Focused�Students

Liberal arts college in Motto: “Challenge Convention.

“LEEP�provides�a�greater�return�on�

Liberal�arts�college�in�Worcester,�Massachusetts

Motto:� Challenge�Convention.�Change�Our�World.”

“Develop�focused�skillsto�make�immediate�contributions�to�the�workplace”

“Turn�your�talentsand�passions�into�a�rewarding�career”

your�educational�investment�by�preparing�you�to�thrive�in�today’s�highly�interconnected,�competitive,�and�dynamic�global�economy”y g y

1 2 3 “Return�on�Education”Alliance�&�Mentors“Effective�Practice”

• Clark’s�“defining�contribution”�on�top�of�AAC&U�core�learning�outcomes

• Employers�and�alumni�partner�with�Clark�to�provide�career�guidance

• New�interactive�website�focusing�on�alumni�placements�and�salaries


outcomes

Notes:

70


71


p p

Quality�at�Scale1

2 Competing�on�ConvenienceDisruptive�Competitors:• Competitive�“Grand�Challenges”

3

Incumbent�Responses:

• Venture�PhilanthropyIntegrating�Academic�and�Career�Preparation

Problem�Focused�Research

Philanthropy,�corporate,�and�government�

4

p• Alternative�Research�Structures

• Incubator�Campuses

• Community�Based�Scholarshipfunding�concentrates�on�handful�of�universities�with�demonstrated�capabilities�to�solve�business,�technical,�and�social�problems


p

Notes:

72


73

Science�in�the�Service�of�SocietyFunders�Emphasizing�“Grand�Challenges,”�Not�Disciplinary�Research

y

University�Model

Department Faculty Salary Disciplinary Research Idea Publication

Journal

“Grand�Challenge”�Model

Department Faculty�Salary Disciplinary�Research Idea Publication

Foundation Idea Global Competition Invention Prize Money

A Push to Remake Science Policy in Canada

Foundation Idea Global�Competition Invention Prize�Money

“The�current�suite�of�programs�is�mainly�(but�not�exclusively)�focused�on�investigator�led�‘idea�push’�projects…�However,�there�remains�a�gap�with�respect�to�collaborative�R&D�and�innovation�projects�that�are�large�scale,�industry�facing,�demand�driven�and�outcome�oriented…”

A�Push�to�Remake�Science�Policy�in�Canada


Innovation�Canada:�A�Call�to�Action

Notes:

74


75

Does�Anyone�Actually�Read�This�Stuff?

Problem�Focused�Research

Even�Faculty�Questioning�the�Benefits�of�“Publish�or�Perish”y y

1616

11 11 11Citations�of�Essays�Published by English

4

13

43

12 2Mark�Bauerlein

Published�by�English�Departments�in�2004

U�of�Georgia SUNY�Buffalo U�of�Vermont U�of�Illinois

0�2�Citations 3�6�Citations >6�Citations

“Yes,�research�is�an�intellectual�good,�and�yes,�we�shouldn't�reduce�our�measures�to�bean�counting.�But�we�can�no�longer ignore the costs of supporting research—financial costs (salaries sabbaticals grants travel; the cost to

A�Worthy�Cause,�But�At�What�Cost?

longer�ignore�the�costs�of�supporting�research financial�costs (salaries,�sabbaticals,�grants,�travel;�the�cost�to�libraries�to�buy�and�store�material,�to�scholarly�presses�to�evaluate,�produce,�and�market�it;�and�to�peers�to�review�it),�opportunity�costs (not�mentoring�undergraduates,�not�pushing�foreign�languages�in�general�education�requirements,�etc.),�and�human�costs (asking�smart,�conscientious�people�to�labor�their�lives�away�on�unappreciated�things).”

Mark Bauerlein

©�2012�The�Advisory�Board�Company�•�www.educationadvisoryboard.com�• 24056ASource:�Mark�Bauerlein,�“Literary�Research:�Costs�and�Impact,”�Center�for�College�Affordability�and�Productivity, Nov�2011;�“The�Research�Bust,”�The�Chronicle�Review,�Dec�4,�2011.

Mark�BauerleinProfessor�of�English,�Emory�University

Notes:

76


77Problem�Focused�Research

Will�Research�Dollars�Migrate�to�the�Private�Sector?Venture�Philanthropists�Playing�Increasingly�Central�Role�in�R&D

g

“…[U]niversity� and�government�financed�l b t ff d th l d

Paul�Allen Leaving�the�Academy

labs�cannot�afford�the�personnel�and�equipment�to�perform�the�multidisciplinary�work�that�Mr.�Allen�wishes�to�encourage”

• $500M�investmentRi d D l t h

• Attracting�top�faculty�from�elite�institutions

• Doubling size to 360 staff

Ricardo�Dolmetsch(Former)�Professor�of�Neurobiology

Stanford�University

• Doubling�size�to�360�staff

• Marketing�accountability,�speed,�and�publicly�accessible�results�to�funders

©�2012�The�Advisory�Board�Company�•�www.educationadvisoryboard.com�• 24056ASource:�Peter�Monaghan,�“Microsoft�Co�Founder’s�Brain�Institute�Attracts�Top�Academic�Researchers,”�The�Chronicle�of�Higher�Education,�April�1,�2012.

Notes:

78


79

Competing�in�the�Age�of�Venture�PhilanthropyCDOs�Hear�Major�Donors�Critique�Higher�Education�as�Destination�for�Big�Gifts

p g g py

Stewardship

Can’t�Quantify�Impact

p

“Big�donors�are�now�demanding�business�plans—we’ll sustain funding after the initial gift

Less�Attractive�the�Closer�We�Look

“We�did�a�survey�of�trustees�trying�to�find�out�what drove their giving behavior. We wereplans we ll�sustain�funding�after�the�initial�gift�

is�used�up�and�report�on�progress�against�goals�on�a�quarterly basis.”

what�drove�their�giving�behavior.��We�were�discouraged�to�learn�that�several�were�lessinclined�to�give�after�becoming�a�trustee,�because�they�saw�up�close�the�vision�and�efficiency challenges.”

CDO,��Selective�Private�University

efficiency�challenges. �

CDO,�Tuition�Dependent�Private�University

Academic�Vision

Funding�Transformations,�Not�Operations

“You�won’t�get�an�eight�figure�gift�for�financial�aid�or�deferred�maintenance.��Venture�

Organized�around�Disciplines,�Not�Problems“Social�entrepreneurs�want�to�solve�big�problems�that�are�inherently�interdisciplinary,�

philanthropists�want�to�seed�transformational�ideas.”

like�public�health�or�sustainable�energy.��It’s�a�struggle�to�get�all�our�disciplines�synchronized,�and�we’re�starting�to�lose�out�to�NGOs�who�have�more�integrated�marketing�pitches.”


CDO,��Private�Research�University CDO,��Flagship�Public�University

Notes:

80


81

Restructuring�the�Research�EnterpriseOvercoming�the�Limits�of�Departmental�Autonomy

g p

Energy�Initiative Thematic�Divisions

• More�than�a�dozen�new�interdisciplinary�schools�(i.e.,�Human�Evolution�and�Social�Change,�Earth�and�S E l ti )

• Established�in�2006�to�transform�global�energy�system

• More than 50 industry partners provide financial Space�Exploration)

• Large�scale�research�initiatives�(Sustainability,�Biodesign)

• Eliminated�many�traditional�departments�(Biology,�Sociology Anthropology Geology)

More�than�50�industry�partners�provide�financial�support�and�tech�transfer�relationships

• Connects�more�than�50�departments,�laboratories,�centers,�and�programs�involved�in�energy�related�research on campus

Innovation�Collaborative

Sociology,�Anthropology,�Geology)research�on�campus

Key�Themes�Initiative

• Baylor�Research�and�Innovation�Collaborative�(BRIC)�will�provide�faculty,�industry,�and�start�ups�with�

• University�will�focus�on�one�major�global�challenge�every�two�years�(starting�this�year)p y y p

330,000�square�feet�of�space

• International�partnerships,�interdisciplinarity,�commercialization,�and�workforce�development�are�central themes

y y g y

• First�theme,�“Water�in�Our�World,”�will�address�global�water�crisis�from�all�angles

• Builds�on�existing�institutional�strengths�and�focuses�


central�themesenergies�of�nearly�every�academic�unit

Notes:

82



83

p



3





Notes:

84


You�Can’t�Go�Home�Again85

Major�Revenue�Sources�Under�Attack…. …While�Costs�of�“Big�Bets”�Increasing�

External�Pressures�Forcing�Schools�to�Reassess�Ability�to�Make�Strategic�Investments

Flat�Or�Declining

Tuition: “Net tuition growth will be muchOnline�Degree�Programs$5M t h lTuition:� Net�tuition�growth�will�be�much�

lower�than�past�10�years.”�(Moody’s)

State�Funding:�7.6%�decline�in�FY�11�12�is�largest in at least 50 years. (Grapevine)

• $5M�technology• $1M�marketing

Global�Campus�Development• $75M infrastructurelargest�in�at�least�50�years.�(Grapevine)

Winner�Take�AllCenter�for�Sustainability

• $75M�infrastructure�• $5M�faculty�and�staff

Philanthropy:�Top�25%�of�schools�received�84%�of�2011�$.�(Commonfund)

Research Funding: “Future growth will Multidisciplinary Research*

y• $8M�infrastructure�• $1M�increased�operating

Research�Funding:� Future�growth�will�slow�dramatically…�top�programs�will�be�best�positioned.”�(Moody’s)

Multidisciplinary�Research• $10M�infrastructure• $3M�special�equipment

©�2012�The�Advisory�Board�Company�•�www.educationadvisoryboard.com�• 24056A Source:�Education�Advisory�Board�interviews�and�analysis

*While�support�for�personnel,�facilities,�and�equipment�can�vary�widely�by�research�area,�a�typical�threshold�level�for�a�multidisciplinary�center�is�approximately�10M�one�time�costs�and�$1�3M�in�continuing�funds.

86

A More Activist Central Role of NecessityA�More�Activist�Central�Role,�of�Necessity

“There�are�clear�differences�of�opinion�among�our�board�about�how�much�we�need�centrally…but�I�would�argue�that�our�most�important�initiatives�are�inherently�interdisciplinary�y g p y p yand�require�coordination�and�investments�above�and�beyond�what�a�unit�can�provide.”

Vice�Chancellor,�AdministrationLarge�Research�University


87Strategic�Plans�Unhelpful�For�Resource�Allocation�

All�Things�to�All�People

Percentage�of�Strategic�Plans�That�Include�Indicated�Strategic�Goal�

Strategic�Plans�a�Declaration�of�Values,�Not�a�Roadmap�Toward�Differentiation

Based�off�Education�Advisory�Board�Audit

(n=32�strategic�plans;�ACC=9;�Ohio=11;�SLA=12)*

94% 94% 88% 78% 59% 56%All = 97%100%

94%� 94% 88% 78% 59% 56%All� �97%�

50%

0%Academic�Excellence

Student�Success Secure�Finances Student�Satisfaction�

Community�Ties Increase�Research Organizational�Processes


*Audit�participants�include�a�selection�of�schools�from�the�Atlantic�Coast�Conference,�the�University�System�of�Ohio,�and�several�small�liberal�arts�conferences.

ALL SLA ACC Ohio�

88

Over�Investment�in�Priority�Accumulation�Means�Plans�Become�Expansive�Wish�Lists

Number�of�Individual�initiatives(Per�Plan�by�Category)

Number�of�Total�Initiatives(Per�Plan)

2.62.4

2.2

1.8

34%

25%28%

1.61.4 1.4

1.31.1 1.013%

<10 10 to 19 20 to 29 >40<10 10�to�19 20�to�29 >40�

Experts�recommend�that�plans�identify�no�more�than�seven�strategic�initiatives�


gper�planning�cycle.

Source:�Education�Advisory�Board�interviews�and�analysis

h l k h ld d

89

While�An�Opportunity�to�Assess�Stakeholder�Needs,�Strategic�Plans�Not�Designed�to�Enable�a�Differentiated�Strategy�

Strategic�Plans�Serve�Multiple�Constituencies�…

A dit Pl d t l

And�Have�Many�Productive�Uses

1. Maximize�Fundraising�Dollars:�A�broadly�written�

State Legislatures:Many states

Accreditors:�Plans�need�to�comply�with�accreditation�requirements

g ystrategic�plan�allows�for�flexibility�in�matching�donor�interests�with�goals.

2. Promote�Inclusivity:�The�consensus�based�nature�State�Legislatures:�Many�states�require�funding�requests�to�be�in�line�with�the�strategic�plan

F d i B dl itt l

yof�higher�education�strategic�planning�enables�multiple�stakeholders�to�voice�their�opinion�on�the�direction�of�the�university.

Fundraisers: Broadly�written�plans�allow�for�flexibility�in�matching�donor�interests�to�goals

3. Inspire�Big�Thinking�Among�Star�Faculty:�Strategic�plans�encourage�faculty�to�think�expansively�about�the�school’s�value�proposition

Incoming�Presidents:�Many�new�presidents�use�the�planning�process�to�conduct�stakeholder�analyses

4. Boost�Morale:�In�a�time�of�seemingly�unending�cuts,�aspirational�plans�help�energize�the�community


Notes:

90


91

Needing�a�Push�from�the�CBO

CBO�As�Agent�of�Change

As�Outcomes�of�Planning�Gain�Importance,�Attention�Shifts�to�Implementation�and�Execution

Higher�Education�Strategic�Planning�Cycle�at�Average�University�

T diti l FDefine�Strategy�

Most�planning�efforts�stop�at�the�definition�stage,�leaving�units�to�complete�remaining�steps.

Traditional�Focus

Quantify�Requirements

Communicate�Results

14

Emerging Model

CBO’s�Role

23

Emerging�ModelIncreased�demands�and�bigger�bets�will�push�leading�institutions�to�focus�additional�energies�on�the�execution�

f h l lAlign�Unit�Strategy

Measure�Performance

3stages�of�the�planning�cycle.

©�2012�The�Advisory�Board�Company�•�www.educationadvisoryboard.com�• 24056ASource:�Reuss,�“Successful�Strategic�Planning:�A�Guide�for�Nonprofit�Agencies�and�Organizations”�(1993);�Education�Advisory�Board�interviews�and�analysis

Notes:

92


93

Operationalizing�Strategic�InitiativesTranslating Institutional Priorities into Resource Requirements and Budget AllocationsTranslating�Institutional�Priorities�into�Resource�Requirements�and�Budget�Allocations

Defining�Actionable�Initiatives Enhancing�Transparency�and�Accountability

IIAligning Unit�Led

IVCultivating Institutional

IIIMeasuring Implementation

IQuantifying Resource Aligning�Unit Led�

Strategy�Development

3. Defined�Initiative�Parameters

Cultivating�Institutional�Perspectives�Among�Faculty

10. Chief�Business�Officer�Simulator

Measuring�Implementation�and�Impact

7. Outcome�Progress�Reviews

Quantifying�Resource�Requirements

1. Cost�Revenue�Feasibility Planning Parameters

4. Business�Case�Support�Services

Simulator

11. Outside�Expert�Review

l

Reviews�

8. Probationary�Approval�Periods

Feasibility�Planning

2. Strategic�Plan�Implementation�T

5. Gain�Sharing�Guardrails

12. Faculty�Communication�Toolkit

13. Anonymous�

9. Strategic�Goal�Owners

Teams�

6. Budget�Reduction�Scenario�Plans

Prioritization�Voting

14. Paperless�Budget�Requests


Requests

Notes:

94



95

p



3





Notes:

96


Many�Hands�Make�Light�Work

97

Cloud System

Users�Gain�Accessibility�While�Institutions�Offload�Maintenance�&�Ownershipy g

Cloud�SystemExternal�Owner�of�at�Least�One�Major�Component�Group

Application or Software as a Service (SaaS)

MonitoringCollaboration Content

Application�or�Software�as�a�Service�(SaaS)

Platform�as�a�Service�(PaaS)

Any�Internet�browserInfrastructure�as�a�Service�(IaaS)

Identity File�Storage Database

A d i ithBlock�Storage ComputeNetwork


Any�device�with�internet�connectivity

Source:�CIO�Research�Center,�“Making�Cloud�Less�Cloudy:”�http://cioresearchcenter.com/2010/12/107/��(accessed�12�April�2012);�Education�Advisory�Board�Interviews�and�analysis.

98

Ramifications�of�a�Cloud�Based�Infrastructure

• Accessible�from�any�device�with�Internet�connection• System�is�flexible�and�can�easily�add�users�or�capacity

• If�hardware�and�software�is�owned�by�external�party,�payment�can�be�based�on�actual�consumption


99

A�Conductor�Rather�than�a�One�Man�BandIT�Staff�are�Better�Able�to�Coordinate�Delivery�of�Wide�Array�of�Services�than�

to�Provide�them�DirectlyApplicationsEnterprise�Systems Applications�Development

Security

Desktop�Support�and�User�Services

Infrastructure�Maintenance

Business�IT�Staff�Coordinate�

Service�Delivery�by�Cloud�Providers�Network�ServicesIntelligence

W b S i d D t C tWeb�Services�and�Development Academic�

Technology

Data�Center�Management


Notes:

100


101

DeduplicationPaying�only�for�IT�Services�Consumed�Could�Save�Considerable�Amounts�by�

Eliminating�Duplicative�Spend

p

b d dl d$300�Million�Total $195�Million

Distributed�IT�SpendTotal�University�IT�Spend

Central�IT Spend*

Duplicates�centrally�

35% 65%

DistributedIT�Spend

IT�Spend$100�M 85% 15%

provided�services

Dept�specificIT�spend

$165M�in�duplicative�spend

©�2012�The�Advisory�Board�Company�•�www.educationadvisoryboard.com�• 24056A Source:�Education�Advisory�Board�Interviews�and�analysis.

*NB:�All��benchmarking�surveys�of�IT�spend�identified�in�the�research�process�reported�only�central�spending�or�was�not�specific about�the�total�amount�.��These�figures�represent�the�approximate�average�of�several�IT�benchmarking�reports�done�by�onsite�consultants�for�several�large�research�institutions.�

Notes:

102


Higher�Education�Cloud�Roadmap

Cloud�Roadmap�For�Higher�Education 103

g p1:�Ready�to�Go• Commodity�technologies• Proven success in higher

2:�On�the�Cutting�Edge• Commodities�proven�in�industry but less so in

3:�In�the�Waiting�Room• Major�providers�not�yet�offering higher educationProven�success�in�higher�

education• Likely�to�get�cheaper�over�time

industry�but�less�so�in�higher�education

• Solutions�currently�being�developed�specifically�for�higher education

offering�higher�education�solutions

• Higher�Education�solutions�offered�by�niche�vendors

higher�education

C l d & E M il Data Center/IaaS Enrollment Management

Unit�Driven�ExperimentationRoad�Tested A�Year�or�So�Away

Wireless�Management

D S

Calendar�&�E�Mail Data�Center/IaaS Enrollment�Management

Student�Information�System

Under Construction

Productivity�Apps

Enterprise�Resource�Planning�(ERP):

FinanceP

Data�Storage

Research�&�High�Powered�ComputingData�Backup

Under�Construction

eProcurementSelf�Service�Portal

HRIS/Payroll

Research�Administration


CRM

Notes:

104


105

Preparing�for�the�Storm�Cloudp gKey�Organizational�Capabilities�for�Effective�Cloud�Adoption�Across�Campus

IVI II IIIPreventing�Shadow�

Systems

IVEffective�Contracting�

and�Security

ILegacy�Systems�Retirement

IIIT�Staff�Change�Management

III

CRM/Enrollment�Management

Calendar�and�Email

Data�Backup

Data�Center HRIS

Research�Computing

Ready�to�Go In�the�Waiting�RoomOn�the�

Cutting�Edge


Notes:

106


University�Business�Executive�Roundtable�� Education�Advisory�Board

2445�M�Street,�NW�•�Washington,�DC�20037Telephone:�202�266�6400�•�Facsimile:�202�266�5700�•�www.educationadvisoryboard.com

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