- 1. Strategic Revenue Managementtowards widening access
touniversity educationA Conceptual Paper presented in occasion of
the6th International Conference on Services ManagementJune 24th,
2013.AuthorsKate Varini & George RobertsOxford Brookes
University
2. Profitable & Accessible UniversityEducation &
Lifelong, Anytime Learning Revenue Management Variable pricing
Predictable duration Flexible delivery & payment modes New
technology to enable scalability Delivery modes e.g. MOOCs
Management of constrained capacity(rooms, lecturers) and pricing
for profit 3. Opportunities for Online Learning The Internet,
mobile devices and social media,have led to a surge in the time
individuals spendonline New generation of middle class; growth in
theprivate sector The fact that demand for quality
educationproducts that cannot be met Increased interest in formal
learning, using onlinemedia New commercial opportunities within
theeducation sector 4. QuestionsHow many can afford University
Educationtoday?How is a students university education funded?What
problems do student indebtednesscreate?How might widening access to
universityeducation positively impact society? 5. Open Access,
Meeting Needs Work related vocational learning Mid career
professionals Cannot attend full-time university courses Do not
have a first degree Changing needs of university students Support
to navigate information already available Desire for value for
money: What? Need to disaggregate the role of teacher and
segmentcontact time by cost Group/Individual Tutorials, lectures,
office hours, oral feedback, placementvisits, etc. 6. Free, Open,
Online Learning The Oxford Centre for Staff and Learning
Development A "small open online task-based MOOC targeting
newlecturers, PhD students who teach, and people movinginto HE from
industry 200 participants Some new to HE &to learning online,
chose course forconvenience MOOC veterans & experienced
lecturers, to refresh orshare experience About half from outside
the UK 25 received individual feedback 60 completed the course 14
were assessed and received certificates 7. MOOC Design: A
Compromise 5 weeks Group-work and peer mentoring 1 Tutor: 8 -10
people. Approaches to assessment needed to promotescalability
Active participants; 100 hours Thus worth 10 - 20 credits at post
graduate level Access to completion of a range of academic
andprofessional qualifications Ancillary services such as
tutorials, certification andassessment could build the net economic
contributionmade by a MOOC 8. Free Learning, Open, Online, Flexible
Learning Promote a Social/Global/Community mission Improving
learning gains Continuing professional development (CPD) Enhancing
reputation, increase global visibility A showcase of expertise
Growth area for HE has been online Can entering untapped markets
Serving existing markets in new ways Reduce costs/prices where
contact is notvalued/essential Building a broad base of future PG
customers Opportunities to apply revenue
management;products/differential pricing/profit optimisation 9.
Actual MOOC overview General education on-line courses Coursera.org
Industry specific on-line courses Travel & Tourism Floofl.com
10. Coursera.org 11. Coursera.org 12. Coursera.org 13.
Floofl.comFree Learning, Open, Online, Flexible Learning As one of
the largest industries in the worldTravel & Tourism is provides
unlimitedopportunities for profitable micro tourismbusiness 14.
Floofl.com Aims to provide free university level on-linetourism
education The on-line platform can be used to uploadparticular
courses for students, members,users and /or clients 15.
Floofl.comVISIONTo have an on-going, significant, positive impact
onthe lives of many others, all around the worldMISSIONTo provide
free on-line tourism education toenhance employability and the
means for people toemerge from hardship with dignity 16. Floofl.com
17. Floofl.com 18. Flexible LearningContextually unique variants
for each learner including where people let their "real" selves
show Poor unemployed mature Sam MOOCs Work related
vocationallearning Peer mentoring Gains employment MOOC Moves
through the ranks Earns a good salary Completes paid PG modulesover
a 5 year period Career develops Opportunities for paid life
longlearning Scholarship for researchdegree Affluent late teen
Annie Attends Uni, socialises Wants/expects high contact Needs a
significant amount ofextra personalised support Fails modules MOOCs
UG to PG Career Mentoring Employment MOOCs Executive Coaching
Continuous
ExecutiveeducationLOWCOST/LOWERPRICE/SOCIALBENEFITSHIGHCOST/PRICE
19. Stand Alone MOOC Learning Interaction may a may differ Active
participation needs Multi-tasking needed Ability organize a
personal learning network Time management skills Personal
motivation Support though peer and tutor interaction MOOC
facilitators one way regular communication Peer interaction; where
the less experienced benefitfrom the expertise of others 20. Stand
Alone MOOC Learning Evolving digital practice and the ability
toparticipate within a digital economy Participants have the option
to maintain a digitalidentity, different from their real identity
to addressinstances where participation can be inhibited bylearner
identity The role of participant as knowledge builder may feelalien
to some learners 21. Conclusion The financial crisis & the
social implications ofincreases in the global population raises
newcommercial opportunities New technology, particularly the
Internet and bigdata, can bring about a paradigm change to theway
learning and teaching is deployed MOOCs will play an important role
as theseremove many of the existing barriers to a formaluniversity
education, particularly those related toscalability 22. Welcome to
the future!Be Floofly!
