The only constant is change. Whether you are involved in the launch of a new online initiative or a member of a well-established online team, a key component of your work is advocacy and embracing work that can create lasting and meaningful change at your institution. These change initiatives might involve reinforcing the strategy for online/distance learning with peers, securing commitments for action, and emphasizing the important role online learning has in innovative teaching and learning practices, among others. During this SOLA+R 2020 Pre-Conference, peers will lead business case exercises and explore approaches institutions have used to develop and execute effective strategies for distance/online education success. Facilitators will share an organizational change formula in collaborative problem-solving to identify options and tactics to achieve institutional change and advocate for online learning enterprises.
Facilitators will provide a brief overview of the session and process. Participants will be grouped by common characteristics/interests based on a pre-event survey to discuss the case studies and share experiences from their own institutions. Discussion will be centered around the Organization Change Formula (Dissatisfaction x Vision x First Steps > Resistance).
This session will feature real-world examples from various UPCEA member institutions. Each case study presenter will provide a brief description of substantive organizational change efforts at their institution in recent years.
Registration for this pre-conference is free for UPCEA members already registered for the full UPCEA SOLA+R event that manage a team of two or more individuals at their institution. Please note, this is similar to the Roundtable session held at the 2019 UPCEA Annual Conference (Driving Organizational Change at Institutions) if you are a COLO or IR that attended that event you should not attend this pre-conference.
9:00 am - |
9:20 am |
Introduction and Overview
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9:20 am - |
9:40 am |
Examples of Change Creating Dissatisfaction with Status Quo:
Creating and Articulating a Vision:
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9:40 am - |
10:05 am |
Break-out Discussion I |
10:05 am - |
10:20 am |
Report Out |
10:20 am - |
10:30 am |
Break |
10:30 am - |
10:50 am |
Examples of Change ActionSteps:
Addressing Resistance:
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10:50 am - |
11:20 am |
Break-Out Discussion II |
11:20 am - |
11:40 am |
Report Out |
11:40 am - |
12:00 pm |
Wrap-Up |
New leadership above you
Funding model for your office
Organizational structure of your office
Scope, scale or goals of your office
Metrics that support success for online/distance education.
Incentives and policies regarding online offerings
Quality standards and academic integrity tools for courses/programs
Student services, technology and/or other support specifically designed to serve the online student.
Accessibility or Universal Design for Learning (UDL) in online courses
Participants will consider sources of influence including hierarchical authority, access to key decision-makers, key stakeholders, and lines of communication to support the institutional strategy for online education. Groups will identify risks and discuss the pros and cons of various approaches to identify strategies and tactics most likely to succeed. Small groups will share their approaches and key takeaways with the larger group. Presenters will facilitate large group discussion and summarize key points.
Discuss levels/types of changes.
Identify ways to frame and implement change at institutions
Connect with colleagues at other institutions who can continue to serve as resources and sounding-boards beyond the conference.
Identify resources and tools that enhance participant’s ability to influence key stakeholders.
Recognize factors and behaviors that can derail change efforts.
Beth Rubin is the Dean of Adult and Online Education at Campbell University. She has led academic administration in both for-profit universities (Cardean and DeVry Universities) and non-profits (DePaul and Miami Universities) that provide educational programs for adult learners. Her research includes analyses of the design of higher education, cheating in online courses, the effect of learning management systems on learning, and the Community of Inquiry, among other topics. She has taught courses on organizational behavior and design, and given dozens of presentations and published research in journals such as the Journal of Asynchronous Learning Networks, Internet and Higher Education, Online Journal of Distance Learning Administration and the International Review of Research in Open and Distance Learning, as well as numerous book chapters, conference proceedings, white papers and other works.
After earning her B.A. in Psychology at Cornell University, and M.A. and Ph.D. in Industrial/Organizational Psychology from Michigan State University, Dr. Rubin spent 11 years as a traditional faculty member, earning tenure and winning a teaching award at the Asper School of Business at the University of Manitoba in Canada.
Kim Siegenthaler is Director of Mizzou Online at the University of Missouri, where she defines and operationalizes the mission, vision and strategies of Mizzou Online to develop, market and deliver graduate and undergraduate degree and certificate programs to distance students, while coordinating collaborations between Mizzou Online and various other departments.
Prior to joining the University of Missouri, Dr. Siegenthaler served as Director of Continuing Education and Alumni Relations at Baptist Theological Seminary at Richmond (VA); as faculty at Appalachian State University and at Texas State University.
Kim Siegenthaler holds a M.Div. from the Baptist Theological Seminary at Richmond, a Ph.D. in Leisure Studies from the University of New Mexico, a M.S. in Recreation Administration from the University of Oklahoma, and a B.S. in Recreation from Baylor University.