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The Strategic Management of E-Learning Support

Findings from American Research Universities
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Franziska Zellweger MoserA slightly abbreviated version (332 pages) of my dissertation is published in November in the book series "Medien in der Wissenschaft".
Von Franziska Zellweger Moser in der Dissertation The Strategic Management of E-Learning Support (2007)
The Strategic Management of E-Learning SupportIn this study, e-learning support strategies of three innovative American research universities are investigated. The findings from over 50 interviews are presented in form of detailed qualitative case studies. On the basis of a comparative analysis recommendations are formulated on how structural and cultural conditions for e-learning support may be derived in order to effectively reach out to the faculty. The necessity of adequate strategic management practice on different levels is illustrated. This study was motivated by the current e-learning developments in German-speaking Europe. Hence, the potential and the limitations of a transfer of the study findings to the Swiss context is thoroughly considered.
Von Klappentext in der Dissertation The Strategic Management of E-Learning Support (2007)
Franziska Zellweger MoserSwiss higher education institutions have widely experimented with eLearning. However, sustainable integration proved to be more difficult than anticipated. The lack of a coordinated and strategic approach was presumed to be one of the core problems.
As a response, in this research the activities of three innovative American research universities were studied with a qualitative case study approach, including more than 50 interviews with key persons reflecting a wide variety of perspectives. Theoretical propositions were developed applying a grounded theory method of data analysis. Very soon, it became clear that insufficient faculty motivation is a common barrier for the sustainable integration of eLearning into university teaching. Hence, support and intervention strategies in the area of competence development and assistance with course design are identified. A particular lack of support was detected in the reflection phase in which faculty assess the quality of the course design and decide on further initiatives and time committed to teaching.
It is suggested that a coherent support process needs to be planned and implemented incorporating substantial collaboration across all involved support units. Such a process includes regular needs analysis, a sound set of standard services, individual consulting, integrated projects, as well as serious evaluation activities.
Strategic management regarding these activities at research universities is difficult and requires adaptations to the specific cultural context. An eLearning strategy not only needs to specify an eLearning business model but it should also consider the formal and informal incentive structure for faculty as well as an adequate policy framework. Furthermore, an eLearning strategy ought to make clear statements regarding the structural conditions for eLearning support.
More specifically, an eLearning support strategy needs to be developed taking cultural conditions proactively into account and coordinating activities along the support process across the involved units. Among these units, cross-disciplinary eLearning centers take a critical role in facilitating knowledge exchange and collaboration of local and central eLearning initiatives. The substantial involvement of the libraries and their support culture were particularly insightful.
The relevance of the results presented for the Swiss higher education context was evaluated.
Von Franziska Zellweger Moser in der Dissertation The Strategic Management of E-Learning Support (2007)
Sabine SeufertThe starting point and motivation of Zellweger's research study is the current situation at Swiss higher education institutions in terms of implementing eLearning. The lack of a coordinated and strategic approach was presumed one of the core problems. According to the author, educational technology can pose both a threat and an opportunity in a rapidly changing environment. This environment requires that HEIs pose questions regarding the eLearning environment and find answers toward its integration to current university conditions – that is the main challenge of Zellweger's study and at the same her dissertation.
The research design is based on a qualitative methodology. The findings from over 50 interviews are presented in form of detailed qualitative case studies and cross case analysis. Within the author's research study three broad questions initially framed the focus of her research:
  1. What are the elements of an adequate eLearning business model for a higher education institution?
  2. What challenges do higher education institutions face toward implementing strategic considerations regarding eLearning?
  3. What is the relevance of the findings from the American context for Swiss higher education institutions?
Since a number of American universities adopted eLearning much earlier than Swiss institutions, the author focused on the goal to investigate some of these initiatives in-depth. Therefore, elearning support strategies of three innovative American Universities are investigated: Massachusetts Institute of Technology, Northeastern University and Tufts University. On the basis of a comparative analysis recommendations are formulated on how structural and cultural conditions for elearning support may be derived in order to effectively reach out the faculty. Adequate strategic management practice on different levels is a conceptual helpful tool as well as convincingly illustrated in her thesis. A strategy should be developped and implemented at the following three levels:
  • University Strategy (content: mission),
  • eLearning Strategy (content: Business Model, eLearning specific issues)
  • eLearning Support Strategy (content: Business Model, eLearning support specific issues)
The process within the three strategic levels is alsways focused on initiation, working mode and outcome.
Zellweger's dissertation contains a recommendation chapter which is of high value for elearning practitioners repsonsible at a strategic level. For every strategic level, she developped empirically proofed and theoretically sound recommendations which give the different stakeholders at HEI a clear strategic agenda of "How to strategically implement eLearning at the University".
In her study is assumed that theses findings are valid for Swiss universities or for the German-speaking European universities, but only within certain cultural and structural limitations. The author thorougly reflects the potential of a transfer of the study findings from the American to the Swiss context.
The systematic analysis of factors leading to success or failure of elearning at HEI and the structured strategic management practice on three different levels by giving clear recommendations are well substantiated and an important resource if not rather an absolute "must" for researchers who are interested in HEI development and for practitioners at HEI who belong to the management team of teaching and learning, elearning support leaders as well as elearning-project managers. www.elearning-reviews.org
Von Sabine Seufert, erfasst im Biblionetz am 08.02.2007

iconKapitel  Unter den anklickbaren Kapiteln finden Sie Informationen über einzelne Teile des gewählten Werks.

  • 1. Introduction
  • 2. Prestudy: E-Learning Business Models of Selected American Higher Education Institutions
  • 3. Research Strategy
  • 4. Context and Concepts - A Literature Review
  • 5. Findings from the American Context
  • 6. Cross-Case Analysis and Discussion
  • 7. Recommendations for the American Context
  • 8. Swiss Higher Education - An Outlook
  • 9. Conclusions

iconDiese Doktorarbeit erwähnt ...

KB IB clear
Gudrun Bachmann , A. W. Bates , Robert C. Clark , Larry Cuban , Thomas H. Davenport , M. Dittler , Dieter Euler , Robert G. Fichman , Jetta Frost , Urs Gröhbiel , Paul R. Hagner , Jasmina Hasanbegovic , David H. Jonassen , Michael Kerres , Leonard P. Martineau , Polley A. McClure , John W. Miller , Diana G. Oblinger , James L. Oblinger , Margit Osterloh , E. M Rogers , Gilly Salmon , Ingrid Schönwald , Rolf Schulmeister , Sabine Seufert , Toby D. Sitko , John W. Smith , Karl Wilbers

KB IB clear
Bibliotheklibrary , Bologna-Reform , E-LearningE-Learning , ETH Zürich , EuropaEurope , Geschäftsmodellbusiness model , Globalisierungglobalization , ICTICT , Innovationinnovation , knowledge workerknowledge worker , Lebenslanges Lernenlifelong learning , Lernenlearning , Managementmanagement , MIT , SchweizSwitzerland , Simulation , St. Galler Modell , Support , Universität St. Gallen , USA , Virtueller Campus Schweiz (VCS) , WBT (Web Based Training)Web Based Training
Jahr  Umschlag Titel Abrufe IBOBKBLB
local web  The Horizon Report 2005 (Laurence F. Johnson, Rachel S. Smith) 1100
1962 local  Diffusion of Innovations (E. M Rogers) 4, 6, 6, 5, 10, 19, 3, 1, 1, 9, 4, 11 7511111180
1992 Process Innovation (Thomas H. Davenport) 4, 2, 1, 3, 6, 3, 6, 3, 2, 9, 4, 1 451603
1996 Prozessmanagement als Kernkompetenz (Margit Osterloh, Jetta Frost) 5000
1999 Managing Technological Change (A. W. Bates) 1, 2, 1, 6, 3, 3, 6, 6, 4, 6, 2, 2 1272909
2000 Computers as Mindtools for Schools (David H. Jonassen) 4, 1, 9, 1, 5, 7, 3, 5, 1, 7, 4, 5 22351055
2000 local  E-Moderating (Gilly Salmon) 1, 8, 5, 3, 10, 10, 3, 1, 3, 7, 2, 4 29441301
2001 Virtueller Campus Personenreihenfolge alphabetisch und evtl. nicht korrekt (M. Kindt, Erwin Wagner) 6, 4, 1, 5, 8, 3, 8, 3, 7, 8, 3, 4 574849
2001 local  Oversold and Underused (Larry Cuban) 3, 6, 2, 5, 9, 8, 5, 1, 4, 11, 2, 7 80771796
2002 Campus 2002 Personenreihenfolge alphabetisch und evtl. nicht korrekt (Gudrun Bachmann, O. Haefeli, M. Kindt) 3, 1, 7, 44, 3, 6, 10, 3, 1, 9, 3, 6 233162044
2002 local  Handbuch E-Learning (Andreas Hohenstein, Karl Wilbers) 11, 7, 3, 12, 22, 8, 4, 2, 3, 19, 2, 12 1884341214204
2002 Selbstlernen mit neuen Medien didaktisch gestalten (Dieter Euler, Karl Wilbers) 4, 4, 7, 7, 6, 8, 5, 7, 1, 6, 4, 4 10341609
2003 local web  Nachhaltigkeit von eLearning-Innovationen (SCIL-Arbeitsbericht I) (Sabine Seufert, Dieter Euler) 2, 5, 1, 5, 7, 5, 7, 8, 1, 6, 5, 6 132061984
2004 local web  Supportstrukturen zur Förderung einer innovativen eLearning-Organisation an Hochschulen (Ingrid Schönwald, Dieter Euler, Sabine Seufert) 5, 3, 5, 3, 4, 6, 6, 2, 4, 7, 3, 3 71331167
2004  local  E-Learning in Hochschulen und Bildungszentren (Dieter Euler, Sabine Seufert) 7, 5, 5, 7, 22, 5, 1, 2, 6, 10, 5, 10 44186103178
2005 local web  Educating the Net Generation (Diana G. Oblinger, James L. Oblinger) 2, 1, 5, 2, 3, 5, 17, 2, 1, 8, 3, 5 391551328
2005 local web  Nachhaltigkeit von eLearning-Innovationen (Sabine Seufert, Dieter Euler) 2, 3, 2, 4, 2, 5, 7, 4, 1, 8, 3, 6 112861022
Jahr  Umschlag Titel Abrufe IBOBKBLB
1992 local web  Information Technology Diffusion (Robert G. Fichman) 1, 6, 2, 4, 1, 2, 4, 5, 7, 2, 2, 1 241401
1997 local web  The Crisis in Information Technology Support (Polley A. McClure, John W. Smith, Toby D. Sitko) 1, 1, 1, 6, 5, 9, 13, 2, 2, 2, 2, 1 121353
1998 local web  Technology’s Impact on Faculty Life and Work (Roger G. Baldwin) 2, 6, 1, 2, 1, 1, 1, 6, 2, 1, 2, 4 124259
2000 local web  Technology Infusion and Higher Education (John W. Miller, Leonard P. Martineau, Robert C. Clark) 2, 1, 1, 4, 3, 2, 5, 3, 4, 2, 4, 2 132378
2001 Zur (In-) Kompatibilität von mediengestützter Lehre und Hochschulstrukturen (Michael Kerres) 5200
2001 local web  Interesting Practices and Best Systems in Faculty Engagement and Support (Paul R. Hagner) 3100
2002 E-Learning auf strategische Ziele ausrichten (Urs Gröhbiel) 7100
2002 local  Hard- und Softwareinfrastruktur für E-Learning auswählen (Sabine Seufert) 5, 2, 3, 2, 2, 6, 7, 4, 1, 3, 4, 3 12431430
2004 Gestaltung des eLearning-Projektmanagements an Hochschulen (Ingrid Schönwald) 7, 2, 5, 3, 2, 8, 10, 1, 2, 3, 5, 2 1172989
2004 Kriterien didaktischer Qualität im E-Learning zur Sicherung der Akzeptanz und Nachhaltigkeit (Rolf Schulmeister) 4, 1, 7, 1, 6, 8, 12, 1, 2, 8, 5, 4 32541448
2004 Gestaltung von E-Learning-Portalen als integraler Bestandteil der Hochschulentwicklung Personenreihenfolge alphabetisch und evtl. nicht korrekt (Gudrun Bachmann, M. Dittler) 3000
2004 Kategorisierungen als Ausgangspunkt der Gestaltung innovativer eLearning Szenarien (Jasmina Hasanbegovic) 2, 4, 7, 4, 3, 2, 2, 8, 6, 4, 3, 3 403300
2005 local web  Is It Age or IT (Diana G. Oblinger, James L. Oblinger) 151100

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Titel   Format Bez. Aufl. Jahr ISBN          
The Strategic Management of E-Learning Support E - - 1 2007 9783830917328 Swissbib Worldcat Bestellen bei Amazon.de Buy it now!

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