Starting September 14, join Sloan-C for an informative workshop sharing research and exploring best practices in the business strategies and models used by colleges and universities offering online learning. The workshop is intended to share with participants what we know thus far about how universities started their online efforts, what business strategies and functions seem most critical to success and what models for non-profits seem most prominent.

Organizational Roots
Three principles heavily influenced the adoption of online learning—cost, quality and access. The early launch by colleges and universities into online learning was often predicated on the institution's mission and existing organizational structure. Institutions with a history of continuing education frequently organized distance learning as an independent unit. These units were often required to operate financially as “for-profits” in a not-for-profit context. Recovering costs and increasing access were top priorities for these units. Other institutions grew their online learning efforts within academic colleges or internal service units. Academic units often concentrated on increasing access and quality for students while usually neglecting cost recovery or cost efficiencies. Many of these providers were premier in their discipline area. Institutions with distance learning organized in internal service units were also trying to balance the three principles of cost, quality and access but worked within the mainstream to integrate online learning as an access option for any program. These units had very different resources and constraints than online learning units organized in academic colleges or continuing education units.

Differences Across Functions
Exploratory survey findings indicated three primary types of organizations among the majority of respondents: self-funded independent units, self-funded units within a college, and units that are centrally/over-head funded. Many respondents were combinations of the three primary models. There were marked differences between the models in the level of control reported over the various functions related to online learning. These functions included business decision making such entering partnerships or removing products from the market; student services; quality assurance; curriculum development and the ability to hire instructors. The differences in functional control highlight the different contexts in which online learning leaders manage the three principles of cost, access and quality. The differences