Why is this so? It is due to the central importance of such a course to the Distance Education professional in decision making positions. Especially in the private sector (but increasingly also in public institutions) any suggestions for change and innovation have to be costed. Both, the request to make efficiency gains as well as the request to raise quality, have cost implications.
The Management of Distance Education 1 course equips students with the central concepts of cost-analysis. Though in complex organizations this is no substitute for an accountant specialist, it is intended to turn the Distance Education professional into a competent partner in the process of costing. This is a central competence given that each suggestion for change is most certainly accompanied by the question “And how much will it cost?”
Costing is about numbers. Often this is sufficient to make people shy away from a course like this, though they are ready to admit its relevance. However, given available spreadsheet tools, the mechanics of costing can be kept to a minimum. We therefore have decided to make the availability of Excel a course requirement. We do not require mastery of Excel. On the contrary, we will assist participants with little prior knowledge of Excel to acquire the necessary skills to use Excel not only as a calculation but also as a modeling tool. This adds an interactive and explorative dimension to the dry tables of a textbook.
The course consists of four modules. All modules extend over three weeks each.
The 1st module: "The Expansion of Education and the Emergence of the Economics of Education" gives an introduction into the economics of education in general (most importantly the ‘human capital theory’) and links it to distance education: While economics of education uses the analytical tools of economics to analyze education theoretically, distance education translates some management and production methods, which have proved successful in economics (e.g. manufacturing), to education.
The 2nd module: "The Techniques of Cost Analysis" introduces the instruments of cost-analysis. After an introductory analysis of distance education as a system, the student identifies resources, classifies them into the main cost categories and handles the basic costing model. Special attention is given to the treatment of capital costs and overheads.
The 3rd module: "The Cost-effectiveness of Distance Education" applies the resulting conceptual framework and modeling tools to distance education institutions in order to address questions of cost-efficiency and cost-effectiveness. The point of departure remains the model of the distance teaching university which achieves competitive average costs per student together with high quality if it can achieve scale economies. The discussion with Greville Rumble about the vulnerability of this model by dual mode competiters provides a forward link to the fifth module.
The 4th module: "Costing Educational Technologies" addresses
the problem of costing educational media. We consider basic conceptual problems
of educational technologies/media (how to classify them, how to compare their
costs) and identify and simulate their cost structures using spreadsheets.
Turning to net based education (e-education, distributed e-learning) we identify two major avenues of development, one uses the information processing aspect of ICT (type-i), the other the communication aspect (type-c). Though often integrated by Learning management Sytems (LMS) cost structures differ according to where emphasis is placed.
Though this is a substantial program, due consideration has been
given to calculate the amount of reading requirements to comply with the overall
stipulated learning time.
The goals of the course is to enable the student to be a competent partner in the process of setting up and managing economic aspects of distance education, both on institutional level as well as on course level (i.e. with regard to media choice).
At the end of the course students should have achieved the following objectives. The student
Bates, A. W. (2000). Managing Technological Change: Strategies for College
and University Leaders. San Francisco: Jossey Bass.
Rumble, G. (Ed.). (2004). Papers and debates on the costs and economics of
distance education and online learning (Vol. 7). Oldenburg: Bibliotheks-
und Informationssystem der Carl von Ossietzky Universität Oldenburg.
Rumble, G. (1997). The Costs and Economics of Open and Distance Learning.
London: Kogan Page.
NOTE:
Rumble (1997) may be out of print. The new edition is not yet available. The
most important chapters will be made available online.
Rumble, G. (Ed.). (2004) will be available at Missouri Bookshop
In general, journal articles and papers referenced in this Syllabus will be supplied online.
|
It is strongly recommended that students purchase the Publications Manual of the American Psychological Association (4th Ed.) and that they pay particular attention to these pages before, during and after the writing of any Assignments.
As noted below, the ability to write to APA standards is a Graduate School requirement. |
This course is only offered in the online mode. Students must be prepared to:
The 150 hours workload during the course consists of:
To the final grade of this course both, assignments, and participation to the conferences will contribute:
During the first week a number of issues will have to be addressed: Students will be introduce each other and will be given an outline of the course setup.
However, we proceed soon to the course content. What is the rationale behind the unprecedented expansion of education? Education can be seen as an investment with very real returns to the individual as well as to society as a whole. Individual demand rises and there seems little reason to discourage it. But trying to satisfy a mass demand for education, giving the scarcity of resources, leads to the question of the most cost-effective provision of education. Distance education seems to fit this bill. Using rational production techniques, including division of labor and the application of media and technologies, distance education may be seen as being capable of emulating the success of industrialized manufacture of high quality consumer goods.
This relation between the core theory of economics of education which suggests to view education as an investment ('Human Capital Theory'), the historically unprecedented worldwide postwar expansion of education, and the emergence of distance education sets the scene for the questions of this course.
In the second week students will be asked to do some group work. Students will collaborate to explore the expansion of education using the GED database. While this group work is not graded, participation is strongly recommended since it will allow students to become acquainted with the use of Excel spreadsheets required in the first assignment.
Management issues and objectives:
Required reading:
Perraton, H. (2000). Introduction: golden goose and ugly duckling, Open
and distance learning in the developing world (pp. 4-9).
London: Routledge.
Schultz, T. W. (1961). Investment in human capital. American
Economic Review, 51, 1-17.
Additional reading:
Psacharopoulos, G. (1995). The Profitability
of Investment in Education: Concepts and Methods: World Bank.
Peters, O. (1994). Distance education and industrial production: a comparative
interpretation in outline. In D. Keegan (Ed.), Otto
Peters on distance education: the industrialisation of teaching and learning (pp.
107-127). London: Routledge.
Group task
At the end of module 1 students are to complete a group
task. The task will not be graded and affects the final grade only through its
contribution to the 25% of participation rating (cf. Grading above).
Special emphasis is given to the issues like capital costs, overheads and cost attribution of joint products.
Objectives:
Required readings:
Rumble, G. (1997). The Costs and Economics of Open and Distance
Learning. London: Kogan Page.
Assignment
At the end of module 2 students are to submit an assignment
that contributes 25% to the final grade.
This module applies cost analysis to distance education institutions. Using 'cost per student' and 'cost per graduate' as an proxy indicator for cost-effectiveness we will examine the method of analyzing institutional cost-effectiveness. We review case study evidence for the claim of distance education being a cost-effective means of educational provision.
Management guidelines to monitor the cost-effectiveness of distance education are suggested.
Objectives
Required readings:
Rumble, G. (1997). The Costs and economics of open and distance
Learning. London: Kogan Page.
Rumble, G. (2003). The competitive vulnerability of distance teaching Universities
(1992). In G. Rumble (Ed.), Papers and debates on the costs and economics
of distance education and online learning (Vol. 7, pp. 67-88). Oldenburg:
Bibliotheks- und Informationssystem der Carl von Ossietzky Universität
Oldenburg.
Additional reading:
Laidlaw, B., & Layard, R. (1974). Traditional versus Open University teaching
method: A cost comparison. Higher Education,
3, 439-468.
Levin, H. M. (1995). Cost-effectiveness Analysis. In M. Carnoy (Ed.), Internation
al encyclopedia of economics of education, (pp. 381-386).Oxford:
Pergamon.
White, V. (2003). Responses to Greville Rumble's article 'The competitive vulnerability
of distance teaching universities'. In G. Rumble (Ed.), Papers and debates
on the costs and economics of distance education and online learning (Vol. 7,
pp. 89-92). Oldenburg: Bibliotheks- und Informationssystem der Carl von
Ossietzky Universität Oldenburg.
Mugridge, I. (2003). Responses to Greville Rumble's article 'The competitive
vulnerability of distance teaching universities' (1992). In G. Rumble (Ed.),
Papers and debates on the costs and economics of distance education and online
learning (Vol. 7, pp. 93-96). Oldenburg: Bibliotheks- und Informationssystem
der Carl von Ossietzky Universität Oldenburg.
Keegan, D. (2003). The competitive advantages of distance teaching universities.
In G. Rumble (Ed.), Papers and debates on the costs and economics of distance
education and online learning (Vol. 7, pp. 107-117). Oldenburg: Bibliotheks-
und Informationssystem der Carl von Ossietzky Universität Oldenburg.
Rumble, G. (2003). The competitive vulnerability of distance teaching universities:
a reply. In G. Rumble (Ed.), Papers and debates on the costs and economics
of distance education and online learning (Vol. 7, pp. 103-106). Oldenburg:
Bibliotheks- und Informationssystem der Carl von Ossietzky Universität
Oldenburg.
Rumble, G. (2003). Competitive vulnerability: an addentum to the debate (1998).
In G. Rumble (Ed.), Papers and debates on the costs and economics of distance
education and online learning (Vol. 7, pp. 107-117). Oldenburg: Bibliotheks-
und Informationssystem der Carl von Ossietzky Universität Oldenburg.
Assignment
At the end of module 3 students are to submit an assignment
that contributes 25% to the final grade.
Module 4 addresses the issue of costing technologies. After some methodological consideration on how to cost educational technologies and the introduction of 'cost per student learning hour' as a measure to facilitate cost comparison, we classify media in two major categories. In the first category we place 'resource media', which are unidirectional and can be replicated as objects, e.g. books, cassettes, CD-ROMs. They are more likely to generate economies of scale. Communication media, in the second category, link a student and a teacher/tutor and are less prone to generate scale economies.
Netbased education (e-education, distributed e-learning) integrates the different types of media often by unified Learning Management Systems (LMS). But it makes a big difference in terms of cost structure if digital media emphasize the information processing aspect of ICT (type-i, e.g. CBTs) or the communication aspect (type-c, e.g. asynchronous seminars).
Objectives
Required readings:
Bates, A. W. (2000). Managing Technological Change: Strategies for College
and University Leaders. San Francisco: Jossey Bass.
Bates, A. W. (1995). Technology, open learning and distance education. (pp.
33-60) London: Routledge.
Rumble, G. (2004). The costs and costing of networked learning. In G. Rumble
(Ed.), Papers and debates on the costs and economics of distance education
and online learning (pp. 139-162). Oldenburg: Bibliotheks- und Informationssystem
der Carl von Ossietzky Universität Oldenburg.
Rumble, G. (2004). The costs of providing student support services
(2001). In G. Rumble (Ed.), Papers and debates on the costs and economics
of distance education and online learning (Vol. 7, pp. 163-174). Oldenburg:
Bibliotheks- und Informationssystem der Carl von Ossietzky Universität
Oldenburg.
Rumble, G. (2004). E-Education: Whose Benefits, whose costs? In G. Rumble
(Ed.), Papers and debates on the costs and economics of distance education
and online learning (Vol. 7, pp. 119-138). Oldenburg: Bibliotheks- und Informationssystem
der Carl von Ossietzky Universität Oldenburg.
Whalen, T., & Wright, D. (1999). 'Methodology for cost-benefit analysis
of Web-based tele-learning'. The American
Journal of Distance Education, 13(1), 25-43.
Additional readings:
Bates, A. W. (1999). Calculating the costs of teaching with technology, Managing
technological change: strategies for college and university leaders
(pp. 122-152). London: Routledge.
Bishop, T., & SchWeber, C. (2001). UMUC's Online
MBA Program: A case study of cost-effectiveness and the implications for large-scale
Programs': Sloan Foundation.
Assignment:
At the end of module 5 students are to submit an assignment that
contributes 25 % to the final grade.
Course Materials
Bates, A. W. (2000). Managing Technological Change: Strategies for College
and University Leaders. San Francisco: Jossey Bass.
Rumble, G. (Ed.). (2004). Papers and debates on the costs and economics
of distance education and online learning (Vol. 7). Oldenburg: Bibliotheks-
und Informationssystem der Carl von Ossietzky Universität Oldenburg.
Rumble, G. (1997). The Costs and Economics of Open and Distance Learning.
London: Kogan Page.
NOTE: Rumble (1997) may be out of print. The
new edition is not yet available. The most important chapters will be made available
online.
Bates, A. W. (1999). Calculating the costs of teaching with technology, Managing technological change: strategies for college and university leaders (pp. 122-152). London: Routledge.
Bates, A. W. (1995). Technology, open learning and distance education. (pp. 33-60) London: Routledge.
Hülsmann, T. (2000). The costs of open learning: a handbook. Oldenburg: Bibliotheks- und Informationssystem der Carl von Ossietzky Universität Oldenburg. . (Chapter 1, Chapter 2, Case study 1, Case study 3, Case study 9)
Hülsmann, T. (2002). Costs without camouflage: A cost-analysis of Oldenburg University's two Graduate Certificate Programs offered as part of the Online Master of Distance Education (MDE) - A case study. In U. Bernath, Rubin, E. (Ed.), Reflections on teaching and learning in an online master program - a case study (Vol. 6). Oldenburg: Bibliotheks- und Informationssystem der Universität Oldenburg.
Perraton, H. (2000). Introduction: golden goose and ugly duckling, Open and distance learning in the developing world (pp. 4-9). London: Routledge.
Peters, O. (1994). Distance education and industrial production: a comparative interpretation in outline. In D. Keegan (Ed.), Otto Peters on distance education: the industrialisation of teaching and learning (pp. 107-127).
Peters, O. (1993). Distance education in a post-industrial society. In D. Keegan (Ed.), Foundations of Distance Education. London: Routledge.
Rumble, G. (2003). The competitive vulnerability of distance teaching Universities (1992). In G. Rumble (Ed.), Papers and debates on the costs and economics of distance education and online learning (Vol. 7, pp. 67-88). Oldenburg: Bibliotheks- und Informationssystem der Carl von Ossietzky Universität Oldenburg.
Rumble, G. (2004). The costs and costing of networked learning. In G. Rumble
(Ed.), Papers and debates on the costs and economics of distance education
and online learning (pp. 139-162). Oldenburg: Bibliotheks- und Informationssystem
der Carl von Ossietzky Universität Oldenburg.
Rumble, G. (2004). The costs of providing student support services (2001).
In G. Rumble (Ed.), Papers and debates on the costs and economics of distance
education and online learning (Vol. 7, pp. 163-174). Oldenburg: Bibliotheks-
und Informationssystem der Carl von Ossietzky Universität Oldenburg.
Rumble, G. (2004). E-Education: Whose Benefits, whose costs? In G. Rumble (Ed.),
Papers and debates on the costs and economics of distance education and online
learning (Vol. 7, pp. 119-138). Oldenburg: Bibliotheks- und Informationssystem
der Carl von Ossietzky Universität Oldenburg.
Schultz, T. W. (1961). Investment in human capital. American Economic Review, 51, 1-17.
Whalen, T., & Wright, D. (1999). 'Methodology for cost-benefit analysis
of Web-based tele-learning'. The American
Journal of Distance Education, 13(1), 25-43.
Bates, A. W. (1999). Calculating the costs of teaching with technology, Managing technological change: strategies for college and university leaders (pp. 122-152). London: Routledge.
Bishop, T., & SchWeber, C. (2001). UMUC's Online MBA Program: A case study of cost-effectiveness and the implications for large-scale Programs': Sloan Foundation.
Keegan, D. (2003). The competitive advantages of distance teaching universities. In G. Rumble (Ed.), Papers and debates on the costs and economics of distance education and online learning (Vol. 7, pp. 107-117). Oldenburg: Bibliotheks- und Informationssystem der Carl von Ossietzky Universität Oldenburg.
Laidlaw, B., & Layard, R. (1974). Traditional versus Open University teaching method: A cost comparison. Higher Education, 3, 439-468.
Levin, H. M. (1995). Cost-effectiveness Analysis. In M. Carnoy (Ed.), Internation al encyclopedia of economics of education, (pp. 381-386).Oxford: Pergamon.
Mugridge, I. (2003). Responses to Greville Rumble's article 'The competitive vulnerability of distance teaching universities' (1992). In G. Rumble (Ed.), Papers and debates on the costs and economics of distance education and online learning (Vol. 7, pp. 93-96). Oldenburg: Bibliotheks- und Informationssystem der Carl von Ossietzky Universität Oldenburg.
Perraton, H. (2000). Introduction: golden goose and ugly duckling, Open
and distance learning in the developing world (pp. 4-9).
London: Routledge.
Schultz, T. W. (1961). Investment in human capital. American
Economic Review, 51, 1-17.
Psacharopoulos, G. (1995). The Profitability of Investment in Education: Concepts and Methods: World Bank.
Peters, O. (1994). Distance education and industrial production: a comparative interpretation in outline. In D. Keegan (Ed.), Otto Peters on distance education: the industrialisation of teaching and learning (pp. 107-127). London: Routledge.
Rumble, G. (2003). The competitive vulnerability of distance teaching universities: a reply. In G. Rumble (Ed.), Papers and debates on the costs and economics of distance education and online learning (Vol. 7, pp. 103-106). Oldenburg: Bibliotheks- und Informationssystem der Carl von Ossietzky Universität Oldenburg.
Rumble, G. (2003). Competitive vulnerability: an addentum to the debate (1998). In G. Rumble (Ed.), Papers and debates on the costs and economics of distance education and online learning (Vol. 7, pp. 107-117). Oldenburg: Bibliotheks- und Informationssystem der Carl von Ossietzky Universität Oldenburg.
White, V. (2003). Responses to Greville Rumble's article 'The competitive vulnerability of distance teaching universities'. In G. Rumble (Ed.), Papers and debates on the costs and economics of distance education and online learning (Vol. 7, pp. 89-92). Oldenburg: Bibliotheks- und Informationssystem der Carl von Ossietzky Universität Oldenburg.
Grading Information
To the final grade of this course both, assignments, and participation to the conferences will contribute:
According to the Graduate School's grading policy, the following symbols are used: A -- excellent; B -- good; C -- passing; and F-- failure.
The following scale will be used for the purposes of this course:
A = 90 to 100
B = 80 to 89
C = 70 to 79
F = below 70.
The grade of "B" represents the benchmark for the Graduate School. It indicates that the student has demonstrated competency in the subject matter of the course, i.e., has fulfilled all course requirements on time, has a clear grasp of the full range of course materials and concepts, and is able to present and apply these materials and concepts in clear, reasoned, well-organized and grammatically correct responses, whether written or oral.
Only students who fully meet this standard and, additionally demonstrate exceptional comprehension and application of the course subject matter, merit an "A".
Students who do not meet the benchmark standard of competency fall within the "C" range or lower. They, in effect, have not met graduate level standards. Where this failure is substantial, they earn an "F".
The Grade Of "I" (Incomplete): The grade of "I" is exceptional and given only to students whose completed coursework has been qualitatively satisfactory but who have been unable to complete all course requirements because of illness or other extenuating circumstances beyond their control. The grade of "I" may be considered only for students who have completed at least fifty percent (50%) of the total coursework requirements and who have received a passing grade on all the coursework which they have completed. The instructor retains the right to make the final decision on granting a student's request for an "I", even though the student may meet the eligibility requirements for this grade.
Course Schedule
for OMDE606 Summer 2003
| Week | Dates | Modules/content/due dates |
| 0 | May, 15. to May, 21. | Preweek: (read only) - How to prepare for this course. |
| 1 | May 22.to May, 28. |
Introduction: |
| 2 | May, 29. to Jun. 4. |
Module 1 (cont.) |
| 3 | Jun.5. to Jun.11. | Module 2: The Techniques of Cost Analysis -Budgets and the classification of resources; -Classification of costs; -Economies of scale; -Overheads and the treatment of capital costs. |
| 4 | Jun.12. to Jun.18. |
Module 2 (cont.) |
| 5 | Jun.19. to Jun.25. | Module 2 (cont.) -Making use of spreadsheets for cost-analysis. Date for posting Assignment 1: 06/24 |
| 6 | Jun.26. to Jul.2. | Module 2 (cont.) Date for submitting Assignment 1: 07/02 |
| 7 | Jul. 3. to Jul.9. | Module 3: The Cost-effectiveness of Distance
Education -Effectiveness and efficiency; Conference with Prof. Greville Rumble: July, 5th to 11th |
| 8 | Jul.10. to Jul.16. |
Module 3 (cont.) |
| 9 | Jul. 17. to Jul.23. | Module 3 (cont.) Date for submitting Assignment 2: 07/23 |
| 10 | Jul.24. to Jul.30. |
Module 4: Costing Educational Technologies |
| 11 | Jul.31. to Aug.6. | Module 4 (cont.) -The main cost drivers in netbased learning; -The costs of online student support. -The impact of netbased learning on the cost-structure of distance education' -Case study: Bell Online Date for posting Assignment 3 (group assignment):08/01 |
| 12 | Aug.7.to Aug.20. | Module 4 (cont.) Date for submitting Assignment 3 (group assignment): 08/15 Looking back: Evaluation and reflection |
Academic Policies
Academic Policies are not course specific and are therefore created and housed
separately from this syllabus. You may access and print Academic Policies from
the Syllabus sub-menu in your classroom.