The article on MOOConomics and Peggy’s thoughts on the dichotomies made me think about the existing degree programs versus the flexible degree option, and what may/should remain constant regardless of the degree type.
Quality of students graduating with a degree from UW-Parkside depends on:
- Quality of Admitted Students
- Quality of Degree Learning outcomes/Competencies
- Quality of Instruction
- Quality Processes for Assessment & Closing the feedback loop
- Quality of Student Support Services
- Quality of Accreditation
A summary of these dimensions for different undergraduate degree types is outlined below.
Dimension, Type of Degree |
Traditional Face-to-face degree |
Collaborative online degree (SMGT and HIMT) |
Flexible Degree |
Admissions process |
Admission process completely within the purview of UW-P |
Admission of students in conjunction with UW-Extension |
It is unclear; however, admissions process likely to be in conjunction with UW-Extension (?) |
Degree learning outcomes/competencies |
Degree competencies defined by UW-P faculty guided by accreditation bodies and subject matter experts |
Degree competencies defined by faculty from collaborating institutes guided by accreditation bodies and subject matter experts |
Though this process is unclear, UW-P faculty can have a significant role in designing the degree competencies |
Instruction |
Instruction provided by UW-P faculty & adjuncts |
Instruction provided by faculty and adjuncts from collaborating institutes |
It is unclear at this time. But in the most flexible option, instruction is provided by a combination of MOOCs, courses (f2f, online, hybrid) from different schools, work experience, videos from youtube or any instructional source that the students can access |
Processes for Assessment & Closing the feedback loop |
Processes designed and implemented by UW-P faculty |
Processes designed by faculty participating in the collaborative degree, administered by UW-Extension |
It is unclear how these processes will function |
Student Support Services |
Completely within the purview of UW-P |
UW-Extension and UW-P provide these services; bulk of student support goes through UW-Extension |
It is unclear how student support services will work. If UW-P were to provide significant support to flexible degree students, it is likely that some new processes may need to be implemented. |
Accreditation |
HLC and specialized accreditation for some programs (e.g. AACSB for Business) |
HLC |
How to accredit the flexible degree programs is still a work in progress. |
Now, if we elaborate on the “one degree, no differences” thought, it means that UW-P, regardless of the type of degree, will have:
- Similar admission standards for incoming students
- Similar expected learning outcomes for graduating students
- Similar instructional quality for students progressing towards their degree
- Similar assessment processes for evaluating student competencies
- Similar level of support services for students pursuing different degree types
- Same accreditation credentials for each degree
If we adhere to the above principles, perhaps (1) and (2) are relatively less difficult to work on. It is not clear if we need to adhere to principle (3). After all, proponents of flexible degrees mention that it should not matter where students learn concepts, as long as they are able to demonstrate degree competencies. But if we agree on principle (3), implementation will require carefully sifting through myriad instructional materials ranging from MOOCs to instructional videos on youtube, and arriving at acceptable instructional materials/formats for students to achieve their competencies. To implement principles (4) through (6), we need extensive study and planning.
My two cents worth. Look forward to further discussions.