Technology Financial/Cost Issues in Higher Education:



Costing and Financing Instructional Technologies in Higher Education: Practical Lessons and Policy Implications

Hilton Washington Dulles Airport

13869 Park Center Road

Herndon, Virginia 20171

May 14 - 15, 2002

Agenda

May 14, 2002

1:00 – 1:15 pm Welcome and Introductions Sally Johnstone, Bruce Chaloux

1:15 – 1:45 pm Guest Speaker Representative Johnny Isakson

1:45 – 3:00 pm Questions & Results: An Overview of the FIPSE-funded Grants on

Technologies, Costs, and Policies

❑ FIPSE: Goals, Projects, & Outcomes Brian Lekander

❑ SREB: Distance Learning

Policy Laboratory Jim Mingle

❑ WICHE/WCET: Technology

Costing Methodology Dennis Jones

3:00 – 3:30 pm BREAK

3:00 – 3:30 pm PRESS EVENT

3:30 – 4:45 pm Breakout Session 1

❑ Sessions A, B, C, D

A. How do we charge? Tuition, fees, and other ways to make money.

Holly Zanville, Laslo Boyd

Technology-based education often results in a different pattern of activity and resource utilization, and leads to different markets being addressed. Traditional patterns of tuition and fees may become less suitable. Issues such as out-of-state tuition, matching fees charged with services used, rationalizing charges with actual costs, and flexibility for adjustments to market conditions are important.

B. How do we fund educational technologies? Models used by states and institutions.

John Opper, JB Mathews

As technology becomes a more pervasive component of instruction as both infrastructure and direct instructional tools, traditional funding methods based primarily upon faculty effort and time will need modification. The typical approach of funding technology through one-time sources and ignoring or minimizing related personnel costs will not suffice. Some important considerations are: flexibility in using funds across expenditure categories; ongoing funding as normal part of formulas and budgets; incentive funding; possible business alliances; amortizing one-time costs; allowing institutions to spend dollars “saved”; and methods of accountability.

C. What can actual cases tell us?

Bruce Chaloux, Mike Abbiatti

The Distance Learning Policy Laboratory has reviewed the current policy framework related to the subject of this conference in four different states. These states differ in their governance structure for higher education, their approach to managing and supporting distance learning and technology-based instruction, and their priorities and progress is moving towards technology-intensive education. The implications of these reviews for policy guidelines and recommendations are very important.

D. What lessons should e-learning take from e-commerce?

Rick Skinner, Diana Oblinger

Technology is affecting education delivery in ways that open new markets, provide services beyond the traditional campus, and involve other parties in the process in non-traditional ways. Online support services with charges and/or online business transactions will probably be involved. Educational organizations are considering the extent to which they should adopt e-business practices themselves, form alliances with corporate service providers, approach new markets with new non-traditional business plans, or make other changes in their approach to their mission.

5:30 – 7:00 pm RECEPTION

May 15, 2002

7:30 – 8:30 am BREAKFAST

8:30 – 9:45 am Breakout Session 2

❑ Sessions E, F, G, H

E. How do we measure & manage costs and resource allocations?

Frank Jewett, Tom Henderson

Technology-intensive education will have different costs and cost structures than traditional instruction. Good cost information will be important to planning, decision-making, and resource allocation. New tools have been developed to more accurately measure and project these costs. Cost and resource issues will include: allocations among multiple providers; trade-offs between capital costs and people costs; and determining an economical scale of operation.

F. How will faculty roles change with increased technology use and what new policies will be needed?

Sally Johnstone, Terri Hedegaard

E-learning is altering in significant ways longstanding roles and responsibilities of institutions. Institutions have “outsourced” increasing numbers of administrative and student support services over the past decade. This movement is now changing the traditional academic roles of faculty, as well. “Unbundling” instructional activities challenges current policy constructs. The session will focus on the policy considerations and directions that states and institutions should be considering in this environment.

G. Who does what? State and institutional roles in supporting technology and student support

infrastructures.

LeBaron Woodyard, Mary Beth Susman

The continuing growth of “outsourcing” of technology and student support services raises new questions about the roles, relationships, and division of responsibilities between institutions and statewide support units. Who is charged with providing services, maintaining appropriate control of services, and ensuring the quality of service? The examples used in this session will review how states can devise unified support strategies for technologies and how states can divide these services between the state and the institution.

H. Why Are We Doing This? Does attention to technology truly fit the educational mission?

Bill Thomas, Russell Poulin

The financing of higher education was a challenging activity well before the tidal wave of technology swamped the “industry.” The emerging e-learning and technology-rich environment adds to the complex policy agenda. Successful implementations of technology seem share a few key characteristics: clarity of mission, constancy of purpose, and strong leader. This session will examine questions that legislators and higher education leaders should asks about “Why are we doing this?”

9:45 – 10:15 am BREAK

10:15 – 11:30 am General Session: What policies hobble innovation?

What competitive disadvantages exist for public institutions

due to laws or regulations?

Dennis Jones, Sally Stroup, Michael Goldstein

Respondents: David Longanecker, Mark Musick

11:30 – 12:30 pm Where Do We Go from Here? Developing a Policy Roadmap Mike Mullen and Dewayne Matthews

Respondents: One southern and one western legislator

The promise of educational technologies has often exceeded the demonstrated outcomes. Questions emerge: Is too much attention being focused on technology in higher education? Is e-learning a passing fad? Are we using technologies wisely? This session will focus on practical policy solutions that legislators and higher education leaders can implement at home.

12:30 – 1:15 pm LUNCH

1:15 pm ADJOURNMENT

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