Distance Education Financial Expenditures in North Carolina Community Colleges
The purpose of this study was to identify and assess direct costs of distance education at the institutional level within the North Carolina Community College System (NCCCS) in accordance with the System-level mission of reducing barriers to higher education within North Carolina. Through a quantitative analysis of distance education expenditures, this study provides insight into the cost of each of these expenditures to individual institutions and to the NCCCS as a whole. Data provided in this study were used to develop a model through which community college administrators may assess the cost of distance education at their respective institutions in a clear and consistent fashion. Data were collected through a survey of the population, which included chief financial officers and directors of distance education at the fifty-eight community colleges in North Carolina. The survey instrument consisted of electronic, paper, and phone surveys which collected data on thirty-seven research questions and elicited data on personnel, equipment, and support services costs. Responses were received from forty-four institutions. Results of the study indicated that medium-sized institutions spent more on distance education per full-time equivalent student than their small or large-sized counterparts. Additionally, urban institutions had higher expenditures on distance education than rural institutions. Finally, distance education programs typically costs $878.44 more per full-time equivalent student than was generated.
Higher Education as a Business:Lessons from the Corporate World
Cet article expose les resultats d'une enquete australienne menee aux Etats-Unis concernant les nouvelles formes de prestations de service concernant l'enseignement superieur. L'auteur definit les grandes lignes de l'education sans frontieres et compare les performances des nouvelles formes d'appentissage. Elle s'interroge sur l'avenir du systeme universitaire australien devant l'influence grandissante des universites virtuelles, des societes universitaires ( dirigees par les major compagnies) et les universites publiques engagees dans la competition de la performance et de la rentabilite. Il est question non seulement de managment de l'universite mais de la forme et du contenu des connaissances que doit fournir cette institution
Content strategy in LibGuides: An exploratory study
Abstract Since its inception in 2007, Springshare's LibGuides has become a popular content management system (CMS) with academic libraries. The challenges of managing LibGuides content through a cohesive content strategy have not been well documented. The researchers conducted a survey of academic libraries that were using the LibGuides platform in Fall 2019 to determine how institutions are managing content challenges. Of 120 respondents, only 53% of the respondents indicated that their institutions had content guidelines that LibGuides authors were expected to follow. The top three most observed elements of these content guidelines were page design (80%), content reuse policies (77%), naming conventions (73%), and navigation (3%). 15% of respondents' institutions did not review guides once they were published. Of those that reviewed guides post-publication, authors (84%) most frequently reviewed their own guides. These findings imply that LibGuides are largely cared for on an honour system. Guidelines tend towards quantifiable elements and omit more abstract concepts.