Strand / Líneas
Online Education Administration: Trends and Practices / Administración de educación en línea: tendencias y prácticas
Room Number
226
Abstract / Resumen
An environment conducive to inter-institutional collaboration greater utilizes intellectual and structural assets for the good of all in a growing learning community. As small colleges and universities struggle to maintain financial viability many have recognized the positive impact a collaborative environment has for all aspects of the institution. The leaders in this transition from autonomous to collaborative have been librarians and their use of technology to share databases and other assets. Organizations like the Concordia University System and The Great Plains Interactive Distance Education Alliance have been sharing structural and intellectual assets to reduce costs and risks in offering online learning. Shared assets can be as simple as professors or classes from another institution, webinars for discussion online pedagogy or as complicated as a shared Student Information System. The dropping of the traditional institutional boundary to form a closer and more collaborative relationship has a history of challenges. Conversely, as financial confronts increase the need to overcome those previously overwhelming challenges has inspired creativity and the accomplishment of what was previously thought to be impossible.
This study used the Transtheoretical Model of Behavioral Change to assess the current status of inter-institutional collaboration among 15 Adventist colleges and universities in North America. The data gave evidence that the majority of faculty were at the precontemplation stage while the majority of administrators were at the maintenance stage. The intermediate/outcome measures of decisional balance, self-efficacy, and behavioral frequency had a significant relationship with the stage of inter-institutional 3 collaboration. This kind of stage-associated behavior supports the Transtheoretical Model.
Start Date
11-10-2017 11:30 AM
End Date
11-10-2017 12:20 PM
Previous Versions
Included in
Educational Leadership Commons, Experimental Analysis of Behavior Commons, Higher Education Commons, Higher Education Administration Commons, Industrial and Organizational Psychology Commons, Organizational Behavior and Theory Commons
Readiness for Inter-Institutional Collaboration: A Path Forward for Online Learning
Presenting onsite (preferred) / presentación in situ (preferido)
An environment conducive to inter-institutional collaboration greater utilizes intellectual and structural assets for the good of all in a growing learning community. As small colleges and universities struggle to maintain financial viability many have recognized the positive impact a collaborative environment has for all aspects of the institution. The leaders in this transition from autonomous to collaborative have been librarians and their use of technology to share databases and other assets. Organizations like the Concordia University System and The Great Plains Interactive Distance Education Alliance have been sharing structural and intellectual assets to reduce costs and risks in offering online learning. Shared assets can be as simple as professors or classes from another institution, webinars for discussion online pedagogy or as complicated as a shared Student Information System. The dropping of the traditional institutional boundary to form a closer and more collaborative relationship has a history of challenges. Conversely, as financial confronts increase the need to overcome those previously overwhelming challenges has inspired creativity and the accomplishment of what was previously thought to be impossible.
This study used the Transtheoretical Model of Behavioral Change to assess the current status of inter-institutional collaboration among 15 Adventist colleges and universities in North America. The data gave evidence that the majority of faculty were at the precontemplation stage while the majority of administrators were at the maintenance stage. The intermediate/outcome measures of decisional balance, self-efficacy, and behavioral frequency had a significant relationship with the stage of inter-institutional 3 collaboration. This kind of stage-associated behavior supports the Transtheoretical Model.
