Blended Learning and Competitive Advantage

September 13, 2010 - 10:08pm | by Chinkley
Presenter(s)
Robert Gould (University of Maryland University College, US)
Session Information
November 4, 2010 - 4:30pm
Track: 
Leadership, Values and Society
Session Type: 
Poster Session
Location: 
Grand Sierra D & E
Session Duration: 
60
Abstract
Blended course and program delivery are evaluated from a strategic, rather than a pedagogical perspective. The strategic role that distance learning plays in higher education has not yet been fully defined. As blended learning is less established than traditional distance learning, the role of blended learning in institutional strategy is even less clear. In this exploratory effort at theory building, a number of factors that may help create competitive advantage, including consumer (student) perceptions, sense of community, localness, and reputation are evaluated.  
Extended Abstract

Conditions of dramatic change are now operating in the higher educations sector. The advance of distance education is simultaneously caused by, as well as being a response to, these explosive changes in technology and perception. Blended learning programs can be seen as a response to these same factors, and simultaneously as a rejection of complete reliance on technology for higher education delivery. Despite the overwhelming convenience that is derived from not meeting face-to-face, significant benefit and satisfaction still occurs in the traditional classroom setting.

Smith et al (2008) considered the strategic role of distance learning at traditional non-profit institutions. They found that the academic managers they interviewed generally did not have a clear conception of the role that distance learning could have at their institutions, or of the role that it might play in a larger strategic vision. As blended learning is less established than traditional distance learning, the role of blended learning in institutional strategy is likely even less clear.

Porter’s (1980, 1985) work on competition redefined the field of business strategy. He argues that the determinants of competition are based in industry structure. In this exploratory effort at theory building, basics of Porter’s approach are applied to the possibilities of advancing blended learning courses and programs in a crowded marketplace. A number of factors that may help create competitive advantage, including consumer (student) perceptions, sense of community, localness, and reputation are evaluated.

References:

Porter, M. E. (1980). Competitive strategy: Techniques for analyzing industries and competitors. New York: Free Press.

Porter, M. E. (1985). Competitive advantage: Creating and sustaining superior performance. New York: Free Press.

Smith, S. H., Smith. S. H., Samors, R. & Mayadas, A. F. (2008). Positioning online learning as a strategic asset in the thinking of university presidents and chancellors. Journal of Asynchronous Learning Networks, 12(2), 91-100. Retrieved from http://www.sloan-c.org/publications/jaln_main
 

Final Presentation: 
application/pdf iconGould_presentation_Sloan.pdf
Lead Presenter

Bob Gould has been a member of the faculty of the University of Maryland University College (UMUC), European Division, since 2002. He has taught accounting, finance, and business administration courses at locations in Portugal, Germany, and United Kingdom. He has taught distance education courses since 2002 and blended (hybrid) courses since 2007. He has served as the General Manager of the Community Support Association of the American Consulate General, Frankfurt, Germany. He has directed the USAF Income Tax Preparation Centers at the 35th Fighter Wing, Misawa AB, Japan, and the 423rd Air Base Group, RAF Alconbury, England, and also served on the staff of the accounting department at UMUC's European Headquarters in Heidelberg, Germany. Bob holds a B.A. from Oberlin College (Ohio), an M.B.A. from the University of California, Berkeley, and is currently pursuing a Doctor of Management degree in a blended program at UMUC’s Adelphi campus.