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MIT Joins Leading Global Universities to Support OpenCourseWare's Future
http://ocwconsortium.org/
Universities pledge funds to support OpenCourseWare ConsortiumCAMBRIDGE, Mass., March 1, 2010 - MIT joins a core group of leaders in the OpenCourseWare community to collectively pledge US $350,000 over the next five years to support the OpenCourseWare Consortium, the non-profit association of global OpenCourseWare publishers. Other members will pay annual dues of US $50 to $500 dollars to ensure the Consortium has the funding necessary to catalyze the development and use of OpenCourseWare content worldwide.
This furthers MIT's substantial commitment to open education and is an investment in the effort to create a shared body of open educational resources that spans cultures and regions. "MIT joins other leading OCW publishers in making a strong statement about the value of OpenCourseWare and the Consortium," said Consortium President Stephen Carson. "Through MIT's contribution, the Consortium will continue to support universities worldwide in publishing their educational materials."
MIT is a recognized leader in the OpenCourseWare community. Launched in 2003, MIT OpenCourseWare shares educational materials from 1,970 of MIT's courses. In total, these materials have received more than 91 million visits from an estimated 65 million visitors. MIT has been a member of the OpenCourseWare Consortium since 2005, and Stephen Carson of the MIT OpenCourseWare staff currently serves of the Consortium's Board of Directors and as the Consortium's first president. MIT OpenCourseWare Executive Director Cecilia d'Oliveira described MIT's reason for supporting the Consortium in this way: "From the start of MIT's OpenCourseWare program, we've not only worked to share MIT's course materials but also helped other schools launch and maintain their own OCW sites. By making this contribution, we are furthering that longstanding commitment."
In addition to MIT, the following universities and organizations have each pledged US $25,000 over the next five years in support of the OpenCourseWare Consortium: China Open Resources for Education (China), Delft University of Technology (the Netherlands), Japan OpenCourseWare Consortium (Japan), Johns Hopkins Bloomberg School of Public Health (United States), Korea OpenCourseWare Consortium (Korea), Open Universiteit (the Netherlands), Tecnológico de Monterrey (Mexico), Tufts University (United States), Universia.net (Spain), Universidad Politécnica de Madrid (Spain), University of California, Irvine (United States), University of Michigan (United States), and University of the Western Cape (South Africa).
To date the approximately 200 universities of the Consortium have published materials from more than 13,000 courses, available through the Consortium's web site. These materials are freely available on the web as resources to support informal and formal teaching and learning, and have received an estimated 100 million visits from virtually every country and region in the world.
Becoming a member of the OCW Consortium
We welcome membership applications from institutions and organizations around the world that support the mission of the OpenCourseWare Consortium. Membership categories and requirements are outlined below.
Individuals, whether they represent Consortium members or not, are welcome to use and modify materials and resources found on this website, and to participate in discussions, webinars, communities of interest, and other Consortium activities.
Membership Application Process
Once you have determined the category to which your organization or institution would like to belong, please fill out the membership application. You will need to agree to the terms of the Memorandum of Association for that membership category, along with providing information about your institution or organization and its support of OpenCourseWare and openness in education.
Membership Application Process
Once you have determined the category to which your organization or institution would like to belong, please fill out the membership application. You will need to agree to the terms of the Memorandum of Association for that membership category, along with providing information about your institution or organization and its support of OpenCourseWare and openness in education.
Once your membership application has been submitted, it is sent to our membership committee for initial approval, and then to the OCW Consortium Board of Directors for final approval. This process normally takes about 2 weeks.
If you have any questions on membership, please contact us at memberservices@ocwconsortium.org This e-mail address is being protected from spambots. You need JavaScript enabled to view it
Membership Categories
Institutional members: Accredited post-secondary institutions that demonstrate significant support for the production, use and/or promotion of OpenCourseWare. Institutional members get one vote for each open seat in the elections of the Consortium’s board of directors.
Membership Categories
Institutional members: Accredited post-secondary institutions that demonstrate significant support for the production, use and/or promotion of OpenCourseWare. Institutional members get one vote for each open seat in the elections of the Consortium’s board of directors.
Organizational members: All other Institutions or organizations that demonstrate significant support for the production, use and/or promotion of OpenCourseWare. Organizational members get one vote for each open seat in the elections of the Consortium’s board of directors.
Associate Consortium members: Groups of Institutional or Organizational members who have formed into an Association based on common interests. Associate Consortia must have a minimum of 5 Institutional or Organizational members affiliated with them to remain in good standing. Associate Consortium members get one vote for each open seat in the elections of the Consortium’s board of directors.
Associate Institutional members:Accredited higher education institutions that are members of an Associate Consortium and wish to participate in the OCW Consortium indirectly, through their Associate Consortium. Associate institutional members do not get direct voting privileges in the elections of the Consortium’s board of directors.
Corporate members: Corporations that provide services or materials that further the mission of the OCW Consortium and direct support of the Consortium in the form of higher annual dues. Corporate members do not have voting privileges.
Full descriptions of membership types are found in our bylaws.
2011 OCW Consortium membership fees:
Institutional and Organizational Members
$500 if located in a developed country
$250 if located in developing countries
Sustaining Membership*: $25,000, paid over five years
$500 if located in a developed country
$250 if located in developing countries
Sustaining Membership*: $25,000, paid over five years
Institutional and Organizational Members who are also members of an Associate Consortium
$350 if located in a developed country
$150 if located in developing countries
Associate Consortium Members
$500 if located in a developed country
$350 if located in developing countries
Sustaining Membership*: $25,000, paid over five years
Associated Institutional Members
$50 if located in developed or developing countries
$350 if located in a developed country
$150 if located in developing countries
Associate Consortium Members
$500 if located in a developed country
$350 if located in developing countries
Sustaining Membership*: $25,000, paid over five years
Associated Institutional Members
$50 if located in developed or developing countries
Corporate Members
Basic membership: $1000
Premium membership: $5000
Corporate Sponsorships available starting at $20,000
Please contact us for more details.
* The sustaining membership is available only to non-profit entities. Commercial and for-profit entities are advised to consider the Corporate membership options as an option to give additional support.
A limited number of fully subsidized memberships are available to institutions with extreme financial need. Please contact us at memberservices@ocwconsortium.org This e-mail address is being protected from spambots. You need JavaScript enabled to view it for further information.
Basic membership: $1000
Premium membership: $5000
Corporate Sponsorships available starting at $20,000
Please contact us for more details.
* The sustaining membership is available only to non-profit entities. Commercial and for-profit entities are advised to consider the Corporate membership options as an option to give additional support.
A limited number of fully subsidized memberships are available to institutions with extreme financial need. Please contact us at memberservices@ocwconsortium.org This e-mail address is being protected from spambots. You need JavaScript enabled to view it for further information.
Sites Grouped by Language
Arabic
Institutions of Higher Education
King Khalid University (Saudi Arabia)
Catalan
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Chinese - Simplified
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China Open Resources for Education (China)
Chinese - Traditional
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Fu Jen Catholic University (Taiwan)
Kun Shan University (Taiwan)
National Chiao Tung University (Taiwan)
National Tsing Hua University (Taiwan)
Taipei Medical University (Taiwan)
Dutch
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Open University Netherlands (Netherlands)
English
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AGH University of Science and Technology (Poland)
Aletheia University Matou Campus (Taiwan)
Alfaisal University (Saudi Arabia)
Ankara University (Turkey)
Arizona State University (United States)
Brigham Young University David O. McKay School of Education (United States)
Capilano University (Canada)
Chang Jung Christian University (Taiwan)
Doshisha University (Japan)
EduNet Vietnam (Vietnam)
Fundación Universitaria San Pablo CEU (Spain)
Grenoble Ecole de Management (France)
Gunadarma University (Indonesia)
Hallym University (South Korea)
Hanyang University (South Korea)
Hokkaido University (Japan)
IE University (Spain)
IUI - Farabi Institute of Higher Education (Iran)
Johns Hopkins Bloomberg School of Public Health (United States)
Kagawa Nutrition University (Japan)
Kansai University (Japan)
Kaohsiung Medical University (Taiwan)
Kaplan University Online & Campus Learning (United States)
Keio University (Japan)
King Fahd University of Petroleum & Minerals (Saudi Arabia)
King Khalid University (Saudi Arabia)
Korea University (South Korea)
Kyoto University (Japan)
Kyung Hee University (South Korea)
Massachusetts Institute of Technology (United States)
Mathematical Institute, Oxford University (United Kingdom)
Michigan State University (United States)
Middle East Technical University (Turkey)
National Central University (Taiwan)
National Chung Hsing University (Taiwan)
National Dong Hwa University (Taiwan)
National Hsinchu University of Education (Taiwan)
National Taiwan Normal University (Taiwan)
National Taiwan Ocean University (Taiwan)
National Taiwan University (Taiwan)
National Taiwan University of Arts (Taiwan)
New Jersey Institute of Technology (United States)
Open University Netherlands (Netherlands)
Pontificia Universidad Catolica de Chile (Chile)
Pusan National University (South Korea)
Qassim university College of Medicine (Saudi Arabia)
Shanghai Jiaotong University(SJTU) (China)
Sophia University (Japan)
South East European University (SEE University) (Macedonia)
Southern Taiwan University (Taiwan)
TU Delft (Netherlands)
Taipei Medical University (Taiwan)
Tecnológico de Monterrey (Mexico)
Thailand Cyber University (Thailand)
The Open University (United Kingdom)
The University of Nottingham (United Kingdom)
Tokyo Institute of Technology (Japan)
Tufts University (United States)
UC Berkeley (United States)
UNISUL - Universidade do Sul de Santa Catarina (Brazil)
United Nations University (Japan)
Universidad Carlos III de Madrid (Spain)
Universidad Icesi (Colombia)
Universidad Internacional de Andalucía (Spain)
Universidad Nacional de Ingeniería (Peru)
Universidad Politécnica de Cartagena (Spain)
Universidad Rey Juan Carlos (Spain)
Universidad de Cantabria (Spain)
Universidad de Chile (Chile)
Universidad de Malaga (Spain)
Universidad de Manizales (Colombia)
Universidad de Murcia (Spain)
Universidad de Navarra (Spain)
Universidad de Puerto Rico (Puerto Rico)
Universidad de Sevilla (Spain)
Universidad del Cádiz (Spain)
Universitas Indonesia (Indonesia)
Universitat Autónoma de Barcelona (Spain)
Universitat Jaume I (Spain)
Universitat Oberta de Catalunya (Spain)
Universitat de Barcelona (Spain)
Universitat de Girona (Spain)
Universitat de Lleida (Spain)
Universitat de Valéncia (Spain)
Universitat de les Illes Balears (Spain)
University of California, Irvine (United States)
University of Cape Town (South Africa)
University of Massachusetts Boston (United States)
University of Michigan (United States)
University of Notre Dame (United States)
University of Southern Queensland (Australia)
University of Sumatera Utara (Indonesia)
University of Tokyo (Japan)
University of Utah (United States)
University of Wisconsin- Eau Claire (United States)
University of the Western Cape (South Africa)
Utah Valley University (United States)
Weber State University (United States)
Western Governors University (United States)
Wheelock College (United States)
Associate Consortia
African Virtual University (Kenya)
China Open Resources for Education (China)
Korea OCW Consortium (South Korea)
Paris Tech (France)
Taiwan OpenCourseWare Consortium (Taiwan)
UNIVERSIA (Spain)
Organizational Members
Commonwealth of Learning (COL) (Canada)
Connexions (United States)
Cyberport IncuTrain Centre (Hong Kong)
Dixie State College of Utah (United States)
Einstein University (United States)
GEM4 (United States)
International Network for Cancer Treatment and Research (Belgium)
MEITAL- Inter-University Center for e-Learning - Israel (Israel)
Netease Information Technology (Beijing) Co., Ltd. (China)
Novell, Inc. (United States)
OER Africa (South Africa)
OOPS (Taiwan)
Smarthistory.org (United States)
Students Circle Network (Cyprus)
Teachers Without Borders (United States)
The Higher Education Academy (HEA) (United Kingdom)
The Khronos Group Inc. (United States)
The Saylor Foundation (United States)
Utah State University (United States)
French
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Grenoble Ecole de Management (France)
Associate Consortia
African Virtual University (Kenya)
Galician
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Universidade de Santiago de Compostela (Spain)
German
Institutions of Higher Education
Klagenfurt University (Austria)
Hebrew
Institutions of Higher Education
The Open University of Israel (Israel)
Indonesian
Institutions of Higher Education
Gunadarma University (Indonesia)
Japanese
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Hokkaido University (Japan)
Kyoto Seika University (Japan)
Kyushu University (Japan)
Nagoya University (Japan)
Osaka University (Japan)
Ritsumeikan University (Japan)
The Open University of Japan (Japan)
University of Tokyo (Japan)
University of Tsukuba (Japan)
Waseda University (Japan)
Organizational Members
The Khronos Group Inc. (United States)
Korean
Institutions of Higher Education
Korea University (South Korea)
Kyung Hee Cyber University (South Korea)
Organizational Members
Korea Education & Research Information Service (South Korea)
The Khronos Group Inc. (United States)
Persian
Associate Consortia
Open Courseware Iran (Iran)
Organizational Members
Shahid Beheshti University (Iran)
Polish
Institutions of Higher Education
AGH University of Science and Technology (Poland)
Portuguese
Institutions of Higher Education
ESAGS -Escola Superior de Administração e Gestão (Brazil)
Fundação Getulio Vargas - FGV Online (Brazil)
University of California, Irvine (United States)
Associate Consortia
African Virtual University (Kenya)
Russian
Institutions of Higher Education
MOSCOW ARCHITECTURAL INSTITUTE (Russia)
The Open University of Israel (Israel)
Organizational Members
Russian OpenCourseWare (Russia)
Spanish
Institutions of Higher Education
Universidad Carlos III de Madrid (Spain)
Universidad Estatal a Distancia (Costa Rica)
Universidad Industrial de Santander (Colombia)
Universidad Nacional de Colombia (Colombia)
Universidad Nacional de Educacion a Distancia (Spain)
Universidad Politécnica Madrid (Spain)
Universidad Politécnica de Valencia (Spain)
Universidad de Alicante (Spain)
Universidad de Granada (Spain)
Universidad de Monterrey (Mexico)
Universidad de Murcia (Spain)
Universidad de Oviedo (Spain)
Universidad de Salamanca (Spain)
Universidad de Zaragoza (Spain)
Universidad del Valle - Colombia (Colombia)
Universidade de Santiago de Compostela (Spain)
University of California, Irvine (United States)
Thai
Organizational Members
Chulalongkorn University (Thailand)
Turkish
Institutions of Higher Education
Middle East Technical University (Turkey)
Arabic
Institutions of Higher Education
King Khalid University (Saudi Arabia)
Catalan
Institutions of Higher Education
Universidad Politécnica de Valencia (Spain)
Chinese - Simplified
Associate Consortia
China Open Resources for Education (China)
Chinese - Traditional
Institutions of Higher Education
Fu Jen Catholic University (Taiwan)
Kun Shan University (Taiwan)
National Chiao Tung University (Taiwan)
National Tsing Hua University (Taiwan)
Taipei Medical University (Taiwan)
Dutch
Institutions of Higher Education
Open University Netherlands (Netherlands)
English
Institutions of Higher Education
AGH University of Science and Technology (Poland)
Aletheia University Matou Campus (Taiwan)
Alfaisal University (Saudi Arabia)
Ankara University (Turkey)
Arizona State University (United States)
Brigham Young University David O. McKay School of Education (United States)
Capilano University (Canada)
Chang Jung Christian University (Taiwan)
Doshisha University (Japan)
EduNet Vietnam (Vietnam)
Fundación Universitaria San Pablo CEU (Spain)
Grenoble Ecole de Management (France)
Gunadarma University (Indonesia)
Hallym University (South Korea)
Hanyang University (South Korea)
Hokkaido University (Japan)
IE University (Spain)
IUI - Farabi Institute of Higher Education (Iran)
Johns Hopkins Bloomberg School of Public Health (United States)
Kagawa Nutrition University (Japan)
Kansai University (Japan)
Kaohsiung Medical University (Taiwan)
Kaplan University Online & Campus Learning (United States)
Keio University (Japan)
King Fahd University of Petroleum & Minerals (Saudi Arabia)
King Khalid University (Saudi Arabia)
Korea University (South Korea)
Kyoto University (Japan)
Kyung Hee University (South Korea)
Massachusetts Institute of Technology (United States)
Mathematical Institute, Oxford University (United Kingdom)
Michigan State University (United States)
Middle East Technical University (Turkey)
National Central University (Taiwan)
National Chung Hsing University (Taiwan)
National Dong Hwa University (Taiwan)
National Hsinchu University of Education (Taiwan)
National Taiwan Normal University (Taiwan)
National Taiwan Ocean University (Taiwan)
National Taiwan University (Taiwan)
National Taiwan University of Arts (Taiwan)
New Jersey Institute of Technology (United States)
Open University Netherlands (Netherlands)
Pontificia Universidad Catolica de Chile (Chile)
Pusan National University (South Korea)
Qassim university College of Medicine (Saudi Arabia)
Shanghai Jiaotong University(SJTU) (China)
Sophia University (Japan)
South East European University (SEE University) (Macedonia)
Southern Taiwan University (Taiwan)
TU Delft (Netherlands)
Taipei Medical University (Taiwan)
Tecnológico de Monterrey (Mexico)
Thailand Cyber University (Thailand)
The Open University (United Kingdom)
The University of Nottingham (United Kingdom)
Tokyo Institute of Technology (Japan)
Tufts University (United States)
UC Berkeley (United States)
UNISUL - Universidade do Sul de Santa Catarina (Brazil)
United Nations University (Japan)
Universidad Carlos III de Madrid (Spain)
Universidad Icesi (Colombia)
Universidad Internacional de Andalucía (Spain)
Universidad Nacional de Ingeniería (Peru)
Universidad Politécnica de Cartagena (Spain)
Universidad Rey Juan Carlos (Spain)
Universidad de Cantabria (Spain)
Universidad de Chile (Chile)
Universidad de Malaga (Spain)
Universidad de Manizales (Colombia)
Universidad de Murcia (Spain)
Universidad de Navarra (Spain)
Universidad de Puerto Rico (Puerto Rico)
Universidad de Sevilla (Spain)
Universidad del Cádiz (Spain)
Universitas Indonesia (Indonesia)
Universitat Autónoma de Barcelona (Spain)
Universitat Jaume I (Spain)
Universitat Oberta de Catalunya (Spain)
Universitat de Barcelona (Spain)
Universitat de Girona (Spain)
Universitat de Lleida (Spain)
Universitat de Valéncia (Spain)
Universitat de les Illes Balears (Spain)
University of California, Irvine (United States)
University of Cape Town (South Africa)
University of Massachusetts Boston (United States)
University of Michigan (United States)
University of Notre Dame (United States)
University of Southern Queensland (Australia)
University of Sumatera Utara (Indonesia)
University of Tokyo (Japan)
University of Utah (United States)
University of Wisconsin- Eau Claire (United States)
University of the Western Cape (South Africa)
Utah Valley University (United States)
Weber State University (United States)
Western Governors University (United States)
Wheelock College (United States)
Associate Consortia
African Virtual University (Kenya)
China Open Resources for Education (China)
Korea OCW Consortium (South Korea)
Paris Tech (France)
Taiwan OpenCourseWare Consortium (Taiwan)
UNIVERSIA (Spain)
Organizational Members
Commonwealth of Learning (COL) (Canada)
Connexions (United States)
Cyberport IncuTrain Centre (Hong Kong)
Dixie State College of Utah (United States)
Einstein University (United States)
GEM4 (United States)
International Network for Cancer Treatment and Research (Belgium)
MEITAL- Inter-University Center for e-Learning - Israel (Israel)
Netease Information Technology (Beijing) Co., Ltd. (China)
Novell, Inc. (United States)
OER Africa (South Africa)
OOPS (Taiwan)
Smarthistory.org (United States)
Students Circle Network (Cyprus)
Teachers Without Borders (United States)
The Higher Education Academy (HEA) (United Kingdom)
The Khronos Group Inc. (United States)
The Saylor Foundation (United States)
Utah State University (United States)
French
Institutions of Higher Education
Grenoble Ecole de Management (France)
Associate Consortia
African Virtual University (Kenya)
Galician
Institutions of Higher Education
Universidade de Santiago de Compostela (Spain)
German
Institutions of Higher Education
Klagenfurt University (Austria)
Hebrew
Institutions of Higher Education
The Open University of Israel (Israel)
Indonesian
Institutions of Higher Education
Gunadarma University (Indonesia)
Japanese
Institutions of Higher Education
Hokkaido University (Japan)
Kyoto Seika University (Japan)
Kyushu University (Japan)
Nagoya University (Japan)
Osaka University (Japan)
Ritsumeikan University (Japan)
The Open University of Japan (Japan)
University of Tokyo (Japan)
University of Tsukuba (Japan)
Waseda University (Japan)
Organizational Members
The Khronos Group Inc. (United States)
Korean
Institutions of Higher Education
Korea University (South Korea)
Kyung Hee Cyber University (South Korea)
Organizational Members
Korea Education & Research Information Service (South Korea)
The Khronos Group Inc. (United States)
Persian
Associate Consortia
Open Courseware Iran (Iran)
Organizational Members
Shahid Beheshti University (Iran)
Polish
Institutions of Higher Education
AGH University of Science and Technology (Poland)
Portuguese
Institutions of Higher Education
ESAGS -Escola Superior de Administração e Gestão (Brazil)
Fundação Getulio Vargas - FGV Online (Brazil)
University of California, Irvine (United States)
Associate Consortia
African Virtual University (Kenya)
Russian
Institutions of Higher Education
MOSCOW ARCHITECTURAL INSTITUTE (Russia)
The Open University of Israel (Israel)
Organizational Members
Russian OpenCourseWare (Russia)
Spanish
Institutions of Higher Education
Universidad Carlos III de Madrid (Spain)
Universidad Estatal a Distancia (Costa Rica)
Universidad Industrial de Santander (Colombia)
Universidad Nacional de Colombia (Colombia)
Universidad Nacional de Educacion a Distancia (Spain)
Universidad Politécnica Madrid (Spain)
Universidad Politécnica de Valencia (Spain)
Universidad de Alicante (Spain)
Universidad de Granada (Spain)
Universidad de Monterrey (Mexico)
Universidad de Murcia (Spain)
Universidad de Oviedo (Spain)
Universidad de Salamanca (Spain)
Universidad de Zaragoza (Spain)
Universidad del Valle - Colombia (Colombia)
Universidade de Santiago de Compostela (Spain)
University of California, Irvine (United States)
Thai
Organizational Members
Chulalongkorn University (Thailand)
Turkish
Institutions of Higher Education
Middle East Technical University (Turkey)
A conversation with John Muller, PHD, President of Bellevue University Vernon Ross, deputy director of learning and development at Lockheed Martin Corporation (LMC), knows all too well the importance of distance learning. With over 140,000 employees, located in over 50 countries, ensuring that his colleagues have access to university-level courses is a monumental task. He said, “With employees dispersed around the globe, LMC believes that online learning offers a world of possibilities and promises to aid in the delivery of critical, strategic training to ensure that as an organization, we are well positioned to compete in a global marketplace with highly skilled employees.”
Ross is not alone. According to a 2005 survey of 151 learning executives by the American Society for Training and Development (ASTD), employers increasingly cite distance learning as a key to increased employee satisfaction and retention. According to the ASTD survey, 29 percent of corporate tuition reimbursements now go to online or blended programs, and nearly 60 percent of survey respondents expected the role of online higher education to increase in their organizations in the next two or three years.
The reasons are simple. Distance or online learning provides both the employee and the employer with the best of all worlds. Employees enjoy the convenience and flexibility of completing assignments in the evenings and/or on weekends, so their after-work commitments to family and friends aren’t disrupted. Moreover, distance learners needn’t race out of the office at 5:00 pm in order to find a parking spot on campus for an evening course.
“Had it not been for the online degree option, I would have never considered going back to college to earn my Master’s degree,” says Kimberly Lovecchio, a production material planner at L-3 Communications Systems in Camden, New Jersey. Lovecchio, who graduated in 2006 with her master’s in engineering management from Drexel University Online, credits her online degree with opening new opportunities within her company.
Many employers, like Subaru of America, leave little doubt where they stand on distance learning. “We encourage our employees interested in furthering their education to consider enrolling in an online course or degree program,” states Dan Dalton, vice president for human resources at SOA. “We’ve found that the online option affords them the convenience and flexibility needed to manage both their work and family responsibilities,” claims Dalton.
“Our research found that a majority of employers – more than 62 percent – have a favorable attitude toward online instruction
Employers’ changing attitudes and practices toward distance learning is best represented by Lockheed Martin Corporation. For nearly a decade high-potential employees have been selected annually to participate in LMC’s Operations Leadership Development Program (OLDP), a two-year program involving four job rotations and participation in a Technical Development Curriculum (TDC) program. The OLDP is intended to develop a pipeline of successful future leaders.
For many years, LMC staff planned and administered the TDC in a face-to-face classroom, relying on a host of external consultants and trainers. Consequently, OLDP courses varied in length, location, cost, format, and quality. Additionally, the on-site OLDP-TDC required significant staff resources before, during, and after each exercise.
LMC’s solution: deliver the OLDP-TDC completely online saving administrative time and money, while enhancing quality and accountability. Drexel University was selected to deliver the OLDP-TDC completely online.
United Health Service, a comprehensive health care system offering care services to 600,000 residents, is piloting a Performance Practice Model (PPM) for bedside nurses designed to provide quality patient care. The PPM offers progressive promotions through a career ladder that requires clinical and certification competencies, demonstrated critical thinking skills, and BSN and MSN preparedness. “Online degree programs offer our nurses the tools they need to help them reach their career goals at their own pace while developing skills that benefit our patients and the quality of care we provide to them,” says Penny Helsel, manager for Organizational Development at Universal Health Services.
Richard Garrett, senior analyst at Eduventures, Inc., believes this form of distance learning will undoubtedly grow. His firm conducted a survey in 2005 of chief learning officers and directors of Human Resources and found that respondents gave distance learning high marks when compared to face-to-face courses.
Garrett reported, “Our research found that a majority of employers – more than 62 percent – have a favorable attitude toward online instruction, viewing the value of online learning as being equal to or greater than that of face-to-face instruction. We know that many online students are employer-supported, funding their online studies either in-part or in-full through tuition assistance programs.” He described distance learning’s move to the mainstream: “Online delivery is still relatively new, and many students and faculty, as well as employers, are only now becoming familiar with it. Online delivery is not appropriate in every circumstance, but just as online services are becoming mainstream in other sectors (e.g. banking, retail), so a role for online delivery in education is increasingly accepted as “normal”, states Garrett.
Dr. Kenneth E. Hartman is director of Academic Affairs at Drexel University Online.
Ross is not alone. According to a 2005 survey of 151 learning executives by the American Society for Training and Development (ASTD), employers increasingly cite distance learning as a key to increased employee satisfaction and retention. According to the ASTD survey, 29 percent of corporate tuition reimbursements now go to online or blended programs, and nearly 60 percent of survey respondents expected the role of online higher education to increase in their organizations in the next two or three years.
The reasons are simple. Distance or online learning provides both the employee and the employer with the best of all worlds. Employees enjoy the convenience and flexibility of completing assignments in the evenings and/or on weekends, so their after-work commitments to family and friends aren’t disrupted. Moreover, distance learners needn’t race out of the office at 5:00 pm in order to find a parking spot on campus for an evening course.
“Had it not been for the online degree option, I would have never considered going back to college to earn my Master’s degree,” says Kimberly Lovecchio, a production material planner at L-3 Communications Systems in Camden, New Jersey. Lovecchio, who graduated in 2006 with her master’s in engineering management from Drexel University Online, credits her online degree with opening new opportunities within her company.
Many employers, like Subaru of America, leave little doubt where they stand on distance learning. “We encourage our employees interested in furthering their education to consider enrolling in an online course or degree program,” states Dan Dalton, vice president for human resources at SOA. “We’ve found that the online option affords them the convenience and flexibility needed to manage both their work and family responsibilities,” claims Dalton.
“Our research found that a majority of employers – more than 62 percent – have a favorable attitude toward online instruction
Employers’ changing attitudes and practices toward distance learning is best represented by Lockheed Martin Corporation. For nearly a decade high-potential employees have been selected annually to participate in LMC’s Operations Leadership Development Program (OLDP), a two-year program involving four job rotations and participation in a Technical Development Curriculum (TDC) program. The OLDP is intended to develop a pipeline of successful future leaders.
For many years, LMC staff planned and administered the TDC in a face-to-face classroom, relying on a host of external consultants and trainers. Consequently, OLDP courses varied in length, location, cost, format, and quality. Additionally, the on-site OLDP-TDC required significant staff resources before, during, and after each exercise.
LMC’s solution: deliver the OLDP-TDC completely online saving administrative time and money, while enhancing quality and accountability. Drexel University was selected to deliver the OLDP-TDC completely online.
United Health Service, a comprehensive health care system offering care services to 600,000 residents, is piloting a Performance Practice Model (PPM) for bedside nurses designed to provide quality patient care. The PPM offers progressive promotions through a career ladder that requires clinical and certification competencies, demonstrated critical thinking skills, and BSN and MSN preparedness. “Online degree programs offer our nurses the tools they need to help them reach their career goals at their own pace while developing skills that benefit our patients and the quality of care we provide to them,” says Penny Helsel, manager for Organizational Development at Universal Health Services.
Richard Garrett, senior analyst at Eduventures, Inc., believes this form of distance learning will undoubtedly grow. His firm conducted a survey in 2005 of chief learning officers and directors of Human Resources and found that respondents gave distance learning high marks when compared to face-to-face courses.
Garrett reported, “Our research found that a majority of employers – more than 62 percent – have a favorable attitude toward online instruction, viewing the value of online learning as being equal to or greater than that of face-to-face instruction. We know that many online students are employer-supported, funding their online studies either in-part or in-full through tuition assistance programs.” He described distance learning’s move to the mainstream: “Online delivery is still relatively new, and many students and faculty, as well as employers, are only now becoming familiar with it. Online delivery is not appropriate in every circumstance, but just as online services are becoming mainstream in other sectors (e.g. banking, retail), so a role for online delivery in education is increasingly accepted as “normal”, states Garrett.
Dr. Kenneth E. Hartman is director of Academic Affairs at Drexel University Online.
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JUAN CARLOS CORDERO
Chairman & CEO
Caminchi Bridge Corporation
Toronto, ON, Canada
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