Distance Education Case Study - Action Plan for University of the 5th Age
Synopsis  
The University of the 5th Age (U5) is a small, private non-profit institution in New England which implemented its first Distance Education (DE) program some 15 years ago, titled a Masters Degree for Experienced Teachers (MT). Run as a hybrid program, it is operated in coordination with a corporate for-profit partner that furnishes the video-based materials, marketing and recruitment, warehousing and distribution of study materials.U5, in turn, hires faculty who oversee course development; approve curricula, and mentor students at a distance.  It has become the institution's mogul academic program, with scant staffing and boasts a profit of $500,000 yearly. In addition, U5 offers two other DE programs: Certificate of Advanced Graduate Study in Educational Leadership (CAGS) and stand-alone video courses for teachers pursuing continuing education credits. Interestingly, neither has reached their full potential displaying low enrollments and meager profits. CAGS utilizes another corporate partner to provide an instructional platform and server, while the stand-alone video courses combine with the MT partner firm splitting revenues. There is no marketing program identified for CAGS and there is no urgency for other departments within the institution to embrace DE.
Dilemma 
The corporate partner for the MT program and the stand-alone video courses has announced they will be dissolving its contractual relationship with U5 effective January 1, 2010. The partner has agreed to recruit through the spring cohort and to continue to offer support for those students for two years. In essence, U5 has until summer 2010 to assume all program functions including marketing. The U5 taskforce (DETC) has been given six weeks to create a tentative intervention strategy. Once approved, two months will be allotted to finalize plans and begin implementation with the goal date of June 1, 2010. 
Strengths, Weakness, Opportunities and Weaknesses (SWOT) Strategic Analysis
Strengths, Weaknesses, Opportunities, and Threats (SWOT) analysis is being used, which is described by Panagiotou (2003) as “the analysis of an organization’s internal and external environment with the aim of identifying internal strengths in order to take advantage of its external opportunities and avoid external [and possibly internal] threats, while addressing its weaknesses” (p. 8).
Strengths
The main strength for U5 is that the organization is not foreign to the distance education realm as they have previously established a reasonably successful path. They have operated a DE program for 15 years and have demonstrated a $500,000+ per year profit, housing the program on campus. U5 also have a core group of staff and faculty who would have knowledge and experience of DE such as learning styles and the pedagogy required, along with expertise in student relations, administrative issues and technical support. In addition, U5 has a new president who is an advocate of DE. U5 already has the following mediums in place to meet the needs of DE students: video-tapes, study guides, texts and e-mail communication. This is a significant strength as experts in the field such as Moore and Kearsley (2005) claim, “In all forms of distance teaching, the ability to humanize the relationship with distant learners is important. Techniques to achieve this goal vary according to the technology” (p. 158). In comparison, Bates (2005) claims, “the needs of students who study entirely as a distance are quite different from those that are taught on campus or in classes. Distance education students require different approaches to course design, development and learner support” (p. 15).  In other words, Bates asserts teaching online is different than face-to-face. Specifically, the difference between Moore and Kearsley's argument and Bates point is significant because the emotional element is introduced.  In addition, the CAGS program has another corporate sponsor and will be unaffected by the present dilemma. 
Weaknesses
The major weakness is the withdrawal of the corporate partner as they are the prime means of marketing, recruitment, warehousing, and the distribution of study material. Other weaknesses include the following:   
•	The DE programs are an anomaly and operate in isolation. No established infrastructure to encourage and support DE 
•	Leadership is lacking in the DE sector for future expansion, no pressing matter of urgency 
•	Time constraints to regroup and reorganize
•	Lack of significant knowledge and experience of the administrative and instructional aspects of DE. Only one senior professor is full-time in the MT program.
Opportunities
DE is ubiquitous. Latchem and Hanna (2001) argue, “Universities will become ‘click and mortar’ intuitions, structured more like ‘virtual universities’ expanding their market reach and operating more like businesses” (p. 13). As such, with DE continuing to take center stage, now may be the perfect opportunity to exploit a comprehensive analysis (potentially SWOT) of the DE program and note ways that it can be promoted to increase revenues.  
Threats
A major threat for U5 is the proliferation of DE providers. Latchem and Hanna (2001) coincide by stating, “Today’s uncertain, fast-paced and competitive environment is forcing change upon, and some believe, threatening our educational institution” (p. 15). U5 also have heavy dependence on adjunct instructors who have the potential to leave for superior opportunities.
Recommendation  
Options suggested for U5 include the following:  
1)	Seek another corporate sponsor
2)	U5 hire and train staff to fill the void the corporate sponsor left to include creating the video-based materials, marketing and recruitment, warehousing and distribution of study materials
3)	Abort the DE program
The optimal choice in the short term would be the first option; to seek another corporate sponsor as timing is paramount to keep the DE program alive. In the long term, U5 may want to consider the second option so it does not once again succumb to the reliance of others. The third option would result in a loss of revenue and other options are available, thus making it not a viable alternative.
Implementation – Intervention Strategy
In choosing to seek another corporate sponsor the following action plan is suggested: 
•	Identify what duties the corporate sponsor will hold such as creating the video-based materials, marketing and recruitment, warehousing and distribution of study materials
•	Identify potential corporate sponsors
•	Select corporate sponsor based on needs (particularly marketing and recruiting)
•	Continue to work with the corporate sponsor that is departing to ensure the transition to the new sponsor is seamless
•	Keep key decision makers abreast of developments, specifically the new president
•	Continue to work with the new sponsor for marketing the DE sphere
•	Given a year, evaluate the new corporate sponsor and reevaluate U5 to see if they are in a better position to hire and train staff to assume the duties of the corporate sponsor and thus, reap the revenues exclusively. 
Leadership Style
In order to select an appropriate leadership style, we turn to Hersey, Blanchard and Johnson (1996). These authors acknowledge three competencies of leadership: “diagnosing, adapting and communicating” (p. 9). Deciphered, the leader needs to understand the situation at hand, alter behavior and resources to meet the incident present and interact with others to be successful. This effectively describes situational leadership. Hersey et al. (1996) recognize this form of leadership thrives in numerous educational settings. Using this type of leadership for U5 would mean the experienced administrative staff and adjunct faculty already on board may have responsibilities delegated to them and potentially have limited emotional support while deviations may be necessary for new hires and the new corporate sponsor. "Principal for the leader is to generate short-term wins followed by consolidating gains to produce more change" (Kotter, 1996). Kotter (1996) sees this as important because it helps to “provide evidence that sacrifices are worth it, helps fine-tune visions and strategies, undermine cynics and self-serving resisters, keep bosses on board and build momentum” (p. 123).
Conclusion
Using the SWOT analysis is a valuable tool for U5 decision makers as it allows them to mull over important aspects at their university. In effect, it permits them to turn weak points into strengths and threats into prospects for triumph. The separation of the present corporate partner is a drawback, yet allows the opportunity for U5 to revamp and augment its DE program to reach its full potential. Incorporating the situational leadership style will allow for problem solving dependent on key issues involved and result in a successful transition for U5.

References
Bates, A. (2005). Technology, e-learning and distance education (2nd ed). New York: Routledge.
Hersey, P. Blanchard, K., & Johnson, D. (1996). Management of organizational behavior: Leading human resources (7th ed.). Upper Saddle Creek: Prentice Hall.
Kotter, J. P. (1996). Leading change. Boston: Harvard Business School Press. 
Latchem, C. and Hanna, D. (2001). Leadership for the 21st century: Global perspectives for educational innovators .London:  Kogan Page Limited.
Moore, M.G., & Kearsley, G. (2005). Distance education: A systems view (2nd ed). Belmont, CA: Wadsworth.
Panagiotou, G. (2003). Bringing SWOT into focus. Business Strategy Review, 4(2), 8-10. doi 10.1111/1467-8616.00253.