Author: terry.beachy
Last saved by: Terry Beachy
Company: Garrett College

Terry Beachy
OMDE 606
November 6, 2010
Assignment 2

Does the increased availability of ICT amplify the vulnerability of distance 
teaching institutions or, on the contrary, render the debate obsolete?
Introduction
Rapid developments in information and communication technology (ICT) have transformed both the pace and nature of interactions. Specifically, the union of telecommunications, computers and other electronic devices, along with the Internet has not only facilitated the globalization of society and the economy as a whole, but has also made a most dramatic impact on education, predominantly at distance teaching universities (DTUs). Rumble (2004) acknowledges the synergy that ICT can bring to distance education and surveys the vulnerabilities that exist in respect to competition from campus-based universities (CBUs) turning into dual-mode universities (DMUs). Rumble's writings, as well as other experts in the field, conclude that survival of DTUs is contingent upon meeting the user's needs with the resources available in a synergistic and creative manner, which most effectively may be accomplished by turning itself into a DMU.
Rumble's Vulnerability Thesis
Rumble (2004) acknowledged early on that competition was finite in the area of distance education. As time progressed with demographic and social changes, and CBUs converted to DMUs, rivalry for students ensued and became a reality. Rumble (2004) surmised that as DMUs took center stage they would take away or potentially take over DTUs. After all from a cost standpoint, DTUs could not compete. Even though they could keep the cost low with a plethora of students, DMUs could take advantage of marginal costs and hence develop courses cheaper and provide more varied distance education more inexpensively than DTUs. In essence, a coalition between on- and off- campus programs puts DTUs in an uncomfortable, vulnerable position. Rumble (2004) deduced the following strategic options in a competitive environment: do nothing, concentrate on doing better on what is already working well, convert to a DMU, internationalize, collaborate to create joint ventures, mergers or franchises, or establish a CBU of its own. Doing nothing was not an option as change was obviously required. Doing better at what they were already doing did not allow for growth. The other alternatives had potential, yet the most effective alternative Rumble (2004) proposed was to either merge with a CBU or turn into a DMU.
The Debate among Experts
To support Rumble’s thesis, White (2004) and Mugridge (2004) weighed in with their thoughts. White (2004) points out that CBUs have long snubbed their noses at DTUs, rating them as second class. Now that the mode of distance education has been accepted with established pedagogies, CBUs have had to recoil and accept DTUs as creditable, laced with quality. White (2004) notes the potential of DTUs and CBUs to pool their resources to develop stellar multimedia instructional materials. Specifically, White (2004) makes the claim that learning materials need to be developed for CBU students so instead of reinventing the wheel, reuse them for distance education learners. There would be obvious cost savings and there can be revenue gained from harboring a few distance education learners. In comparison, Mugridge (2004) focuses on blurring the lines between CBUs and DTUs and focusing more on collaborating with the strengths of both, thus expanding upon Rumble’s theory of doing better on what is already working well. In association is Keegan (2004), who sees the competitive advantage of DTUs if enrollments support the costs, otherwise a mixed system such as DMUs is plausible. In addition the choice of media, the degree of student support, the number of courses and the cost of a CBU education must also be taken into consideration for a DTU to become an autonomous entity. 
The Impact of Information and Communication Technology
The ubiquity of the Internet and World Wide Web threatens the uniqueness of DTUs as global barriers are broken with its user-friendly interface and multitude of rich information resources. Fundamentally, ICT has the propensity to fragment the market to the highest degree and is malleable to all sorts of institutional arrangements, whether it is DMUs or DTUs. In addition, with the newest technologies, learners can virtually be in the same learning space, whilst being located differently geographically; therefore, further increasing the competitive vulnerability of DTUs. 
Rumble’s Rebuttal
	In rebuttal to the experts, Rumble makes the following retorts. White (2004) speaks of pooling resources such as learning materials from DMUs to distance educating learners. This is definitely an avenue that sounds attractive. However, at the ease this is accomplished, DMUs become direct competitors to DTUs. In addition, DTUs may have a strong stance in the education arena; however, due to ICT, that stance can hastily be eroded with professionals exploiting new media and meeting the demands of the masses for education, hence, another direct threat to DTUs.  Furthermore in the open market, learners may prefer price and a leading name over quality. Thus, big name CBUs have the edge, consequently again leaving DTUs wide open to vulnerability. The thought of collaboration is echoed by the thoughts of experts, yet Rumble (2004) points out its downfall; in particular CBUs purchasing courses from established DTUs may not be any cheaper than developing their own and often shrink-wrapped courses may not be customized to meet their needs. Given these factors, it is quite plausible to say that DMUs are a firm threat to DTUs. 
Conclusion
It was once thought that distance teaching universities were not in competition with anyone. As populations grew and new technologies emerged, the consensus changed as campus based universities vied for learners. Although dated, Rumble’s theories still stand their ground, as the survival of DTUs is contingent upon meeting the user's needs with the resources available such as with the latest and greatest of information and communications technologies.  In addition, by exploring avenues of collaboration with CBUs in a synergistic and creative manner, the chances of DTUs continued existence is greatly enhanced. 

References
Keegan, D. (2004). The competitive advantages of distance teaching universities. In G. Rumble (Ed.), Papers and debates on the costs and economics of distance education and online learning (Vol. 7, pp. 97-102). Oldenburg: bis. 
Mugridge, I. (2004). Responses to Greville Rumble’s article ‘The competitive vulnerability of distance teaching universities’ (1992). In G. Rumble (Ed.), Papers and debates on the costs and economics of distance education and online learning (Vol. 7, pp. 93-96). Oldenburg: bis.
Rumble, G. (2004). The competitive vulnerability of distance teaching universities (1992). In G. Rumble (Ed.), Papers and debates on the costs and economics of distance education and online learning (Vol. 7, pp. 67-88). Oldenburg: bis.
Rumble, G. (2004). The competitive vulnerability of distance teaching universities:  A reply (1994). In G. Rumble (Ed.), Papers and debates on the costs and economics of distance education and online learning (Vol. 7, pp. 103-106). Oldenburg: bis.
White, V. (2004). Responses to Greville Rumble’s article ‘The competitive vulnerability of distance teaching universities’ (1992). In G. Rumble (Ed.), Papers and debates on the costs and economics of distance education and online learning (Vol. 7, pp. 89-92). Oldenburg: bis.