Abstract

Purdue’s Krannert Executive Education Programs (KEEP) and Continuing Engineering Education (CEE) request a total grant of $11,000.00 (half of which, or $5,500.00, would come from IHETS/IPSE; the remaining half to come equally from the Krannert Graduate School of Management and Purdue’s Schools of Engineering) to fund 3 faculty/staff to develop 3 courses (@ $3,000.00 each, which would include payment for development, plus fringe benefits) to support distance learning course development. To aid course development, we would also purchase a scanner and CD- ROM writer, the total not to exceed $2,000.00. Specifically, the 3 faculty/staff would adapt 3 courses from KEEP’s/CEE’s non-degree on-campus program, Engineering/Management, into a new 3-course series delivered via distance learning (combining satellite/video conferencing and on-line delivery), completion of which would earn a non-degree "certificate." Development of subsequent 3-course certificate series would follow. Courses would be collaboratively sponsored by KEEP and CEE and would be delivered to the existing base of "technical professional" customers who already receive mostly technical programming from CEE (via videotape, satellite downlink, and limited on-line delivery) at over 100 industrial and institutional sites throughout and surrounding Indiana.

1. Rationale for choice of course and technologies to be used:

We respond to this request in this manner for two reasons:

a. Quite simply, development of non-degree programming can be accomplished in a more expedient manner than development of a new degree program—yielding a quicker response to this customer/collaborator request. Moreover, non-degree management courses will complement the many non-degree technical courses already offered to this customer segment by CEE. In fact, with anticipated funding, we would start course development during the Spring ‘99 Semester, aiming to offer courses by mid-’99.

b. Delivery of management content via distance learning has traditionally been resisted due to its suspected lack of fit with the case method of teaching—and the method’s concomitant requirement of "live bodies" in class for discussion. However, we believe we have identified an instructional design plan that optimally addresses such resistance. We elucidate this plan in the fourth section of this narrative.

A note about equipment: As part of our request for funding, we are planning to purchase a scanner and CD-ROM writer, the total cost not to exceed $2,000.00. Within the scope of this project, this equipment would be used as follows:

a. The scanner will be used to move various textual materials into digital form.

b. The CD-ROM writer will be used to move more varied data (e.g., video presentations of instructional sessions) into digital form, which in turn would be provided to participants as additional course documentation.

2. Institution’s capacity and commitment to the course-development project:

On an overall basis, Purdue has signaled its commitment to distance learning by institutionalizing an Office of Distance Learning within the Office of the Executive Vice President for Academic Affairs. On a school and departmental basis, KEEP has been a recognized leader since the mid-’80s in its supplemental delivery of course content via distance learning in the various iterations of its Executive Master of Science in Management Program. Moreover, earlier this year KEEP negotiated a unique agreement with Harvard Business School Publishing to make its business case studies available in a secure location of KEEP’s Web site for participant access prior to the Engineering/Management Program. And, as noted above, CEE already enjoys a reputation as a major provider of degree and non-degree technical education via distance learning to over 100 industrial and institutional sites. In short, KEEP’s and CEE’s capacity and commitment to take this next step in distance learning delivery is assured in a memo from Assistant Dean Logan Jordan, who is responsible for the infrastructure that supports delivery of educational programs at Krannert (see Appendix A to this narrative).

3. Instructional design plan:

We propose adapting 3 courses from KEEP’s/CEE’s non-degree on-campus program, Engineering/ Management (E/M), into a new 3-course series delivered via distance learning (combining satellite/video conferencing and on-line delivery), completion of which would earn a non-degree "certificate." Moreover, we are assuming roughly similar amounts of materials in both the "live, on-campus" versions of the courses (each of which is 9.2 in-class hours) and their distance learning variants. Hence, we would design an initial certificate series comprising 3 courses (or a total of about 27 hours per certificate), delivered via distance learning. The proposed initial series would be in "Human Resource Management" and would include these courses:

a. Managing the Transition from Technical Specialist to Manager

b. High-Involvement/High-Commitment Teamwork

c. Techniques in Negotiation and Dispute Resolution

Likewise, we envision developing a subsequent certificate series in "Accounting and Financial Management," which would include adaptations of these E/M courses:

a. Managerial Accounting and Financial Analysis

b. Managing Capital Investment Decisions

c. Activity-Based Costs and Activity-Based Management

 

Similarly, we envision developing a subsequent certificate series in "General Management," which would include adaptations of these E/M courses:

a. Marketing for Technical Managers

b. Operations and Supply Chain Management

c. Sources of Competitive Advantage and Organizational Capabilities

Design of individual courses: We would strive to implement a "generic template" design approach to each course, standardizing the "look and feel" of all courses. For example, the adaptation of the first course listed above, Managing the Transition from Technical Specialist to Manager, to distance learning delivery would be as follows:

a. An introductory session (delivered via satellite/videoconference, also videotaped for delayed viewing) of roughly 2 hours, including:

(1) Overview of the course, its objectives, and its schedule

(2) Introductory content (for example, review of Linda Hill’s [Harvard] research on the 4 tasks of transformation that new managers experience)

(3) Assignment of a case study that exemplifies/applies the introductory content

b. An application session focusing on the assigned case (with case discussion prompted by assigned study questions and facilitated by the instructor within a prescribed timeframe via on-line discussion groups). Participants would be expected to devote about 2.5 hours of work on such application.

c. A follow-up session (delivered via satellite/videoconference, also videotaped for delayed viewing) of roughly 1 hour, including:

(1) Wrap-up summary of participants’ reactions to the case study, instructor’s reactions, plus additional content

(2) Assignment of a second case study that exemplifies/applies the additional content

d. A second application session, focusing on the second case (again, with case discussion prompted by pre-assigned study questions and facilitated by the instructor within a prescribed timeframe via on-line discussion groups). Again, participants would be expected to devote about 2.5 hours of work on such application.

e. A concluding session (delivered via satellite/videoconference, also videotaped for delayed viewing) of roughly 1 hour, including:

(1) Wrap-up summary of participants’ reactions to the second case study, plus instructor’s reactions

(2) Concluding course content—strategies for application, additional readings. etc.

Other courses would follow the format of introduction/application/follow-up/wrap-up, but would substitute other applications as relevant—for example, financial calculations submitted via e-mail, with solutions posted on the Web, etc.

Scheduling of courses: At this early juncture in planning such courses, we would offer no more than one certificate series of 3 courses per semester. Courses would follow each other sequentially over the semester’s timeframe—that is:

a. First course = 5 weeks

b. Second course = 5 weeks

c. Third course = 5 weeks

= 15 weeks (or, with semester breaks/holidays, about 4 months)

Moreover, certificate series of 3 courses would follow each other sequentially over a 2-year timeframe—that is:

a.	Certificate in Human Resource Management	= 1st Semester, 1st Academic Year
b.	Certificate in Accounting and Financial Management	= 2nd Semester, 1st Academic Year
c.	Certificate in General Management	= 1st Semester, 2nd Academic Year
d.	Certificate in more varied topics (e.g., Managerial Communication)	= 2nd Semester, 2nd Academic Year
		= 4 Semesters over 2 Academic Years

4. Course evaluation plan/plans for peer review:

In short, three major constituent groups will help guide our evaluation of the initial certificate series of 3 courses:

a. CEE’s site coordinators, or the on-site "experts" at the industrial and institutional sites to which training is delivered. They will be consulted early and often in the course development process, to ensure that the customers’ voice is embedded in our design.

b. Our colleagues/peers who are affiliated with (and/or referred by) CEE, as well as Purdue’s Office of Distance Learning. As noted above, their expertise and experience in delivering distance learning courses will complement KEEP’s own.

c. The actual participants taking the courses. Once the inaugural series of 3 courses is actually offered, we will closely monitor participants’ use of, acceptance, and any concerns regarding the courses.

5. Project schedule:

As IHETS expects to notify award recipients before the end of January ‘99, we would begin the adaptation of existing courses into the inaugural series of 3 distance learning courses during Spring Semester ‘99. We anticipate that the first in the series of 3 courses will be offered no later than mid-year ‘99, with the second and third courses following as noted in Section 4 above.

6. Key personnel:

Co-project directors will be Michael Sheahan, Associate Director of KEEP, and Mary Bonhomme, Director of CEE, who will oversee completion of all activities. Respective staff members from KEEP and CEE, largely responsible for development of on-line materials and video production, will also play key roles. Beyond course development, the new certificate series will be jointly marketed by KEEP and CEE.

Finally, Mike Sheahan will also be one of the instructors who adapts a course for distance learning delivery. The two other instructors will be David Schoorman, Director of the M.S. Program in Human Resource Management and Associate Professor of Management at Krannert; and James Dworkin, Professor of Management and Associate Dean of Krannert. Bio sketches of Mike, Mary, David, and Jim appear sequentially in Appendix B.

Appendix A

 

TO: Philip Swain, Director of Office of Distance Learning

FROM: Logan Jordan, Assistant Dean

DATE: September 21, 1998

SUBJECT: Support of KEEP/CEE Proposal

 

As requested in the RFP for the IHETS/IPSE Course Development Grant Program, I am writing to express my support for the proposal submitted by KEEP/CEE. I believe that both partners have the capacity to succeed with this project and, speaking on behalf of the Krannert School, I express our commitment to its completion.

As noted in the proposal narrative, KEEP has been a recognized leader since the mid-’80s in its supplemental delivery of course content via distance learning in the various iterations of its Executive Master of Science in Management Program. Moreover, we were delighted when earlier this year, KEEP negotiated a unique agreement with Harvard Business School Publishing to make its business case studies available in a secure location of KEEP’s Web site for participant access prior to the Engineering/Management (E/M) Program. And of course, CEE already enjoys a reputation as a major provider of degree and non-degree technical education via distance learning to over 100 industrial and institutional sites.

Hence, as KEEP and CEE have enjoyed a satisfying collaborative relationship in the form of their E/M program—a recognized success since its inception in 1985—it is logical that these partners draw on this program and their respective experience and expertise as the foundation for taking this next step in the distance learning delivery of educational programming.

 

Purdue University

Krannert Graduate School of Management

West Lafayette, Indiana 47907

voice: (765) 494-4370 • fax: (765) 494-4360 • e-mail: jordan@mgmt.purdue.edu

 

Appendix B

Biographic sketches:

Michael Sheahan is associate director of Krannert Executive Education Programs (KEEP), where he develops, markets, and conducts non-degree educational/training programs. Comfortable in both academe and industry, he has managed and conducted training for Trans Union (a Marmon company), Allen-Bradley (a Rockwell company), and Exxon. His teaching interests include management and professional development and quality improvement. He has facilitated training for such clients as Trans Union, Rockwell, the Associated Credit Bureaus Inc., the National Association of Community Development Loan Funds, the Metropolitan Chicago Healthcare Council, and various staff groups at Purdue.

Mary Bonhomme is associate director of Continuing Engineering Education (CEE) at Purdue, where she develops and markets non-credit educational/training programs for practicing engineers. She also manages CEE’s studio, from which a broad array of credit and non-credit courses are delivered via distance learning technology to a network of industrial and educational sites. Adept in both industry and academe, she served as manager of information and communication for Cabot Corporation and for Indiana University at Kokomo. She also serves in an executive capacity on the boards of numerous professional engineering educational associations and is also active in a variety of community organizations.

David Schoorman is Director of the Master of Science in Human Resource Management Program and Associate Professor of Management at Purdue’s Krannert School. His teaching interests include organizational behavior, organization theory, and research methods. His research interests include organizational effectiveness, decision making, leadership, motivation, and the management of temporary staff. He has served as a consultant for the Government Employees Insurance Corporation (GEICO), NASA, Southwestern Bell Telephone, and Whirlpool Corporation, among others. He is co-editor of the text, Facilitating Work Effectiveness, and the author of numerous book chapters and journal articles. He is a frequent instructor in Krannert’s Executive Master’s Degree Programs (including its International Management Centre, IMaC, and International Master’s in Management, IMM, Programs), Engineering/Management Program, Owens-Brockway Technical Training and Development Program, Amersham Professional Development Program, and Veterinary Management Institute.

James Dworkin is associate dean of the Krannert Graduate School of Management, where his teaching interests include collective bargaining, negotiations, and dispute resolution. His current research interests include unionism in professional sports, codetermination, worker participation in management, why workers join unions, and how arbitrators decide cases. He is the author of two books (one on collective bargaining in professional baseball, the other on industrial relations) and numerous scholarly articles. He has consulted with the U.S. Department of Labor, as well as other universities and industrial firms. He also serves as an arbitrator, mediator, and fact-finder in a variety of labor-management disputes in the public and private sectors.