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  <H1>How Strategic Planning Keeps You Sane When Delivering Distance=20
  Programs</H1>
  <HR>

  <H2>&nbsp;</H2>
  <H2><STRONG>Dixie MacNeil </STRONG><BR><EM><STRONG>The University of=20
  Alabama</STRONG><BR><A=20
  href=3D"mailto:dmacneil@ccs.ua.edu">dmacneil@ccs.ua.edu</A></EM></H2>
  <H2><STRONG>Kim Luzius</STRONG><BR><EM><STRONG>The University of=20
  Alabama</STRONG><BR><A=20
  href=3D"mailto:kluzius@ccs.ua.edu">kluzius@ccs.ua.edu</A></EM></H2>
  <H2><STRONG>Sonya Dunkin</STRONG><BR><EM><STRONG>The University of=20
  Alabama</STRONG><BR><A=20
  href=3D"mailto:sdunkin@ccs.ua.edu">sdunkin@ccs.ua.edu</A></EM></H2>
  <H2>&nbsp;</H2>
  <H3><STRONG>Abstract</STRONG></H3>This paper details the advantages of =

  creating a strategic plan in the development and delivery of distance =
programs=20
  at the authors=92 own institution. The steps involved in the planning =
process=20
  and the three key elements of a successful strategic plan are =
addressed. The=20
  key elements include a program plan explaining the =
roles/responsibilities of=20
  both the academic unit and the administrators of the distance =
programs, a=20
  marketing plan which provides a marketing overview as well as specific =

  marketing goals, strategies and tactics, and a revenue/expense report=20
  outlining funding for all aspects of program delivery . A framework =
for the=20
  program and marketing plans with complete details is provided as a =
guide for=20
  other distance delivery units interested in incorporating this =
process. <BR>
  <H3>Three-Point Strategic Plan </H3>
  <P>Through the development of a three-point strategic plan, the =
College of=20
  Continuing Studies at The University of Alabama has experienced =
tremendous=20
  success in the development and delivery of distance education =
programs. The=20
  planning process is truly a collaboration between distance education =
program=20
  administrators in the College of Continuing Studies and key personnel =
from the=20
  academic unit.The two groups work together to define roles and=20
  responsibilities and establish a process for program support. Program=20
  administrators constantly evaluate and analyze areas for improvement =
as well=20
  as report on and update strategic plans annually. </P>
  <P>Key players in the planning process include academic department =
heads,=20
  program chairs and College of Continuing Studies (CCS) Program =
Managers (PM)=20
  and Marketing Managers (MM). Academic Colleges are assigned to each =
Program=20
  Manager and Marketing Manager from CCS. Program Managers assume =
responsibility=20
  for the administration of all distance degree programs within each =
assigned=20
  college, as well as the development and implementation of the approved =

  strategic plan for each program.</P>
  <P>How does this all contribute to staying sane? Everyone not only =
knows about=20
  the plan, but they also participated in the creation of the plan. A =
roadmap=20
  exists to guide the implementation of the various strategic areas and =
even if=20
  bumps in the road occur, focus shifts back on the plan to continue =
down a=20
  successful path. Although a plan exists, we all recognize the need for =

  flexibility curriculum rotation may change causing a change in course=20
  development; marketing avenues may prove to be fruitless =96 so =
instead of=20
  forging ahead, we evaluate and move financial resources to other =
flourishing=20
  areas. And above all, data we collect helps track areas of strength =
and areas=20
  in need of improvement.</P>
  <P>What are the key elements of a successful strategic plan? The =
Program=20
  Manager oversees an extensive process between the College of =
Continuing=20
  Studies and the Academic Unit before the program plan is even written. =
This=20
  process feeds the final plan. Typically, the academic unit approaches =
the=20
  program manager with an idea about a program they would like to offer =
by=20
  distance. In some cases they have already assessed and proven the =
demand for=20
  the program, however sometimes that is not the case and research is =
required=20
  before proceeding.&nbsp; The College of Continuing Studies often =
relies on=20
  assistance from Eduventures to conduct research on program=20
  feasibility.Eduventures, a research and consulting firm for Higher =
Education,=20
  partners with more than 300 colleges and universities across the =
United=20
  States.&nbsp; Eduventures helps member institutions achieve =
organizational=20
  goals and solve pressing challenges by providing evidence-based=20
  research.&nbsp; As a member institution we can commission customized =
research=20
  projects, such as determining demand for a particular program. The =
analysts=20
  work directly with CCS to design the investigation, deliver the =
analysis and=20
  guide decision-making based on results. From a programming perspective =
the=20
  research focuses on program viability, positioning and =
differentiation, and=20
  operational best practices.&nbsp; If the research received validates a =
need=20
  for the program, the real planning process begins. </P>
  <P>Ideally, planning begins well in advance of the program start date =
giving=20
  ample preparation time for a successful program launch. Program =
Managers work=20
  directly with a main contact from the academic unit and begin by =
meeting with=20
  academic unit representatives to address the many issues involved in =
creating=20
  a new program.&nbsp; These issues include SACS approval, program =
benefits,=20
  target audience, curriculum, program format, faculty workload, faculty =

  professional development, student services and resources, enrollment =
services,=20
  course delivery schedule, online course development, recruitment, and=20
  marketing tactics. The Program Manager meets with the academic unit=20
  representative as often as necessary to address and finalize these =
issues=20
  which are included in the written program, marketing, and revenue =
plans, which=20
  together make up the three-point strategic plan.</P>
  <P>At the start of the process, the program manager stresses to the =
academic=20
  unit the importance of obtaining SACS approval to run the program as a =

  distance program prior to the first course offering.&nbsp; This =
process takes=20
  at least 6 months, and therefore must be addressed at the start of the =

  process.&nbsp; </P>
  <P>The College of Continuing Studies offers professional development=20
  opportunities for faculty members engaged in online and distance =
instruction.=20
  The Program Manager for Online Faculty Development and Assessment is=20
  responsible for organizing online instructional development services =
for=20
  instructors teaching distance learners.&nbsp; Development =
opportunities=20
  include&nbsp;an online development course consisting =
of&nbsp;asynchronous=20
  self-paced modules, faculty/instructor-requested opportunities for =
one-on-one=20
  consultations, group sessions, web conferencing sessions, and online=20
  instructor community participation. Individual consultations and group =

  sessions, if requested, are tailored to the individual needs of the =
instructor=20
  or academic department.&nbsp; These services are discussed with the =
academic=20
  unit during the planning process and a section titled Faculty =
Development=20
  detailing this information is standard in each initial program plan. =
</P>
  <P>The College of Continuing Studies provides assistance to distance =
learners=20
  in the areas of admission, enrollment and testing.&nbsp; However, not =
all=20
  academic units choose to use CCS resources.&nbsp; Due to strict =
admissions=20
  policies or unique program offerings, some academic units prefer their =
own=20
  staff to work directly with prospective and current distance learners. =
The use=20
  of these services by the academic unit must be identified at the start =
of the=20
  process and included in the written plan. </P>
  <P>A staff of CCS instructional developers works with =
faculty/instructors to=20
  develop online and hybrid courses. Because of the large number of =
courses=20
  slated for online and hybrid development, it is necessary to determine =
well in=20
  advance a programs course delivery schedule. Online development must =
occur at=20
  least one semester prior to delivery. Courses delivered during the =
fall=20
  semester require two development semesters to account for faculty =
working a=20
  nine-month contract. Development of online courses is a collaborative =
effort=20
  between the content expert (instructor/faculty member) and the =
instructional=20
  developer.&nbsp; Based on course objectives, the instructional =
developer will=20
  offer recommendations for instructional activities that incorporate =
active=20
  learning techniques and opportunities for student interaction using=20
  appropriate technologies to meet instructional goals. Instructional =
developers=20
  also assist with any future course revisions.&nbsp; The program plan =
includes=20
  a list of courses to be developed and/or revised during the academic =
year as=20
  well as the development/revision term, the delivery term, and the =
content=20
  expert assigned to the course. </P>
  <P>A full-time CCS recruiter promotes all distance learning programs =
offered=20
  at The University of Alabama.The recruiter is responsible for =
providing=20
  program information at locations such as career fairs, education =
fairs,=20
  community colleges, conferences, and businesses across the state of =
Alabama,=20
  southeast region, and beyond. In addition, tailored recruitment visits =
can be=20
  designed for specific programs as requested by the academic unit. =
These=20
  services are discussed with the academic unit during the planning =
process and=20
  a section titled Program Recruitment detailing this information is =
standard in=20
  each initial program plan. </P>
  <P>With input from the academic unit and the program manager, the =
marketing=20
  manager writes an extensive marketing plan, the second point in our=20
  three-point strategic plan. Marketing managers spend a great deal of =
time=20
  preparing a SWOT analysis strengths, weaknesses, opportunities, and =
threats),=20
  researching competition, and researching specific marketing tactics. =
Again,=20
  advanced preparation is vital to program success. Marketing efforts =
must be=20
  well underway before the program start date in order to produce a =
significant=20
  pool of program applicants.</P>
  <P>The revenue allocation report serves as the final point in our =
three-point=20
  strategic plan. Program funding generated from student tuition funnels =
through=20
  the College of Continuing Studies. According to the revenue sharing =
agreement,=20
  the academic unit receives funding based on various criteria. Criteria =
include=20
  full program facilitation via distance learning format, a demonstrated =
demand=20
  by new audiences, and insufficient faculty and/or institutional =
resources for=20
  delivery. If any one of these criteria is not met, the academic =
department may=20
  only receive partial allocation. The funding is split between the =
academic=20
  unit, the institution, and the College of Continuing Studies. The =
share of=20
  funds allocated to the academic unit is used to support costs =
associated with=20
  instruction, graduate assistants, program coordinators, and other =
program=20
  expenses. The College of Continuing Studies uses its share of funds to =
support=20
  the program administration infrastructure which includes marketing,=20
  recruitment, online course development, faculty training and =
workshops,=20
  student support services, and technical support services.</P>
  <P>The three-point strategic plan outlined in this paper serves as a =
guide and=20
  offers some stability in the insane world of program development. The=20
  collaborative relationship between distance learning program =
administrators=20
  from the College of Continuing Studies and representatives from the =
academic=20
  unit fosters a team approach to program development which strengthens =
the=20
  overall program.That collaborative spirit remains constant as the =
teams=20
  continue to meet and discuss program updates. The strategic plan =
receives an=20
  annual update which addresses program success, potential areas of =
improvement,=20
  enrollment and admission goals, curriculum changes, demographic data, =
new=20
  marketing tactics, and the introduction of new services offered by the =
College=20
  of Continuing Studies to the academic unit. When working in the =
rapidly=20
  changing world of technology and distance course delivery, a guide =
that all=20
  parties follow as they work togetherprovides some stability in the =
insane=20
  world of program development and management. Your college can take all =
or part=20
  of the framework we provide and make it work as you try to stay sane =
when=20
  delivering your distance learning programs. </P>
  <P><STRONG>Addendum A</STRONG></P>
  <P><STRONG>Program Plan =96 <EM>all details of the program and =
marketing plan=20
  are outlined below.</EM></STRONG></P>
  <P><STRONG>Executive Summary</STRONG><BR>The first part of the program =
plan=20
  includes an executive summary that provides a synopsis of the =
rationale for=20
  the partnership between the academic unit and the College of =
Continuing=20
  Studies. We use hard data when applicable to explain program demand =
and=20
  sustainability.&nbsp; </P>
  <P>We include a paragraph which addresses the following issues:</P>
  <UL>
    <LI>Program instructors (e.g., full-time faculty from the College of =

    Education)=20
    <LI>Regular teaching load=20
    <LI>Summer overload=20
    <LI>Funding of adjunct instructors </LI></UL>
  <P>In addition we list the type of funding allocation the academic =
unit will=20
  receive based on established criteria.</P>
  <P><STRONG>Background </STRONG><BR>The background offers a brief =
description=20
  of the program which may include the following information: number of =
credit=20
  hours, types of required courses, and reasons to pursue the program. =
This may=20
  also include any program accomplishments as well as foreseen =
obstacles.&nbsp;=20
  Any additional research that has been done on the program is also =
included.=20
  </P>
  <P><STRONG>Objectives </STRONG><BR>This section focuses on =
programmatic and=20
  curriculum goals that the overall program plans to address. For =
example, the=20
  program may be designed to fill a need in a particular career field=20
  experiencing growth or a change due to new technology =
developments.</P>
  <P><STRONG>Benefits </STRONG><BR>Program benefits, followed by an =
explanation=20
  of those benefits, are outlined in this section. Benefits may include =
the=20
  convenience of the format, career opportunities, value of knowledge =
gained,=20
  and an advanced education.<BR><BR><STRONG>Audience </STRONG><BR>In =
this=20
  section we list the primary, and if applicable, secondary groups of =
people=20
  expected to take advantage of the program. </P>
  <P><STRONG>Curriculum </STRONG><BR>The curriculum section details the =
number=20
  of credits required in the program and is followed by a list of =
required=20
  courses.</P>
  <P><STRONG>Required Courses </STRONG><BR>This section includes the =
list of=20
  required courses and credit hours. Electives and any other course =
options are=20
  also included here.<STRONG></STRONG></P>
  <P><STRONG>SACS Approval</STRONG><BR>We include this section when 50% =
or more=20
  of the program is delivered via distance. The date in which the =
program=20
  received approved is listed. </P>
  <P><STRONG>Program Format </STRONG><BR>Program format information =
lists the=20
  way in which the courses will be offered, length of time to =
completion,=20
  application deadlines, and cohort information if applicable.</P>
  <P><STRONG>Faculty Workload</STRONG><STRONG> </STRONG><BR>This section =
names=20
  the unit responsible for determining who will deliver the courses. In=20
  addition, we address teaching load and define teaching overload for=20
  compensation purposes.</P>
  <P><STRONG>Faculty Development </STRONG><BR>This section remains =
constant in=20
  all program plans and provides an opportunity to explain our =
commitment to=20
  faculty professional development.</P>
  <P><STRONG>Student Services Resources </STRONG><BR>This section =
remains=20
  constant in all program plans and lists the services and resources =
available=20
  to distance learners. It also outlines any additional student services =
that=20
  CCS provides to the academic units.</P>
  <P><STRONG>Enrollment Services </STRONG><BR>This section remains =
constant in=20
  all program plans and simply states our commitment to providing =
assistance to=20
  students registering for courses once the admission process is=20
  complete.<STRONG></STRONG></P>
  <P><STRONG>Program Recruitment </STRONG><BR>We provide standard =
information=20
  about recruitment efforts in this section. When applicable, we also =
include=20
  program specific recruitment efforts.</P>
  <P><STRONG>Course Schedule </STRONG><BR>A brief description of the way =
in=20
  which courses roll out is provided in this section followed by a =
course=20
  schedule.&nbsp; If possible, we include a two or three year projected =
course=20
  schedule.&nbsp; </P>
  <P><STRONG>Course Development/Revision</STRONG><BR>This section =
details our=20
  commitment to establishing a plan and collaborating with =
faculty/instructors=20
  during the online development and revision process.&nbsp; It is =
followed by a=20
  course development/revision and delivery schedule.&nbsp; </P>
  <P><STRONG>College Responsibilities </STRONG><BR>This section lists =
each=20
  colleges responsibilities as they pertain to faculty training, =
marketing,=20
  assessment, online course development, funding, teaching assignments, =
course=20
  sequencing, and course management system support.</P>
  <P><STRONG>Evaluation/Assessment </STRONG><BR>We include a standard =
statement=20
  in all initial program plans indicating the need to collaborate yearly =
with=20
  the academic unit and evaluate all program areas.&nbsp; </P>
  <P><STRONG>Online Information Sessions</STRONG><BR>The College of =
Continuing=20
  Studies recently launched a new marketing initiative. Online =
information=20
  sessions provide potential students with the opportunity to learn more =
about=20
  distance learning programs by interacting live with faculty and staff =
through=20
  a virtual classroom.&nbsp; We include this section in the program plan =
when=20
  academic units choose to take advantage of this opportunity. </P>
  <P><STRONG>Marketing Plan</STRONG><BR>This section simply states that =
the=20
  marketing plan is attached and lists its contents. </P>
  <P><STRONG>Financial Plan</STRONG><BR>This section simply states that =
the=20
  projected financial plan is attached.If any of the criteria for =
funding=20
  allocation changes from year to year, we note this change and the =
percentage=20
  change in this section as well. </P>
  <P><STRONG>Program Degree Team</STRONG><BR>We list all parties =
involved in the=20
  planning process from both the academic unit and the College of =
Continuing=20
  studies.&nbsp; We include name, title, phone number, and email =
address. </P>
  <P><STRONG>Program Plan Updates</STRONG><BR>An evaluation of the =
program is=20
  completed each year with the academic unit. Some aspects of the =
program that=20
  may be included in the update each year include program changes and =
program=20
  accomplishments.&nbsp; In addition, the program goals are evaluated =
and=20
  discussed. If any additional support, such as faculty development,=20
  recruitment, etc., is going to be provided by CCS, those support =
elements are=20
  included in the updated plan.</P>
  <P><STRONG>Marketing Plan Section of the Program Plan</STRONG></P>
  <P><STRONG>Marketing Overview</STRONG></P>
  <P>This section includes an overview of the degree program from a =
marketing=20
  perspective and a synopsis of the marketing plan, including any =
research on=20
  current demand for the program.&nbsp; An environmental analysis should =
provide=20
  information on the potential candidate for the program and explains =
specifics=20
  such as prior degree requirements, work experience requirements, =
average age,=20
  geographic location (if any), gender, and ethnicity. </P>
  <P>A Strengths/Weaknesses/Opportunities/Threats (SWOT) analysis is =
also part=20
  of this section.&nbsp; Based on the SWOT analysis, the marketing =
manager will=20
  highlight any areas that need to be addressed as well as the focus of=20
  marketing messages.Ideally, we should be able to analyze these areas =
and use=20
  what we have identified to our advantage.&nbsp; </P>
  <P>Also emphasized in this section is direct and indirect program=20
  competition.&nbsp; For example, if the program is online, the direct=20
  competition would include any similar online program and the indirect=20
  competition would include a similar program available in another =
non-competing=20
  format.&nbsp; </P>
  <P>And finally this section details the product, in this case the =
degree=20
  itself, and any special features about either the academic college or =
the=20
  university as a whole that make the program unique or more attractive =
to a=20
  potential candidate. Features include college or faculty awards, =
college=20
  rankings, etc.<BR><STRONG></STRONG><BR><STRONG>Marketing=20
  Objectives</STRONG><BR>This section includes all of the marketing =
objectives=20
  for the upcoming year. The objectives should be clear and measureable =
with a=20
  stated time frame for achievement.&nbsp; Typically, =
admission/enrollment=20
  objectives for the approaching academic year are included.&nbsp; In =
addition,=20
  all indentified strategies and tactics should adhere to the =
fulfillment of the=20
  marketing objectives. </P>
  <P><STRONG>Target Markets</STRONG><BR>In this portion of the marketing =
plan we=20
  identify who we are trying to reach with our marketing efforts and =
include=20
  both primary and secondary targets (if any). The target market must be =
clearly=20
  defined and includes anything that is specific to this group, such as=20
  demographics, interests, and common themes applicable to the =
audience.</P>
  <P><STRONG>Positioning</STRONG><BR>Under this section we identify our =
unique=20
  selling position.&nbsp; A statement is created that pinpoints how this =
product=20
  (degree) is perceived in the minds of our target market.&nbsp; It =
should focus=20
  on how we are different from our competitors and what unique benefits =
are=20
  derived from our product (degree). </P>
  <P><STRONG>Strategy Pyramids</STRONG><BR>Marketing strategies and =
tactics are=20
  listed in this section.&nbsp; They are used to translate the =
identified goals=20
  into action.&nbsp; Strategies outline what we are going to do meet the =
goal,=20
  and tactics specify action steps required to accomplish the =
strategy.&nbsp;=20
  Obviously, only those strategies/tactics most likely to meet the goals =
are=20
  included, especially when taking into account limited budgets.</P>
  <P><STRONG>Marketing Budget</STRONG><BR>This section lists the all of =
the=20
  tactics identified and associated costs of each.&nbsp; Ideally, there =
should=20
  be sufficient funds to meet the marketing objectives.</P>
  <P><STRONG>Marketing Plan Updates</STRONG><BR>As with the program =
plan, a=20
  yearly evaluation of the marketing plan is done and updates are noted =
in the=20
  plan for the following year. Updates to the plan may be based on =
changes in=20
  program strategy that, by extension, change the marketing strategy. =
However,=20
  even if the strategies remain the same, changes in the marketing =
landscape=20
  might require updates to tactics. For example, new competition might =
be=20
  identified, there might be a change in consumer demand, or even a =
change in=20
  the tactics to best meet the strategies. A detailed analysis of the =
previous=20
  year=92s activities also leads to changes in how we approach continued =
marketing=20
  of the program.&nbsp; </P>
  <P><STRONG>Revenue/Expense Allocation</STRONG><BR>This section of the =
program=20
  plan includes revenue obtained in the program as well as all expenses =
incurred=20
  by both colleges. Typical expenses cover instruction, course =
development,=20
  faculty development, marketing, and recruitment.&nbsp; </P>
  <HR>

  <H4><I>Online Journal of Distance Learning Administration, Volume =
XIII, Number=20
  II, Summer 2010<BR></I><I>University of West Georgia, Distance =
Education=20
  Center<BR></I><A href=3D"http://www.westga.edu/~distance/ojdla">Back =
to the=20
  Online Journal of Distance Learning Administration=20
Contents</A></H4></BLOCKQUOTE></BODY></HTML>

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}
H3 {
	FONT-FAMILY: "Times New Roman", Times, serif; COLOR: #000000; =
FONT-SIZE: 14px
}
H4 {
	FONT-STYLE: normal; FONT-FAMILY: "Times New Roman", Times, serif; =
COLOR: #000000; FONT-SIZE: 14px; FONT-WEIGHT: normal
}
H5 {
	FONT-STYLE: italic; FONT-FAMILY: "Times New Roman", Times, serif; =
COLOR: #000000; FONT-SIZE: 14px; FONT-WEIGHT: normal
}
BODY {
	FONT-STYLE: normal; FONT-FAMILY: "Times New Roman", Times, serif; =
COLOR: #000000; FONT-SIZE: 14px; FONT-WEIGHT: normal
}
TABLE {
	FONT-SIZE: 98%
}
.tabletop {
	BORDER-BOTTOM: black 1px solid; BORDER-TOP: black 1px solid
}
.tabletoponly {
	BORDER-TOP: black 1px solid
}
.tablebottom {
	BORDER-BOTTOM: black 1px solid
}

------=_NextPart_000_0005_01CBAC21.A1543620--
