Organizational Models in Higher
Education, Past and Future
Donald E. Hanna
University of Wisconsin-Extension
dehanna@facstaff.wisc.edu
MODELS, AND CHANGE
| 1. | Procedural change, which has to do with altering how organizational tasks are accomplished. |
| 2. | Technological change, which consists of changing the means by which the job is done. |
| 3. | Structural and cultural (systemic) change, which consists of changing the nature of the work itself and reorienting its purpose. |
This chapter addresses emerging distance education organizational models in relation to each of these forms in ways that elucidate future directions in the field.
There are many reasons why the move toward distance education is inextricably linked with changing organization processes and procedures as well as developing new organizational models. Demand for learning across the globe is increasing as national economies become increasingly based on knowledge and the pace of technological change continues to accelerate. Rapidly growing and increasingly youthful populations in many areas of the world are also fueling pressures on higher education institutions to respond in new and creative ways. In
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Questia, a part of Gale, Cengage Learning. www.questia.com
Publication information:
Book title: Handbook of Distance Education.
Contributors: Michael Grahame Moore - Editor, William G. Anderson - Editor.
Publisher: Lawrence Erlbaum Associates.
Place of publication: Mahwah, NJ.
Publication year: 2003.
Page number: 67.
This material is protected by copyright and, with the exception of fair use, may not be further copied, distributed or transmitted in any form or by any means.
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