doing so, however, they should also attend to the full range of costs associated with traditional, face-to-face education. Campus infrastructure is hardly free -- buildings, utilities, offices, and real estate all cost real dollars. Yet many prospective students are unable to benefit from the physical investments in the campus environment. Increasing educational access and attracting new audiences to higher education are compelling goals for infrastructure investment and for launching distance education programs.
The approach adopted in this chapter is to suggest that, for the most part, administering distance education programs is very similar to administering traditional academic programs. A logical outline of the steps involved in developing traditional programs provides a reasonable template for doing so in a distance education context. The challenge has been to articulate those steps as part of the broader discussion about profound changes in the educational landscape today -- the need to serve a more diverse student population, adopt a more student-centered approach to teaching and learning, and respond to the high demand for education throughout the life cycle. However, the same issues and problems that have challenged administrators in traditional, face-to-face instructional contexts in the past resource limitations, faculty concerns, infrastructure support and maintenance, and so on -- are now emerging in discussion of implementing distance education programs. The goal of this chapter has been to articulate the necessary steps for successful administration of any program with special attention to the distance education context. This "cookbook" approach is intended to assist administrators in the successful integration of distance education programs into their units.
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