bodner089

I'm intrigued by what I think I'm seeing around enrollment, this fall. I don't have any formal, objective data, yet, so I may be wrong, but it certainly appears that branch campus enrollment is very strong, everywhere I've checked. For sure, university regional campuses, in Ohio, are up. The five Ohio University campuses increased by more than 1000 students, compared to last year, and the folks around the country with whom I've spoken or corresponded have experienced the same thing. Moreover, nearly everyone is telling me they are up more on FTE than on headcount, which means that students are enrolling in more classes. I haven't seen any significant news coverage about branches, but clearly community colleges experienced nearly explosive growth. There surely must be exceptions, but reading about increases of 20% or more isn't unusual. I've talked with community college leaders who are struggling mightily to find classroom space and instructors, to deal ...

I think often about the implications of so-called "strengths-based leadership." A key element of focusing on strengths is that we talk and worry less about our deficits than about how we can release the capacity in individuals and organizations, so that the work environment is more positive, and the sense of excitement and accomplishment grows. Recently, I listened to someone interviewing for a very senior administrative position talk about his commitment to being an effective leader. He told us that he had taken a workshop on leadership that included an assessment of various leadership qualities and provided a list of how those qualities applied to him, from strongest to weakest. He then went out and got training on the three qualities that were most weak, so he could get better in those areas. Clearly, he thought he had done something significant and, perhaps, even a bit courageous. I thought it was a remarkable waste of time and energy. Why would anyone do that? Whatever s...

One of the challenges faced by people associated with branch campuses is the lack of literature or other obvious resources to help identify best practices, mistakes to avoid, or typical challenges. As a result, branch campuses come in a wide range of "flavors," around structure, programs, budgets, and mission. I hope this blog and the conferences organized by NABCA and RBCA help provide a sense of connection for people in the branch campus world. In this context, I thought it would be worthwhile to draw attention to my impression that the number of branch campuses is growing, not only in the United States, but around the world. To be sure, there are the well publicized examples of American institutions launching international branches, usually in Asia or the Middle East. However, I am most interested in the simple reality that universities and colleges around the world often create branches, within their own country, in a manner that appears to be very similar to what happens...

I've gotta say, I feel really good about being a Boomer, at this point in my life. I am enjoying a sense of opportunity and energy, as well as self-discovery, that is bringing me closer to values and goals that were important to me years ago. I can afford to make some work and lifestyle choices that would have been more difficult in the past, and I am better able to accept certain things and simply refuse to accept others. As I wrote in my last post, I'm also enjoying the work and personal connections I have with younger people. Maybe it is drawing on the teacher in me, but I also feel as if I learn a lot from them, and as if we have considerable fun. I'm encouraged about the workplace of the future, because I see an interesting alignment of values that, if properly managed, should yield highly effective organizations. I haven't yet figured out how to articulate the potential I see, but I can point to some elements of the opportunity. Younger generations seem to have a ...

I think it is time to change directions. In the disruptive environment that I believe higher education faces, an important question goes to how we can best position our institutions for success. The good news is that there are relatively new ways of thinking about organizations and organizational change that may be entirely consistent with the impact of technology, a higher proportion of adult learners, and concerns about the cost of traditional education. These new ways of thinking emerge from positive psychology, an approach that focuses on individual and organizational strengths, rather than deficits, with the goal of thriving or flourishing, not simply surviving or enduring. There are a number of topics I can explore here, but I want to start with something that is close to my own heart: The implication of the Baby Boomer Generation, as it moves past 60 and toward what we think of as "traditional" retirement age. Some of what I will share can be explored in greater d...

If you are willing to accept what I've written about changes coming to branch campuses, then what should you do to make sure that your campus thrives? Timing is important here, as part of a strategy to respond to emerging competition. So, let's start with a target year, in which I believe most adult learners, at least, will be choosing online and blended programs over traditional, campus-based programs. That year will be 2014, five years from now. How do I know that? Well, I don't, to be honest. Christensen mentions 2014 as a tipping point for online education, but in a different context. I've seen other references to that approximate time, and it simply feels about right to me. The most important reason to choose 2014 is that it is far enough away to allow responsive institutions to make adjustments, but it is close enough to (I hope) raise anxiety, if you aren't engaging, yet. A good friend, with good judgment, said to me recently that he believes online education...

When I wrote the history of Ohio University's commitment to outreach, I was struck by the realization that we had changed our approach over time, as technology (especially) evolved. We used trains and street cars, paper-based correspondence, interactive television, etc. Eventually, we established our five branch campuses, each of which has its physical facilities, resident faculty, and strong student services. I think it is a proud history that demonstrates sincere commitment to expand opportunity. What really made an impact on my thinking, however, was the recognition that my own career very nearly matched the history of branch campuses, in Ohio. Most of Ohio's campuses were created between 1966 and 1971; I arrived at Ohio State Mansfield in 1976. For me, the branches have always existed, but the fact is, as illustrated by the Ohio University story, they are a relatively recent part of a much longer history of outreach and access. I don't know whether the history of other ...