Issue link: https://www.e-digitaleditions.com/i/337193
26 July/August 2014 BizEd DE E DMAN /TH I N KSTOCK The MBA Fellowship program is part of the school's plan to revamp its curriculum to more fully integrate its online and on- campus programs—as opposed to segregating them, as many schools do. "When students discover that an online program is separate from the traditional MBA, it loses its luster. That's where the stigma against online programs came from," says Wells. "We're using technology to connect students in our online and blended MBA programs with our students on campus both synchronously and asynchronously. We're making a concerted effort to blur that line and remove that stigma, so that our online students feel as if they're having a 'true Amherst experience.'" By the time the first cohort of MBA Fellows graduates, Wells hopes to see all Isenberg MBA students report higher levels of satisfaction with their courses, take top jobs, and earn higher salaries. He also hopes that the Isenberg School will differ- entiate itself in its crowded market and enhance its position in the rank- ings—which, in turn, will allow it to attract even better students. Delivering the Program Tuition and expenses for the 44 fellows will be at least partially supported by online tuition fees. Resident MBA students are often ten years younger than their online counterparts with less experience and fewer financial resources, Wells explains. Because online MBA students work full time and often receive tuition assistance from their organizations, they are more likely to be able to afford the tuition. By investing in the on-campus fellows, the school hopes to provide its online students with richer interac- tions and elevate the learning expe- riences of everyone involved. To bring online and on-campus students together, the school will use platforms such as Fuze, an online meeting platform, and Black- board Collaborate. The school also has introduced a consulting practicum and plans to hold a case competition. In each, online and on-campus students will team up to solve business problems. "Faculty will hold synchronous discussions that mix in-residence and online students, so each can learn with— and from—the best," says Wells. The school has pilot-tested its integrated approach in a strategy class, where online students were included in the delivery of the on-campus course. "Our online students don't want to wonder how old the video lecture is that they've been viewing," says Wells. "What they liked the most was that this was a live class covering current topics." PROMOTING STUDENT ENGAGEMENT The W.P. Carey School of Business Arizona State University Tempe, Arizona Program Snapshot: ■ Fully online MBA and MIS programs, a hybrid weekend MBA, and online certificate programs ■ Ten core five-week courses in the MBA program, taken one at a time ■ Electives in one of five areas of emphasis ■ The option to earn an MBA jointly with degree in law or engineering ■ A capstone course to help students integrate what they've learned Online since: 2000 Student engagement. The school takes several steps to minimize online students' sense of distance from campus. First, before classes begin, students must attend a three-day on-campus orientation, where they are placed in small teams with peers from other industries. They work in these teams throughout the program. Second, students take part in a Professional Development and Engagement Program (PDEP) throughout their experience, where they give and receive feed- back on their interpersonal, professional, leadership, and teamwork skills. Finally, a student services office manages students' logistical and administrative ques- tions, which streamlines issues that arise during the program. Faculty training. The school runs an online certification training course to introduce faculty to Blackboard and other available computer resources, as well as online pedagogical approaches. Best advice: Technology should "complement the atmosphere and minimize disruption for students," says Stacey Whitecotton, senior associate dean of gradu- ate programs. To strike that balance, the school regularly surveys online students to discover what motivates them to learn and what causes them difficulty. With that information, faculty can avoid missteps as they experiment with the format.