Learning Systems To Increase Revenue In Higher Learning Research Paper

Length: 10 pages Sources: 10 Subject: Teaching Type: Research Paper Paper: #10952703 Related Topics: Revenue, Learning Styles, Intel Corporation, Bf Skinner
Excerpt from Research Paper :

Rise of Technology-Mediated Learning Systems to Increase Revenue in Higher Learning


Barriers to Increase Revenue in Higher Learning

The Capital Labor Issue with Increase Revenue in Higher Learning

Divisive Issues

Global competition and the workforce

Massive Open Online Course (MOOC)

Adaptive Learning

The Rise of Technology-Mediated Learning Systems to Increase Revenue in Higher Learning

With the rise of Internet technology came the flourishing of web-based learning technology. The research shows that the Colleges and Universities are now doing great thing such as using web-based learning management type of programs that are able to raise their student population statistics and offer schools with methods of achieving more revenue. All over American higher education the enticement of the new information technologies stays as indefinite as it is disturbing. Although there are not many that actually doubt that information technology (IT) has the potential to improve teaching and learning, there is no promise on how that technology will be able to be utilized to improve academic efficiency -- or whether such an rise is in itself a lawful objective if its boost means replacing technology for the more old-style, labor rigorous measures of higher education. Learning Management Systems, data analytics, Adaptive learning, and MOOCS are progressively exchanging human sources of education program analysis and delivery. This permits students to progress grades and it permits colleges and universities to grow holding (Warner, 2014).

Barriers to Increase Revenue in Higher Learning

However, there are some barriers when it comes to increasing revenue in higher learning. Leading among the barriers to its full adoption is a set of well-known institutional standards connecting to teaching methods, faculty autonomy, and ideas of efficiency. The set of teaching-method-norms consist of such thoughts as student-teacher ratios, class sizes and teaching loads. Optimizing the utilization of information technology necessitates faculty to alter what they obviously desire to leave untouched. Also, the very interconnectivity of the new information technologies equally challenges the faculty's explanations of self-sufficiency, which are able to dictate that a professor is the one who can individually choose what, when, and where they teach. Lastly, faculty will have little curiosity in IT's volumes to boost academic output to the extent that they deficit a suitable vision of learning productivity.

The Capital Labor Issue with Increase Revenue in Higher Learning

Capital labor issue are something that can have a great effect on increasing revenue in higher learning. It is clear that utilizing information technology to make productivity better will increase the proportion of capital cost to labor budget in the academic budget, whether or not complete costs can be condensed. Larger capital-labor ratios signify a shift that is away from the handicraft mentality. Also, they provide three vital advantages. The research shows that second, technology-based answers likewise tend to be more ascendable than labor-concentrated ones. Despite the fact certain model may not speak to economies of scale, one should expect that extra students could be housed at lower cost with technology than with traditional teaching approaches.

As a final point, when it comes to increasing revenue in higher learning, technology provides more suppleness than traditional teaching methods once one moves further than minor changes that can be introduced by individual lecturers. The "vocation" of a workstation is more than likely less than five years, although that of a professor habitually surpasses 30 years. Workstations don't get occupancy, and allocations are less probable to wait on the chancellor when specific equipment matters are "laid off." (Phillips, 2007) The "retraining" of IT equipment (for instance, reprogramming), even though not low-cost, is simpler and more expectable than reskilling a professor that is tenured. Within limits, departments will start gaining a much bigger zone of suppleness as the capital-labor ratio starts to expand and grow.

Research shows that the benefits of moving away from handicraft approaches, attached with increased flexibility and scale economies, debate for the adoption of information technology even when one cannot establish instant cost advantages. For instance, the aptitude to break even all through the first few years make available strong defense for going forward with an information technology answer, on condition that the effects on quality are not damaging.

Divisive Issues

Diversity issues is something else to be factored in when it comes to increasing revenue in higher learning. Whether academic efficiency will need to be looked at in the context of higher education as a growth marketplace or in the context of reduced employment has arose as a topic that is lively. Also, will these institutions have to lessen the faculty size so as to


No one makes the argument that the growth scenario is not wanted, but then again some are not certain that it will truthfully be attainable. What occurs if the desired growth cannot be attained remains arguable.

Higher education's essential values will be at jeopardy if more and more undergraduate education starts shifting to nontraditional providers (Clark, 2009). By old-style values they do not mean a "canon" of precious works nonetheless rather an investment in regions of analysis that a company or for-profit market may not believe money-making. There are times, actually, the success of these ideas may not be noticeable for a lot of generations; in other circumstances, as with questions of philosophy or culture, the value is not an economic one.

Certainly, when it comes to increasing revenue in higher learning, the most central of the classic university, that of cultivating the community of intellectuals who are recognized for conserving and advancing mankind's cultural and intellectual heritage, could be lost if the educational purpose in our society is taken over by nontraditional suppliers. Increasing revenue in higher learning is important because most believe that colleges and universities have a heritage whose provisions will involve the diligence of all those who sustain the position of the unrestricted chase of knowledge. Oddly, those research institutions which are most flexible most adaptive, and most skilled of developing IT utilizations appear to have the least disincentive to do so (Stewart, 2011). Their very strength allows them to uphold the outdated ways, to protect their faculty's chase of the status quo.

Global competition and the workforce

Increasing revenue in higher learning plays a big part in the workforce and Global competition. These days' technology- knowledge economy, there are a lot of universities discover themselves encountering a new type of challenge: how not just be able to prepare students with a satisfactory education in their arena of study, nevertheless likewise to arm them with the knowledge and skills necessary to influence technology successfully in the place of work. How well do present graduates manage? Also, some academics in the United States warn that the excellence of their domestic university product may be sliding (Warner, 2014). Private-sector respondents are mainly worried, with 56% conveying concern that the U.S. is falling behind other nations in its capacity to yield high-quality specialists. Actually, only around 47% of all survey respondents are certain that current graduates are able to contest effectively in today's worldwide marketplace

While university development and research departments could once have been the main arena for testing new theories and tools, the survey information does show that businesses now are having this certain edge in bringing in some new kind of innovations. There are just one in five respondents report that their domestic academic institutions are faster than corporations to implement and develop new technologies; approximately 67% say the opposite is factual. Possibly as a result, current years have seen a surge in private-sector relationships and research-driven public-. When talking about increasing revenue in higher learning, money is part of the issue, as stated by Cornell's Ms. McClure:

"Today's students are used to getting what they need rapidly. Institutions of higher education have to answer to remain competitive, but then again those innovations usually cost millions of dollars. How to reserve those investments suitably is on the top of everyone's thoughts." (Clegg, 2011)

As ever more universities start looking to the private sector to upkeep and spread technological advances, corporations are able to be selective in picking partners. Eighty-three percent of private-sector respondents were the ones that made the point that the quality of a university's technology will more than likely be an important factor in their decision-making development. With that said, this puts organizations in an "egg and chicken" bind: also, universities are the ones that actually need private-sector incomes so as to withstand technological leadership, nevertheless alternatively they must show technological skill so as to…

Sources Used in Documents:


Carlson, V. & . (2011). Technology-enhanced learning/distance education: Market survey of occupational health and safety professionals. AIHAJ, 349-355.

Clark, R.E. (2009). Translating research into new instructional technologies for higher education: The active ingredient process. Journal of Computing in Higher Education, 23(9), 4-18.

Clegg, S.T. (2011). Not just for men: A case study of the teaching and learning of information technology in higher education. Higher Education,, 34(7), 123-145.

Fain, P. (2013, May 5). Intel on Adaptive Learning. Inside Higher Education. Retrieved from http://www.insidehighered.com/news/2013/04/04/gates-foundation-
Thrift, N. (2013, April 2). To MOOC or Not to MOOC. The Chronicle of Higher Education. Retrieved from http://chronicle.com/blogs/worldwise/to-mooc-or-not-to-
Warner, J. (2014, June 5). The Costs of Big Data. Short-sighted investments in analytics are hurting students and teachers alike Inside Higher Education. Retrieved from http://www.slate.com/articles/life/inside_higher_ed/2014/07/data_analyti

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