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Leadership and Distance Learning: Implications for the Administration of Higher Education Extended Campus Locations

Copyright © 2011. 9 pages.
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DOI: 10.4018/978-1-60960-074-7.ch022
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MLA

Stumpf, Don S. "Leadership and Distance Learning: Implications for the Administration of Higher Education Extended Campus Locations." Marketing Online Education Programs: Frameworks for Promotion and Communication. IGI Global, 2011. 328-336. Web. 29 Jul. 2014. doi:10.4018/978-1-60960-074-7.ch022

APA

Stumpf, D. S. (2011). Leadership and Distance Learning: Implications for the Administration of Higher Education Extended Campus Locations. In U. Demiray, & S. Sever (Eds.) Marketing Online Education Programs: Frameworks for Promotion and Communication (pp. 328-336). Hershey, PA: Information Science Reference. doi:10.4018/978-1-60960-074-7.ch022

Chicago

Stumpf, Don S. "Leadership and Distance Learning: Implications for the Administration of Higher Education Extended Campus Locations." In Marketing Online Education Programs: Frameworks for Promotion and Communication, ed. Ugur Demiray and Serdar Sever, 328-336 (2011), accessed July 29, 2014. doi:10.4018/978-1-60960-074-7.ch022

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Abstract

Distance learning programs have influenced nearly all aspects of higher education. Extended campus locations at many colleges and universities have been assigned administrative responsibility for distance learning programs. The merger of these highly visible programs creates an educational leadership paradigm shift that draws attention to itself. This merger requires a re-evaluation of the current educational leadership practices associated with efficient operation of the extended campus location.
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And it ought to be remembered that there is nothing more difficult to take in hand, more perilous to conduct, or more uncertain in its success, than to take the lead in the introduction of a new order of things. Because the innovator has for enemies all those who have done well under the old conditions and lukewarm defenders in those who may do well under the new. (Machiavelli, 1505)

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Introduction

The emergence of the Internet as a viable medium for the continued evolution of distance learning programs has changed the traditional paradigm of leadership in higher education institutions (Beaudoin, 2003; Snell, 2001; U. S. Department of Education, 2006a). The geographical separation of students and instructors is an organizational actuality in higher education and the reality of distance learning programs is one of increased enrollments, increased revenues, and lower costs (Allen & Seaman, 2004; Muilenburg & Berge, 2001; NEA, 2000).

The role of leadership and administration in higher education relative to the emergence of a knowledge-driven society has been significantly affected by the expansion and growth of distance learning programs. There are a number of factors that have contributed to the growth and development of these programs in higher education including, technological advancements in delivery systems, demographic shifts in learner populations, and a resurgence of interest in the extended campus location as a means of enhancing distance learning. The reality of globalization is such that the population effectively served by higher education institutions is no longer limited by the physical boundaries of the home institution (Waits & Lewis, 2003). The extended campus becomes inherently linked to distance learning programs as higher education institutions increasingly assign administrative responsibility for these programs to the extended campus locations (Duning, Van Kekerix, & Zaborowski, 1993).

Extended campus locations are geographically separated permanent sites that are an institutional unit of many colleges and universities around the world (Shoemaker, 1998). They have long been a part of the traditional higher education landscape (Duning et al., 1993). These locations are referred to by a variety of terms including extended campus location, extension site, continuing education unit, satellite campus, or simply off-campus sites and they generally evolved from continuing education programs launched in the 1950’s and 1960’s to accommodate adult learners (Dejnozka, 1983; Shoemaker, 1998). Extended campus locations were the forerunner to distance learning programs developed in response to the demands of non-traditional or adult students to access higher education programs without having to attend class meetings at the home institution (Duning et al., 1993; Shoemaker, 1998).

The extended campus location generally provides academic and administrative services to students as part of an extension division established at the home institution (U.S. Department of Education, 2006b). The current organizational structure of many higher education extended campus locations is such that the are administratively responsible for distance learning programs and directors are increasingly tasked with leadership responsibilities unique to higher education (Boston University, 2006; Illinois State University, 2006; University of New Mexico, 2006)..

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Educational Leadership

The importance of leadership in the administration of higher education programs has long been acknowledged as an essential element for the continued growth and development of the traditional college or university (Astin & Astin, 2001; Hoppe & Speck; 2003; U.S. Department of Education, 2006a). However, higher education institutions remain uncertain of the role of leadership in the administration of distance learning programs (Beaudoin, 2003; Care & Scanlon, 2001; Marcus, 2004). The growth of distance learning programs in higher education has redefined the role of leadership relative to the administration of these programs (Beaudoin, 2003; Dede, 1993; Marcus, 2004). The technological evolution of distance learning programs in higher education has created new leadership challenges for administrators (Astin & Astin, 2001; Beaudoin, 2003; Dede, 1993).

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Complete Chapter List

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Table of Contents
Foreword
Paul Kawachi
Chapter 1
Juliet Stoltenkamp, Jephias Mapuva
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Chapter 2
Goknil Nur Koçak
This chapter aims to open a discussion on how tertiary level students of 21st century transform from passive receivers of courses to producer –... Sample PDF
From Consumer to Prodsumer: Contemplation on Product, Producer and Consumer in Tertiary Education
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Chapter 3
Ruth Gannon Cook
This chapter addresses the effectiveness of down-to-earth marketing efforts over cloud management in both recruitment and retention of students in... Sample PDF
Educational Marketing: Coming Down from the Cloud Using Landing Gear
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Chapter 4
Ormond Simpson
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Marketing Online Education
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Chapter 5
Victor C. X. Wang
To serve a significant portion of the student population, adult learners, in the academy in the 21st century, this chapter argues that online... Sample PDF
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Chapter 7
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Chapter 8
Osman Gok, Emir Ozeren
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Marketing Distance Education Programs: Building a Customer Orientation
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Chapter 9
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Chapter 11
Jephias Mapuva
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Chapter 12
Murat Hismanoglu
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Chapter 13
Mehpare Tokay Argan, Metin Argan
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Chapter 16
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Chapter 17
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Manuel Cuadrado-Garcia, María-Eugenia Ruiz-Molina
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Chapter 19
Evan G. Mense, John H. Fulwiler, Michael D. Richardson, Kenneth E. Lane
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Chapter 20
David S. Stein, Constance E. Wanstreet, Michelle L. Lutz, Tiffany Dixon
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Chapter 21
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Chapter 22
Don S. Stumpf
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Leadership and Distance Learning: Implications for the Administration of Higher Education Extended Campus Locations
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Chapter 23
Ileana Hamburg, Judith Terstriep, Steffi Engert
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Chapter 24
Salih Usun, Sevki Komur
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Afterword
James Fong
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