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

Introduction

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)..

Educational Leadership