Publication Date

2002

Document Type

Dissertation/Thesis

First Advisor

Sorensen, Christine Knupp

Degree Name

Ed.D. (Doctor of Education)

Department

Department of Leadership in Educational and Sport Organizations

LCSH

Universities and colleges--Administration--United States||Universities and colleges--Technological innovations--United States||Educational technology

Abstract

The qualitative research model that was employed in this study was directed toward developing an understanding of the elements of the policies of selected public virtual universities in the United States. The methodology of this study also provided a means for the classification of the public virtual universities by utilizing the Wolf and Johnstone Institutional Taxonomy. The classification of the public virtual universities in the United States led to the selection of six public virtual universities that were included in the policy analysis component of the study. The six public virtual universities included the California Virtual University, the Florida Virtual Campus, the Kentucky Commonwealth Virtual University, the Minnesota Virtual University, the State University of New York Learning Network, and the University of Texas Telecampus. The policy analysis component of this study examined variations in policy themes and patterns related to the policy characteristics that existed in the public virtual universities. The findings of this study provide insight into the various issues related to the development and operation of a public virtual university in the United States. The operational issues examined in this study include commitment to access to education, development of online student services, attention to faculty resources, issues related to institutional strategic planning, and issues related to institutional funding. The key conclusions that emerged from this examination suggested three primary policy areas that can have significant impact on the development and successful operation of a public virtual university. These policy areas include the development of comprehensive student services, the availability of faculty development resources, and maintaining a central theme of access to education.

Comments

Includes bibliographical references (pages [173]-179)

Extent

xiii, 181 pages

Language

eng

Publisher

Northern Illinois University

Rights Statement

In Copyright

Rights Statement 2

NIU theses are protected by copyright. They may be viewed from Huskie Commons for any purpose, but reproduction or distribution in any format is prohibited without the written permission of the authors.

Media Type

Text

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