Abstract
This study aims to examine the activities related to the development of an online graduate degree program in a traditional university. The study further identifies significant planning steps undertaken by various planners from different universities and categorizes them as either barriers or enhancers. Strategies used by planners to deal with online program barriers are also identified and discussed. A proposed model for planning online programs is developed from the findings of this study.
The importance of both operating environments and planning documents that may later be transformed into strategic tools is discussed. The first planning process documented relates to strategic and business planning with budgetary forecast used as tools in later activities regarding technical and administrative factors are also created and discussed.
The relevance of activities based on a needs assessment that resort to the development of program objectives and the curriculum is also reinforced. Planners' perceptions observed in this study included faculty development and technical support activities related to course design and development. The concurrent development of systems to support both distance students and educators is also an integral step in the planning process. These steps and pilot testing programs and the revision of new courses are further emphasized in the proposed model.
The results focuses on the values of the identified factors, such as stakeholders' expectations and planning committee members' experience, are affirmed. Also outlined are strategies that proved successful in this case, such as context analysis, clear communication, and quality and qualified program developers that maintain a clean planning atmosphere of the planning.