Emerging Framework for Planning and Implementation of Online Programs

Abstract

The dramatic growth of online education over the past two decades is requiring colleges to make a shift from fragmented approaches to program planning and implementation towards a framework integrating both into a coherent support system. This article provides an overview of an emerging holistic framework for planning and implementation of online programs calling for shared strategic planning needs assessment strategies, and establishing program consensus. Guided by a program vision, curriculum and instructional strategies are identified along with internal and external supports needed for successful implementation. The framework suggests demand-driven strategic planning, benchmarking approaches to implementation practices, and interactive feedback to ensure effective program planning and implementation.

What is CTE?

“…The framework illustrated in Figure 1, provides a useful platform to study and explain the alignment of important factors contributing to the conceptualization of graduate programs in career and technical education. First, it is posited that successful graduate programs in CTE should have a well-defined vision for accomplishing their goals as a means to guide effective program implementation and student success (Hernandez-Gantes, 2010). By the same token, successful programs should have a good understanding of practitioners' views of the field to inform program goals and implementation vision.…”

“…Although helpful in determining priorities and setting program direction, the mission and purpose of programs are often generic and void of meaning for staff and students, and the lack of shared purpose has been reported as one of the weakest links for effective planning and implementation of innovative programs (Rogers, 2001). Thus, building a consensus on program purpose and vision for delivery is an essential condition in a holistic strategic planning and implementation process in higher education (Hernandez-Gantes, 2010).…”

“…Further, to ensure the quality of graduate programs, Hernandez-Gantes (2010), argued that participating instructors have to agree on curriculum design and instructional strategies that align with their shared vision. This is perhaps the greatest challenge for faculty with diverse backgrounds, competing research agendas, and pedagogical outlooks.…”

“…Typically, in large organizations such as university settings, the lack of shared purpose has been cited as one of the weakest links for effective program planning and implementation. Thus, conducting an examination of program purpose and vision for delivery taking into consideration the views of participants is an essential condition for successful programs in higher education (Hernandez-Gantes, 2010).…”

Who Participates in High School Career Academies?

“…In response to new workforce skill requirements emerging over the past few decades, the goals and objectives of a "new vocationalism" shifted from specific training for work to a more rigorous academic/technical grounding focused on preparation for careers for all students (Hernández-Gantes, Phelps, Jones, & Holub, 1995;Kemple & Snipes, 2000;Levesque & Hudson, 2003a, 2003bLevesque, Laird, Hensley, Choy, Cataldi, & Hudson, 2008;Levesque, Lauen, Teitelbaum, Alt, & Librera, 2000;Silverberg, Warner, Fong, & Goodwin, 2004). The underlying premises of career and technical education (CTE) has emphasized an increased rigor in vocational programs, a shift to high-wage and high-tech career preparation, and increased integration with academic education to support further preparation for post-secondary education or work (Levesque & Hudson, 2003a;Levesque & Hudson, 2003b;Levesque et al, 2008;Levesque et al, 2000;Silverberg et al, 2004).…”