Institutional, Financial, Legal, and Cultural Factors in a Distance Learning Program

Abstract

As psychoanalytic institutes evolve, adapting to the contemporary financial and social environment, the integration of new technologies into psychoanalytic education presents opportunities for expansion to candidates residing beyond the usual geographic boundaries. While the teaching of analytic content through distance learning programs appears to be relatively straightforward, factors including legalities, traditional mind-sets, and cross-cultural issues need to be considered as complicating the situation, as illustrated by one U.S. institute's distance learning initiative with a group in South Korea.

Giving them what they need: online orientation for the adult learner

“…Campus leaders must be cognizant of all factors that impact the development process including who they choose to help design and implement new curriculum. Faculty must be willing and interested in moving to the online space with an understanding there will be successes and failures (Blakeman & Haseley, 2015). A study on school counselors found those who practiced in an online setting did so because of job convenience or as an escape from duties that exist when working in a faceto-face format, which differed from the hypothesis, that early adopters were simply risk takers (Osborn, Peterson, & Hale, 2014).…”

“…Even if an institution desires to make such changes, they face challenges with staff and faculty. Institutional nimbleness and agility are necessary to accomplish these goals; however, the extant literature has revealed that institutions struggle with these endeavors largely due to cultural norms and general ambivalence towards change (Ahmad, 2022;Ahmad, 2015;Blakeman & Haseley, 2015;Delgaty, 2015;Khanna, 2017;Makoe, 2018;Lansing, 2017). Additionally, opposition to this particular change often stems from key stakeholders' doubts of adequate institutional support (Delgaty, 2015) but rejecting online education is alarming, as more recent statistics indicate the growth rate for online educational programming is actually slowing, a sign of "product maturity" (Parsons & Shelton, 2019, p. 3).…”

“…When faculty needs are considered and built into the overall plan, a smooth implementation process is likely to happen (Clapp et al, 2019). But as Blakeman and Haseley (2015) experienced, "committees with complicated group dynamics…. littered with various groups and personalities" can affect inclusion and such progress related to the adaptation of the changing environment (p. 474).…”