Editors
David Stein, The Ohio State University, United States
Hilda Glazer, Capella University, United States
Constance Wanstreet, Franklin University, United States
Call for Chapters Proposals Submission Deadline: May 12, 2021 Full Chapters Due: July 25, 2021 Submission Date: July 25, 2021
Introduction
Fully online (remote) universities have challenged the land-based university's supremacy as the only legitimate form of higher education. However, little has been published concerning how remote universities have addressed access, availability, quality, and equity in higher education. As the educational marketplace becomes adult-dominated and higher education institutions compete for adult enrollment, understanding how remote learning institutions are changing the higher education landscape will be an increasingly important issue. Born out of a culture of innovative thinking about higher education, these institutions opened higher education again to those who historically were denied access. Beginning with a few students and a few dedicated faculty who were also looking for an adventure in adult education, these institutions took advantage of emerging technology and adult learners' desire to participate in a dynamic and evolving higher education model. These adult-focused higher education institutions can inform how higher education is shaped and delivered to adults in virtual and physical forms. The emergence of remote and for-profit universities has provided increased opportunities for adult learners to obtain higher education degrees in a technologically dependent teaching-learning environment. During the pandemic, for-profit online learning institutions experienced increases in enrollment while face-to-face institutions experienced decreasing enrollments. Increasing learner enrollments, increasing numbers of courses delivered, and an increasingly competitive environment forces influence how higher education institutions will respond to the anticipated growth in distance learning. Higher education accreditation bodies have legitimized distance learning virtual universities as sites for adult learners, especially part-time adult learners, and made distance education an accepted way to receive a higher education degree.
Objective
The text will focus on teaching and learning in distance learning virtual (remote) universities. The text explores, describes, and questions the role of these institutions in the higher education landscape. Can for-profit education (education as a commodity) also be high quality and serve a societal function of providing adult learners access and opportunity? When critiquing the value and place of the for-profit university, one must ask, Is the concern for the profit motive justified, or is it a move by traditional universities to reduce the influence of the for-profit distance university? For-profit distance learning institutions were initially developed to provide higher education for adult learners who experienced barriers to attending a traditional university. As such, this category of educational institutions addressed the needs of working adult learners. These institutions provided increased accessibility and availability for learners who may not otherwise pursue higher education. It is also important to note that distance education is not exclusive to for-profit universities. However, little is known about how learners learn and how teachers teach in these institutions. While sometimes neglected in publications and research, these institutions have been and continue to be disruptive forces in higher education by driving innovations in distance education. This publication intends to examine the ideas, programs, student services, and curriculum innovations that created the space for the for-profit distance education university to become a competitive force in the higher education marketplace. The values of access, availability, affordability, continuity, connection, independence equity can form the basis for a conversation on how the for-profit distance university is extending the boundaries of distance education given the constraints of institutional mission, culture, and business/academic model.
Target Audience
University leaders, administrators, and faculty Student services leadership and staff Higher education historians and researchers Accreditors and regulators
Recommended Topics
The Community of Inquiry model for distance learning in for-profit higher education institutions Mentoring in a distance learning environment The benefits and tyranny of remote learning communities Keeping the promises of the for-profit distance learning institution Increasing accessibility, availability, and equity through the remote for-profit university The changing identity of the virtual learner in a virtual for-profit university Regulatory issues in the virtual for-profit academy Being a faculty member in a virtual for-profit university How technology shapes teaching and learning in the for-profit university. Student services 24/7 Recruitment and social justice Clinical education in the virtual university Distance learning universities challenges mainstream higher education Supervising and mentoring dissertations in the completely remote university The rise of the remote for-profit university Advising students and tracking student progress Reducing transactional distance Pedagogical agents as co-instructors The business of higher education Quality assurance in distance education Designing instructional experiences in the completely online for-profit university
Submission Procedure
Researchers and practitioners are invited to submit on or before May 12, 2021, a chapter proposal of 1,000 to 2,000 words clearly explaining the mission and concerns of his or her proposed chapter. Authors will be notified by May 26, 2021 about the status of their proposals and sent chapter guidelines.Full chapters are expected to be submitted by July 25, 2021, and all interested authors must consult the guidelines for manuscript submissions at https://www.igi-global.com/publish/contributor-resources/before-you-write/ prior to submission. All submitted chapters will be reviewed on a double-blind review basis. Contributors may also be requested to serve as reviewers for this project.
Note: There are no submission or acceptance fees for manuscripts submitted to this book publication, Driving Innovation With For-Profit Adult Higher Education Online Institutions. All manuscripts are accepted based on a double-blind peer review editorial process.
All proposals should be submitted through the eEditorial Discovery® online submission manager.
Publisher
This book is scheduled to be published by IGI Global (formerly Idea Group Inc.), an international academic publisher of the "Information Science Reference" (formerly Idea Group Reference), "Medical Information Science Reference," "Business Science Reference," and "Engineering Science Reference" imprints. IGI Global specializes in publishing reference books, scholarly journals, and electronic databases featuring academic research on a variety of innovative topic areas including, but not limited to, education, social science, medicine and healthcare, business and management, information science and technology, engineering, public administration, library and information science, media and communication studies, and environmental science. For additional information regarding the publisher, please visit https://www.igi-global.com. This publication is anticipated to be released in 2022.
Important Dates
May 12, 2021: Proposal Submission Deadline
May 26, 2021: Notification of Acceptance
July 25, 2021: Full Chapter Submission
September 7, 2021: Review Results Returned
October 19, 2021: Final Acceptance Notification
November 2, 2021: Final Chapter Submission
Inquiries
David Stein The Ohio State University stein.1@osu.edu Hilda Glazer Capella University hglazer@sbcglobal.net Constance Wanstreet Franklin University Wanstreet2@gmail.com
Classifications Business and Management; Computer Science and Information Technology; Education; Medical, Healthcare, and Life Sciences; Media and Communications