Innovative teaching practices thrive when there is a balance between leveraging existing resources, creating support structures, and setting strategic priorities. Representatives of the University of Virginia’s Darden School of Business and McIntire School of Commerce will present on online program development efforts that exemplify the synergy between existing and innovative approaches.
Innovative teaching practices thrive when there is a balance between leveraging existing resources, creating support structures, and setting strategic priorities—changes that may be unfamiliar and at times uncomfortable. Representatives of the University of Virginia’s McIntire School of Commerce and Darden School of Business will discuss both the highs and lows of determining strategic priorities, allocating the appropriate people, and developing formal processes while appropriately pacing these changes. We will share our ongoing efforts to create online programs and discuss the different approaches within our two schools, both top-10 business schools in the U.S.
In our experience, a powerful champion for innovation can inspire broader adoption. Some Darden faculty members teach online as part of the Executive MBA program and see opportunities to do more in different formats, while others were initially intrigued by the rise of massive open online courses (MOOCs), the Coursera platform, and innovative partnerships.
Through their experiences in different online spaces, the faculty recognized the possibilities and became champions of experimenting more in the online space. McIntire followed a similar path, having faculty who were excited about online opportunities and, through teaching online, also became champions. These champions have been key, inspiring fellow faculty members and school efforts to continue and broaden both schools’ online programs.
In addition to faculty, our two schools leveraged and added to existing support structures to facilitate program success. McIntire’s support structure includes an Associate Dean for Innovation and Program Development, as well as a Media and Design Department. Darden’s structure includes a Senior Assistant Dean for Degree Programs also serving as Executive Director of Program Innovation, an Instructional Design team, and Media Department.
Processes also play a key role in the successful development of online programs. In our experience, one important aspect of processes is the development of a model for faculty time with an appropriate time commitment toward online program development, research requirements, tenure, or appropriate compensation.
A second and perhaps equally challenging aspect of developing processes is establishing formal and consistent workflows. Darden’s current process is largely determined by its Media Department proposal and implementation cycles, although the school is working toward a more flexible schedule. By contrast, McIntire has historically followed a more flexible format and is working toward a more formal process to ensure quality as they grow.
Finally, we return to the strategic priorities and appropriate pacing that guide the people and processes associated with these efforts. McIntire decided to set online certificate development as a strategic priority, while Darden’s early adopters and success inspired a shift in priorities and pacing. In both cases, online program development has become a means for growth and broader brand recognition.
After highlighting the highs and lows we experienced around priorities, pacing, processes, and people, we cannot conclude without acknowledging the presence of ambiguity and the power of learning to be comfortable with having a roadmap of opportunities rather than a specific plan. We must be willing to test small bets, learn from them, and continue to iterate toward increased value for both internal and external stakeholders.