Business Model Of Education Research Articles

Overhauling research commercialisation at UK universities

ABSTRACT UK universities face two existential threats: (1) sources of income are critically undiversified from international student tuition fees that recent global health and conflict crises have put at risk; (2) academic departments in the arts and humanities face cuts in many institutions over unprofitability. This article argues that research commercialisation may represent a useful tool to address these threats to different extents. An overview of current research commercialisation in the UK precedes a framework of aims and principles to govern overhauled research commercialisation efforts. Most importantly, it is argued that departmental business development staff should be employed to collaboratively determine commercial research opportunities with academics, which should then be retained and developed within universities to maximise institutions’ eventual share of the gains. It is concluded that a vastly expanded research commercialisation wing of university administration would empower more world-leading discovery and strengthen the long-term business model of UK higher education.

Innovativeness of business models in B2C and B2B online education segments in the USA

Aim. To conduct a comprehensive analysis of the structural and functional composition of innovative business models in the B2C and B2B online education sectors, and to identify the unique elements and factors that determine the success and novelty of these models. Objectives. To identify key development trends and current trends in online education, especially in the B2C and B2B segments; to identify and compare innovative elements of business models in the pre-university and corporate segments based on the analysis of online education project websites; to assess the degree of novelty of business models using the method of frequency analysis of business model elements based on data obtained from online sources.Methods. The study is based on the industry approach to identifying unique business models, analyzing the structuring of business models according to A. Osterwalder and I. Piñe, and assessing the innovativeness of business model elements based on frequency analysis. A comparative analysis of the two segments was performed in order to understand their specific requirements and characteristics, and to identify opportunities for cross-pollination of successful practices and strategies, which can contribute to the creation of new innovative approaches in online education. Data were collected from online education project sites and aggregated using SimilarWeb tool to assess site traffic.Results. The authors found that business models in the B2B segment show a higher level of innovativeness compared to B2C. The main elements of innovativeness are personalization of learning, integration with corporate systems, and development of specialized courses. The components contributing to innovativeness are identified, and recommendations for managing the structural components of business models in each of the segments are offered.Conclusions. The study indicates the importance of innovation in online education business models and the need to adapt them to the changing needs of learners and organizations. Ways to improve business models, including the integration of new technologies and the development of customized educational products for different market segments, are suggested.

Metaverse-Based Learning in the Digital Era

Digital disruption in the world of education refers to the impact of technology on traditional education systems and models, where the current education system is felt to need to be adjusted to the progress of the times and the needs of students. The business model of education in this digital era requires the innovation and creativity of teachers. After the Covid 19 pandemic, in addition to providing challenges in the world of education, it also provides an opportunity where students and educators are accustomed to online learning applications, teleconference applications, or collaboration applications that were previously not or rarely used by the world of Education. Many apps have been created to make online learning easier. Metaverse has been around since 2010, but due to the pandemic, the use of metaverse in learning is again being used with the development of Virtual reality, extended reality, and augmented reality technology. These three technologies can display a virtual environment just like the original environment. The method used to design metaverse-based learning is to use the ADDIE research and development model while learning development follows the stages of the Dick and Carey model. The results of field trials using survey methods and experiments on 20 junior high school students for one semester using the metaverse, resulted in a score of 4.82 with the conclusion of excellent learning material, students felt very happy, motivated to complete tasks, and always followed the learning stages designed in the form of games. Implementing the metaverse in learning can increase student engagement, creativity, technology skills, collaboration, and interaction as well as improve learning experiences that are more fun and engaging.

17000 ft Foundation – embracing inclusion at remote altitudes

Learning outcomes The case is structured to achieve the following learning objectives: ■ to assess how an intuitive response to social need can be complemented with a methodical approach to social entrepreneurship; ■ to analyse the importance of business model canvas from the social sector lens; ■ to evaluate the value created by a small NPO 17000 ft Foundation; ■ to analyse the core elements of a business model for success in the social sector; and ■ to assess and evaluate the options for an early-stage NPO to engage in scaling for a systemic impact. Case overview/synopsis 17000 ft Foundation (hereafter referred to as 17000 ft) is a not-for-profit (NPO) organisation incepted in 2012 by Sujata Sahu, with the objective of supporting education of children living at high altitudes in remote villages of Ladakh, India. It is an effort that contributes toward objectives of clause 6.1 on educational inclusivity in the new National Education Policy 2020 of India. The case study is set in the context of Indian education, with all its challenges. It describes how Sujata Sahu was motivated to start the Foundation and how it developed to become a complex organisation working on different education-related projects simultaneously. The Foundation’s business model is interesting and unique. It leverages digital technologies to develop a network of interconnected activities, involves local communities and uses an extensive network of different kinds of stakeholders to impact a change in the quality of education in government schools in these remote villages. The case provides a solid basis for the discussion of the vital role of NPOs such as 17000 ft (in emerging economy) which is creating social and economic value for the remote villages of Ladakh, India. The new NEP 2020 argues for equity and inclusivity in education for all, but it failed to provide a blueprint for the implementation process. On the other hand, 17000 ft with its small team was invested and experimental in its approach. It had been working on the same cause of educational inclusivity. They had piloted a quality education business model for the harshest and remote Indian terrains and proven its positive impact. What were some of the core elements that had led them to success so far? The announcement of NEP 2020 provided a new ray of hope. How could they contribute and work together with the government to impact inclusive education and development in India? What collaborative mechanisms could possibly help them replicate their proven business model across the 1,000 schools of Ladakh and beyond? How could they scale for a systemic impact? After all, a nation as big as India required multiple strategies and multiple stakeholders from NPOs, private companies, government agencies, educational institutions, etc. to work collaboratively to bridge the inclusion and equity gaps in education. Complexity academic level The case can be used in graduate and executive education courses in entrepreneurship and strategic management. It can also be used for executive sessions at incubation centres for NPO start-ups and is aimed at early-phase social entrepreneurs. Supplementary materials Teaching notes are available for educators only. Subject code CSS 3: Entrepreneurship.

Revisiting Higher Education Business Models and Academic Performance Metrics Times

Performance metrics for academics in higher education have been changing and becoming more refined; focusing on income generation such as grants, high impact publications or the completion of a higher degree by research that the government awards funding. Government funding is often restrictive and highly competitive. Definitions of research active started to dictate workload models and allocations of teaching duties. The updated Tertiary Education Quality and Standards Agency (TEQSA) threshold standard now requires at least one supervisor of a higher degree by research student to be research active. 
 
 However, the entry of private higher education providers into the education sector created many challenges. Private higher education providers in many cases do not receive government funding and focus on popular degrees. This allows for a highly profitable institution. Although, it represents a significant shift between a higher education that strives for research objectives to a sole focus on educating the massive for a profit. 
 
 Performance metrics, the employment modern awards, enterprise agreements currently do not reflect a teaching-only (intensive) institute. Restricting employers to classifications with inherent duties and pay scale that are simply not reflective of an employee's value or worth.
 
 This paper examines the disparity between duties, expectations and limitations of employment, the education minimum standards and makes recommendations on how they can co-exist better. One subject model discussed, has full-time staff become business owners of a degree enabling them to share in the profit in a franchise-education model.

Blockchain as a Service (BCaaS): A Value Modeling Approach in the Education Business Model

The adoption of Blockchain has caused the organization to rethink how it operates and adds value to its current processes. Some scholars refer to Blockchain as the Black Swan of the 21st century, which will have a greater impact than the introduction of the Internet. Currently, there is little discussion about Blockchain technology and the value model approach and how organizations can close the gap between strategy and operational planning to successfully implement this technology in organizations. This paper explores the relationship and implications of Blockchain technology in relation to the value chain model in education. This paper proposes a value modeling approach for implementing Blockchain in the education sector and demonstrates how a solution works in practice. The novelty of the research will be from both theoretical and practical perspectives. The study will appraise enhancement that can be made within the existing literature on Blockchain and the value chain model, and how the alignment of the two concepts can be used to improve the use of the current value chain model in the education sector.

Unleashing frugal innovation in private higher education institutions via intellectual capital: a systematic literature review

Background: Given the persistent challenges to the higher education business model, private higher education institutions (PHEIs) are exploring myriad ways to increase enrolment and income, while aggressively managing spending. Many PHEIs are facing financial distress and struggling because of decreasing budgets and declining revenue. Thus, carving unique strategies that direct the institution to focus on its core competencies, making additional budget cuts without compromising quality, developing new revenue streams, embracing new technology, and offering affordable programs, will ultimately lead to financial success. Frugal innovation (FI) can shed light on these challenges. Methods: This paper presents a systematic literature review to investigate and analyse prior research that focused on FI within the sphere of intellectual capital (IC) and information technology capabilities (ITC) research, and their relationships in PHEIs. Transfield's five phases were employed to extract journal articles published over a thirty-year period (1990 to 2020) from major online databases using keyword searches. Although an initial search generated 76,025 papers, the search for IC and FI yielded 41 papers, and finally only two papers were selected as they clearly related IC with FI. Results: There was a research gap in the literature published from 1990 to 2020 regarding IC applications to achieve FI. This work revealed that IC and ITC research for FI in PHEI remain insufficiently explored. Conclusions: Further research is required on the evaluation model of IC, ITC and FI, methodologies, empirical analysis, and the development of measurement metrics. A limitation to this study is the number of keywords selected.

Guanxi’s Role in the International Early Childhood Education Business Model: Relationships and Partnerships between Canada and China

Guanxi’s Role in the International Early Childhood Education Business Model: Relationships and Partnerships between Canada and China

From private struggle to parentscholar solidarity: collective organizing during a pandemic to humanize the academy

This article details our pathway in forming an activist caregiver collective at our institution in response to the unsustainable conditions of concurrently working, parenting, and caregiving during a pandemic. Through a parentscholar collaborative autoethnography, we interrogate structures deeply embedded in higher education that perpetuate existing inequities and invisibilize the labor of caregiving faculty--structures which have been made more visible with the coronavirus pandemic. The narratives documented here were all written in the midst of a global health crisis and a global reckoning for a more just world, and have enabled us to process our personal relationships to the dominant business model of higher education, also referred to as the “neoliberal university.” As caregiving academics, educators, and activists, we believe it crucial to enunciate our stories of struggle and joy in dialogue with the important interventions and conceptual maneuvers of the “Decolonial Turn.” We write with the following intentions: (1) To center caregivers as agents of change in the interrelated projects to decolonize both schools and society; (2) To document our voices and experiences as living curriculums that others may draw upon, extend, or even recreate for their specific contexts; and (3) To identify how our lived experiences, shaped by larger social forces, have enabled us a particular way of seeing/being that recognizes the critical relationship between decolonizing and caregiving.

Analysis of Distance Education Business Models in Brazilian Private Higher Education Institutions

This article is based on a research whose objective was to create and analyze the undergraduate business model taxonomy in Distance Education (DE) modality at private Higher Education Institutions in Brazil. As methodological procedure, a survey was conducted from August to November 2017, with 43 Brazilian institutions and a cluster analysis. The analysis resulted in the formation of two to three groups (clusters) in each of the nine business model building blocks explored in the literature review, in a total of 24 groups. From these groupings and the analysis of each group characteristics, their taxonomic classifications were created, that is, the main objective of this work. Two distinct and recurrent business models in distance education were also identified and analyzed, based on the 43 surveyed institutions study.

Digital Platform for Creating Personalized Adaptive Online Courses

The purpose of the research is to develop a digital platform for creating personalized adaptive online courses that can integrate into the university’s e-learning environment. The Digital Tutor platform is designed to provide the online learning process with tools that allow for the adaptation of the content of the electronic course in accordance with the individual level of student competency through adaptive testing tools in order to achieve the level of student competency established by educational and professional standards.Materials and research methods. The research methodological base consists of methods and technologies of system analysis and knowledge management. Conclusions and provisions of the work are based on the analysis of domestic and foreign literature on the use of digital technologies in education. In preparing the article, materials obtained by the authors during the scientific and practical development of the prototype of the Digital Tutor platform were used to create personalized adaptive online courses at Plekhanov Russian University of Economics.Results. The digital platform for hosting the repository of educational objects and the online courses themselves is available on the University’s information resources with the possibility of integration into the University’s electronic educational environment. The implementation of this project will allow: students and the audience to use educational content prepared on the basis of relevant educational material, as well as to participate in its creation and discussion; to develop more dynamic and high-quality training courses that contribute to the formation of the required competencies among students and the audience; significantly reduce the burden on lecturers when working with remote students, free up more time for updating the training material, the formation of practical and design tasks; implement the concept of personalization of training - the creation of educational material aimed at a particular student; provide support for the creation and updating of their own MOOC; transform the system of continuing education to the requirements and needs of the business; respond ahead of time to the needs of society for qualified personnel for the digital economy.Conclusion. A new model for the implementation of online education has been proposed and tested, which consists in the automatic construction of online courses from the educational objects of the repository in accordance with the monitoring of its activities and a personal trajectory to achieve the required learning outcomes. The concept of transformation of the model of online education is based on the creation of a modern educational based on advanced digital, intelligent technologies. Compared with existing analogues, the project has competitive advantages in the implementation of a new business model of education, based on the availability of a mechanism for automatic updating of educational content and preparing courses on the basis of a repository of educational objects that form the necessary competencies in accordance with the Federal State Educational Standard and approved professional standards.

“Like Having a Tiger by the Tail”: A Qualitative Analysis of the Provision of Online Education in Higher Education

Background/ContextOnline education has become an increasingly prevalent medium of instruction and the primary source of enrollment growth for colleges and universities. The well-documented growth of online education is often regarded as a response to rising costs in higher education, but the same cost-saving strategies that would allow institutions to increase their net revenue through online education may also serve to endanger the quality of student learning.Purpose/Objective/Research Question/Focus of StudyThis study explores how leading universities reconcile financial and quality considerations when offering online education.Research DesignDrawing from interviews with 22 administrators, faculty members, and instructional designers, we conduct a qualitative analysis of how to navigate financial and quality considerations pertaining to the development and delivery of online courses and exclusively online degree programs.Findings/ResultsThe central finding of this study focuses on the importance and pursuit of quality as an actionable goal when offering online education. We also find emergent themes related to the business model of online education, the influence of online education on the changing faculty role, and the shift toward student-centered learning in online education.Conclusions/RecommendationsWe offer a novel conceptual model, the Model of Quality-Driven Decision-Making in Online Education, to show how universities can navigate financial and quality considerations when offering online education in higher education.

Competency‐based education: An evolutionary higher education business model

AbstractAs new education models emerge in the higher education landscape, constituents and stakeholders increasingly demand greater evidence of the return on investment to the institution. To date, little research has explored and reported the financial underpinnings and outcomes for new models such as Competency‐based Education (Desrochers & Staisloff, 2016, http://rpkgroup.com/wp-content/uploads/2016/10/rpkgroup_cbe_business_model_report_20161018.pdf). This case study explores and reports on potential revenues and expenses associated with launching competency‐based programs, identify break‐even points, and forecast timelines for projecting returns on investments. The analyses included in this study encompass the entirety of the program, from inception to current state. A narrative and visual description reveals that the competency‐based program has grown to be self‐sustaining within five years. In the sixth year, enrollment trends predict a new record for the program, with forecasts indicating increased return on investment for the university by year end. The results support the notion that institutions should expect a competency‐based program of this type to break‐even by the fifth year of operation (Desrochers & Staisloff, 2016, http://rpkgroup.com/wp-content/uploads/2016/10/rpkgroup_cbe_business_model_report_20161018.pdf). Additionally, this work seeks to serve as a foundation of exploration and reporting of evolutionary business models related to innovative approaches in higher education such as competency‐based education.

Modelos de negócios educacionais: uma revisão sistemática de literatura

O avanço de tecnologias viabiliza novas possibilidades de modelos de negócios, gerando impacto também no contexto educacional. Por meio de uma abordagem descritiva e qualitativa, este estudo traz uma análise de conteúdo da literatura existente sobre Modelos de Negócios Educacionais, com o objetivo de apresentar uma revisão sistemática de literatura sobre Modelos de Negócios Educacionais. Os resultados apontaram o ano de 2004 como o início da discussão acadêmica sobre o assunto, além disso foram encontrados 16 conceitos de modelos de negócios educacionais presentes na literatura e duas estruturas com elementos genéricos aplicáveis à educação – uma para universidades do futuro e outra para e-Education. Instituições de ensino superior demonstraram ser os principais alvos relacionados a temática. As delimitações da pesquisa foram os resultados encontrados nas bases de dados por meio dos termos de busca e o fato da utilização apenas dos artigos de periódicos para análises mais aprofundadas e, portanto, faz-se necessário o estudo e aprofundamento de outros termos conceituados nesta pesquisa, bem como a discussão da agenda de debate proposta.

Emerging Business Models in Education Provisioning: A Case Study on Providing Learning Support as Education-as-a-Service

This study aims to give a deeper understanding on emerging business models in the context of education. Industry 4.0/the Industrial Internet in general and especially recent advances in cloud computing enable a new kind of service offering in the education sector and lead to new business models for education: Education-as-a-Service (EaaS). Within EaaS, learning, and teaching contents are delivered as services. By combining a literature review with a qualitative case study, this paper makes a three-fold contribution to the field of business models in education: First, we provide a theoretical definition for a common understanding of EaaS. Second, we present the state-of-the-art research on this new paradigm. Third, in the case study we describe a “best practices” business model of an existing EaaS provider. These insights build a theoretical foundation for further research in this area. The paper concludes with a research agenda for further research in this emerging field.

Navigating the Multiple Roles of the MPA Director: Perspectives and Lessons

This article explores how the changing landscape of higher education affects the roles that a director of a Master of Public Administration (MPA) program plays in leading and managing academic programs. I offer a new perspective on the dominant business model of higher education and its impacts on the multiple roles of the MPA director. I argue that institutions of higher education must adopt a new model that responds to changing societal landscape and needs. As institutions seek to adapt to these changes, the MPA director is asked to play a variety of roles vis-à-vis many stakeholders. I present a typology of these roles: (1) the manager, (2) the advocate, (3) the liaison, and (4) the entrepreneur. I review characteristics of these roles and provide illustrative examples by drawing on the experiential education model pioneered at Northeastern University.

The role of information and communication technology in developing smart education

The right to get a proper education for every citizen had been regulated by the government, but not all citizens have the same opportunity. This is due to the other factors in the nation's infrastructure, Frontier, Outermost, and Disadvantaged (3T) which have not beenaccomodatedto access information and communication technology (ICT), and the ideal learning environment in order to pursue knowledge. This condition could be achieved by reforming higher education. Such reforms include the provision of educational services in the form of a flexible learner-oriented, and to change the curriculum with market based.These changes would include the provision of lecturers, professors, and professional teaching force. Another important effort is to update the quality of higher education with resource utilization. This paper proposes a new education business model to realize the Smart Education (SE), with an orientation on the proven skills and competitive.SE is the higher education system to optimize output (outcome) learning with combine individual learning and collaboration techniques based network system, informal practice learning and formal theory. UtilizingICT resources can improve the quality and access to higher education in supporting activities of higher education.This paper shows that ICT resources can support virtual connected with the use of shared resources, such as resource of information, learning resources, computing resources, and human resources.

UTiLearn: A Personalised Ubiquitous Teaching and Learning System for Smart Societies

The education industry around the globe is undergoing major transformations. Organizations, such as Coursera are advancing new business models for education. A number of major industries have dropped degrees from the job requirements. While the economics of higher education institutions are under threat in a continuing gloomy global economy, digital and lifelong learners are increasingly demanding new teaching and learning paradigms from educational institutions. There is an urgent need to transform teaching and learning landscape in order to drive global economic growth. The use of distance eTeaching and eLearning (DTL) is on the rise among digital natives alongside our evolution toward smart societies. However, the DTL systems today lack the necessary sophistication due to several challenges including data analysis and management, learner-system interactivity, system cognition, resource planning, agility, and scalability. This paper proposes a personalised Ubiquitous eTeaching & eLearning (UTiLearn) framework that leverages Internet of Things, big data, supercomputing, and deep learning to provide enhanced development, management, and delivery of teaching and learning in smart society settings. A proof of concept UTiLearn system has been developed based on the framework. A detailed design, implementation, and evaluation of the UTiLearn system, including its five components, are provided using 11 widely used datasets.

Deep Knowledge: A Strategy For University Budgetary Cuts

During and after the Financial Crisis of 2008, many institutions of higher learning have had revenue and budgetary reductions, forcing them to make severe university budget cuts and university reductions in force. Often the university cuts are preceded by a process of evaluation of academic programs where institutions determine what they stand for and value. One option, when forced to downsize, is to use a business model, such as Sullivan (2004) explains, where high-value, low-cost programs are kept and low-value, high-cost programs are cut. However, a business model of education does not reflect the true social value of education or the importance of arts, sciences and humanities, where students learn how to struggle with, write about and understand the world. John Henry Cardinal Newman’s (1852) treatise, The Idea of a University, suggests an alternative strategy of cost cutting that has to do with deep knowledge, i.e. keep the oldest programs in existence on a given university. Using the deep knowledge concept, a university will cut young (junior programs) first and retain old (senior) programs until the very last, rather than deciding cuts based on a business model. The deep knowledge concept emphasizes a Socratic ideal where professors and students wrestle over concepts, such as the meaning of “beauty.”

Emerging online educational models and the transformation of traditional universities

The information and communications technology (ICT) led revolution in the last two decades has transformed a large number of traditional businesses. The impact has been more significant in industries dominated by information goods such as music, software, and newspapers. Higher education sector is information-centric and its digitization is inevitable. The new generation of the Internet-based educational business models have emerged and they have already started evolving to make electronic learning (eLeraning) as effective and efficient as electronic commerce (eCommerce) has become in retailing. Drawing on information goods theory in economics, online retailers and marketplaces literature in information systems, and contemporary research on eLearning, this paper classifies and analyses the emerging educational business models into online education marketplaces (OEM), online education providers (OEP), and online education services (OES) and also provides a roadmap for the transformation of traditional universities.