The COVID-19 pandemic has forced higher education institutions around the world to quickly adapt to online learning in order to continue providing education to students. While many universities have turned to Online Program Management companies (OPMs) to help facilitate this transition, there is a growing concern about the reliance on these third-party providers and whether the higher education system is truly prepared for the shift to online education without them.
OPMs are companies that partner with universities to help develop, market, and manage online programs. They provide services such as course design, marketing, student recruitment, and technical support. While OPMs can be beneficial in helping universities quickly establish online programs, they also come with significant costs and can sometimes compromise academic integrity.
As universities grapple with the challenges of transitioning to online education, many are questioning whether they can effectively make this shift without the help of OPMs. Some argue that universities need to invest in building their own internal capacity for online education in order to maintain control over their academic programs and ensure quality.
One of the main concerns about relying on OPMs is the potential for conflicts of interest. OPMs often receive a percentage of tuition revenue from online programs, which can create a financial incentive for them to prioritize enrollment numbers over academic quality. This can lead to concerns about the rigor and integrity of online programs developed with the help of OPMs.
Additionally, OPMs can be expensive for universities, with some companies charging up to 60% of tuition revenue for their services. This can put financial strain on institutions, especially during a time when many are already facing budget cuts due to the economic impact of the pandemic.
Despite these challenges, some experts believe that universities can successfully transition to online education without the use of OPMs. They argue that universities have the expertise and resources to develop high-quality online programs on their own, and that investing in internal capacity for online education is a more sustainable long-term strategy.
To effectively transition to online education without OPMs, universities will need to invest in training faculty and staff in online teaching best practices, develop robust technical infrastructure to support online learning, and prioritize student support services to ensure a positive learning experience for all students.
Ultimately, the transition to online education without the use of OPMs will require universities to rethink their approach to online learning and prioritize academic quality and student success above all else. While OPMs can provide valuable support in the short term, it is important for universities to consider the long-term implications of relying on third-party providers for their online education programs. By investing in internal capacity and expertise, universities can ensure that they are prepared for the future of online education.