The Virtual UniversityAn Instructional Tool for Higher

Education Administration

Barbara A. PerryUnion University

Dr. James I. PenrodUniversity of Memphis

Introduction

Colleges and universities are faced with a crisis in leadership

Current leaders ill-prepared Lean resources, escalating

competition, hyper turbulent change Virtual University provides a means to

stem leadership crisis

Session Objectives

Student Learning Stimulates intrinsic motivation to learn Develops deep learning Supports learner-centered teaching

The Simulation A look at VU VU – develops graduate students into viable

leaders who contribute to organizational effectiveness and success

What is Virtual University

Created by William F. Massey Massey saw a “lack of understanding

about the systematic character of a university”

First simulation of an American university

IPEDS, College Board data, High School and Beyond Survey

And, the simulation challenges

The participant who becomes the college or university president to:

Choose college or university type To choose from 10 playable scenarios Contend with day to day issues Work in real time Utilize financial and operational reports Receive a performance appraisal from the

Board of Trustees

Virtual University Includes Six Areas of University Management

Resource allocation and finance Academic operations Faculty roles and responsibilities Enrollment management Sponsored research Physical plant activities

http://virtualupdate.org http://www.virtual-u.org/index.php

Theory Informs Practice

The literature suggests that simulationis an effective instructional tool. Improves motivation to learn Encourages active learning Improves critical thinking skills Improves classroom climate and

teacher flexibility Improves transfer of learning

Constructivism Provides theFoundation

Piaget, Vygotsky, and Dewey Learning involves a search for new

knowledge strongly related to play, discovery, problem solving

Instructor’s challenge Individual knowledge construction Importance of dialogue to learning

Intrinsic Motivation to Learn

Wlodkowski (1999) suggests that for adults thought, feeling, and action are directed toward making meaning while involvement and a search forunderstanding characterize adults’ intrinsic motivation to learn.

Intrinsic Motivation to Learn

Is a balance of “success + volition +value + enjoyment.”

Deep Learning Wisdom cannot be programmed into the

curriculumInstructor’s use of technology: Creates new learning environments Nurtures learning – help students reflect on

meaning and the significance of student’s encounter with new knowledge

Promotes the development of conditionalized knowledge and metacognition through communities of inquiry (Weigel, 2002).

Learner-Centered TeachingTheory Supports Practice

(Weimer, 2002)Principles of Learner-Centered Teaching VU – How the simulation enables

Learner-Centered Teaching

A Change in the Balance of Power Instructor facilitates – Students control process and progress

A Change in the Function of Content VU helps students develop self-directed learning skills and enables individual student assessment and critical reflection as a result of immediate simulation feedback

A Change in the Role of Teacher Instructor’s role is to design the course. In the simulation, instructor is forced to be a facilitator. VU helps students experience discovery and learn through collaboration

A Change in the Responsibility for Learning Individually or collectively, students must make the decisions to move through the simulation in real time

A Change in the Purpose and Process of Evaluation

Students receive immediate evaluation through simulation feedback which allows for critical reflection and learning

Faculty Comments “I think VU’s power is that it

demonstrates the fundamental interconnectedness of decision-making; and yet at the same time depicts the indirect nature of colleges and universities.” (Joanne Burrows, Indiana State University).

Faculty Comments “VU allows students to model how an

entire institution functions – especially if, in their current positions as administrators, they have become stuck in their own trenches. . . For, perhaps, the first time in their careers in higher education, they can clearly see how a decision made in one area impacts another.” (Joshua Powers, Indiana State University).

Student Comments “I felt as if the simulation helped me to

see the type of things that I will encounter if I am ever in a senior administrative position. Also, it opened my eyes to the importance of communication. . . It made me aware of how a small decision could affect so many things in a variety of ways.”

Student Comments “Decisions made as a president

directly and indirectly impact the president’s standing with the Board of Trustees, faculty, staff, and students. A president has to be able to look at every area of the university and determine the priorities based on the board, the faculty, and the students.”

Future Directions

Useful instructional tool across many courses in higher education administration – finance, trends, leadership, professoriate, in a capstone course

Tool to train new department chairs Ideas from you – how to use this

instructional tool in other disciplines?

Conclusion

Virtual University: Provides an extraordinary, realistic

learning experience for graduate students to discover the importance of policy alignment and coordination in decisions making in higher education administration.

Conclusion

Moreover, VU enriches graduate students’ learning experience by stimulating student intrinsic motivation to learn and deep learning enhanced by pedagogical excellence – learner-centered teaching.