Project Plan Milestone

Project Plan Outline 

Selected Organization 

The selected organization for this project is Ashford University. 

This institution was founded in 1893 as Mt. St. Claire Academy. 

Ashford University is a for-profit organization and was accredited in July 2013 by WASC Senior College and University Commission (WSCUC). 

The stakeholders that make up education governance are the president of the school and the Board of Trustees. 

Technology for the Policy 

The selected technology that will be the impetus for this policy is digital simulations and models. 

These tools offer artificial instructional techniques to learners. 

The use of these tools began in the field of mathematics before spreading to other fields. 

Learners can transform abstract concepts into interactive visual content. 

Training with these tools is expensive for the initial setup but cheap to run in the long-term. 

Challenges include the inability of the tools to replicate reality. 

Regulation and Governance 

Regulatory Requirements 

There are various compliance and regulatory requirements needed for licensing, registration, and authorization. 

Examples include Higher Education Act, OSHA, and Age Discrimination Act of 1975. 

Governance Structure 

Board of Trustees 

Responsible for overall governance 

Planning 

Financial and academic integrity 

Appoints university president 

Faculty 

Managed by a dean 

Has authority on academic affairs. 

Students 

Student representatives have voting and advisory position on Board of Trustees. 

Emerging Technologies 

Technological advancements have brought about a high rate of interaction through the distance learning program. This is education is achived through: 

Asynchronous –both instructor and leaner are offline at the same time. 

Synchronous - both instructor and leaner interact online. 

Blended – combination of both asynchronous and synchronous models. 

Evaluation Techniques 

Bess and Dees’ Model 

This model provides an overview of the adaptive model of organizational strategy 

This model trains individuals to be proactive. 

It’s an essential element in innovation. 

Equips learners with appropriate life survival skills. 

Reflection 

Tutors anticipate the application of knowledge by learners 

Interconnects learning with life experiences 

Annotated Bibliography 

Aldrich, C. (2005). Learning by doing: A comprehensive guide to simulations, computer games, and pedagogy in e-learning and other educational experiences . San Francisco: Pfeiffer 

Aldrich discusses computer games and simulations and how they have improved the learning experience. The author outlines the purpose of the technology in education and gives insights on the impact of simulation in problem-solving. In addition to that, the author discusses the administrative advantages that are realized from the application of technology in the learning process. 

Ashford University. (2019). About . Retrieved on 25 August 2019, from https://www.ashford.edu/about/accreditation. 

This source introduces the history and structure of Ashford University, with details about the founders of the institution as well its location. Here, the development of this institution from a local academy to a fully fledged university is outlined. The source also gives details about the accreditation of Ashford University by the WSCUC as well as the subsequent partnership with Forbes Media for the formation of Forbes School of Business in 2013. 

Ashford University Facts. (2019). About. Retrieved on 25 August 2019, from www.ashfordufacts.com 

This source provides facts about Ashford University, the selected educational organization. Some of the relevant facts that are highlighted in this source include information about the institution’s mission and core values. This source also identifies Ashford University as a for-profit organization, in relevance with the requirements of this project. 

Bess, J. L., & Dee, J. R. (2012). Understanding College and University Organization: Theories for Effective Policy and Practice; Volume I: The State of the System . Herndon, VA: Stylus Publishing, LLC. 

This publication outlines the organizational structure of colleges and universities in relevance with the requirements of this project. Here, the authors show how the capacities and skills of all stakeholders in an institution can be managed in a collective structure. 

Higher Education Compliance Alliance. (2019, July 30). Compliance Matrix . Retrieved on 25 August 2019, from https://www.higheredcompliance.org/compliance-matrix/ 

This source outlines all the regulatory and compliance requirements for the licencing, registration, and authorization of the selected institution; in relevance to the requirements of this project. 

Cook, D. A., Hamstra, S. J., Brydges, R., Zendejas, B., Szostek, J. H., Wang, A. T., ... &Hatala, R. (2013). Comparative effectiveness of instructional design features in simulation-based education: systematic review and meta-analysis.  Medical Teacher ,  35 (1), e867-e898. 

The authors of this article focus on the benefits that simulation tools add to the rate of skill development in the education sector. One of the identified benefits is the ability of simulation tools to decrease the amount of training time taken up by physical tools. The authors also identify the safe and controlled environment associated with simulation tools as an important factor that helps to reduce the risk of damage to the equipment. 

Dee, J. R., & Heineman, W. A. (2016). Understanding the organizational context of academic program development.  New Directions for Institutional Research ,  2015 (168), 9-35. 

The authors of this article discuss the relationship between learning policies and specific pedagogical practices and perspectives. The authors also focus on the application of policies that enhance the effectiveness of tutoring. 

Hamstra, S. J., Brydges, R., Hatala, R., Zendejas, B., & Cook, D. A. (2014). Reconsidering fidelity in simulation-based training.  Academic Medicine ,  89 (3), 387-392. 

Hamstra et al discuss the effectiveness of simulation-based training as well as its influence on education. These authors discuss the various aspects of simulation modeling such as the availability of instant feedback and the ability to add on multimedia devices. The effectiveness of these aspects and their influence on the learning process is the main focus of this source. 

Hughes, M., Gould, H., McKellar, P., Maharg, P., &Nicol, E. (2008). SIMulated Professional Learning Environment (SIMPLE): Programme Final Report. Retrieved on 25 August 2019, from http://simplecommunity.org/wp-content/uploads/2010/11/SIMPLE-FINAL-report.pdf 

This source discusses the practical application of digital simulations and models as well as the long-term impact that these tools will have on education. Here, the authors discuss the reusable nature of simulation tools as a factor that can contribute to the reduction of the cost of an educational program or course. The authors also discuss the evolution of the simulated professional learning environment since the inception of simulation tools. According to this source, the application of simulation tools in education offers valuable learning experiences to learners. 

Kirkman, M. A., Ahmed, M., Albert, A. F., Wilson, M. H., Nandi, D., &Sevdalis, N. (2014). The use of simulation in neurosurgical education and training: a systematic review.  Journal of neurosurgery ,  121 (2), 228-246. 

The authors of this article give a systematic review on the application of the simulation technology to the learning process. These authors make a significant contribution to this project by highlighting the origin of the application of simulation and modeling. According to this source, these tools were first used in the field of mathematics before spreading to other fields. The information provided by this source shows the success of these tools in changing and influencing the education sector. 

Leisyte, L., & Dee, J. R. (2012). Understanding academic work in a changing institutional environment. Higher education: Handbook of theory and research  (pp. 123-206). Springer, Dordrecht. 

The authors of this article provide an overview on the various approaches of organizational strategy as well as the practical application of education in social relationships and other functions outside the educational institutions. This source, therefore, discusses the adaptive model as an evaluation technique in relevance with the requirements of this project. 

Mahani, S. (2012). Promoting mindfulness through contemplative education.  Journal of International Education Research ,  8 (3), 215. 

In this article, Mahani discusses contemplative education as a tool of reflection that is necessary in ensuring that the desired results are attained at the right time. Here, Mahani shows the interconnection between learning and real-life experiences, and how such connections can be used to bring out the best out of learners. This article is relevant for this project because it discusses a technique that can be used to evaluate the success of an education program. 

Perraton, H. (2012). Open and distance learning in the developing world. New York: Routledge. 

Perraton discusses technological advancements as well as the application of such technology in education. Much of the focus of this source is on the benefit of emerging technologies to students and instructors. 

Rich, E., & Moberg, J. (2017). Collective governance in practice. Beyond Governments , 19-32. doi: 10.4324/9781351286084-2 

This source discusses the effectiveness of organizational culture in educational institutions. The focus here is on collective governance as a solution-oriented model of management because it covers both formal and informal relationships in problem-solving and decision-making. According to the authors, this governance structure is beneficial in bringing together all stakeholders for the smooth running of an institution. 

Taylor, M. (. (, 2013). Shared governance in the modern university. Higher Education Quarterly, 67(1) , 80-94. 

Taylor discusses the governance structure of modern universities, hence giving the necessary outlook of the structure of the selected institution. The structure described here includes the board of trustees, the faculty, dean, academic administrators, and students. 

References  

Aldrich, C. (2005). Learning by doing: A comprehensive guide to simulations, computer games, and pedagogy in e-learning and other educational experiences . San Francisco: Pfeiffer 

Ashford University Facts. (2019). About. Retrieved on 25 August 2019, from www.ashfordufacts.com 

Ashford University. (2019). About . Retrieved on 25 August 2019, from https://www.ashford.edu/about/accreditation. 

Bess, J. L., & Dee, J. R. (2012). Understanding College and University Organization: Theories for Effective Policy and Practice; Volume I: The State of the System . Herndon, VA: Stylus Publishing, LLC. 

Cook, D. A., Hamstra, S. J., Brydges, R., Zendejas, B., Szostek, J. H., Wang, A. T., ... &Hatala, R. (2013). Comparative effectiveness of instructional design features in simulation-based education: systematic review and meta-analysis.  Medical Teacher ,  35 (1), e867-e898. 

Dee, J. R., & Heineman, W. A. (2016). Understanding the organizational context of academic program development.  New Directions for Institutional Research ,  2015 (168), 9-35. 

Hamstra, S. J., Brydges, R., Hatala, R., Zendejas, B., & Cook, D. A. (2014). Reconsidering fidelity in simulation-based training.  Academic Medicine ,  89 (3), 387-392. 

Higher Education Compliance Alliance. (2019, July 30). Compliance Matrix . Retrieved on 25 August 2019, from https://www.higheredcompliance.org/compliance-matrix/ 

Hughes, M., Gould, H., McKellar, P., Maharg, P., &Nicol, E. (2008). SIMulated Professional Learning Environment (SIMPLE): Programme Final Report. Retrieved on 25 August 2019, from http://simplecommunity.org/wp-content/uploads/2010/11/SIMPLE-FINAL-report.pdf 

Kirkman, M. A., Ahmed, M., Albert, A. F., Wilson, M. H., Nandi, D., &Sevdalis, N. (2014). The use of simulation in neurosurgical education and training: a systematic review.  Journal of neurosurgery ,  121 (2), 228-246. 

Leisyte, L., & Dee, J. R. (2012). Understanding academic work in a changing institutional environment. Higher education: Handbook of theory and research  (pp. 123-206). Springer, Dordrecht. 

Mahani, S. (2012). Promoting mindfulness through contemplative education.  Journal of International Education Research ,  8 (3), 215. 

Perraton, H. (2012). Open and distance learning in the developing world. New York: Routledge. 

Rich, E., & Moberg, J. (2017). Collective governance in practice. Beyond Governments , 19-32. doi: 10.4324/9781351286084-2 

Taylor, M. (. (, 2013). Shared governance in the modern university. Higher Education Quarterly, 67(1) , 80-94.