Engaging Faculty in Online Education

Rightsizing Incentives and Optimizing Support

Topics: Supporting Faculty, Online Education, Academic Affairs, Online Strategies, Faculty Compensation and Benefits, Faculty Affairs, Program Prioritization, Academic Planning, Instructional Technology, Information Technology

This is a preview of restricted content.

  • If you are an EAB member, please log in.
  • If you are logged in and still see this message, the content is outside your membership portfolio, and we invite you to learn more by contacting us.
  • If you are not an EAB member and wish to learn more, please contact us.
  • Develop sustainable budget models that appropriately incentivize academic units and provide sufficient funding for support resources
  • Identify the best models for organizing and delivering training in online pedagogy and providing instructional design support
  • Direct resources to the specific courses that best advance the institutions’ online education goals
  • Avoid common pitfalls in structuring special faculty compensation for development and delivery of online courses and benchmark faculty stipends to those of other institutions
  • Address concerns about online course quality without alienating faculty or overspending

Executive Summary

Colleges and universities of all types are pursuing increasingly ambitious goals for online education for a range of reasons—enhancing learning, increasing access, growing enrollment, managing costs. However, concerns about workload, support resources, autonomy, and course quality leave many faculty skeptical of online instruction, and most institutions expanding online offerings are struggling to get sufficient numbers of faculty both willing and prepared to teach online.

This study presents best practices in managing the strategic and operational challenges associated with increasing the number of fully online and hybrid courses.

Top Lessons from the Study