Abstract:  This paper reviews the history, purpose, nature, and prognosis of the School of Business graduate extension programs. The School of Business offers the MBA, MS in Software Engineering, and the MSA in Health Care Management through extension programs beginning in 1991. Purposes include internationalization, income generation, and faculty development. All off-campus programs are identical in admission standards, staffing, and curriculum to those on-campus. However, delivery involves incentive two-week lecture presentations for each course at the various off-campus sites. Problems include site agents, potential for over-extension, enrollment fluctuations, and competition. Strengths include addition of highly motivated, adult students to the programs and positive internationalization of faculty and students.
 

History and Current Status

Although graduate extension classes have had a fairly long history at Andrews University, particularly in the School of Education and the Seminary, this is a fairly recent development for the School of Business. It is somewhat unusual for a school of our size to have such an extensive extension program

Currently, the School of Business offers three different graduate programs through extension: the MBA, the MS in Software Engineering, and MSA in Health Care Administration. We are teaching these programs in five off-campus sites: Florida, Hong Kong, Singapore, Taiwan, and Trinidad.   It should be noted noted that these are "extension" not affiliated programs. The courses and generally the teachers, as well as admission and graduation requirements are identical both on and off-campus.

The off-campus graduate program began in 1991 with the opening of an MBA program in Hong Kong. The next year, the School of Business added Singapore (MS) and Taiwan (MBA). In 1993 expansion occured in Trinidad (MBA) , and in 1996 to Taiwan (MS) and Florida (MSA). The School of Business is currently planning to begin additional programs in Singapore MBA in August 1997 and in Hong Kong (MS ) in December 1997.  But the experience has not all been a matter of continuing expansion. Because of some declines in enrollments, we are closing the Taiwan MBA and MS effective August 1997 and we will close the Hong Kong MBA in December 1997.

Purpose

There are several major reasons why the School of Business has become involved in such broad over-seas extension programs.

1. Internationalization: Such programs broaden both faculty and student perceptions of international business issues.
2. Income generation: These programs generate income directly to the School of Business and also directly to faculty since at the present time faculty teaching in these programs are paid individual contracts for each course taught.
3. Faculty development: Involvement in such programs provides research and enrichment opportunities.
4. Target non-SDA graduate students: Establishing such programs increases both the appeal and awareness of SDA values.
5. Presence: Such programs develop a fuller world-wide presence for Andrews University (to among SDA and non-SDA audiences).

90% of the staffing is current Andrews University School of Business faculty. The other 10% generally come from previous Andrews University faculty or SDA faculty at other institutions including La Sierra University, Oakwood College, University of Michigan, and Florida Hospital College of Health Sciences. These off-campus assignments are "voluntary" and are generally scheduled during the quarter and summer breaks. Faculty generally take on such off-campus assignments about once a year. These assignments are in addition to their regular on-campus teaching load -- so for that reason they are paid an additional contract salary for each course taught.

Admission

Off-campus students meet the same admission requirements including completion of a recognized four-year bachelor's degree, adequate undergraduate GPA, and GMAT for the MBA and GRE for the MSA. Because of some cultural biases in the GRE, we have not required it for admission to the MS in Software Engineering. Same prerequisites are required off- and on-campus for both MBA and MS programs.

Curriculum

The curriculum in the off-campus programs is identical to that offered on-campus. All School of Business graduate programs require 48 quarter credits of graduate work. For instance, the MBA consists of 8 core courses, such as Organizational Behavior, Financial Management, Managerial Accounting, and Strategic Management and 4 elective courses such as Intercultural Communication or Management of Information Systems (for those who are interested in curriculum details, a full listing of the Andrews University curriculum may be found in the annual Andrews University Bulletins).

Off-campus graduate students take the same core courses which are generally taught by the same faculty. Elective courses are also identical -- but we do not usually offer the same variety as on-campus. While extension classes may be polled to determine which electives are most suitable for a particular intake, electives are more subject to teacher availability. Basically extension students are "assigned" elective courses rather than having several options from which to choose.

Delivery Methods

Each program is spread over a two-year period with courses offered four to six times a year . The MBA programs generally begin in August and conclude two years later with the Summer Commencement in August. The MS programs begin in June and conclude approximately two years later when student complete the final required research project.

Each courses includes a two-week intensive lecture period in which teachers give 18 hours of lecture a week -- usually 6 hours on Sunday, and three hours each day Monday - Thursday. Students are also given pre-assignments (readings and case study preparation 2-4 weeks before the lecture portion) and most teachers also have post-lecture assignments such as research papers, projects, and examinations which are due 4-6 weeks after the lecture. Typically, a full course last 8-10 weeks although the lecture period only takes 12-14 days.

One major feature is that students in the MBA and MS programs come to Andrews University for two classes. The MS students come to Andrews University in the middle of the program -- because the final two required courses are Master's Research Projects which are individual in nature. The MBA students come to the Andrews University campus at the end of their program for three weeks for two final class culminating (provided all requirements have been fulfilled) with graduation.

Enrollment

The figures on enrollment (see appendix) over the initial 7 year period show that a total of 539 students have enrolled in an Andrews University graduate extension program. The enrollment has grown from 23 students in the first year to 240 students last year. The fairly steady growth during the first six years of the program is primarily from the addition of new sites.

The enrollment statistics are opening enrollments for each year's intake. Since these are two-year programs, the active enrollment each year is determined by combining the current and the previous year's intake. But, since there is always some dropout at each site, the actual enrollment each year is somewhat less than the Combined Annual Enrollments indicated.

Note the following statistics for specific sites:

Hong Kong. The MBA in Hong Kong maintained an adequate enrollment for the first 4 years but has tapered off in the last two years, largely due to increased competition from other programs and what we perceived as inadequate marketing by the on-site agent. For this reason, we are discontinuing for the present, the MBA in Hong Kong.

Singapore. The MS in Singapore has maintained a fairly regular enrollment of 15-20 new students a year.

Taiwan. The MBA in Taiwan has always had good opening enrollments. But there has been a significant drop out rate combined with a low recruitment drive in 1997 which has lead us to discontinue the MBA program in Taiwan this year. However, we are transferring the MBA to a new location, Singapore, beginning this September. The MS in Taiwan also had an adequate opening enrollment but the dropout rate also lead us to end the program there after one intake. We are planning to open an MS in Hong Kong in December of this year.

Trinidad. The MBA in Trinidad has been adequate but there have been some fluctuations that we are trying to correct by a more regular marketing program.

Florida. We just opened up a year ago the MSA in Health Care Administration in Florida ( held on the campus of Florida Hospital College of Health Sciences) The first intake had an enrollment of 50. The local site agent (FHCHS) is undertaking marketing at the present time but we do not yet have any definite figures on future prospective enrollment.

One of the keys to operating such extension programs is to have a local site agent. The local agent is responsible for recruitment, for liaison between students and Andrews University, and for providing teaching facilities and equipment. We have used "commercial" operations in Hong Kong, Singapore, and Taiwan. We have used personnel connected with an SDA college in Florida and Trinidad.

The recruitment of students is probably the key role of the agent. A good site agent is invaluable. A poor site agent means the demise of the program.

Strengths

A major strength of the program is that the enrollment is made up primarily of highly motivated, adult students -- often significantly placed in businesses, government, and industry in their local countries. Such students bring a broader expertise to the classroom than is often found with on-campus students just out of a bachelor's program. This has been enriching for faculty as they teach in the off-campus sites and also for on-campus students (the summer courses on-campus courses generally include on-campus and off-campus students)

A second strength results having an extension program which is essentially identical to the on-campus program. Extension students, particularly after they have come to campus, recognize that they have an authentic graduate degree.

A final strength has been the positive effect of more fully internationalizing of faculty and, to some degree, on-campus students through inter-action with the extension students.

Problems

There are several potential problems associated with such extension programs. First of all, there is the potential for over extension of the faculty. Since the overseas teaching occurs during breaks between quarters, there is less time for course preparation prior to the start of winter and spring terms -- if a faculty member has just spent two weeks teaching in an extension course. In addition, there are some additional to the workload during a terms following a extension teaching episode as teacher correct exams and projects or papers from the extension course that come due at a later date.

A second potential difficulty arises from dealings with site agent and site personnel -- there is too often a rapid turnover of assistants who do the ground work. It becomes difficult to maintain continuity of information and consistency of approaches.

There is some difficulty in maintaining admission standards due to delays in receipt of student documents (transcripts in particular) and differences in standards (3/4 year degree, grading standards). Finally, there is always pressure from those who wish to avoid GMAT and/or TOEFL requirements, compounded by competition from some other universities with less stringent standards.

A final problem is competition. This is a highly competitive and, at time, saturated market. A number of higher-education institutions, particularly from Australia and the United Kingdom, have been aggressively marketing their programs.

Prognosis

In order for such programs to continue successfully, the School of Business needs to develop and monitor a strategic plan. The following potentially negative areas need to be considered:

A. Each individual programs market needs and the potential for increased competition from others. These two aspects are made considerably more difficult because of the distances involved..

B. The lack of a high standard of English in some regions needs to be overcome.

C. Pricing of the program for third-world countries is a factor.

D. One of the most critical issues is finding and developing a good local site agent.

A. Faculty find involvement in extension programs rewarding (financially and professionally)

B. Students (esp. non-SDA) are positively impressed by a successful program.

C. Finally, although there is a lot of competition, any school willing to branch out to "lesser known areas" should still be able to develop a good market.

NOTE:  1997 intake enrollment still open.

* Includes previous year's enrollment (since programs are two-year duration).