LEARNER SUPPORT FOR THE UNIVERSITY OF PHOENIX
Lee Rogers
OMDE 608
Section 9040
August 5, 2013
Assignment 3 Response to the case study
Response to the case study of Learner-Support for the University of Phoenix
Lee Rogers
University of Maryland
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LEARNER SUPPORT FOR THE UNIVERSITY OF PHOENIX
Learner Support for the University of Phoenix
Introduction
An effective learner-support system plays a vital role in distance education and requires
specific elements which should respond to learner characteristic and contextual factors at any
institution. Moore (2003) illustrates that learner support is, "one of the most critical elements…"
(p. 141)
The case study conducted by Tele-Student Support (Belt et al., 2013) has discovered that the
University of Phoenix is a well organized for-profit institution. However, the challenges that the
U. of Phoenix has with retention, the demand of global online services, and curriculum design
require an additional review of their learner-support system in order to fully understand how to
better retain and engage students. The purpose of this case study response is to make
recommendations with the help of multiple authors regarding the overall goals of support system,
elements of the learner-support system, organization and staffing, meeting goals, objective and
raising revenues, evaluations of practices and recommendations, and provide a rationale for the
changes needed to their online support system at the University of Phoenix.
Overall goals of support system
The overall goal of the learner-support system at the U. of Phoenix seems very
comprehensive. However, the question remains, how well is the U. of Phoenix meeting these
goals and are students benefiting from the services online in every capacity? Thorpe (2002)
characterizes learner-support as an entity that serves learners at all educational stages. “…all
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LEARNER SUPPORT FOR THE UNIVERSITY OF PHOENIX
those elements capable of responding to a known learner or group of learners, before, during, and
after the learning process” (p. 108). The overall goals of the University of Phoenix should
consist of:

Improve student retention
o Promote student satisfaction through surveys
o Provide introductory course for first-time learners.
o Ensure engaging curriculum

Stay competitive in the educational market
o Staffing qualified professionals in a global market
o Increase revenue
o Employee evaluation and benefits

Meet regional accreditation requirements regarding support services
o Lower attrition
o Increase retention
o Meet all program requirements

Democratization of the learner-support system
o Improve the learner-centered environment
o Improve student outcome

Adapt to new technologies
o Use engaging technologies
o Use technology as a median to deliver information and instructions
o Promote better efficiency and cost
Although the University of Phoenix has attempted to meet many of these goals, some have been
an arduous challenge for the institutions to overcome. However, Brindley, Walti & ZawackiRichter (2004) argue that institutions must be willing to evolve with technologies and still keep
its traditional core values. According to the U. of Phoenix’s mission statement, their overall
purpose consists of:
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LEARNER SUPPORT FOR THE UNIVERSITY OF PHOENIX

To teach cognitive and affective learning approaches and use them at work

To develop communication, critical thinking, collaboration, and information utilization

To have qualified instructors to bridge the gap between theory and practice

To provide engaging curricula

To use technology as a medium to promote collaboration, communication, and
knowledge sharing

To implement assessments to measure and improve the learner-system

To be organized as a for-profit institution to promote best practices such as academic
quality, services, excellence, and working with students.

To generate the needed capital in order to run and support the institution’s mission
(University of Phoenix, 2013).
Elements of the learner-support system
The University of Phoenix system is an integrated system that provides many of the
elements needed to deliver learner-support services. These elements consist of:








Register for classes
o Administrators provide assistance with the enrollments through its online portal
Pay their tuition
o Allows students to pay for classes automatically or by financial aid
Order their books
o Students are able to pay for books online through the school’s service website
Meet with a representative
o Representatives guide students with solving various school related issues
Obtain their grades
o Students are allow to retrieve grades from the school’s online portal
Request transcripts
o Students can request transcripts through admissions on their system
Solve technical issues
o 24/7 technical support is available for students with technical problems
Have access to a comprehensive library
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LEARNER SUPPORT FOR THE UNIVERSITY OF PHOENIX
o Log in anywhere anytime and access 300 licenced databases and 95,000 scholarly
journals and periodicals

Access to Phoenix Connect
o An online community with over 10,000 topics
Organization and staffing
The staff and boards of the University of Phoenix organization play vital roles in carrying
out the mission of the institution. Learner characteristics and contextual factors are major
challenges when an organization operates globally. The success of the learner-support system
hinges on hiring qualified professionals who are competent. Zawacki-Richter (2004) illustrates
that in order to have a support strategy within an institutional framework, you must have a topdown approach.
University of Phoenix’s hiring process consists of:

Having a master’s degree or doctoral from a regional accredited U.S. institution

A minimum of five years of work experience in the field you want to teach

Current knowledge and experience in your related work field

Teaching part-time without interrupting your full-time career
The demographics that makeup the University of Phoenix’s faculties are:

Whites 66%

Blacks 18.6%

Hispanics 5.6%

Asian/Pacific Islander 3.6%
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LEARNER SUPPORT FOR THE UNIVERSITY OF PHOENIX

Native American 0.6%

Unknown 4.9%

Females 57%

Males 43% (University of Phoenix, Faculty profile)
Perhaps more faculty equality might attract more international students.
Meeting goals and objective
The University of Phoenix claims in their mission statement that they provide higher
educational opportunities. In order for the University to reach both corporate and academic
success, it must meet challenges that require flexibility and ingenuity in this competitive market.
Goal #1 Improve student retention: Brindley (1995) argues that when a student decides to drop
out, it could be a number of reasons, “…many of which can be influenced by various forms of
learner support, in particular, teaching and tutoring.” (Brindley, 1995, p. 10). Preventing student
retention could be proved by:

Guarantee student satisfaction through surveys given at the end of the course.

Provide introductory course simulations for new learners to aid in increasing retention.

Offer multi-sensory web-base tools to engage the students.
Goal #2 Stay competitive in the educational market: In order to stay competitive the
University of Phoenix must have an advantage. Negrea (2013) explains that state systems will
integrate online education programs. “Using collaborative marketing, contracting, and course
development strategies, colleges are redefining online education.” (Negrea, 2013).

HR must seek out people who are capable of operating on a global stage.

Increase revenue by expanding
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LEARNER SUPPORT FOR THE UNIVERSITY OF PHOENIX

Evaluate employees’ skills and generate short-term wins as incentives and benefits.
Goal #3 Meet regional accreditation requirements regarding support services: Kirham
(2013) explains that the Higher Learner Commission Board has put the University of Phoenix on
notice to get its accreditation house in order. In order to keep its status the University must

Lower the attrition rate by improving its format to fit all learners and not the ones who
are more likely to succeed.

Increase retention by having a strong community network that learners can access 24/7.
Goal #4 Democratization of the system to promote equality and fairness: Brindley (1995)
advocates that everyone should benefit from the same course and support services regardless of
any academic, gender, or character differences. Easy access to services such as academic, career,
and personal counseling to improve skills would increase student success and learner outcome.

Improve the learner-centered environment by personalizing it and closing the isolation
gap.

Improve student outcome by developing independent learners; someone who is proactive
in the learning process.
Goal#5 Adapt to new technologies: Rumble (2002) illustrated that, “The application of new
technology enables innovation to occur” (Rumble, 2002, p. 6). This approach of innovative
thinking will lead to enhanced student support systems that deliver quality programs which will
impact the end users; the learners.

Use engaging technologies that is interactive and stimulate critical thinking.

Use technology as a median to deliver information and instructions; a pedagogical
approach to teaching and learning.

Promote better efficiency and cost by educating a work force of an information economy.
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LEARNER SUPPORT FOR THE UNIVERSITY OF PHOENIX
Raising revenues
Hanford (2012) research explains that the U. of Phoenix caters to a wide demographic of
learners; minority students, female students, and low income students. All of the university’s
revenue comes from student tuition. Ernstrade (2013) reported that the parent company of the
University of Phoenix, Apollo group, estimated their first quarter earnings were $1.1 billion
which was down from $1.2 billion the previous year. Fifty percent of students seek financial help
through government Pell grants offered at the U. of Phoenix. The largest for-profit university
receives $3.9 billion dollars in revenue because of the slow-down in the economy.
Although the government is making substantial amounts of money from federal student loans
offered at the U. Phoenix, it should provide more grant money to low income students for the
opportunity to get an education without any financial barriers and for research to develop better
student support systems. Anderson (2004) argues that lack of financial support from the
government has been an ongoing occurrence.
Evaluation of practice
Thorpe (2004) addresses the importance of planning and implementing evaluations to
improve the quality of learner-support. “Evaluation is the collection, analysis and interpretation
of evidence about the effects and outcomes of a particular activity or system of provision.”
(Thorpe, 2004, p. 253). The University of Phoenix implemented a quality improvement
initiative (Institutional Quality Improvement System and the Academic Assessment Plan) to
measure the academic outcomes of learners throughout the program. The University of Phoenix
provides detailed evaluations gathered by data to measure the effectiveness of its programs and
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LEARNER SUPPORT FOR THE UNIVERSITY OF PHOENIX
how to improve on troubled areas. The institution has invested a great deal including 30 years
into research capabilities. The data that is collected is used in developing curricula, faculty
development tools, and enhance administrative support systems.
Recommendations
This five point recommendation plan for the University of Phoenix is an overview of the
future goals mentioned previously and what the university needs to do in order to improve its
learner-support system:

Student retention can be controlled by offering student counseling to understand the root
causes that might lead to attrition. The advantage of this approach is implementing
preventive measures might increase student retention.

Stay competitive in the educational market by focusing internally to enhancing current
technologies and enhancing your workforce. These approaches will translate into
increased learning outcomes and a competent workforce that are equipped to work
internationally.

Accreditations should be given high priority. If accreditation issues are resolved by the
University, this would give greater flexibility to all parties involved, Apollo group, the
U.S. government, staff members, and students.

Make the teaching and learning model suitable to all learners who are weak or strong at
independent learning. This approach empowers students to actively complete their
programs.
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LEARNER SUPPORT FOR THE UNIVERSITY OF PHOENIX

New technologies will enable faculty to implement more engaging and scalable lessons to
match a student’s learning style. In this way, we are able to eliminate several of the
problems of previous approaches that were the result of attrition.
Rational for choices
The rational for the recommended choices is that the University of Phoenix has an obligation to
make the teaching and learning models applicable to anyone wishing to get a quality education
by adopting these four elements:

Pedagogical (#1 & #4 recommendations and rational)
Online instructors must engage students with meaningful discussions that promote critical
thinking and the use of concepts, principles, and skills.

Social (#1, #4, &5 recommendations and rational)
Online learners are in a virtual solitude environment. The best way to bring learners
together is by social interaction through asynchronous or synchronous discussions.

Managerial (#1 recommendation and rational)
An organized structure of the course is vital for online learners. Without some type of
leadership role from the instructor in class, the chances of successful discussion output
from students would be extremely low.

Technical ( #5 recommendation and rational)
The role of the instructor is to focus on the learning aspect of the course and to minimize
technical issues new learners might experience. An idea environment is to clarify any
technical problems at the beginning so learners can operate conference discussion boards
without any technical difficulties. (Berge, 1995).
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LEARNER SUPPORT FOR THE UNIVERSITY OF PHOENIX
Although the University of Phoenix has unique elements in their learner-support
system, they recognize that more staff training and infrastructure developments are
necessary. The four elements mentioned would prove beneficial to the program and
possibly increase enrollment.
Summary
There is a substantial amount of literature on learner-student support systems. However,
more research is needed because we are still in the early stages of development. A number of
key issues have been addressed in this case study response. Research has uncovered issues with
the University of Phoenix such as retention, accreditation, and attrition. Along with those issues
are the contextual factors that are associated with student-learner support systems such as large
minority enrollment. This institution seems to do an effective job in reaching out to a specific
demographic. However, a strong learner-support system that is easily understood at all levels of
education and meets the needs of the students will be a system that the University of Phoenix
will need to become in order to lower attrition, student complaints, and lawsuits. The
recommendations presented by the Tele-Student Support team which were supported by other
resources will provide the precautionary measures needed to achieve the goals of the University
of Phoenix. In addition, it will become not only the biggest online school but also the most
trusted.
.
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References
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