Scott L. Howell

Beyond Customer Satisfaction: Reexamining Customer Loyalty to Evaluate Continuing Education Programs

Abstract This article provides questionnaire items and a theoretical model of factors predictive of customer loyalty for use by administrators to determine ways to increase repeat purchasing in their continuing education programs. Prior studies in the literature are discussed followed by results of applying the model at one institution and a discussion of practical ways to increase customer or student loyalty. Marketing efforts, facilities, technology, quality of instruction, student learning, and customer service that are aligned with consumer characteristics and preferences impact perceived value, the institutional image, cumulative satisfaction and ultimately customer loyalty.

Why Students Choose the Branch Campus of a Large University

Fonseca and Bird (2007) ask an intriguing question that relates to university branch campuses: “What happened to all the people who thought online learning would drive traditional education out of the market? Just when ‘click’ is supposed to be replacing ‘brick,’ branch campuses are proliferating around the country” (p. 1). These authors believe this growth occurred because “students are fundamentally place-bound . . . [and] desire education within a 30-minute commuting range” (p. 1). Higher education institutions have also expanded branch campuses in foreign countries, extending their international presence (Chester, 2005; Jaschik, 2009; Macdonald, 2006; Wilkins & Huisman, 2010).

Integrating the Aims of Brigham Young University into Its Distance Education Programs: A Case Study

Abstract Brigham Young University (BYU), as a faith-based institution of higher learning, has identified four outcomes for a BYU education. These outcomes are defined as the Aims of a BYU Education: 1. spiritually strengthening; 2. intellectually enlarging; 3. character building; and 4. promoting lifelong learning and service. In 1998-9 two BYU distance education programs, Bachelor of General Studies (BGS) and Department of Independent Study (IS), accepted the challenge of extending this BYU experience to and evaluating its presence for students enrolled at a distance. This effort required the design of a new and required introductory course that would teach students what the Aims of a BYU Education are and how students can recognize the presence of these Aims in an Independent Study course. The analysis and synthesis results would be reported through a capstone project (BGS) and through the use of a rating form (IS) as part of the course evaluation process. The early longitudinal, qualitative, and quantitative data indicates

The Feasibility of Offering Videoconferencing Courses: Quality Issues and Lessons Learned

Abstract Two courses were transmitted between the main and branch campuses of Brigham Young University using the newest videoconferencing technology. One course originated at the main campus and the other at the branch campus, and each were broadcast to the other location. These two courses were evaluated using the five pillars of quality online education created by the Sloan Consortium, i.e., cost, accessibility, faculty satisfaction, student satisfaction, and learning effectiveness. Overall, the technology worked well and instructors and students alike were satisfied with the learning experience. Important pedagogical and technical elements were considered and suggestions for improvement were made.

Impact Analysis of an Evening Program: Perceptions of Need, Time to Degree, and Degree Completion

Abstract Program evaluations in the literature for evening classes generally fail to examine impact-related questions and focus instead on satisfaction with services and curricular offerings. This study examined the consequences for students if evening classes were not available. All student groups reported negative impacts on degree completion and increased time to degree without these courses, among other problems such as difficulty scheduling courses and an inability to accommodate work schedules. While nontraditional students depended most on evening classes, traditional students and graduate students needed these courses as well, particularly to allow for student employment, clinical experiences, and practicum. The study results engendered greater support from university administration for the evening classes program.

“Like Produces Like”: John Heyl Vincent and His 19th Century Theory of Character Education

An examination of late 19th century writings about character development by popular educator and revered Methodist bishop John Heyl Vincent (1832–1920) sheds additional insight on early character education theory. Vincent is best known as the cofounder of the Chautauqua movement in 1874. However, his theoretical constructs for character development merit not only acknowledgment in the disciplines official history but also further investigation and discussion by todays scholars. The constructs identified from early writings suggest that effective character education occurs in both the home and the school and requires parents and teachers who model good moral character. This article posits the importance of a teachers moral character as the central idea of Vincents theory of character education, and it provides one example of how theories of character education at home transitioned to theories of character education at school during this important time period.