1. Do virtual learning environments help deliver a consistent learning experience? Exploring the international delivery of UK Marketing degrees. Rikke Duus, Marketing Lecturer, University of Hertfordshire Muditha Cooray, Associate Head of Marketing & Enterprise Department and Director for MBA Programmes, University of Hertfordshire

2. What’s your perception of UK higher education? 2

3. Presentation Agenda Case 1: UK on-site delivery BA (Hons) Marketing UK higher education brand under attack! Case 2: Franchised programme BA (Hons ) Marketing Case 3: Distance learning programme MSc Marketing Presentation of hypotheses Discussion of hypotheses Areas for improvement - Need for data Feedback on key findings 3

4. UK higher education brand under attack!

5. Let’s get back in the game! 1 Improve relationships with partner universities 2 Deliver better student experience 3 Consolidate status in Malaysia and internationally To regain position, UK HE must; Could VLEs be the answer…? 5

6. Perhaps, but do VLEs help deliver a consistent learning experience to all students? 6

7. Hypotheses H1: It is necessary to have UK University staff to deliver teaching content to ensure a consistent learning experience on franchised programmes. H2: A user-friendly VLE is essential to delivering a consistent learning experience. H3: Understanding cultural norms, education legislation and learning styles is essential to delivering a consistent learning experience. 7

8. To confirm/disconfirm the hypotheses we looked at usage and challenges to usage of VLEs…

9. Case 1: UK on-site delivery The VLE is used as follows;  Lecturer & student engagement  Administrative features  Additional student support 9

10. Case 2: Franchised delivery Challenges to consistent learning experience;  Staff resistance & usage  Use of teaching materials  Administration  Business integration  Technological advancement  Legislation  Cultural differences 10

11. Case 3: Distance learning delivery Challenges to consistent learning experience;  Learning styles  Lecturers’ loss of control  Use of alternative media for communication 11

12. How to regain market leader position in international markets for HE. VLEs are key, but… 5

13. Yes, UK staff should deliver key content Potential benefits;  Train local staff in use of VLE  Link to teaching practices used in UK  Share good practice and build relationships  Student integration with UK University  Develop international curriculum focusing on business integration, collaborative research and innovative assessment 12

14. Yes, a user-friendly VLE is essential Potential benefits;  Enables business integration  Encourages peer-to-peer learning  Develops transferrable skills  Enables discussions, team-work and additional feedback 13

15. Yes, understanding culture, legislation and learning styles is essential 14 Potential benefits; Culture & Learning styles:  Affect students’ preferred teaching style, dependency on lecturer and ability to make use of VLE facilities  Distance learning should be supported by face-to-face Legislation:  Affect the delivery structure of programmes  UK Programme content & teaching structure to be adjusted

16. We propose… Universities should adopt more user-friendly VLEs; Universities should engage experienced UK staff to teach, plan and work with franchise and DL staff in HE hubs; Universities should use VLEs to build much needed business integration into marketing degrees. 15

17. Areas for improvement  Understanding the usefulness of VLEs on distance learning programmes (more specific data needed)  Further identifying criterion for ‘effective’ VLEs  Investigate overseas partner universities’ usage of VLEs  Explore the usage of VLEs at 5-10 business schools in UK and their partner universities  Collect primary data on student usage of VLE at franchised programme 16

18. What do you think? Should UK staff deliver key content? Is it essential VLEs are user-friendly? Is it essential to understand culture, legislation and learning styles when using VLEs? 17