Managing Programmatic Trade-Offs for Centers of Teaching and Learning: Applying a Segmentation, Targeting, and Positioning Approach to Pedagogical Offerings

Autor/inn/en	Chen, Christopher V. H.-H.; Althouse, Ian G.; DeClercq, Caitlin P.; Phillipson, Mark L.
Titel	Managing Programmatic Trade-Offs for Centers of Teaching and Learning: Applying a Segmentation, Targeting, and Positioning Approach to Pedagogical Offerings
Quelle	In: To Improve the Academy, 42 (2023) 1, S.144-165, Artikel 6 (22 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
Schlagwörter	Graduate Students; Web Based Instruction; Distance Education; COVID-19; Pandemics; Education Service Centers; Marketing; Faculty Development; Educational Development; Position Papers; Electronic Learning; Blended Learning + Suchen Sie Ihr Suchwort? Graduate Study; Student; Students; Aufbaustudium; Graduiertenstudium; Hauptstudium; Studentin; Web Based Training; Distance study; Distance learning; Fernunterricht; Education; Service center; Service centers; Service centre; Service centres; Pädagogisches Zentrum; Bildungsentwicklung; Positionspapier
Abstract	The demands of current instructional realities for moving to completely online formats have led to dramatic changes in the ways that centers for teaching and learning serve their communities. Pedagogical programs have been adapted, invented, and reimagined for online modalities. In this article, we share an approach borrowed from marketing--segmentation, targeting, and positioning (STP)--and describe three cases showing the application of STP in our center's work with instructors. This approach has helped us clarify and target our pedagogical priorities, allowing us to make appropriate trade-offs to produce more focused educational development programming that better meets our audience's needs, constraints, and contexts. (As Provided).
Anmerkungen	Michigan Publishing. 839 Greene Street, Ann Arbor, MI 48104. Tel: 734-764-3417; e-mail: mpublishing@umich.edu; Web site: https://www.toimprovetheacademy.org/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01