Previous research has focused largely on the design of online courses rather than on the holistic design of online programmes (Kumar, 2014). This case study adds to previous research by approaching the design process from an organisational holistic viewpoint and drawing relationships between elements of ODP design, pedagogical strategy and digital competence of an educational organisation. Integration of management, teaching and technical team is needed to ensure quality in online programme delivery (Combe, 2005), and expert consultations from stakeholders within the organisation are used in this case study to integrate each team in the design process.
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In 2016, a strategic decision was made by the management of the Finnish applied HE organisation presented in this paper to create the first three bachelor-level ODPs. The aim was to respond to the needs of the future by transforming education and contributing to the societal change caused by globalisation and digitalisation, as there is a growing need for creating flexible lifelong learning opportunities (Konst and Scheinin, 2018) and meeting future students' expectations (Marquez-Ramos and Mourelle, 2018). University management led the change in education by encouraging their faculty to implement new ways of delivering education (Keinänen and Kairisto-Mertanen, 2019).
In this study, innovation pedagogy is used as the pedagogical strategy of the organisation. It focuses on creating networks, flexible study paths and autonomy of learners through innovation competences that develop on both individual courses and throughout the entire degree (Keinänen and Kairisto-Mertanen, 2019). It comprises nine cornerstones: working-life orientation and cooperation; entrepreneurship; globalisation; systemic thinking; RDI operations; flexible curricula; multidisciplinarity; activating learning and teaching methods; development-oriented assessment; and renewing teacher and student roles (Konst and Kairisto-Mertanen, 2020).
This paper approached the ODP design from an organisational holistic point of view by combining DigCompOrg and pedagogical strategy of an organisation to ODP design. The DBR process was completed in a practical-oriented local context of a Finnish University of Applied Sciences, where implementing pedagogy and digital competence of the organisation in the new ODPs was the focus of the design. Management was involved in the stakeholder groups in collaborative design processes to ensure consistency in quality, as lack of management support was seen as a potential barrier to quality by Bailey et al. (2018) and their role was suggested as leaders of change in education by Keinänen and Kairisto-Mertanen (2019).
Several suggestions to managers, instructional designers and educators can be made from the results of this study. Firstly, HE organisations can adopt a pedagogically informed design approach by integrating their pedagogical strategy in the design of ODPs. Secondly, it is important for the organisation to evaluate their digital competence and the availability of their educational and support services in a fully online context. Thirdly, a wide range of organisational involvement, including management, in the stakeholder groups in collaborative design processes can ensure consistency in quality. Fourthly, by adopting the holistic approach, quality can be created at an organisational level instead of focusing on degree programme or faculty level. Finally, building the sense of community and offering continuous support in pedagogy and technology are valuable for the well-being of the staff, students and wider society.
The extern interviews the patient, performs the physical exam along with attending physician and discusses differential diagnoses, management options, labs, imaging and forms a management plan. In addition, the extern will:
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The distinguishing feature of these firms is that their origins are international, as demonstrated by management's global focus and the commitment of specific resources to international activities. In contrast to the traditional pattern of firms that operate in the domestic market for many years and gradually evolve into international trade (e.g., Johanson and Vahlne, 1977), these early adopters of internationalization begin with a global view of their markets, and develop the capabilities needed to achieve their international goals at or near the firm's founding. We focus on the phenomenon of early internationalization and the capabilities that born globals leverage for achieving superior performance in international markets.
The flexibility afforded through judicious use of foreign distributors enables entrepreneurial firms to respond rapidly to evolving customer needs, competitor actions, and shifting environmental contingencies. Entrepreneurial firms are given to active exploration of new business opportunities in foreign markets, and the use of competent local intermediaries facilitates this task. Aggressive top managers eager for international success will tend to leverage competent foreign distributors. Strongly marketing-oriented firms will also tend to seek competent foreign intermediaries because, in international markets, strong distribution capabilities facilitate superior promotion, customer relationship management, and other downstream marketing activities. Siguaw et al. (1998) found that marketing-oriented attitudes in suppliers are associated with the presence of such attitudes in distributors. In general, the more skillful international marketing is emphasized, the greater the importance that is accorded to the foreign distribution channel (Cavusgil et al., 1993; Mortanges and Vossen, 1999). Accordingly, we hypothesize that:
For all constructs except international entrepreneurial orientation and international marketing orientation, the identified unit of analysis was the firm's main export venture to its primary export market. The unit of analysis for the organizational culture constructs was the general firm level. Exporting was emphasized because case studies and other research (e.g., OECD, 1997) suggest it is the most common entry mode of born-global firms. Information on the measurement scales is provided in the Appendix. The scale for international entrepreneurial orientation was based on the scale devised by Khandwalla (1977) and Covin and Slevin (1989). A version of it was used most recently by Steensma et al. (2000). The international marketing orientation scale was created for the study based on research by McKee et al. (1992). It asks subjects about their skillfulness in marketing management, product adaptation, pricing, advertising, distribution, and other marketing functions, relative to competitors. The global technological competence scale was created for the study and asks subjects about their position relative to competitors with respect to technology, technological innovativeness, and so forth. The scale for unique products development was derived from research by several scholars (e.g., Miller, 1988; Porter, 1980; Roth and Morrison, 1992). It asks respondents about the relative uniqueness of the firm's main export product, its design, technology, and performance. The quality focus scale is based primarily on the work of Buzzell and Gale (1987) and asks subjects about product quality as well as the extent to which the product meets or exceeds customer expectations with respect to performance and customer service. The scale for leveraging foreign distributor competences was developed for the study, but based partially on McKee et al. (1992). It asks about the extent to which respondent expectations have been satisfied with respect to distributor performance of various marketing-related functions, logistical arrangements, after-sales service, and related activities. Lastly, the scale for performance in international markets was obtained from Cavusgil and Zou (1994). 2ff7e9595c
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