JUST HOW GOOD IS THAT ONLINE OR BLENDED BUSINESS PROGRAM COMPARED TO A TRADITIONAL CAMPUS-BASED PROGRAM? J E S S I C A S E D E R S & O L I N O. O E D E K O V E N, P H. D. A STATISTICAL COMPARISON OF EXAM RESULTS BASED ON PROGRAM DELIVERY MODALITY
AGENDA Higher Education Delivery Modalities and Terminology What Other s Say: A Brief Literature Review Methods The Program Assessment Exam Aggregate Pools Statistical Methods Results /Hybrid vs. /Hybrid Summary & Conclusions Where the Comparisons are Similar Where the Comparisons Differ Considerations in Higher Education Program Delivery
HIGHER EDUCATION DELIVERY MODALITIES AND TERMINOLOGY A S T A T I S T I C A L C O M P A R I S O N O F E X A M R E S U L T S B A S E D O N P R O G R A M D E L I V E R Y M O D A L I T Y
TERMINOLOGY (1 OF 3) Higher Education Delivery Modality: Traditional Program: The majority of the program is delivered at a campus location at an established college or university. The majority of the students are recent high school graduates, typically 18-22 years old. Courses are taught on a semester or quarter basis, typically Monday through Friday. /Hybrid Program: The program is delivered to students using a combination of online and campus-based instruction and/or the program is delivered in an accelerated format. The course term is typically 4 to 8 weeks. Campus-based instruction tends to be either at night or on weekends with generally longer sessions. The student population tends to be non-traditional, meaning they tend to be older, may have some college credit prior to starting their program, and are often working adults completing their degree program. Program: The majority of the program is delivered online to students and there is little, if any, requirement for the students to go to a campus location any time during their college or university experience. The majority of the students are considered non-traditional, meaning they tend to be older, may have some college credit prior to starting their program, and are often working adults completing their degree program.
TERMINOLOGY (2 OF 3) Program Assessment Exam: An exam that assesses retained knowledge of students upon graduation from an academic program that is most often used for learning outcomes evaluation, accreditation, and academic benchmarking. Common Professional Component (CPCs): The 12 topic areas (15 with sub-topics) for business education as defined by the IACBE and the ACBSP and referred to as knowledge competency areas by the AACSB.
TERMINOLOGY (3 OF 3) Inbound Exam: A student exam administered early in the student's program, usually during their first or second core course, that measures the student's knowledge level at the beginning of their academic program. Outbound Exam: A student exam administered at the end of the student's academic program, usually within their last course, that measures the student's knowledge level at the end of their academic program. Percentage Change: The percentage change between two scores. For Inbound/Outbound testing, the percentage change is calculated using the following formula: (Outbound Score / Inbound Score) - 1.
WHAT OTHER S SAY: A BRIEF LITERATURE REVIEW A S T A T I S T I C A L C O M P A R I S O N O F E X A M R E S U L T S B A S E D O N P R O G R A M D E L I V E R Y M O D A L I T Y
WHAT OTHERS ARE SAYING One of the most heated debates in today s higher education landscape concerns the effectiveness between traditional and online college programs. versus Traditional Schools From a Student s Perspective.
WHAT OTHERS ARE SAYING Only a third of the respondents rated online programs as excellent or good, while 68% gave excellent or good ratings to 4-year colleges and universities, and 64% gave such ratings to community colleges. Gallup Survey, October 2013,
WHAT OTHERS ARE SAYING With the rising cost of university tuition in America, it s fair to question whether the additional income you might earn with a college degree may actually offset the cost of the loans you need to pay for that degree. Perhaps the answer to the student debt problem is a better embracing of online education. Why Learning is More Valuable Than Traditional College
WHAT OTHERS ARE SAYING Researchers found that although nearly half of employers said online-only programs require more discipline, 56% said they still prefer applicants with traditional degrees from an average university over those with an online degree from a top university. Overall, most employers (82%) said a combination of in-person and online education would benefit the majority of students. Employers, Students Remain Skeptical of Education
ANY ACTUAL RESEARCH ON THE TOPIC? We were unable to find any peerreviewed journal articles that specifically and quantitatively compared academic programs based upon the delivery modality of the program using a standardized assessment instrument that included more than one school in the sample.
METHODS A S T A T I S T I C A L C O M P A R I S O N O F E X A M R E S U L T S B A S E D O N P R O G R A M D E L I V E R Y M O D A L I T Y
THE PROGRAM-LEVEL ASSESSMENT EXAM The exam is customized by topic selection to align with the program of study Different test banks used for undergraduate and graduate exams 10 questions per topic Most bachelors exams include all 12 topics (120 questions) Most graduate exams include 6-10 topics (60-100 questions)
ADMINISTERING THE EXAM An online, randomized question selection exam Administered either as a homework assignment or as a proctored exam within a classroom Outbound exams incentivized to motivate the students to do their best on the exam (graded on a normed scale) Summative and comparative reports used for internal program evaluation and externally for academic benchmarking.
THE EXAM SAMPLE Exam results for the 2010-2013 academic years (July- June). Results segregated and summarized based on academic program delivery modality (traditional, online, and blended/hybrid) the aggregate pools. Sample (number of questions offered per topic), mean, and standard deviation calculated for each topic/subtopic (15 total) for both bachelors and masters academic degree levels.
RESEARCH QUESTION AND HYPOTHESES What, if any, differences exist with student exam results using a normed business program assessment instrument based upon the delivery modality (traditional, blended/hybrid, and online) of the academic program? H 0-1 : There is no significant difference of student program assessment exam scores between traditional and blended/hybrid academic programs. H A-1 : There are significant differences of student program assessment exam scores between traditional and blended/hybrid academic programs. H 0-2 : There is no significant difference of student program assessment exam scores between traditional and online academic programs. H A-2 : There are significant differences of student program assessment exam scores between traditional and online academic programs. H 0-3 : There is no significant difference of student program assessment exam scores between blended/hybrid and online academic programs. H A-3 : There are significant differences of student program assessment exam scores between blended hybrid and online academic programs.
DATA ANALYSES Sample means for each Topic (cannot perform for Total Score due to customization of the exam) compared using the Student s t-test (Welch s t-test adaptation) to compare the samples having the possibility of unequal variances. Welch's t-test defines the statistic t by the following formula: where, and are the th sample mean, sample variance and sample size, respectively. t Critical Two-tailed Test t.200 =1.282 t.100 =1.645 t.050 =1.960 t.020 =2.326
RESULTS A S T A T I S T I C A L C O M P A R I S O N O F E X A M R E S U L T S B A S E D O N P R O G R A M D E L I V E R Y M O D A L I T Y
THE SAMPLES: NUMBER OF SCHOOLS AND NUMBER OF EXAMS Bachelors Masters Program Delivery Modality Number of Schools (Exams) in the Pool That Used Inbound Exams Number of Schools (Exams) in the Pool that Used Outbound Exams Number of Schools (Exams) in the Pool That Used Inbound Exams Number of Schools (Exams) in the Pool that Used Outbound Exams Traditional 15 (1,563) 48 (6,724) 8 (993) 17 (1,059) 5 (1,069) 15 (1,872) 11 (2,037) 19 (2,497) 8 (2,887) 14 (7,608) 9 (4,648) 14 (8,916)
EXAM SCORES (ACADEMIC YEARS 2010-2013) TOPIC: MARKETING Statistic Bachelors Masters Traditional Traditional N 6,667 1,872 7,259 1,056 2,443 7,766 Mean 36.37 38.80 38.99 64.00 62.78 62.48 SD 17.71 18.25 18.61 15.96 16.40 16.55 t-tests: Bachelors Exam Scores vs. 5.1233 8.5114 0.6272 Significantly Higher Mean Significantly Lower Mean t-tests: Masters Exam Scores t.100 =1.645 vs. 2.0583 2.8907 1.1399
EXAM SCORES (ACADEMIC YEARS 2010-2013) TOPIC: BUSINESS FINANCE Statistic Bachelors Masters Traditional Traditional N 6,678 1,872 7,491 1,045 2,471 7,766 Mean 48.70 50.21 50.41 44.18 42.38 42.84 SD 17.94 17.74 18.04 18.87 18.18 18.39 t-tests: Bachelors Exam Scores vs. 3.2467 5.6488 0.6900 Significantly Higher Mean Significantly Lower Mean t-tests: Masters Exam Scores t.100 =1.645 vs. 2.6131 2.1616 1.5767
EXAM SCORES (ACADEMIC YEARS 2010-2013) TOPIC: ACCOUNTING Statistic Bachelors Masters Traditional Traditional N 6,674 1,862 7,608 1,035 2,371 7,026 Mean 50.52 52.12 52.30 56.76 55.32 55.93 SD 17.97 17.82 18.37 17.73 18.09 18.06 t-tests: Bachelors Exam Scores vs. 3.4195 5.8450 0.6230 Significantly Higher Mean Significantly Lower Mean t-tests: Masters Exam Scores t.100 =1.645 vs. 2.1666 1.4027 1.9986
EXAM SCORES (ACADEMIC YEARS 2010-2013) TOPIC: OPERATIONS/PRODUCTION MANAGEMENT Statistic Bachelors Masters Traditional Traditional N 6,661 1,865 7,605 941 2,478 8,347 Mean 49.54 52.95 54.51 60.69 59.23 59.61 SD 28.38 29.07 29.05 26.51 29.08 28.30 t-tests: Bachelors Exam Scores vs. 4.5008 10.3210 3.3091 Significantly Higher Mean Significantly Lower Mean t-tests: Masters Exam Scores t.100 =1.645 vs. 1.3996 1.1764 0.8442
EXAM SCORES (ACADEMIC YEARS 2010-2013) TOPIC: HUMAN RESOURCE MANAGEMENT Statistic Bachelors Masters Traditional Traditional N 6,669 1,868 7,608 941 2,417 8,298 Mean 56.15 58.47 59.42 62.30 62.05 62.39 SD 28.30 28.76 28.02 26.80 28.91 27.65 t-tests: Bachelors Exam Scores vs. 3.0923 6.9201 2.0373 Significantly Higher Mean Significantly Lower Mean t-tests: Masters Exam Scores t.100 =1.645 vs. 0.2374 0.0973 0.7575
EXAM SCORES (ACADEMIC YEARS 2010-2013) TOPIC: ORGANIZATIONAL BEHAVIOR Statistic Bachelors Masters Traditional Traditional N 6,676 1,872 7,608 941 2,497 8,895 Mean 52.86 55.49 57.54 65.50 63.43 64.33 SD 28.75 28.55 28.37 25.39 26.52 26.75 t-tests: Bachelors Exam Scores vs. 3.5169 9.7669 4.4286 Significantly Higher Mean Significantly Lower Mean t-tests: Masters Exam Scores t.100 =1.645 vs. 2.1053 1.3372 2.2632
EXAM SCORES (ACADEMIC YEARS 2010-2013) TOPIC: MICROECONOMICS Statistic Bachelors Masters Traditional Traditional N 6,678 1,790 7,608 1,038 2,394 6,999 Mean 47.13 48.88 49.29 56.65 53.91 54.21 SD 23.78 23.59 23.68 23.08 24.97 24.28 t-tests: Bachelors Exam Scores vs. 2.7825 5.4275 1.0720 Significantly Higher Mean Significantly Lower Mean t-tests: Masters Exam Scores t.100 =1.645 vs. 3.1152 3.1568 0.7107
EXAM SCORES (ACADEMIC YEARS 2010-2013) TOPIC: MACROECONOMICS Statistic Bachelors Masters Traditional Traditional N 6,678 1,790 7,608 1,038 2,400 7,002 Mean 46.42 48.23 48.82 51.56 50.05 51.81 SD 23.66 23.99 23.84 23.74 24.19 24.13 t-tests: Bachelors Exam Scores vs. 2.8429 6.0277 1.5168 Significantly Higher Mean Significantly Lower Mean t-tests: Masters Exam Scores t.100 =1.645 vs. 1.7024 0.3159 4.3050
EXAM SCORES (ACADEMIC YEARS 2010-2013) TOPIC: LEGAL ENVIRONMENT OF BUSINESS Statistic Bachelors Masters Traditional Traditional N 6,629 1,862 7,573 521 2,448 8,871 Mean 55.00 56.69 60.80 53.74 53.34 55.98 SD 17.85 17.59 17.59 19.74 18.35 19.06 t-tests: Bachelors Exam Scores vs. 3.6513 19.4502 14.3779 Significantly Higher Mean Significantly Lower Mean t-tests: Masters Exam Scores t.100 =1.645 vs. 0.4251 2.5220 9.5816
EXAM SCORES (ACADEMIC YEARS 2010-2013) TOPIC: BUSINESS ETHICS Statistic Bachelors Masters Traditional Traditional N 6,691 1,862 7,448 1,001 2,416 8,871 Mean 50.23 56.45 57.81 58.17 55.65 57.64 SD 19.83 18.49 18.57 17.83 18.77 18.51 t-tests: Bachelors Exam Scores vs. 12.6341 23.3846 4.4886 Significantly Higher Mean Significantly Lower Mean t-tests: Masters Exam Scores t.100 =1.645 vs. 3.7018 0.8880 7.0609
EXAM SCORES (ACADEMIC YEARS 2010-2013) TOPIC: GLOBAL DIMENSIONS OF BUSINESS Statistic Bachelors Masters Traditional Traditional N 6,678 1,780 6,875 827 2,284 7,971 Mean 53.90 55.74 57.98 53.88 52.26 52.67 SD 17.36 17.03 17.89 16.76 16.72 17.33 t-tests: Bachelors Exam Scores vs. 4.0339 13.4747 7.7118 Significantly Higher Mean Significantly Lower Mean t-tests: Masters Exam Scores t.100 =1.645 vs. 2.3832 1.9698 1.5481
EXAM SCORES (ACADEMIC YEARS 2010-2013) TOPIC: INFORMATION MANAGEMENT SYSTEMS Statistic Bachelors Masters Traditional Traditional N 6,486 1,780 7,026 561 2,276 6,081 Mean 60.96 64.46 66.54 64.81 63.85 64.96 SD 18.51 17.61 18.02 17.17 17.85 17.71 t-tests: Bachelors Exam Scores vs. 7.3453 17.7307 7.0007 Significantly Higher Mean Significantly Lower Mean t-tests: Masters Exam Scores t.100 =1.645 vs. 1.1768 0.1975 3.4289
EXAM SCORES (ACADEMIC YEARS 2010-2013) TOPIC: QUANTITATIVE RESEARCH TECHNIQUES AND STATISTICS Statistic Bachelors Masters Traditional Traditional N 6,562 1,790 6,876 899 2,158 6,258 Mean 38.39 40.75 44.62 51.78 51.63 54.73 SD 18.22 19.27 21.31 17.29 17.12 17.65 t-tests: Bachelors Exam Scores vs. 4.6459 18.2422 11.7756 Significantly Higher Mean Significantly Lower Mean t-tests: Masters Exam Scores t.100 =1.645 vs. 0.2192 4.7711 10.1289
EXAM SCORES (ACADEMIC YEARS 2010-2013) TOPIC: BUSINESS LEADERSHIP Statistic Bachelors Masters Traditional Traditional N 6,478 1,815 6,671 1,008 2,321 8,016 Mean 49.19 51.24 53.45 71.66 70.34 70.49 SD 16.84 16.83 17.68 15.14 16.02 16.00 t-tests: Bachelors Exam Scores vs. 4.5858 14.1503 7.5838 Significantly Higher Mean Significantly Lower Mean t-tests: Masters Exam Scores t.100 =1.645 vs. 2.2706 2.2975 0.5928
EXAM SCORES (ACADEMIC YEARS 2010-2013) TOPIC: BUSINESS INTEGRATION AND STRATEGIC MANAGEMENT Statistic Bachelors Masters Traditional Traditional N 6,639 1,872 7,127 1,045 2,497 8,551 Mean 46.48 48.58 49.85 67.99 67.02 66.44 SD 17.20 17.73 18.68 16.23 17.02 16.84 t-tests: Bachelors Exam Scores vs. 4.5557 11.0198 4.2760 Significantly Higher Mean Significantly Lower Mean t-tests: Masters Exam Scores t.100 =1.645 vs. 1.5988 2.9022 2.2282
TRADITIONAL VS. ONLINE PROGRAMS T-TEST VALUES (SUMMARIZED RESULTS) SIGNIFICANT (T.100 =1.645 ) VALUES HIGHLIGHTED Significantly Higher Mean Significantly Lower Mean Topic Bachelors Masters Marketing 8.5114 2.8907 Business Finance 5.6488 2.1616 Accounting 5.8450 1.4027 Operations/Production Management 10.3210 1.1764 Human Resource Management 6.9201 0.0973 Organizational Behavior 9.7669 1.3372 Microeconomics 5.4275 3.1568 Macroeconomics 6.0277 0.3159 Legal Environment of Business 19.4502 2.5220 Business Ethics 23.3846 0.8880 Global Dimensions of Business 13.4747 1.9698 Information Management Systems 17.7307 0.1975 Quantitative Research Techniques and Statistics 18.2422 4.7711 Business Leadership 14.1503 2.2975 Business Integration and Strategic Management 11.0198 2.9022
TRADITIONAL VS. BLENDED PROGRAMS T-TEST VALUES (SUMMARIZED RESULTS) SIGNIFICANT (T.100 =1.645 ) VALUES HIGHLIGHTED Significantly Higher Mean Significantly Lower Mean Topic Bachelors Masters Marketing 5.1233 2.0583 Business Finance 3.2467 2.6131 Accounting 3.4195 2.1666 Operations/Production Management 4.5008 1.3996 Human Resource Management 3.0923 0.2374 Organizational Behavior 3.5169 2.1053 Microeconomics 2.7825 3.1152 Macroeconomics 2.8429 1.7024 Legal Environment of Business 3.6513 0.4251 Business Ethics 12.6341 3.7018 Global Dimensions of Business 4.0339 2.3832 Information Management Systems 7.3453 1.1768 Quantitative Research Techniques and Statistics 4.6459 0.2192 Business Leadership 4.5858 2.2706 Business Integration and Strategic Management 4.5557 1.5988
ONLINE VS. BLENDED PROGRAMS T-TEST VALUES (SUMMARIZED RESULTS) SIGNIFICANT (T.100 =1.645 ) VALUES HIGHLIGHTED Significantly Higher Mean Significantly Lower Mean Topic Bachelors Masters Marketing 0.6272 1.1399 Business Finance 0.6900 1.5767 Accounting 0.6230 1.9986 Operations/Production Management 3.3091 0.8442 Human Resource Management 2.0373 0.7575 Organizational Behavior 4.4286 2.2632 Microeconomics 1.0720 0.7107 Macroeconomics 1.5168 4.3050 Legal Environment of Business 14.3779 9.5816 Business Ethics 4.4886 7.0609 Global Dimensions of Business 7.7118 1.5481 Information Management Systems 7.0007 3.4289 Quantitative Research Techniques and Statistics 11.7756 10.1289 Business Leadership 7.5838 0.5928 Business Integration and Strategic Management 4.2760 2.2282
PERCENTAGE CHANGE FROM INBOUND TO OUTBOUND BY TOPIC: BACHELORS LEVEL 40 35 30 25 20 15 10 5 0 Modality Inbound Client School Sample Outbound Client School Sample Traditional 15 48 5 15 8 14 Traditional
PERCENTAGE CHANGE FROM INBOUND TO OUTBOUND BY TOPIC: MASTERS LEVEL 20 18 16 14 12 10 8 6 4 2 0 Modality Inbound Client School Sample Outbound Client School Sample Traditional 8 17 11 19 9 14 Traditional
SUMMARY & CONCLUSIONS A S T A T I S T I C A L C O M P A R I S O N O F E X A M R E S U L T S B A S E D O N P R O G R A M D E L I V E R Y M O D A L I T Y
RESEARCH QUESTION AND HYPOTHESES What, if any, differences exist with student exam results using a normed business program assessment instrument based upon the delivery modality (traditional, blended/hybrid, and online) of the academic program? H 0-1 : There is no significant difference of student program assessment exam scores between traditional and blended/hybrid academic programs. H A-1 : There are significant differences of student program assessment exam scores between traditional and blended/hybrid academic programs. H 0-2 : There is no significant difference of student program assessment exam scores between traditional and online academic programs. H A-2 : There are significant differences of student program assessment exam scores between traditional and online academic programs. H 0-3 : There is no significant difference of student program assessment exam scores between blended/hybrid and online academic programs. H A-3 : There are significant differences of student program assessment exam scores between blended hybrid and online academic programs.
TRADITIONAL VS. ONLINE PROGRAMS Bachelors: Average student scores on 15/15 topics were significantly lower (p<0.10) for traditional students compared to online students. Masters: Average student scores on 2/15 topics (Legal & Quant.) were significantly lower (p<0.10) for traditional students compared to online students. Average student scores on 6/15 topics (Marketing, Finance, Microeconomics, Global Dimensions, Leadership, & Business Integration) were significantly higher (p<0.10) for traditional students compared to online students.
TRADITIONAL VS. BLENDED/HYBRID PROGRAMS Bachelors: Average student scores on 15/15 topics were significantly lower (p<0.10) for traditional students compared to blended/hybrid students. Masters: Average student scores on 9/15 topics (Marketing, Finance, Accounting, Organizational Behavior, Micro, Macro, Ethics, Global Dimensions, and Leadership) were significantly higher (p<0.10) for traditional students compared to blended/hybrid students.
ONLINE VS. BLENDED PROGRAMS Bachelors: Average student scores on 10/15 topics (Operations Management, HRM, Org. Behavior, Legal, Ethics, Global Dimensions, IT, Quant., Leadership, and Business Integration) were significantly lower (p<0.10) for online students compared to blended/hybrid students. Masters: Average student scores on 7/15 topics (Accounting, Org. Behavior, Macro, Legal, Ethics, IT, & Quant) were significantly lower (p<0.10) for online students compared to blended/hybrid students. Average student scores on 1/15 topics (Business Integration) were significantly higher (p<0.10) for online students compared to blended/hybrid students.
PERCENTAGE CHANGE: BACHELORS Traditional students had a higher percent change between Inbound and Outbound Exams compared to online and blended/hybrid students for Business Finance, Accounting, Organizational Behavior, Microeconomics, Macroeconomics, and Business Ethics (6/15 topics). students had a higher percent change between Inbound and Outbound Exams compared to blended/hybrid and traditional students for all other topics (9/15 topics).
PERCENTAGE CHANGE: MASTERS /hybrid students had a higher percent change between Inbound and Outbound Exams compared to online and traditional students for Marketing, Human Resource Management, Microeconomics, Global Dimensions of Business, Business Leadership, and Business Integration (6/15 topics). Traditional students had a higher percent change between Inbound and Outbound Exams compared to online and blended/hybrid students for Organizational Behavior (1/15 topics). students had a higher percent change between Inbound and Outbound Exams compared to blended/hybrid and traditional students for all other topics (8/15 topics)
SOME CONCLUDING THOUGHTS education, when properly administered, is clearly an academically appropriate delivery modality for most students. /Hybrid education certainly has academic merit for both undergraduate and graduate students. Traditional program managers may want to consider instructional/educational techniques used by online and blended/hybrid programs to facilitate learning.
AUTHORS A S T A T I S T I C A L C O M P A R I S O N O F E X A M R E S U L T S B A S E D O N P R O G R A M D E L I V E R Y M O D A L I T Y
JESSICA SEDERS, MBA DIRECTOR OF QUALITY AND SERVICE SUPPORT Jessica Seders has a diverse background in business operations, child care center management, higher education, and institutional accreditation. Her undergraduate degree was in Psychology (Southern Illinois University - Carbondale). Upon graduating with her BA, she began her educational ten year career in instruction. While earning an MBA (Lindenwood University) she transitioned into her six year higher education career. Throughout her professional career, Jessica has nurtured partnerships between her higher education institutions and their communities. She has facilitated the formation of campuscommunity partnerships that enable students, faculty, and neighborhood organizations to work together to revitalize the economy, generate jobs and rebuild healthy economies. Jessica joined Peregrine Academic Services in 2013 as the Director of Quality and Service Support. In this role she performs test bank management, psychometric analysis, and reliability assurance; validation of new test banks, publication development, and materials control. She was able to bring to Peregrine Academic Services higher education experience within the accreditation process from the school s perspective.
OLIN O. OEDEKOVEN, PH.D. PRESIDENT & CEO Dr. Olin O. Oedekoven has over 35 years of leadership experience at all organizational levels from first-line leader through strategic leadership. Olin has extensive work experience in both the public and private sectors with a comprehensive background in management, business administration, and organizational leadership. Olin graduated from South Dakota State University with a B.S. in Wildlife and Fisheries Sciences. He then attended the University of Wyoming where he received a Master's degree in Wildlife Management. Olin continued his formal education with Northcentral University where he received both an MBA and his Doctorate in Business Administration with specializations in Management and Public Administration. Olin completed a postdoctoral program in human resource management. Olin is a graduate of the Army Command and General Staff College and the U.S. Army War College where he received a Master's Degree in Strategic Studies. His military experience includes senior staff, battalion command, and brigade command assignments. Olin retired from the National Guard in 2011 as a Brigadier General after nearly 33 years of military service. In his last assignment, he was the Deputy Adjutant General for the Wyoming National Guard, an organization with nearly 3,500 members. Currently, Olin is President & CEO of Peregrine Academic Services and Peregrine Leadership Institute.
PRESENTATION CITATION Seders, J. A. & Oedekoven, O. O. (2014, April). Just how good is that online or blended business program compared to a traditional campus-based program? A statistical comparison of exam results based on program delivery modality. International Assembly for Collegiate Business Education (IACBE) Annual Conference and Assembly Meeting, San Diego, CA.