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In recent years, universities have been forced to cut resources and even programs that are not enrolling and graduating enough students. To exacerbate the situation, academic programs are experiencing increased competition from in state and out-of-state online institutions that are encroaching into their service areas. In addition, the pressure to increase access and improve learning outcomes while reducing costs is intensifying. University administrators recognize the need to expand online program offerings in order to remain competitive and even survive. While some programs are responding to the call, faculty resistance hampers their ability to put their entire programs online. This article presents a case study of academic program market saturation, describing a fledgling doctoral program and the efforts of a small group of pioneering faculty, determined to continue its growth, by taking it online. A discussion of faculty readiness and future directions are presented, as well as ideas to help move faculty from inaction to action, and for adopting a system-wide culture of high quality e-learning.

CHANGING THE CULTURE OF E-LEARNING IN HIGHER EDUCATION: MOVING FACULTY FROM INACTION TO ACTION