I’ve had several questions from students about Athabasca
University’s undergraduate instructional model following a
recent article (including
several follow-on letters that are not available online) in the Athabasca
Advocate. In short, AU appears to be about to replace the tutor model to a call-centre model. Here is the low down as
far as I can tell.
Athabasca currently offers undergraduate courses using two
models: the tutor model and the call centre model (sometimes called the student
support centre model).
- Tutor Model: Students are assigned an individual academic, sometimes
a full-time faculty member and sometimes a part-time tutor. Students use the
course materials (e.g., an online study guide that replaces traditional
lectures plus textbooks and other readings) and then interact with the academic
as needed (e.g., asking questions, discussing material, clarifying assignments)
and the academic also marks the students’ assignments.
- Call centre model: Students get the same course materials
but send queries to a call centre. The support staff in the call centre try to
filter out so-called administrative questions and then generate tickets (i.e.,
service requests) that get sent an academic expert to answer. Academic experts
can be full-time faculty or part-time tutors. Academic experts also do marking.
The most obvious difference between the two models is the
level of student access to academics. The tutor model offers reasonably direct
access by phone or email and the academic can also initiate contact with a
student who is struggling or lagging. By contrast, the call centre model
requires students to go through the call centre and academic experts cannot initiate contact
with students.
Proponents of the call centre say there is little difference
in student satisfaction or outcomes. Of course, most of this research is done
by proponents of the call centre model and not everyone agrees with their
conclusions. A
recent survey by the Athabasca University Students’ Union shows
widespread resistance to the call centre model among students.
Proponents of the tutor model have
a number of concerns about the call centre. This student’s comments outline
many of the concerns:
Currently I am in a business class and when I called twice
into the call center for assistance, no reply was given for a week. By the time
I had received a response I had forgotten why I had called in the first place
and had to search my papers for a prompt to remind me with an annoyed Athabasca
University representative waiting impatiently on the phone. Even still, when
the call ended I had forgotten other questions I had intended to ask and had to
call back.
One example is not conclusive evidence of a problem by any means. But there are lots of similar stories about the technology of the call centre impeding learning.
So why use call centre technology then?
Cost is the main reason. After experimentation in the 1990s,
the Faculty of Business adopted the call centre for all of its undergraduate
courses about 10 years ago. Under the tutor model, the teaching cost in the Faculty
of Business was about $1.5m. The call centre “saved” about $700k, although it
is not clear whether that accounts for the additional costs associated with
operating the call centre (I’m working from memory—I’d be happy for
documentation if anyone has it).
Of course, “cost savings” is just a euphemism for “reduced
tutors’ wages”. Under the tutor system, tutors get a fixed amount of money per
month to teach a class plus piece-rate pay for marking. Under the call centre
model, the tutors get paid by the minute for teaching plus piece-rate pay for
marking.
Proponents of the call centre say the call centre is more
efficient: academic experts don’t spend time answering “administrative”
questions. In my experience, the number of purely administrative questions I
get from students is negligible.
Those administrative questions I do get often open the door
to academic discussions. For example, when a student asks “what is the format
of the final exam?” (a seemingly administrative question), that is an
opportunity for me to probe their readiness for the exam (e.g., “so, are you
comfortable with concepts like the commodification of labour?”). The call
centre model obstructs teachable moments like that.
I’ve taught in both models and, while this will likely anger
some of my colleagues, my experience is that the call centre model is a lousy
way to teach and learn. There is less interaction between students and
academics (70-80% less according to
call centre proponents!). The teaching is
almost always reactive--no teaching happens unless a student calls and successfully
gets past the call centre (only 20-30% of the time!). And there is often a lag
between a question and a response. Much like any call centre experience (e.g.,
trying to resolve an issue on your cable bill), it is a frustrating experience.
And this frustration means students don’t call—which saves the university
money!
It is also a lousy way to work. The university grinds tutor
wages by disputing the minute-by-minute time sheets they must submit. Some
activities—like ongoing professional development—is not compensable. And the
entire process is alienating for Athabasca’s tutors who are being treated as
disposable workers.
Until recently, the call centre was limited to the Faculty
of Business (plus a small number of other courses). Then, in the spring of
2012, the then-VPA quietly announced that the call centre would be rolled out
across all courses starting in September in order to save $1 million.
This decision was never presented to the university’s General Faculties Council because it was an “administrative” rather than an “academic” decision. We’d obviously call bullshit if a health bureaucrat overruled a doctor’s treatment decision to save some cash on the patient's back and this is no really different. Clearly cost-driven and quite fundamental pedagogical change was (and is) afoot with no academic oversight.
Academics resisted this change and it stalled. Presently the issue is languishing in a subcommittee of a subcommittee of General Faculties Council.
Yet, at the same time, the Faculty of Science and Technology is apparently implementing the call centre so it looks like our current university administrators remain hell-bent on implementation in order to resolve the university’s financial woes.
While academics continue to push back, it is unlikely academics alone will be successful in preserving the tutor model. Frankly, only students have that kind of power.
One of the most troubling unknowns about AU’s intent to move wholesale to the call centre model is whether other universities will continue to accept Athabasca University courses for transfer. This is important because somewhere around 25% of Athabasca course registration (~19,000) are by “visiting” students—students who pick up 1-3 courses to help them complete a degree elsewhere. Another 36% of registrations (~27,000) are non-program students—many of whom will take their AU courses to another institution for credit at some point (i.e., they are undeclared visiting students).
Currently, Faculty of Business courses seem to transfer well enough. But I suspect academics at receiving institutions have no idea that these courses are “taught” via the call centre model. That will no longer be the case if all courses AU are taught via the call centre.
While the government of Alberta may be able to pressurize Alberta institutions into recognizing call-centre courses, only about a third of visiting students are from Alberta. Another a third of visiting students come from Ontario and the government of Ontario has no reason to pressure its institutions to accept call centre courses.
As 50% of Athabasca’s revenue comes from tuition, any enrollment losses among visiting students are devastating. Ontario’s recent announcement that it is setting up its own online consortium may well make Ontario school less likely to accept AU credits, especially if AU gives those institutions the perfect pretext by making the credits look dodgy “degree-mill” credits earned from a call centre.
-- Bob Barnetson
Edit: A number of people have asked me how they can express
their concerns about the call centre model.
AU’s Board of Governors has the power to stop the call centre and you may wish to email the Board Chair (Barry Walker) via the University Secretary (Carol Lund):
caroll@athabascau.ca .
My own experience dealing with the Board is that they are more likely to respond to you if you copy your email to the Athabasca University Students Union (
ausu@ausu.org) and perhaps the Minister of Advanced Education (Dave Hancock):
edmonton.whitemud@assembly.ab.ca .
For those of you who prefer to tweet, here are some useful hashtags: #abpse #AthaU @DaveHancockMLA
For those of you who are old-school, you could also write a letter to the editor of the Athabasca Advocate: vannand@athabasca.greatwest.ca .