Benchmarking for quality in distance learning remains inconsistent across post-secondary institutions, said Richard T. Hezel, president of the education consulting firm Hezel Associates, in a "Benchmarking for Quality in Distance Learning" study produced with the support of the National University Telecommunications Network (NUTN).

The study found that 54 percent of participants use benchmarking to measure their institution’s distance learning programs against those at similar institutions. Among those who report benchmarking, few similarities exist in the types of data being benchmarked or the types of institutions against which they benchmark.

Presenting the findings at the recent NUTN 2005 conference in San Francisco, Hezel noted that the goal of the distance learning benchmarking study is to assist college and university distance learning organizations in building their own benchmarking capacity. "Industry has been using benchmarking to measure internal progress and external standing for years," Hezel said. "Providing higher education institutions with a measurement tool to evaluate their distance education programs will benefit the institutions and the students they serve."

The initial survey was designed to examine, in detail, how quality is defined and measured in four assessment areas associated with distance learning: administrative, academic, student support, and student outcomes. Some of the strongest results occurred in the administrative assessment section of the survey. Respondents ranked enrollment, finance, and technological capacity as the three most important administrative assessment areas to their institutions. The percentage of respondents indicating they are measuring these three assessment areas varies greatly for both internal and external benchmarking. Enrollment is measured more than any other assessment area - 97 percent of respondents collecting data for internal use and 57 percent for benchmarking. Just 32 percent of respondents reported benchmarking data on technological capacity while 16 percent benchmark finance.

"The results of our initial study reveal how benchmarking is currently being used," said co-presenter Josh Mitchell, benchmarking project coordinator. "Now we’re excited to move into the second and third phases which will ultimately allow us to provide participants with a tool for internal and external benchmarking." Based on the results of the initial survey, to which more than 65 institutions responded, participants will complete a follow-up survey designed to clarify the types of data related to distance learning collected by institutions. NUTN and Hezel Associates are now in the developmental stages of an instrument that will aid participants in benchmarking by helping them measure their progress and identify where they stand against peers and competitors. They can then use this information for improvement.

For more information about the Benchmarking for Quality in Distance Learning study, or to join the study, see www.hezel.com/benchmarking.