While online education is quite common these days, the fees are something you do not hear or find much of information about. In comparison, many people have a pretty good idea about how much a traditional college education costs. A number of factors may determine the tuition for traditional colleges. Some of these factors are whether the school is private or public, and the reputation and prestige of the school. The program and area of study and how much in demand it is are also aspects that may be indicators of tuition. Even if people do not have a general idea about the costs of obtaining an education through a traditional educational institution, there are plenty of resources available, so it is not really difficult to acquire information about tuition fees for traditional education. This is not the case for internet tuition fees, where there is plenty of general information about online programs, but information about online tuition is not quite as abundant.The truth is, just as with the tuition fees of traditional educational programs, online tuition fees can vary. Generally, public schools cost much less than private schools, however, with when it comes to online education tuition fees, some public schools increase their tuition fees because of the convenience associated with obtaining an online education. Internet education tuition of programs that are in demand and popular may be higher than average. Online tuition varies by program and institution. However, there are other costs associated with education that one should consider. Online education does not require relocation to campus or even transportation costs associated with commuting, so one would save on accommodation costs and the costs of travelling back home. Another benefit of online education is that it allows you to work or hold a job while completing studies, as online education allows for more time flexibility. This is beneficial as even though online education tuition fees for a program might be close to the tuition for an equivalent program that is offered through traditional means, the income through the job can greatly ease the financial burden. When considering any type of education and the costs associated with it, it is important to note down all the costs besides the tuition fees, in order to get a good idea of the overall cost of the education. For some individuals an online education might be the better option, while for others, attending a traditional program might be the better option.
IntroductionThe focus of entrepreneurship and innovation education and research at institutions of higher education ipso facto implies a wish to enhance the quality of graduate and post-graduate business venturing prospects as well as business know-how in the normally pre-entrepreneurial stage. This should happen within a sense-making framework that integrates the research and education agenda for graduate entrepreneurship. Further, an entrepreneurship and innovation education and research approach should be followed that guide the content of the competitive landscape in which the prospective entrepreneur will function and not lag behind and thereby looses its relevance.Of particular importance to entrepreneurial education lies the ability of institutions of higher education to shift and circulate information and technologies across faculties despite different academic disciplines, professional codes, and academic language that act as academic venture boundaries. These boundaries frustrate the need to integrate entrepreneurship education throughout a higher education institution, thus inhibiting the smooth functioning of entrepreneurial education. Thus, a need exists to overcome these barriers by amalgamating the various faculties socially across faculties whereby entrepreneurial educators could play “bridging roles” by acting as “boundary spanners” between faculties and forming close cohesive networks through the whole institution. This will enable educators in entrepreneurial higher education to link otherwise unconnected faculties to facilitate the development of unique knowledge and access to special knowledge and opportunities. This create an advantage over the traditional structural design where educators were only part of a specific faculty cohesive group.In the new economy, technology and knowledge production on which it is based, have become an intrinsic part of the economy. As a result, it may be envisaged that education and research in institutions of higher education will need to support the whole technology development process, which also include the process of innovation. In this regard, it may be more appropriate to develop education and research policies that addresses the whole technology-innovation chain instead of merely the research-development chain, as the research-innovation chain involves taking ideas, turning them into technologies and taking these, through research and development, out of the laboratory and proving them in real-world situations.PurposeThe aim of this paper is to propose an educational governance framework for entrepreneurship and innovation at institutions of higher education to foster the upgrading of entrepreneurial competencies in students whilst preserving the traditional academic competencies of students and the provision of unique entrepreneurial opportunities to students to perform entrepreneurial tasks.Non-boundary governanceFirstly, with regards to the governance of entrepreneurship education at higher education institutions it is proposed that it should be managed by an “inter-faculty-inter-industry committee” (boundary-spanning leadership is provided) in order to achieve a greater measure of integration (common building blocks is created) in terms of generic entrepreneurial skills requirements that cross over academic disciplines, whilst simultaneously making provision for the unique disciplinary requirements and needs of specific disciplines. This implies a shift away from the traditional independent faculty approach (functional myopia) which lacks commonly shared interests that is adopted by most universities and substituting it for a new re-configured structure able to create entrepreneurial value through a holistic, yet focussed approach (integrated birds eye view) among various faculties. This largely represents the antithesis of the traditional academic governance approach followed at the majority of institutions of higher education. However, it is considered necessary, as it is able to strike out higher potential for entrepreneurship and innovation directions through the whole academic supply chain. In essence a virtual horizontal department – operating on the basis of value chains – is created, without necessarily increasing the staff operational cost to the institution. Creating a virtual horizontal department will ensure that all employees (lecturing staff) interpret the market signals better, and ensure that customer and entrepreneurial concerns become known to all faculties, regardless of their function in the university leading to a better customer focus. By establishing an inter-faculty-inter-industry committee, opportunity is created for healthy and critical curriculum content debate (knowledge interaction), whilst module developers become better informed on borderline subjects and aspects. Even more essential is the protection that will be provided to ensure that the disciplinary, inter-disciplinary and trans-disciplinary entrepreneurship field of study is not vulnerable to the “tactic of isolation” by claiming academic ownership in one faculty.Secondly, entrepreneurship and innovation cannot flourish within institutional isolation. Cross-fertilisation of national and international academic and industry business networks is required not only to build leading edge relevant curriculum content, but also to keep up to date with the dynamics in the field. In this regard it would be important to create entrepreneurial knowledge champions in each of the faculties, whilst still operating under the academic guidance of an Entrepreneurial Centre of Excellence that could coordinate all activities and ensure proper co-operation between faculties. In essence, the Entrepreneurial Centre of Excellence’s focus is to orchestrate the entrepreneurial functions in all the faculties. This will further ensure that the “big divide” in entrepreneurial education between faculties is largely eliminated. With regard to its functions within the institution the Entrepreneurial Centre of Excellence’s role could be to:·Establish an operating and repertoire-building entrepreneurship and innovation education framework and technique approach applying to real-time methodologies;·Facilitate new entrepreneurial and innovation horizons for the institution through the diffusion of new information, the establishment of dialogue processes, and the exploration of new required dynamic capabilities;·Build entrepreneurial talent for intellectual entrepreneurship leadership; and·Establish bonding entrepreneurial networks that form the nucleus of the core of the university’s entrepreneurial value system through web-connectivity, conferences and seminars, mobilising critical mass of people for innovation and the management of Memorandums of Understanding.ConclusionThis paper emphasised the need to create governance mechanisms that could properly address the disciplinary, interdisciplinary and trans-disciplinary nature of entrepreneurial education in higher education institutions. It proposed the establishment of a joint-responsibility structure able to span the entrepreneurial holes in institutions of higher education whilst receiving guidance from a centrally Centre of Excellence that could coordinate all entrepreneurial education and ensure cooperation by all academic faculties. Implementation of these proposals could be done at minimum cost to the institution.