Aligning Institutional Resource Commitment with Strategic Pedagogical Development to Create Online Distance Learning Provision in UK HEIs

Khaleel, Fawad; Harte, Patrick; Avdukic, Alija; Bonnett, Matthew

Abstract

Purpose:
This study explores the various models influencing online distance learning growth in UK Higher Education Institutions (HEIs) due to the evolving politico-socio-economic environment and traditional educational challenges. It aims to understand their effects
on teaching methods, resource allocation, and time investment. The research involves semi-structured interviews with 25 senior academic and management personnel involved in online education. The study uses theme analysis to understand current tactics and content generation processes, their benefits and drawbacks. The findings offer valuable insights for HEIs to align their resources with strategic pedagogical
growth in online distance learning.

Design and methodology:
Network and referral sampling techniques were employed to access individuals with direct experience in developing online provision within UK higher education institutions (HEIs). To understand institutional responses to political and socio-economic shifts, as well as declining international student enrolment, semi-structured interviews were
conducted with 25 senior academic and management staff from UK HEIs. The data were then manually analysed using thematic analysis, enabling an in-depth, nuanced interpretation through iterative reading and theme refinement. This study offers a comprehensive overview of the strategies adopted by UK HEIs, aiming to support strategic decision-making in online distance learning.

Findings:
The results of this study demonstrate that UK Higher Education Institutions (HEIs) use a wide variety of methods to create online distance learning programmes. An examination of semi-structured interviews reveals the diverse procedures involved in content production for each model. The selected models have varying effects on the advancement of teaching methods, allocation of institutional resources, and time dedication. The benefits of this approach include increased adaptability and ease of use, while the drawbacks are difficulties in obtaining resources and possible limits in
teaching methods. This study provides a fundamental paradigm for integrating institutional resources with strategic pedagogical growth, delivering useful insights for HEIs who are considering or actively involved in online distant learning.

Originality/value:
This study is unique because it explores and examines the many approaches used by HEIs to construct online distance learning programmes. The research addresses the contemporary political, social, and economic context and the problems faced by traditional educational paradigms. It makes a unique contribution by conducting interviews with senior academic and management personnel who are actively involved
in online education. An examination of the lived experiences provides detailed insights into the processes of content production, as well as the benefits and drawbacks of each model. This study is the first complete analysis that establishes an original basis for aligning institutional resources with strategic pedagogical growth in the ever-
changing landscape of UK HEIs.

Citation

Khaleel, F., Harte, P., Avdukic, A., & Bonnett, M. (2025). Aligning Institutional Resource Commitment with Strategic Pedagogical Development to Create Online Distance Learning Provision in UK HEIs. Education and Training, 67(4), 524-542. https://doi.org/10.1108/et-02-2024-0074

• Journal Article Type: Article
• Acceptance Date: Mar 26, 2025
• Online Publication Date: Apr 18, 2025
• Publication Date: 2025
• Deposit Date: Mar 26, 2025
• Publicly Available Date: Apr 24, 2025
• Journal: Education + Training
• Print ISSN: 0040-0912
• Publisher: Emerald
• Peer Reviewed: Peer Reviewed
• Volume: 67
• Issue: 4
• Pages: 524-542
• DOI: https://doi.org/10.1108/et-02-2024-0074
• Keywords: Distance learning, Pedagogical development, Content creation, Online provision, Resource commitment
• Public URL: http://researchrepository.napier.ac.uk/Output/4188708