This workshop focuses on sustaining online program growth through robust financial ecosystems. It emphasizes incentivizing faculty and program directors while aligning with institutional missions. Participants will identify and develop incentive structures tailored to diverse contexts to create revenue and incentive models adapted to their needs.

Developing a sustainable and comprehensive online learning ecosystem requires more than an effective curriculum, engaging pedagogy, and reliable technologies—it demands well-crafted financial models that effectively incentivize faculty and program development. Surveys and research (Betts, 2014) consistently highlight financial incentives as critical for faculty and program director engagement and growth, yet designing these models is often a complex and opaque enterprise due to the diverse nature of disciplines, programs, colleges, and institutions. A dearth of recent and robust research papers and articles in this area leads us to believe that the delivery of an OLC workshop that provides some guidance in the development of financial incentive models has value. While financial model development has traditionally been spearheaded by institutional business officers, we argue that online learning professionals with design and academic backgrounds should play an integral role in this process. Academic and design professionals are typically highly integrated in departments and colleges via teaching and/or collaborations with instructional staff. This leads to them understanding the diverse perspectives on incentives that are also driven by the current culture. They can then bring a unique cultural perspective to the incentive model development which can be more resilient than traditional models. However, a study published in 2006, Vignare et, al., mentions that some of the biggest challenges that online leaders experienced were “faculty, staffing, investment, constantly changing environments, managing quality, and support for students and faculty” (60). Our experiences have shown that faculty and program chairs are more receptive to incentive models when they feel valued and included in the development process. This collaboration uncovers “what pieces are required, how they must work together, where there may be gaps in institutional plans or resources, and the significant additional work required to make the initiative a success” (Mielke). In this presentation, we aim to share our experiences and strategies that have proven successful in building effective financial incentive models to support online programs. These models vary widely in how they incentivize stakeholders; some prioritize faculty incentives, while others focus on program incentives. Still, others incorporate institutional incentives alongside faculty and program considerations, reflecting a more holistic approach to sustainability and growth. We emphasize that the era of one-size-fits-all financial models is over, as each situation demands tailored solutions to ensure relevance and effectiveness. During the presentation, we will showcase a variety of financial incentive models and facilitate a dialogue to address key questions such as: --What are the key inputs and outputs for your financial model? --What strategies can be employed to engage faculty actively in the modeling process? --How can program staff contribute meaningfully to the development of financial models? --How do you determine which financial model is best suited for your institution and/or program? --What data collection methods are essential to ensure that the models remain relevant and responsive to stakeholders' needs over time? Our goal will be less to tell participants about financial incentive models and more to guide them through drafting one for their institution or program. The presentation material will include points of discussion and opportunities for feedback. We will start with polls asking about their position and experiences. From here we will ask the participants to form small groups to ensure breadth of feedback. They will next be asked to list the key incentives for faculty and program directors at their institutions to participate in online learning development and activity. We will provide examples from our own insights and work at different institutions for large/small group analysis and invite discussion of their own institutions' models. The groups will be asked to provide feedback within each teams and refine their models. We especially want participants to leave the workshop with ideas, processes, and best practices from other institutions. Participants will gain insights into the nuanced considerations and practical steps involved in developing, implementing, and adapting financial models that support the sustainable growth of online programs. By fostering a deeper understanding of diverse incentive structures and engagement strategies, this session aims to empower attendees to navigate the complex landscape of online education financing with confidence and effectiveness. References: Betts, K. (2014). Factors influencing faculty participation & retention in online & blended education. Online journal of distance learning administration, 17(1), 1. Mielke, L. (2020). The benefits of modeling for online education. The EvoLLLution. Vignare, K., et al. (2006). Business models for online learning: An exploratory survey. Online learning 10(2), 53-67.