Administration, university and

, 158–160

Agenda, for feedback meeting

, 75

Alumni

, 159

of Master’s in HR program

, 162

students

, 160

and business professionals

, 162

Asynchronous technology

, 182, 188

Audit form, organizational assessment and

, 127–132

Babson Survey Research Group Survey

, 9–10, 38

Barriers to the creation of swift trust in virtual teams

, 105–114

individual barriers

, 106–107

organizational barriers

, 107–108

team barriers

, 109–110

technological barriers

, 108–109

Bill & Melinda Gates Foundation

, 35–39

Brick-and-mortar institutions

, 39

Brown’s School of Professional Studies (SPS)

, 18

Brown University

, 18–19

Business professionals, alumni students and

, 162

CEUs. See Continuing education units (CEUs)

Civic responsibility

, 5, 46, 158–159

Client

communication with

, 135–136

and community

, 163–164

consultant relationship closure

, 139–143

first draft of the consulting work to

, 136–138

resetting goals and expectations

, 138

Client–consultant calls

, 121

Client–consultant relationship development

, 101–103

Client-organizations

, 151–153

in Master of Science in Human Resources (MSHR)

, 152–153

Client’s and consultant’s assumptions

, 100–101

Collaboration platform

, 63–64, 89, 94, 99–100, 111–112, 126, 133–134, 169–170, 171–173, 181–182

Columbia University

, 19–20

Columbia Video Network

, 19–20

Communication

with client

, 135–136

face-to-face

, 63

Community, client and

, 163–164

Community college students

, 2

Community involvement

, 5, 52

Community partners

, 5–6, 46, 48–49, 51, 52, 54, 155–156, 173–174

Community service

, 4–6, 45, 46–47, 49–50, 155–156, 158–159, 187

activities

, 5

traditional

, 155–156, 173–174

Competencies, clear statement of

, 177–178

Confidentiality

, 63–64, 172–173

Consultancy

goals of

, 68

people involved in

, 68

preparing for

, 122

stages of

, 68–77, 121

Consultant

effective

, 59–60

external

, 60–61, 62

internal

, 60–62

self-reflection

, 142–143

skills and experience

, 125

students as

, 77–80

traits and skills

, 59–60

Consulting

for-profit vs. not-for-profit organizations

, 66–67

in-person vs. virtual

, 63–64

internal vs. external

, 60–62

model, HR-related projects

, 148–150

pro bono vs. paid

, 64–66

stages

, 67–77

action

, 76

data collection and diagnosis

, 72–73

entry and contracting

, 69–72

evaluation and withdrawal

, 76–77

feedback and design for action

, 73–76

Consulting process

addressing low client and student engagement

, 132–134

client’s resistance to change

, 134–135

compliant client

, 135

Consulting project draft

, 138–139, 140

Consulting team

, 87–100

consultant

, 97–100

student teams

, 97–100

faculty

, 89–91

project manager

, 91–94

job description

, 95–96

selection

, 91–94

team leader

, 94–97

job description

, 98–99

Continuing education units (CEUs)

, 22

Contract

entry and

, 69–72

formulation

, 71

ground rules for

, 71–72

learning

, 122, 172–173, 181–182, 188

Conventional control mechanisms

, 107–108

Cornell University

, 20

Corporate social responsibility

, 162

Course release

, 168, 174

Creators’ intention

, 10

Credibility establishment

, 103–104

Credit-bearing course

, 46

Critical analysis

, 52

Critical thinking

, 147–148

Cultural factors

, 109

Dartmouth College

, 20–21

Defensive routines

, 107

Dewey’s theory

, 46

Digital learning

, 39

Distance education

current trends in United States

, 9–23

outside the United States

, 33–40

Distance learning program, phone-based

, 15

Doctor of Physical Therapy program

, 40

e-Consulting

, 51–52, 87

benefits of

, 156–158

faculty

, 160

project manager

, 160–161

team leaders/students

, 161–163

university and administration

, 158–160

initiative in an online degree program

, 147–150

legal considerations

, 173

limitations

, 170–173

model

, 80–82, 119, 150

plan for long-term sustainability

, 168–169

problem-solving environments with

, 56

projects

, 147–148

student, client, and faculty satisfaction

, 164–168

eCornell program

, 20

Education development

, 26–33, 36–38

education 1.0

, 28–29

education 2.0

, 29

education 3.0

, 29–31

education 4.0

, 31

education 5.0

, 31–33

EdX

, 11, 12

Effective consultants

, 59–60

e-Learning market

, 16–17

Emotional web

, 25–26

Emotiv Systems Inc.

, 25–26

Employee, marketability and social responsibility

, 56

Employment and wages

, 3

Engagement

client and student

, 132–134

community service

, 51–52

e-Service learning

, 5–6, 46–52, 56, 159

benefits of

, 53–56, 155–156

communication

, 181–182

components

, 179, 188

consulting projects

, 117

cost

, 169–173

courses

clear statement of competencies

, 177–178

design

, 183–185

digital access

, 51–52

employee marketability and social responsibility

, 56

initiatives

, 177–180, 188

limitations

, 170–173

metrics of success

, 185–187

opportunities

, 174

people, roles and responsibilities

, 180–181

program

, 174

projects by degree level

, 79

skills acquired through

, 55

technology

, 182–183

typology

, 47–50

value of

, 55

Expert skills (expertise)

, 59–60

External consultants

, 60–61, 62

External consulting vs. internal consulting

, 60–62

Extreme Service-Learning

, 50

Face-to-face communication

, 40, 63

Faculty, e-consulting

, 160

Fathom

, 19

Flawless Consulting (Block)

, 102

For-profit organizations vs. not-for-profit organizations

, 66–67

Gamification

, 40

Gen Z

, 31–32

Grading rubric

, 91, 92

Graduate school students

, 2

Ground rules, for contracting

, 71–72

GuideStar.org

, 89–90

Harvard University

, 21

Higher education institutions, online-learning enrollments in

, 45–46

Human Resources (HR)

, 163–164

consultants

, 147

e-consulting course

, 127–132

projects, consulting model

, 148–150

See also Master of Science in Human Resource (MSHR)

Hybrid Type I

, 47–48

Hybrid Type II

, 47–49

Hybrid Type III

, 47–48, 49–50

Hybrid Type IV

, 47–48, 50

ILN. See Interactive Learning Network (ILN)

In-person consulting vs. virtual consulting

, 63–64

In-person service-learning

, 155–156, 173–174

Interactive Learning Network (ILN)

, 15

Internal consultants

, 60–62

Internal consulting vs. external consulting

, 60–62

Internship

, 163

Ivy Leagues

, 17–23

students

, 2

universities

Brown University

, 18–19

Columbia University

, 19–20

Cornell University

, 20

Dartmouth College

, 20–21

Harvard University

, 21

Princeton University

, 21–22

University of Pennsylvania

, 23

Yale University

, 23, 40

Job seekers

, 162

internship & student

, 163

Learner-centered approach

, 3–4

Learner-centered higher education system

, 3–4

Learning

habits

, 28

See also specific types of learning

Learning Agreement

, 175

Learning Contract

, 122, 172–173, 181–182, 188

Legal considerations, e-consulting

, 173

Massive open online courses (MOOCs)

, 10, 11–13, 21–22, 23

advantages

, 13

disadvantages

, 14

dropout rates

, 14

Mass-scale distance education

, 39

Master of Health Care Delivery Science

, 21

Master of Liberal Arts in Extension Studies

, 21

Master of Science in Human Resource (MSHR)

, 147–150

client-organizations in

, 152–153

e-consulting initiative

, 153

program at Western Carolina University

, 151–153

Medical schools

, 40

Meeting

agenda for feedback

, 75

one-on-one

, 63

Purpose of the Meeting

, 73

Millennial generation learners and workers

, 56

MITx platform

, 12

MOOCs. See Massive open online courses (MOOCs)

MSHR. See Master of Science in Human Resource (MSHR)

Multi-course certificate programs

, 20

Nanodegrees programs

, 42

National Center for Education Statistics (2016)

, 2–3

“The next web”

, 25–26

Non-profit corporations

, 66

Non-profit executive directors

, 64–65

Non-profit organizations

, 65, 66

Not-for-profit organizations vs. for-profit organizations

, 66–67

On-demand learning

, 13

One-on-one meetings

, 63

Online courses

, 10

service-learning in

, 80–82

Online degree program, e-consulting initiative in an

, 147–150

Online education

, 10, 33, 35–39, 46–47

Online environments, building relational bonds in

, 110–112

Online learning

, 51–52

limitations

, 53–55

Online schools

, 40

Online service-learning

, 56

Online students

, 150–151

Open distance education universities

, 35

Organizational barriers

, 107–108

Organizational leaders

, 59–60

Paid consulting vs. pro bono consulting

, 64–66

Pedagogy, service-learning as

, 53

Personality-based trust

, 106

Pew Research Center survey (2016)

, 3

Philadelphia College of Osteopathic Medicine

, 40

Phone-based distance learning program

, 15

Press release

, 121, 141

Princeton University

, 21–22

Pro bono consulting vs. paid consulting

, 64–66

Project Manager

, 91–94, 180

e-consulting

, 160–161

job description

, 95–96

selection

, 91–94

Psychosocial trait

, 105

Publicity

, 159

Reading habits

, 28

“Read-Only” web

, 23–24

“Read-Write-Publish web” era

, 24

Reflection papers

, 185

end-of-course

, 165–167

self

, 142–143

Remote technology

, 40

Retention, student

, 53

Risk-taking behavior

, 107

Samepage

, 63, 171–172, 182

Samepage.io

, 169–170

virtual chat

, 170

Self-fulfillment

, 160

Self-reflection

consultant

, 142–143

students

, 185

Self-reflection paper

, 142–143

Semantic Web

, 24–25

Semester-long courses

, 78

Service. See specific types of service

Service-learning

, 53–55, 159

defined

, 158–159

definition

, 45–46

enhance relationships

, 53

in-person

, 155–156, 173–174

offerings in online environments

, 46–47

in online courses

, 80–82

as pedagogy

, 53

practices, traditional

, 183, 188

practitioners

, 46–47

traditional

, 46, 48

value of

, 55

See also E-service learning

Skills

acquired through e-service-learning

, 55

expert

, 59–60

Small Business Administration’s website

, 89–90

Social responsibility

, 5, 56, 151, 159

corporate

, 162

Student

as consultants

, 77–80

retention

, 53

self-reflection

, 185

Student–consultant

, 55, 101–102

teams

, 117

Swift trust

, 104, 105

situations

, 107

in virtual teams

, 105–114

client commitment

, 112–114

individual barriers

, 106–107

organizational barriers

, 107–108

team barriers

, 109–110

technological barriers

, 108–109

Symbiotic educational relationship

, 51–52

Synchronous communication

, 172, 174

Synchronous technology

, 182, 188

Taproot Foundation

, 65

Team leader (consulting team)

, 94–97

job description

, 98–99

Team leaders/students, e-consulting

, 161–163

alumni students and business professionals

, 162

internship & student job seekers

, 163

Technology

asynchronous

, 182, 188

based tools

, 54

e-service learning

, 182–183

remote

, 40

synchronous

, 182, 188

Three-step e-consulting model

, 117

action

, 120

communication with the client

, 135–136

consultancy preparation

, 122

during the consulting process

addressing low client and student engagement

, 132–134

client’s resistance to change

, 134–135

compliant client

, 135

discovery and dialogue

, 119–120

entry and contracting

, 119

evaluation and withdrawal

, 120–122

feedback and design for action

, 120

first “meet & greet” call with the client

, 122–132

call preparation

, 122–124

client’s needs and expectations

, 125

consultant’s skills and experience

, 125

organizational assessment and audit form

, 127–132

post-consulting implementation and client–consultant relationship closure

, 139–143

closing the relationship

, 140–141

consultant’s self-reflection

, 142–143

ensuring successful implementation

, 139–140

presenting the final consulting project draft

, 138–139, 140

presenting the first draft of the consulting work to the client

, 136–138

dealing with the client’s demands

, 137

resetting goals and expectations

, 138

Traditional community service

, 155–156, 173–174

Traditional distance learning models

, 33

Traditional service-learning

, 46, 48

Traditional service-learning practices

, 183, 188

Trust

development

, 104–114

personality-based

, 106

See also Swift trust

TXT

, 63

Udacity

, 11, 12

United States

current trends in distance education

, 9

distance education outside the

, 33–40

growth rate of online enrollments in

, 9–10

higher education institutions, online-learning enrollments in

, 45–46

University

and administration

, 158–160

Brown University

, 18–19

Columbia University

, 19–20

Cornell University

, 20

Harvard University

, 21

Princeton University

, 21–22

Yale University

, 23

See also specific types of university

University of North Carolina Engagement Report (2015)

, 45

University of North Carolina system

, 148–150

University of Pennsylvania

, 23

University’s McGraw Center for Teaching and Learning

, 21–22

Virtual consulting vs. in-person consulting

, 63–64

Virtual environment, challenges of working in

, 109

Virtual teams, swift trust in

, 105–114

Volunteerism

, 4–5

Web development

, 24–26, 34–35, 36–38

1990–2000. Web 1.0

, 24

2000–2010. Web 2.0

, 24–25

2010–2020. Web 3.0

, 25

2020–2030. Web 4.0 and 5.0

, 25–26

WeFeelFine.org

, 25–26

Western Carolina University, MSHR program at

, 151–153

Workforce, highly-skilled

, 1–2

Yale University

, 23