This blog post was written based on a conversation between Lee Maxey and Caleb Simmons, Executive Director of Online Education at the University of Arizona.

Watch the full conversation here.

The University of Arizona underwent a significant transition in 2023 with the acquisition of the University of Arizona Global Campus (UAGC), an institution that makes quality college education accessible to adult learners through online flexible degree and certificate programs. The deal brought UAGC’s assets, faculty, and staff into the University of Arizona system. 

Caleb Simmons, Executive Director of Online Education at the University of Arizona, recently spoke with MindMax’s Lee Maxey about navigating this transition.

Global Expansion: Serving Students Beyond Borders

With the acquisition of UAGC, the University of Arizona is embracing a more global approach to education. While the university remains committed to serving Arizona’s population first, its expanded infrastructure allows it to reach students worldwide.

“We need to be thinking about education on a global level, not a micro level,” says Dr. Simmons. “We’re there to serve our state, serve our citizens of Arizona, but by building out infrastructure to serve them, we can actually think much globally and have bigger impacts.”

Integrating New Systems and Teams

The acquisition of Arizona’s global campus presented a fundamental challenge: integrating two very different educational models—Arizona’s traditional brick-and-mortar system and UAGC’s online-first approach. For Dr. Simmons, who built his career within the conventional model, this has required a significant adjustment in thinking.

“It took a while for me to stop thinking [in terms of educating 18 to 22-year-olds in a traditional classroom] and start embracing the needs of online learners, who are often working adults with very different expectations,” he says.

The acquisition has introduced a new culture to the university—one built specifically for online education. “[UAGC’s] systems are built for online learners, they’re built for post-traditional working. And it’s radical how that portion of their culture has really sort of helped me understand the landscape I’m working in more,” Dr. Simmons explains. “But then also their systems are able to be a little more nimble, a little more flexible, to be able to work with those students and provide support where they need it.”

The process of integrating these two models—both operationally and culturally—has been an ongoing negotiation. However, Dr. Simmons is optimistic about the future, seeing the integration as an opportunity to serve a broader spectrum of students, from traditional residential learners to online and global populations.

Moving Away from OPMs

As part of its transition into a fully integrated online education provider, the University of Arizona has reconsidered its relationships with Online Program Managers (OPMs). Initially, OPMs played a critical role in helping the university build its online programs, but as their internal capabilities grew, the need for these partnerships decreased.

“We’ve recently decided to move away from most of our OPM contracts because we were to the point where the revenue share didn’t make sense for us. But [without the help of OPMs in the early stages], we wouldn’t have been able to build up in the way that we did,” acknowledges Dr. Simmons.

This shift reflects a broader trend across higher education: institutions are increasingly transitioning away from traditional OPMs, opting instead to focus on building in-house capabilities and supplement them with targeted third-party vendors for specific services.

Changing Student Attitudes Toward Online Learning

The pandemic has dramatically altered how students view online education. The hastily implemented remote learning experiences of 2020 left a bad taste for many, making them wary of online programs. Dr. Simmons acknowledges this challenge but is quick to differentiate between emergency remote learning and well-designed online education. The latter, he suggests, can enhance a student’s learning experience. 

He cites his own experience as a professor of religious studies. In a traditional classroom setting, students might struggle to keep up with complex terminology, such as the Sanskrit terms he uses in his teachings. However, in an asynchronous online course, students can pause, replay, and engage with the material in ways that aren’t possible in a live lecture. Features like subtitles, quizzes, and interactive elements can create a more personalized learning experience.

The Future of Higher Education: Collaboration and Excellence

Looking ahead, Dr. Simmons is clear about the need for collaboration across institutions. He points to the University of Arizona’s relationship with other major players in the state, such as Arizona State University and Northern Arizona University, as a model for how institutions can work together rather than compete.

In an era where “mega universities” dominate the conversation, Dr. Simmons believes there will still be room for smaller, specialized institutions. These schools can serve niche populations that larger universities might overlook and offer diverse educational experiences.

As higher education continues to evolve, the ability to navigate transitions will be critical. For Dr. Simmons and the University of Arizona, the key to success is maintaining a clear focus on students and their success, no matter how the landscape shifts.

“We really keep students at the forefront, and I think it’s given us a North Star to be able to work toward,” he says. 

Let MindMax help you navigate transitions and reach your students in new, meaningful ways. Reach out today to learn more.