You are on page 1of 5


Journal Entry Final Reflections

Laura Howard
University of Maryland University College

Initial Reflection

Reflecting back on my initial expectations for this course has revealed that I have

gained more knowledge, ideas and business perspectives that I can apply to my current

position as a Continuing Education Program Coordinator. One way that this has been

achieved was by developing all the components needed for a business case. The institution

where I work at also has a template that we use to initiate a business case, so this topic was

very relevant to my associated work tasks. Understanding the importance of all the

components involved in developing a business case, such as identifying the target market,

stakeholders, customers and financial factors helped to assess everything involved to advocate

a successful proposal. Also, coincidently, I have worked on developing a business case in the

past to initiate a new online scholarship application resource, so this has helped me realize the

importance and why all these components are needed to be researched, aggregated and


Most Enjoyed

DEPM 622 included two tasks that I enjoyed working on during the course. One of the

enjoyable tasks was developing the elevator pitch for one of the journal entries. I do not recall

working on one of these previously so I am glad I gained the experience to use this for future

business cases. Developing an elevator pitch is a part of a career development class that is

taught at my institution, so now I feel more confident with understanding its usefulness. The

other task that I enjoyed the most was working on the business case activity, because it is

relevant to tasks in my current position. I feel that this is an essential skill to be able to

develop and present for any education administrator.

Least Enjoyed

The DEPM 622 provided a wealth of knowledge and insight that should help to

advance my professional expertise, however there was some things that I did not enjoy. I did

not enjoy doing the market research for the business case. This is because there is not a lot of

information available that I need and it is challenging to ensure that it is relevant and

meaningful to the business case. I also did not enjoy doing the financial aspects of the

business case because it is difficult to identify where funding sources may be coming from,

the estimated amounts and what will be used.

Room for Improvement

The DEPM 622 class does not need any major improvements, however, if I was to

choose an area of improvement it might be to show some more examples or insight on the

financial developments for the business case. This is something that is challenging in my

business case because of its complexity in determining the estimates and resources. Also,

some the content in the class may need to be updated or corrected in the Assignment content. I

believe all the topics were relevant to the DEPM 622 course and balanced in how they were

presented. I liked most of the readings and media because they were understandable and

relevant to the topics presented. I would not remove any of the topics because the content all

applied to the discussions and were relevant to the assignments.


The DEPM 622 outcomes appear to have been achieved. This is especially relevant to

the outcome topics of marketing, roles of distance education, value chain analysis, the

importance of partnerships, stakeholders and customers, industry, international content and

business practice (University of Maryland University College, n.d.). This was contributed by

the readings provided and participating in the assignment and activities for the course.

Learning about the student as a customer was a very influential outcome, which is highlighted

by this statement from Guilbault (2017) “instead of continuing to debate whether students are

customers perhaps what needs to be considered is how to best treat them as customers (and

not lose academic integrity)” (p. 297). I feel that I have gained the knowledge and experience

that I needed from DEPM 622 to proceed further with practicing the business of distance

education and e-learning.

Media – “Students and Patients Are Not Customers” (Continuum, 2015)

Referring to the student as a customer is a debatable topic. This video narrated by

Anthony Pannozzo gives a brief perspective on how to reassess the term customer by looking

at the type of experience that you want a student, or patient, to associate to your organization,

company, facility, etc. (Continuum, 2015). The Continuum (2015) video is also relevant in the

terms of identifying education as a business because it explains that you should examine how

you are defining the experience that you want the student or patient to have and aligning that

with the business goals and mission.



Continuum. (2015, June 4). Students and patients are not customers [Video file]. Retrieved


Guilbault, M. (2017). Students as customers in higher education: The (controversial debate

needs to end. Journal of Retailing and Consumer Services, 40, 295-298. Retrieved




University of Maryland University College. (n.d.). DEPM 622 9040 Business of distance

education & e-learning (2192) DEPM-622 [Course syllabus]. DEPM 622-9040, Spring

2019, [Business of distance education & e-learning (2192) DEPM-622]. Master of

Distance Education and E-learning, University of Maryland University College,

Retrieved from