JUST HOW GOOD IS THAT ONLINE OR BLENDED BUSINESS PROGRAM COMPARED TO A TRADITIONAL CAMPUS-BASED PROGRAM?

(1)

J E S S I C A S E D E R S &

O L I N O . O E D E K O V E N , P H . D .

JUST HOW GOOD IS THAT ONLINE OR BLENDED

BUSINESS PROGRAM COMPARED TO A TRADITIONAL

CAMPUS-BASED PROGRAM?

A STATISTICAL COMPARISON OF EXAM RESULTS

BASED ON PROGRAM DELIVERY MODALITY

(2)

AGENDA

• Higher Education Delivery Modalities and Terminology

• What Other’s Say: A Brief Literature Review

• Methods

• The Online Program Assessment Exam

• Aggregate Pools • Statistical Methods

• Results

• Traditional vs. Online • Traditional vs. Blended/Hybrid • Online vs. Blended/Hybrid

• Summary & Conclusions

• Where the Comparisons are Similar • Where the Comparisons Differ

(3)

A S T A T I S T I C A L C O M P A R I S O N O F E X A M R E S U L T S B A S E D O N P R O G R A M D E L I V E R Y M O D A L I T Y

HIGHER EDUCATION DELIVERY

MODALITIES AND TERMINOLOGY

(4)

TERMINOLOGY (1 OF 3)

Higher Education Delivery Modality:

Traditional Program: The majority of the program is delivered at a campus location at an established college or university. The majority of the students are recent high school graduates, typically 18-22 years old. Courses are taught on a semester or quarter basis, typically Monday through Friday.

Blended/Hybrid Program: The program is delivered to students using a combination of online and

campus-based instruction and/or the program is delivered in an accelerated format. The course term is typically 4 to 8 weeks. Campus-based instruction tends to be either at night or on weekends with

generally longer sessions. The student population tends to be non-traditional, meaning they tend to be older, may have some college credit prior to starting their program, and are often working adults

completing their degree program.

Online Program: The majority of the program is delivered online to students and there is little, if any, requirement for the students to go to a campus location any time during their college or university

experience. The majority of the students are considered non-traditional, meaning they tend to be older, may have some college credit prior to starting their program, and are often working adults completing their degree program.

(5)

TERMINOLOGY (2 OF 3)

Program Assessment Exam:

An exam that assesses

retained knowledge of students upon graduation from

an academic program that is most often used for

learning outcomes evaluation, accreditation, and

academic benchmarking.

Common Professional Component (CPCs):

The 12 topic

areas (15 with sub-topics) for business education as

defined by the IACBE and the ACBSP and referred to as

knowledge competency areas by the AACSB.

(6)

TERMINOLOGY (3 OF 3)

Inbound Exam:

A student exam administered early in the student's

program, usually during their first or second core course, that

measures the student's knowledge level at the beginning of their

academic program.

Outbound Exam:

A student exam administered at the end of the

student's academic program, usually within their last course, that

measures the student's knowledge level at the end of their academic

program.

Percentage Change:

The percentage change between two scores.

For Inbound/Outbound testing, the percentage change is calculated

using the following formula: (Outbound Score / Inbound Score) - 1.

(7)

WHAT OTHER’S SAY: A BRIEF

LITERATURE REVIEW

(8)

WHAT OTHERS ARE SAYING

One of the most heated debates in

today’s higher education

landscape concerns the

effectiveness between traditional

and online college programs.

Online versus Traditional Schools From a Student’s Perspective.

(9)

WHAT OTHERS ARE SAYING

Only a third of the

respondents rated online

programs as “excellent” or

“good,” while 68% gave

excellent or good ratings to

4-year colleges and

universities, and 64% gave

such ratings to community

colleges.

(10)

WHAT OTHERS ARE SAYING

With the rising cost of university tuition in America, it’s

fair to question whether the additional income you

might earn with a college degree may actually offset

the cost of the loans you need to pay for that degree.

Perhaps the answer to the student debt problem is a

better embracing of online education.

(11)

WHAT OTHERS ARE SAYING

Researchers found that although nearly half of employers

said online-only programs require more discipline, 56%

said they still prefer applicants with traditional degrees

from an average university over those with an online

degree from a top university. Overall, most employers

(82%) said a combination of in-person and online

education would benefit the majority of students.

(12)

ANY ACTUAL RESEARCH ON THE

TOPIC?

We were unable to find any

peer-reviewed journal articles that

specifically and quantitatively

compared academic programs based

upon the delivery modality of the

program using a standardized

assessment instrument that included

more than one school in the sample.

(13)

(14)

THE PROGRAM-LEVEL ASSESSMENT

EXAM

• The exam is customized by topic selection to align

with the program of study

• Different test banks used for undergraduate and

graduate exams

• 10 questions per topic

• Most bachelors exams include all 12 topics (120

questions)

• Most graduate exams include 6-10 topics (60-100

(15)

ADMINISTERING THE EXAM

• An online, randomized question selection exam

• Administered either as a homework assignment or as a

proctored exam within a classroom

• Outbound exams incentivized to motivate the students

to do their best on the exam (graded on a normed

scale)

• Summative and comparative reports used for internal

program evaluation and externally for academic

benchmarking.

(16)

THE EXAM SAMPLE

• Exam results for the 2010-2013 academic years

(July-June).

• Results segregated and summarized based on academic

program delivery modality (traditional, online, and

blended/hybrid) – the aggregate pools.

• Sample (number of questions offered per topic), mean,

and standard deviation calculated for each

topic/subtopic (15 total) for both bachelors and masters

academic degree levels.

(17)

RESEARCH QUESTION AND HYPOTHESES

What, if any, differences exist with student exam results using a normed business

program assessment instrument based upon the delivery modality (traditional,

blended/hybrid, and online) of the academic program?

H

_0-1

: There is no significant difference of student program assessment exam scores

between

traditional and blended/hybrid

academic programs.

H

_A-1

: There are significant differences of student program assessment exam scores

between

traditional and blended/hybrid

academic programs.

H

_0-2

: There is no significant difference of student program assessment exam scores

between traditional and online academic programs.

H

_A-2

: There are significant differences of student program assessment exam scores

between traditional and online academic programs.

H

_0-3

: There is no significant difference of student program assessment exam scores

between

blended/hybrid and online

academic programs.

H

_A-3

: There are significant differences of student program assessment exam scores

between

blended hybrid and online

academic programs.

(18)

DATA ANALYSES

Sample means for each Topic

(cannot perform for Total Score due

to customization of the exam)

compared using the Student’s t-test

(Welch’s t-test adaptation) to compare the samples having the

possibility of unequal variances.

Welch's t-test defines the statistic t by the following formula:

where

,

and

are the

th

sample mean, sample variance and sample size, respectively.

t Critical Two-tailed Test

(19)

(20)

THE SAMPLES: NUMBER OF SCHOOLS

AND NUMBER OF EXAMS

Program

Delivery

Modality

Bachelors

Masters

Number of

Schools

(Exams) in

the Pool That

Used

Inbound

Exams

Number of

Schools

(Exams) in the

Pool that Used

Outbound

Exams

Number of

Schools

(Exams) in the

Pool That Used

Inbound

Exams

Number of

Schools

(Exams) in the

Pool that Used

Outbound

Exams

Traditional

15 (1,563)

48 (6,724)

8 (993)

17 (1,059)

Blended

5 (1,069)

15 (1,872)

11 (2,037)

19 (2,497)

Online

8 (2,887)

14 (7,608)

9 (4,648)

14 (8,916)

(21)

EXAM SCORES (ACADEMIC YEARS 2010-2013)

TOPIC:

MARKETING

Statistic

Bachelors

Masters

Traditional Blended Online Traditional Blended Online

N

_{6,667 1,872}

_7,259

_1,056

_2,443

_7,766

Mean

_36.37

_38.80

_38.99

_64.00

_62.78

_62.48

SD

_17.71

_18.25

_18.61

_15.96

_16.40

_16.55

t-tests: Bachelors Exam Scores

Traditional vs.

Blended Traditional vs. Online Blended vs. Online

5.1233

8.5114

0.6272

t-tests: Masters Exam Scores

Traditional vs.

2.0583

2.8907

1.1399

t

_.100

=1.645

Significantly Higher Mean

(22)

EXAM SCORES (ACADEMIC YEARS 2010-2013)

TOPIC:

BUSINESS FINANCE

Statistic

Bachelors

Masters

N

_{6,678 1,872 7,491}

_1,045

_2,471

_7,766

Mean

_48.70

_50.21

_50.41

_44.18

_42.38

_42.84

SD

_17.94

_17.74

_18.04

_18.87

_18.18

_18.39

t-tests: Bachelors Exam Scores

Traditional vs.

3.2467

5.6488

0.6900

t-tests: Masters Exam Scores

Traditional vs.

2.6131

2.1616

1.5767

t

_.100

=1.645

(23)

EXAM SCORES (ACADEMIC YEARS 2010-2013)

TOPIC:

ACCOUNTING

Statistic

Bachelors

Masters

N

_{6,674 1,862 7,608}

_1,035

_2,371

_7,026

Mean

_50.52

_52.12

_52.30

_56.76

_55.32

_55.93

SD

_17.97

_17.82

_18.37

_17.73

_18.09

_18.06

t-tests: Bachelors Exam Scores

Traditional vs.

3.4195

5.8450

0.6230

t-tests: Masters Exam Scores

Traditional vs.

2.1666

1.4027

1.9986

t

_.100

=1.645

(24)

EXAM SCORES (ACADEMIC YEARS 2010-2013)

TOPIC:

OPERATIONS/PRODUCTION

MANAGEMENT

Statistic

Bachelors

Masters

N

_{6,661 1,865 7,605}

₉₄₁

_2,478

_8,347

Mean

_49.54

_52.95

_54.51

_60.69

_59.23

_59.61

SD

_28.38

_29.07

_29.05

_26.51

_29.08

_28.30

t-tests: Bachelors Exam Scores

Traditional vs.

4.5008

10.3210

3.3091

t-tests: Masters Exam Scores

Traditional vs.

1.3996

1.1764

0.8442

t

_.100

=1.645

(25)

EXAM SCORES (ACADEMIC YEARS 2010-2013)

TOPIC:

HUMAN RESOURCE MANAGEMENT

Statistic

Bachelors

Masters

N

_{6,669 1,868 7,608}

₉₄₁

_2,417

_8,298

Mean

_56.15

_58.47

_59.42

_62.30

_62.05

_62.39

SD

_28.30

_28.76

_28.02

_26.80

_28.91

_27.65

t-tests: Bachelors Exam Scores

Traditional vs.

3.0923

6.9201

2.0373

t-tests: Masters Exam Scores

Traditional vs.

0.2374

0.0973

0.7575

t

_.100

=1.645

(26)

EXAM SCORES (ACADEMIC YEARS 2010-2013)

TOPIC:

ORGANIZATIONAL BEHAVIOR

Statistic

Bachelors

Masters

N

_{6,676 1,872 7,608}

₉₄₁

_2,497

_8,895

Mean

_52.86

_55.49

_57.54

_65.50

_63.43

_64.33

SD

_28.75

_28.55

_28.37

_25.39

_26.52

_26.75

t-tests: Bachelors Exam Scores

Traditional vs.

3.5169

9.7669

4.4286

t-tests: Masters Exam Scores

Traditional vs.

2.1053

1.3372

2.2632

t

_.100

=1.645

(27)

EXAM SCORES (ACADEMIC YEARS 2010-2013)

TOPIC:

MICROECONOMICS

Statistic

Bachelors

Masters

N

_{6,678 1,790 7,608}

_1,038

_2,394

_6,999

Mean

_47.13

_48.88

_49.29

_56.65

_53.91

_54.21

SD

_23.78

_23.59

_23.68

_23.08

_24.97

_24.28

t-tests: Bachelors Exam Scores

Traditional vs.

2.7825

5.4275

1.0720

t-tests: Masters Exam Scores

Traditional vs.

3.1152

3.1568

0.7107

t

_.100

=1.645

(28)

EXAM SCORES (ACADEMIC YEARS 2010-2013)

TOPIC:

MACROECONOMICS

Statistic

Bachelors

Masters

N

_{6,678 1,790 7,608}

_1,038

_2,400

_7,002

Mean

_46.42

_48.23

_48.82

_51.56

_50.05

_51.81

SD

_23.66

_23.99

_23.84

_23.74

_24.19

_24.13

t-tests: Bachelors Exam Scores

Traditional vs.

2.8429

6.0277

1.5168

t-tests: Masters Exam Scores

Traditional vs.

1.7024

0.3159

4.3050

t

_.100

=1.645

(29)

EXAM SCORES (ACADEMIC YEARS 2010-2013)

TOPIC:

LEGAL ENVIRONMENT OF BUSINESS

Statistic

Bachelors

Masters

N

_{6,629 1,862 7,573}

₅₂₁

_2,448

_8,871

Mean

_55.00

_56.69

_60.80

_53.74

_53.34

_55.98

SD

_17.85

_17.59

_19.74

_18.35

_19.06

t-tests: Bachelors Exam Scores

Traditional vs.

3.6513

19.4502

14.3779

t-tests: Masters Exam Scores

Traditional vs.

0.4251

2.5220

9.5816

t

_.100

=1.645

(30)

EXAM SCORES (ACADEMIC YEARS 2010-2013)

TOPIC:

BUSINESS ETHICS

Statistic

Bachelors

Masters

N

_{6,691 1,862 7,448}

_1,001

_2,416

_8,871

Mean

_50.23

_56.45

_57.81

_58.17

_55.65

_57.64

SD

_19.83

_18.49

_18.57

_17.83

_18.77

_18.51

t-tests: Bachelors Exam Scores

Traditional vs.

12.6341

23.3846

4.4886

t-tests: Masters Exam Scores

Traditional vs.

3.7018

0.8880

7.0609

t

_.100

=1.645

(31)

EXAM SCORES (ACADEMIC YEARS 2010-2013)

TOPIC:

GLOBAL DIMENSIONS OF BUSINESS

Statistic

Bachelors

Masters

N

_{6,678 1,780 6,875}

₈₂₇

_2,284

_7,971

Mean

_53.90

_55.74

_57.98

_53.88

_52.26

_52.67

SD

_17.36

_17.03

_17.89

_16.76

_16.72

_17.33

t-tests: Bachelors Exam Scores

Traditional vs.

4.0339

13.4747

7.7118

t-tests: Masters Exam Scores

Traditional vs.

2.3832

1.9698

1.5481

t

_.100

=1.645

(32)

EXAM SCORES (ACADEMIC YEARS 2010-2013)

TOPIC:

INFORMATION MANAGEMENT SYSTEMS

Statistic

Bachelors

Masters

N

_{6,486 1,780 7,026}

₅₆₁

_2,276

_6,081

Mean

_60.96

_64.46

_66.54

_64.81

_63.85

_64.96

SD

_18.51

_17.61

_18.02

_17.17

_17.85

_17.71

t-tests: Bachelors Exam Scores

Traditional vs.

7.3453

17.7307

7.0007

t-tests: Masters Exam Scores

Traditional vs.

1.1768

0.1975

3.4289

t

_.100

=1.645

(33)

EXAM SCORES (ACADEMIC YEARS 2010-2013)

TOPIC:

QUANTITATIVE RESEARCH TECHNIQUES

AND STATISTICS

Statistic

Bachelors

Masters

N

_{6,562 1,790 6,876}

₈₉₉

_2,158

_6,258

Mean

_38.39

_40.75

_44.62

_51.78

_51.63

_54.73

SD

_18.22

_19.27

_21.31

_17.29

_17.12

_17.65

t-tests: Bachelors Exam Scores

Traditional vs.

4.6459

18.2422

11.7756

t-tests: Masters Exam Scores

Traditional vs.

0.2192

4.7711

10.1289

t

_.100

=1.645

(34)

EXAM SCORES (ACADEMIC YEARS 2010-2013)

TOPIC:

BUSINESS LEADERSHIP

Statistic

Bachelors

Masters

N

_{6,478 1,815 6,671}

_1,008

_2,321

_8,016

Mean

_49.19

_51.24

_53.45

_71.66

_70.34

_70.49

SD

_16.84

_16.83

_17.68

_15.14

_16.02

_16.00

t-tests: Bachelors Exam Scores

Traditional vs.

4.5858

14.1503

7.5838

t-tests: Masters Exam Scores

Traditional vs.

2.2706

2.2975

0.5928

t

_.100

=1.645

(35)

EXAM SCORES (ACADEMIC YEARS 2010-2013)

TOPIC:

BUSINESS INTEGRATION AND

STRATEGIC MANAGEMENT

Statistic

Bachelors

Masters

N

_{6,639 1,872 7,127}

_1,045

_2,497

_8,551

Mean

_46.48

_48.58

_49.85

_67.99

_67.02

_66.44

SD

_17.20

_17.73

_18.68

_16.23

_17.02

_16.84

t-tests: Bachelors Exam Scores

Traditional vs.

4.5557

11.0198

4.2760

t-tests: Masters Exam Scores

Traditional vs.

1.5988

2.9022

2.2282

t

_.100

=1.645

(36)

TRADITIONAL VS. ONLINE PROGRAMS

T-TEST VALUES (SUMMARIZED RESULTS)

SIGNIFICANT (T

_.100

=1.645 ) VALUES

HIGHLIGHTED

Topic Bachelors Masters

Marketing 8.5114 2.8907

Business Finance _5.6488 _2.1616

Accounting _5.8450 _1.4027

Operations/Production Management _10.3210 _1.1764

Human Resource Management _6.9201 _0.0973

Organizational Behavior _9.7669 _1.3372

Microeconomics _5.4275 _3.1568

Macroeconomics _6.0277 _0.3159

Legal Environment of Business _19.4502 _2.5220

Business Ethics _23.3846 _0.8880

Global Dimensions of Business _13.4747 _1.9698

Information Management Systems _17.7307 _0.1975

Quantitative Research Techniques and Statistics _18.2422 _4.7711

Business Leadership _14.1503 _2.2975

Business Integration and Strategic Management _11.0198 _2.9022

(37)

TRADITIONAL VS. BLENDED PROGRAMS

T-TEST VALUES (SUMMARIZED RESULTS)

SIGNIFICANT (T

_.100

=1.645 ) VALUES

HIGHLIGHTED

Marketing 5.1233 2.0583

Accounting _3.4195 _2.1666

Microeconomics _2.7825 _3.1152

Macroeconomics _2.8429 _1.7024

Business Ethics _12.6341 _3.7018

(38)

ONLINE VS. BLENDED PROGRAMS

T-TEST VALUES (SUMMARIZED RESULTS)

SIGNIFICANT (T

_.100

=1.645 ) VALUES

HIGHLIGHTED

Marketing 0.6272 1.1399

Accounting _0.6230 _1.9986

Microeconomics _1.0720 _0.7107

Macroeconomics _1.5168 _4.3050

Business Ethics _4.4886 _7.0609

(39)

PERCENTAGE CHANGE FROM INBOUND TO

OUTBOUND BY TOPIC:

BACHELORS LEVEL

0 5 10 15 20 25 30 35 40

Traditional

Blended

Online

Modality Inbound Client

School Sample Outbound Client School Sample Traditional 15 48

Blended 5 15

(40)

PERCENTAGE CHANGE FROM INBOUND TO

OUTBOUND BY TOPIC:

MASTERS LEVEL

0 2 4 6 8 10 12 14 16 18 20

Traditional

Blended

Online

Modality Inbound Client

School Sample Outbound Client School Sample

Traditional 8 17

Blended 11 19

(41)

(42)

RESEARCH QUESTION AND HYPOTHESES

What, if any, differences exist with student exam results using a normed business

program assessment instrument based upon the delivery modality (traditional,

blended/hybrid, and online) of the academic program?

H

_0-1

: There is no significant difference of student program assessment exam scores

between

traditional and blended/hybrid

academic programs.

H

_A-1

: There are significant differences of student program assessment exam scores

between

traditional and blended/hybrid

academic programs.

H

_0-2

: There is no significant difference of student program assessment exam scores

between traditional and online academic programs.

H

_A-2

: There are significant differences of student program assessment exam scores

between traditional and online academic programs.

H

_0-3

: There is no significant difference of student program assessment exam scores

between

blended/hybrid and online

academic programs.

H

_A-3

: There are significant differences of student program assessment exam scores

between

blended hybrid and online

academic programs.

(43)

TRADITIONAL VS. ONLINE

PROGRAMS

Bachelors:

Average student scores on 15/15 topics were

significantly lower (p<0.10) for traditional students compared to

online students.

Masters:

Average student scores on 2/15 topics (Legal & Quant.)

were significantly lower (p<0.10) for traditional students

compared to online students.

Average student scores on 6/15 topics (Marketing, Finance,

Microeconomics, Global Dimensions, Leadership, & Business

Integration) were significantly higher (p<0.10) for traditional

students compared to online students.

(44)

TRADITIONAL VS. BLENDED/HYBRID

PROGRAMS

Bachelors:

Average student scores on 15/15 topics were

significantly lower (p<0.10) for traditional students

compared to blended/hybrid students.

Masters:

Average student scores on 9/15 topics

(Marketing, Finance, Accounting, Organizational

Behavior, Micro, Macro, Ethics, Global Dimensions, and

Leadership) were significantly higher (p<0.10) for

(45)

ONLINE VS. BLENDED PROGRAMS

Bachelors:

Average student scores on 10/15 topics (Operations

Management, HRM, Org. Behavior, Legal, Ethics, Global Dimensions, IT,

Quant., Leadership, and Business Integration) were significantly lower

(p<0.10) for online students compared to blended/hybrid students.

Masters:

Average student scores on 7/15 topics (Accounting, Org.

Behavior, Macro, Legal, Ethics, IT, & Quant) were significantly lower

(p<0.10) for online students compared to blended/hybrid students.

Average student scores on 1/15 topics (Business Integration) were

significantly higher (p<0.10) for online students compared to

(46)

PERCENTAGE CHANGE:

BACHELORS

• Traditional students had a higher percent change between

Inbound and Outbound Exams compared to online and

blended/hybrid students for Business Finance, Accounting,

Organizational Behavior, Microeconomics,

Macroeconomics, and Business Ethics (6/15 topics).

• Online students had a higher percent change between

Inbound and Outbound Exams compared to

blended/hybrid and traditional students for all other topics

(9/15 topics).

(47)

PERCENTAGE CHANGE:

MASTERS

• Blended/hybrid students had a higher percent change between

Inbound and Outbound Exams compared to online and traditional

students for Marketing, Human Resource Management,

Microeconomics, Global Dimensions of Business, Business

Leadership, and Business Integration (6/15 topics).

• Traditional students had a higher percent change between

Inbound and Outbound Exams compared to online and

blended/hybrid students for Organizational Behavior (1/15 topics).

• Online students had a higher percent change between Inbound

and Outbound Exams compared to blended/hybrid and traditional

students for all other topics (8/15 topics)

(48)

SOME CONCLUDING THOUGHTS

• Online education, when properly administered, is

clearly an academically appropriate delivery modality

for most students.

• Blended/Hybrid education certainly has academic

merit for both undergraduate and graduate students.

• Traditional program managers may want to consider

instructional/educational techniques used by online

and blended/hybrid programs to facilitate learning.

(49)

(50)

JESSICA SEDERS, MBA – DIRECTOR OF QUALITY AND

SERVICE SUPPORT

Jessica Seders has a diverse background in business operations, child care center management, higher education, and institutional accreditation. Her undergraduate degree was in Psychology

(Southern Illinois University - Carbondale). Upon graduating with her BA, she began her educational ten year career in instruction. While earning an MBA (Lindenwood University) she transitioned into her six year higher education career.

Throughout her professional career, Jessica has nurtured

partnerships between her higher education institutions and their communities. She has facilitated the formation of

campus-community partnerships that enable students, faculty, and neighborhood organizations to work together to revitalize the economy, generate jobs and rebuild healthy economies.

Jessica joined Peregrine Academic Services in 2013 as the Director of Quality and Service Support. In this role she performs test bank management, psychometric analysis, and reliability assurance; validation of new test banks, publication development, and materials control. She was able to bring to Peregrine Academic Services higher education experience within the accreditation process from the school’s perspective.

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OLIN O. OEDEKOVEN, PH.D. – PRESIDENT & CEO

Dr. Olin O. Oedekoven has over 35 years of leadership experience at all organizational levels from first-line leader through strategic leadership. Olin has extensive work experience in both the public and private sectors with a comprehensive background in

management, business administration, and organizational leadership.

Olin graduated from South Dakota State University with a B.S. in Wildlife and Fisheries Sciences. He then attended the University of Wyoming where he received a Master's degree in Wildlife Management. Olin continued his formal education with

Northcentral University where he received both an MBA and his Doctorate in Business Administration with specializations in Management and Public Administration. Olin completed a post-doctoral program in human resource management.

Olin is a graduate of the Army Command and General Staff College and the U.S. Army War College where he received a Master's Degree in Strategic Studies. His military experience includes senior staff, battalion command, and brigade command

assignments. Olin retired from the National Guard in 2011 as a Brigadier General after nearly 33 years of military service. In his last assignment, he was the Deputy Adjutant General for the Wyoming National Guard, an organization with nearly 3,500 members. Currently, Olin is President & CEO of Peregrine Academic Services and Peregrine Leadership Institute.