This post is for your reading pleasure from guest blogger, Daniel Liestman a graduate student in the MS Training and Development program, University of St. Francis (Joliet, IL).

Open distance learning (ODL) universities in South Africa established clusters of facilities and activities known as study centers to improve learning.  One university considered the three variables of the Iron Triangle; access, cost, and quality in evaluating the initiative. The research focused on counting occupancy, questionnaire responses, and cost effectiveness. Students utilizing the new centers responded positively, however most students did not take advantage of the new opportunity. There was a cadre of regular users at the expense of the student body as a whole. The questionnaire queried about cleanliness and staff knowledge/ friendliness. The high occupancy demonstrated cost effectiveness.

The Iron Triangle is not necessarily an equilateral triangle. Circumstances may dictate extending one side at the expense of another. In this study, cost effectiveness was the short side of an Isosceles by being less rigorous and relying so heavily on the occupancy side. This study is less a triangle and more like parallel lines.  A more rigorous cost-effectiveness approach is needed. Perhaps comparing the center’s funding fee with the overall number of students utilizing the new service. Also, the only constituency considered were students. Staff, faculty, IT, business office, campus administrators’ input should also be included and considered. 

Nsamba, A., Bopaper, A., Bongi., L., & Lekay, L. (2021). Student support service excellence evaluation: Balancing the iron triangle of accessibility, cost-effectiveness and quality? Open Praxis, 13(1), 37–52. https://doi.org/10.5944/openpraxis.13.1.1168