Interoperability, Not Third-Party Assessors, Is the Answer: A Response to Creating Seamless Credit Transfer
A friend recently sent me an article from The EvoLLLution, “Preparing a Traditional University for the 60-Year Curriculum,” by Josh Herron, dean of Online and Continuous Learning at Anderson University. Herron discusses ongoing corporate initiatives to train and retrain their employees, noting that universities should consider the 60-Year Curriculum (ages 15-75) as a framework to prepare people for lifetime learning in order to continually re-tool or upskill because of technology disruption eliminating their jobs. Citing badges, certificates and “other modular approaches,” in addition to Competency Based Education (CBE), he assesses the Anderson initiatives accomplished thus far using this framework.
One of the articles he notes was an EvoLLLution interview with Hunt Lambert, dean of Continuing Education and Extension at Harvard. In the interview, Mr. Lambert suggests that higher education morph from its two-year A.A., four-year B.A., two-year M.A., and seven-year Ph.D. learning models to a 60-year model to cover the likely major career changes/shifts of adult learners. I found it particularly noteworthy that he stated that if higher education institutions do not make these changes, then Facebook, Amazon, Microsoft, Apple, Google, Salesforce, and others will. He further states that, in the long run, any individual school is unlikely to supply more than 20 percent of any learners’ solutions from their faculty-based degree programs (italics are mine). I wholeheartedly agree.
Among the many panaceas touted by policymakers to improve graduation rates of adult students, Competency-Based Education (CBE) may be the innovation most often cited but not yet widely adopted. Eduventures’ new study, “State of the Field, Findings from the 2018 National Survey of Postsecondary CBE,” includes responses from leaders at 500 schools with existing CBE programs or future plans to add them. With approximately 5,300 postsecondary institutions in the U.S., that number represents slightly less than 10% of all providers.
Among the study’s findings:
- 50% of institutions with CBE programs enroll less than 50 students. Schools were asked what factors either helped the growth of their programs or hindered their growth and the top responses for undergraduate programs were: demand from students, CBE program start-up costs, evidence about CBE programs’ potential to reduce cost for students, and Federal Student Aid regulations and processes.
- Of these four top responses, program start-up costs and FSA regulations skewed negatively (hindering) and demand from students and evidence about CBE program potential to reduce costs skewed positively (helping).
- Despite the current low enrollment for many schools, more than 75% of all respondents believe that CBE will grow significantly over the next five years.