Articles: November/December 2014
New IT leaders need a different set of skills than their predecessors to thrive in a world of commoditized and democratized technology, where collaboration, innovation, and strategic alignment with institutional goals help their institutions thrive despite budgetary challenges.
If the core crisis in higher education is one of sustainability, being focused on the job to be done and having a grasp of the forces shaping higher education gives institutional leaders a new way to think about recasting their future.
Online competency-based education can even out the playing field by taking students to the furthest point possible in their learning experiences, regardless of their starting point, race, geographical location, or family income.
Personalized learning paths, designed to meet the needs and goals of each learner, can lead to a redefinition and a new understanding of lifelong learning to include informal as well as formal learning, delivered at scale.
Four trends – MOOC-based degrees, competency-based education, the formalization of learning, and regulatory reform – are shifting educational practice away from core tenets of traditional education, indicating not a transient phenomenon but rather a fundamental change to the status quo.
Declines in government funding challenge universities' historical role as centers of culture and engines of economic growth. A third-generation universities model offers a way forward — the 3GU model promotes private funding of universities.
This study, based on survey and log data from nine HarvardX courses, investigates how completion and attrition rates differ based on students' self-reported intentions about course participation.
The University of Wisconsin Flexible Option CBE model focuses on assessment rather than credit hours, letting students undertake academic work at their own pace and prove mastery of required knowledge and skills through rigorous assessments.
Competency-based education programs require substantial investments and often commitments to new or redefined business models. Key indicators of quality in CBE ecosystems are curricular architecture, valid and reliable assessments, and comprehensive student success resources.
The real issues in protecting data may lie in an institution's processes, awareness programs, and technology for handling risks. Building a highly visible program to continuously improve security can provide a safer environment for data.
- EDUCAUSE Labs
- In print edition