Abstract
The landscape of higher education is moving in a direction of greater variation, leaving traditional academic institutions at risk of obsolescence amidst the myriad of accessible, responsive, flexible learning opportunities increasingly represented in the global learning market. Declining confidence in the value of a college degree forces the higher education industry to open to expanded audiences and diversification of learning opportunities—including embracing the value of alternative credential programming as an institutional priority. This chapter depicts a streamlined model for generating high-quality skills-based microcredentials and professional development offerings with limited resources. To do so, a step-by-step process for identifying opportunities to leverage existing academic content to create more flexible, skills-based learning experiences will be described. The chapter will provide a framework for unbundling credit to non-credit offerings that can be adapted and replicated by other institutions seeking the same outcomes.
TopThe Adult Learner And Rise Of Alternative Credentials
Between 2010 and 2020, the National Student Clearinghouse (NSC) reports higher education lost 2.7 million participants (Fong, 2021). These declines can be partly attributed to economic circumstances of the 2020 pandemic and the decreasing number of college-aged students, but other factors and causes are at play such as rising tuition, income limitations, concerns regarding job placement, and perceived lower return on investment (Fong, 2021). Historically, colleges and universities in the U.S. depend on enrolling the traditional student aged 18-22 pursuing a credit-bearing degree for tuition revenue, yet demographics show our society is much more diverse and non-traditional students—adult learners—are a higher proportion of the education demographic (Fong, 2021). While postsecondary providers beyond community colleges are beginning to recognize the potential of the adult learner demographic, many IHEs still inadequately resource professional and continuing education divisions and downplay non-traditional learners and non-credit offerings within the institutional priorities and mission (Fong et al., 2021a). To quickly adapt to the current workforce and learning landscape, IHEs need to provide education today that can apply immediately. In this context, notoriously slow-moving IHEs are at a disadvantage delivering a desirable “product.” As a result, employers and adult learners are often going elsewhere for education and training (Craig, 2020). For this reason, professional and continuing education and workforce-focused divisions providing alternative credentials that recognize acquired knowledge and skills are the ideal innovation incubators for IHEs to champion.
In a 2021 report published by the University Professional and Continuing Education Association (UPCEA), seven in ten college leaders say microcredentialing could boost enrollment and revenue (UPCEA, 2021). Yet many colleges and universities are not well-positioned to quickly deliver these innovative forms of education and training (Fong et al., 2021a). Unbundling credit courses is a logical approach for IHEs to pursue because it leverages existing resources to provide adult learners with fast and useable options for career advancement through targeted alternative credentials and acquisition of new skillsets. To implement unbundling realistically and quickly, academic administrators and faculty must work together to evaluate opportunities for developing alternative credentials without a significant investment of additional institutional resources. In this chapter, the importance of unbundling credit content to non-credit offerings is discussed and a process for creating new alternative credentials is proposed. When this “unbundling” credit-to-non-credit approach is effectively implemented, IHEs can meet the needs of today’s learner – and be positioned to attract the learners of the future.
The objectives of this chapter are to:
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Articulate the value of delivering diverse educational offerings to meet the needs of the learners of today and the future.
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Outline a framework for unbundling credit programs into quality alternative/non-credit offerings through a clear, step-by-step process.
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Discuss varying aspects when unbundling credit-bearing courses into non-credit professional continuing education offerings to allow for individualization to specific institutional contexts.
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Propose additional facets to enhance results, such as developing stackable credentials and implementing unique marketing strategies.
Through the depiction of a pilot case study these objectives are realized. This chapter illuminates how IHEs can deliver alternative credentials through Professional and Continuing Education (PCE) divisions at any institution type.
Key Terms in this Chapter
Alternative Credentials: When students demonstrate mastery of certain knowledge or skills by completing some type of non-degree coursework, they earn alternative credentials.
Stackable Credential: A credential that is part of a sequence of credentials that can be accumulated over time to build up an individual’s qualifications and help that individual move along a career pathway to further education.
Non-Credit to Credit Pathways: Non-credit to credit pathways are prescribed avenues that translate non-credit achievements into credit toward a degree.
Institutions of Higher Education (IHEs): Postsecondary educational institution that is accredited by a nationally recognized accrediting agency or association: college, university, or postsecondary vocational school.
Micro-Credentials: Microcredentials provide adult learners with the option to demonstrate necessary skills on their own timeline rather than through fixed periods, proving competency or mastery of learning by providing evidence through practical assessments.
Continuing Education (CE): Education provided for adults after they have left the formal education system, consisting typically of short or part-time courses.
Credential: A documented award by a responsible and authorized body that attests that an individual has achieved specific learning outcomes or attained a defined level of knowledge or skill relative to a given standard. Credential includes degrees, diplomas, licenses, certificates, badges, and professional/industry certifications.
Unbundled/Unbundling: Educational content that is not limited within the constraints of the standard academic credit curriculum.
Continuing Education Unit (CEU): CEUs, are awarded by many education and training providers to signify successful completion of non-credit programs and courses intended to improve the knowledge and skills of working adults.
Prior Learning Assessment (PLA): Credit for prior learning (CPL) or Prior Learning Assessment (PLA) is a term for various methods that colleges, universities, and other education/training providers use to evaluate and formally recognize learning that has occurred outside of the traditional academic environment.
Digital Badge: Entirely digital credential typically signaling mastery of a focused or singular skill delivered securely via digital badging platform.
Professional and Continuing Education (PCE): Units within an accredited academic institution serving the adult learner. In the context of this book chapter, PCE is the division of non-credit educational programming at Maryland University of Integrative Health (MUIH).