The separation of key roles and responsibilities onto various other positions. This typically happens with the faculty position in CBE programs and can be disaggregated into various roles such as subject matter expert, instructor, grader, and coach/mentor.
Published in Chapter:
The Challenge of CBE Programs: Administrative and Technological Considerations of Non-Semester-Based Programs
Julie Uranis (Western Kentucky University, USA) and Tanja Bibbs (Western Kentucky University, USA)
Copyright: © 2017
|Pages: 24
DOI: 10.4018/978-1-5225-0932-5.ch005
Abstract
Using the student lifecycle as a framework, the authors explore the administrative and technological considerations pertaining to competency-based education (CBE). The goal of this chapter is to familiarize readers with the administrative issues surrounding the development of CBE programs. While the chapter is not all-inclusive, it should serve as a starting point for higher education leaders interested in CBE, especially those lacking the resources to develop a program outside existing governance, policies, and systems. This chapter may serve as a guide for institutional leaders working through the administrative challenges related to CBE programs. The authors address aspects of recruitment, marketing, pre-admission support, admissions, advising, orientation, registration, billing, programs of study, access to institutional resources, transcripts, and key performance indicators. The chapter concludes with future research directions as well as solutions and recommendations.