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Case Study: Rethinking the Credit-Non-Credit Balance in Career Training at Polytechnics

Case Study: Rethinking the Credit-Non-Credit Balance in Career Training at Polytechnics

Jacqueline M. Lambert
Copyright: © 2020 |Pages: 23
ISBN13: 9781799829430|ISBN10: 179982943X|ISBN13 Softcover: 9781799829447|EISBN13: 9781799829454
DOI: 10.4018/978-1-7998-2943-0.ch007
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MLA

Lambert, Jacqueline M. "Case Study: Rethinking the Credit-Non-Credit Balance in Career Training at Polytechnics." Enhancing Learning Design for Innovative Teaching in Higher Education, edited by Sophia Palahicky, IGI Global, 2020, pp. 138-160. https://doi.org/10.4018/978-1-7998-2943-0.ch007

APA

Lambert, J. M. (2020). Case Study: Rethinking the Credit-Non-Credit Balance in Career Training at Polytechnics. In S. Palahicky (Ed.), Enhancing Learning Design for Innovative Teaching in Higher Education (pp. 138-160). IGI Global. https://doi.org/10.4018/978-1-7998-2943-0.ch007

Chicago

Lambert, Jacqueline M. "Case Study: Rethinking the Credit-Non-Credit Balance in Career Training at Polytechnics." In Enhancing Learning Design for Innovative Teaching in Higher Education, edited by Sophia Palahicky, 138-160. Hershey, PA: IGI Global, 2020. https://doi.org/10.4018/978-1-7998-2943-0.ch007

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Abstract

Focusing on the challenges faced by polytechnic institutions in Alberta, Canada, this chapter explores the rationales, challenges, and solutions encountered in choosing between investment credit and non-credit program offerings to meet the needs of adult learners and industry partners. Drawing on inter-provincial and international perspectives, this chapter discusses ways to provide the benefits of credential education access, alongside the flexibility and responsiveness of non-credit learning design.

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