Study Takes a Closer Look at Alternative Ed

Educational programs providing students with ways to acquire practical job skills are often praised as a shorter and cheaper alternative to traditional college. However, new research has shown that it’s not quite that simple.

The report The Complex Universe of Alternative Postsecondary Credentials and Pathways, a study conducted by Ithaka S+R for the American Academy of Arts and Sciences, found the earning power of the different programs varies widely and depends on the subject studied. For instance, a person who has a computer-science certificate can expect to earn twice as someone holding much as a health-care or cosmetology certificate.

The study also found that certificate programs, work-based training, and competency-based programs tend to attract older, lower-income students who have not completed a college degree. At the same time, 80% of IT bootcamp participants and 75% of those enrolled in massive open online courses already have a bachelor’s degree.

Researchers found little evidence to determine how effective the many programs are, along with wide variation in their quality. They recommend more data be collected and studied on educational and employment outcomes so better quality-assurance standards can be developed.

“We quickly learned that while there’s some piecemeal information, there really hasn’t been this kind of landscape review before,” said Martin Kurzweil, director of the educational transformation program at Ithaka S+R, the firm that conducted the study. “That’s surprising, because there’s millions of Americans engaged in this kind of postsecondary education.”

Regulatory Roadblock for CBE

There are still challenges ahead for competency-based education (CBE), but none may be bigger than the one from the Department of Education’s Office of the Inspector General. Michael Horn, co-founder of the Clayton Christensen Institute, said he believes the critical audit from the Office is preventing more CBE programs from being developed in higher education.

The audit criticized the way the Higher Learning Commission considered proposals for new CBE credentials. The inspector general panned the way the commission approved programs based on “regular and substantive” interaction between faculty and students.

“I, along with many others, have pointed out numerous times that this particular regulation makes little sense in today’s world of emerging online, competency-based programs—and we should instead be moving toward outcomes-based judgments around institutions,” Horn wrote  in a column for CompetencyWorks. “But the friction is also entirely predictable as competency-based education simply does not fit into the traditional value network and associated regulatory structures of higher education.”

Evaluating CBE programs using the same metrics employed to assess on-campus programs just doesn’t work, according to Horn, particularly when it comes to online interaction between students and faculty. The issues will eventually be worked out, but students who could benefit from CBE now will have moved on.

“At a high level, the solutions to these problems both have challenges today,” Horn wrote. “One is to stay out of the government funding streams, as some online, competency-based programs have tried but struggled to do, or to try to launch a more systematic effort at reform through a reauthorization of the Higher Education Act—an effort that will not be an easy climb with the various lobbying factions that will support the existing orders and thus would likely try to stifle innovation.”

ED Report Critical of CBE Credentialing

More than 600 colleges and universities are either in the design phase or already offer competency-based (CBE) credentials, according to a September report in Inside Higher Education. That work may be in jeopardy following the critical audit of CBE issued by the Office of the Inspector General for the U.S. Department of Education (ED).

The inspector general’s office, which works independently of ED, has raised concerns in its last two audits of the credential review process. The audit was critical of the way the Higher Learning Commission (HLC), the largest regional accreditor, considered college proposals for CBE credentialing. It also questioned the level of interaction between instructors and students.

In 2014, the inspector general’s audit criticized approval of direct-assessment degrees. It also questioned the faculty’s role in CBE credentialing and worried about low-quality providers. That prompted HLC to freeze approval of degrees last year and the Department of Education to issue more guidance on CBE.

“I, along with many others, have pointed out numerous times that this particular regulation makes little sense in today’s world of emerging online, competency-based programs—and we should instead be moving toward outcomes-based judgments around institutions,” Michael B. Horn, co-founder of the Clayton Christensen Institute, wrote in a column that appeared in CompetencyWorks. “But the friction is also entirely predictable, as competency-based education simply does not fit into the traditional value network and associated regulatory structures of higher education.”

On the heels of the critical audit, ED announced a series of executive actions aimed at strengthening the overall accreditation system. The department will make public the standards every accreditor uses to evaluate student outcomes. Accreditors will have to submit letters that are sent to colleges and universities when the institutions are put on probation and also highlight data such as student graduation rates, debt levels, and postgraduation earnings, according to a report in U.S. News & World Report.

Microdegree May Rival Four-Year Degree

New players in higher education may be upending the concept of a degree. Instead of pursuing a traditional degree over a number of years, more college students may opt for a much shorter path to a “microdegree.”

According to a report in Campus Technology, Udacity stirred up some chatter at the Google I/O conference with its new Android application developer program, which enables students to achieve the credential within 12 months. Udacity offers five other skill-based programs leading to a “nanodegree,” a term the company has trademarked. Coursera also has a number of shorter-term study programs that award microdegrees upon completion.

Campus Technology noted that “the concept of an institution-agnostic microcredential isn’t new,” but the fresh angle is that for-profit companies such as Udacity and Coursera are partnering with major companies to create the course content. That ensures the curriculum meets the needs of potential employers and gets students through the program quickly so they can fill positions.

“A growing number of industries are open to the idea of employing people with portfolio backgrounds—that is, people without four-year degrees who have done different things and can show you what they’ve done,” said Cathy Sandeen, chancellor of the University of Wisconsin Colleges and University of Wisconsin-Extension, in the article. Wisconsin is taking part in the Lumina Foundation’s project to construct a “credential registry” for students.

Others think microdegrees won’t replace traditional degrees, but will allow people to add credentials as they proceed through their career. “It just means that those four-year programs that are best able to integrate with ‘nano-,’ ‘micro-,’ and ‘meso-’ certificate programs will be more likely to thrive,” said Alexander Halavais, associate professor, School of Social and Behavioral Sciences, Arizona State University.

National Study Eyes Competency-Based Ed

As interest grows in competency-based education (CBE), planning is underway for the largest survey to date of institutions using CBE programs and for a national conference on the topic this fall. The effort, led by the nonprofit research organization Public Agenda, will help institutions plan and develop CBE degrees, certificates, and other postsecondary credentials, according to a report in eCampus News.

Research on models and trends in CBE is being conducted to create a publicly available online source of information. In addition, research-based design elements of CBE programs and online tools will be made available to institutions interested in building a program.

The survey of institutions with CBE programs will be presented at the CBExchange, Sept. 30-Oct. 2, in Phoenix, AZ. The purpose of the study was to collect data on programs already in use, gauge the practices and design elements of those programs, and measure the importance of those elements to each institution.

A free CBE online resource is also set to launch in the fall, housed on the Competency Based Education Network (C-BEN).

“As competency-based education gains momentum nationwide, there is a growing need for resources that will help interested colleges and universities develop thoughtful plans that lead to quality progams,” said Alison Kadlec, senior vice president and director of higher education and workforce programs at Public Agenda. “This 15-month project was designed to produce a baseline understanding of the landscape and advances in competency-based education and help inform various higher-education stakeholders.”

Competency-Based Online Degree Piloted

Community colleges in the state of Washington will soon offer a competency-based associate degree in business using open educational resources (OER) for every class.

The online, self-paced classes are designed to adapt content and activities based on a student’s prior knowledge of the subject, according to a report in eCampus News. Students will also have access to free online course materials.

The 13 community colleges signed up for the pilot will work with Lumen Learning to design the courses. Lumen Learning is also collecting course material that will include textbooks, videos, and embedded assessments to gauge students’ progress.

“A motivated student could complete a two-year transfer degree in just 18 months,” said Jan Yoshiwara, deputy executive director for education for the Washington State Board for Community and Technical Colleges. “All this adds up to quicker completion at a lower cost, while achieving the same learning outcomes required for traditional courses and programs.”

UT Creates Mobile-First Competency Courses

The University of Texas System is taking competency-based education mobile. It is creating a new program to offer adaptive degrees and certificates aligned with industry standards and available through mobile technology developed by the UT System.

The educational pathway will be supported by a platform of technologies and services known as Total Educational Experience (TEx). The tools available in TEx can be adapted to a student’s preferences and adjusted to meet the student’s level of mastery.

“We made the decision to initially deliver TEx on mobile devices to ensure we meet students where they are, with the technology that they are used to,” said Marni Baker Stein, chief innovation officer for the Institute of Transformational Learning, which is developing the TEx program. “The experience will still be available on the web, but the mobile delivery will allow them to take their education with them wherever they go.”

The program will launch in fall 2015, offering science, technology, engineering, and mathematics (STEM) and medical science courses. It will be offered in online and hybrid formats available for students from high school through postgraduate levels.

TEx tools will also provide students customized advising and mentoring on career objectives. In addition, it will support teaching methods in the classroom.

“We are developing a new model of education that provides an alternative and potentially accelerated pathway to a UT-quality degree,” Baker Stein said. “Our degree and certificate programs are designed to build on critical skill sets so that students achieve enduring mastery that better prepares them for the workplace of the future.”

Coursera Offers Special MOOCs

Coursera may have found a way to monetize its massive open online courses (MOOCs).  Its Signature Track of courses, which links coursework to a student’s identity for a fee, has had 4.7 million users and earned $4 million in cumulative revenues since its launch in January 2013.

Now, the online educational platform is set to take it one step further. Coursera launched Specializations as part of a strategy to create certification that carries more weight than the credentials earned from passing a single MOOC.

Coursera added 18 new courses to the track, mostly for in-demand fields such as project management, cloud computing, and data mining. Students have to complete a sequence of classes and pay $100-$300 depending on the number of courses.

Institutions Picked for CBE Program

Fourteen colleges and universities have been chosen to participate in the Competency Based Education (CBE) Jumpstart program, an initiative that will allow students to earn degrees based on skills and competencies they have learned through experience, rather than just through the completion of credit-hour courses.

“Competency-based education is particularly relevant for adults and nontraditional learners who bring learning from work and life experiences into higher education,” said Philip Coyle, provost at LeTourneau University, Longview, TX, one of the schools named to the program. “With the rising costs of education, students expect education that is flexible enough to meet their needs and provides them skills that are immediately transferable into the workplace.”

The Council for Adult and Experiential Learning (CAEL) is providing on-site training for faculty and staff at each participating institution. CAEL also offers follow-up support through webinars on selected topics and in-depth technical assistance for schools experiencing issues with getting the program going.

“We are in the very beginning stages of planning,” said Larry Frazier, dean of the school of arts at LeTourneau, which is hoping to start the program in fall 2015. “We are just now starting and we must think of how to reframe and shape the degree plans for CBE.”

University of the People Earns Accreditation

In April, the first seven students will graduate from the University of the People. The nonprofit, tuition-free online institution, based in Pasadena, CA, recently reached an even bigger milestone by earning accreditation from the Distance Education and Training Council.

The university, founded in 2009, has an enrollment of about 700 students from 140 counties. The staff consists primarily of volunteer instructors and class size is limited to 20-30 students. While there are no tuition fees to attend, students do pay a registration fee based on income and country of residence, and a $100 administration free for each exam taken.

Accreditation should help the school attract more students and donors. Donations provide funds for scholarships that help defray the cost of the examination fees.

“It’s thrilling to think that with this accreditation, more students, employers, and leaders will begin to recognize the worth of a University of the People degree,” John Sexton, president of New York University, told eCampus News.

On the heels of the University of the People announcement, Thomas Edison State College (TESC) said it would begin offering an open-course option that provides credits to students for passing a preapproved credit-by-exam program. The TESC option is free and designed to attract adult learners returning to school.

“This is an interesting option for adult learners who prefer to work independently, enjoy credit-by-exam programs, and are interested in prior learning assessment,” said Michael Williams, dean of the TESC school of business and management. “This model offers students a more flexible, efficient way to completing their associates’ degree that has the potential of saving time and tuition dollars.”

UW Competency-Based Degree Program Ready to Go

Working adults are the focus of the Flexible Option degrees, a new competency-based online degree program which the University of Wisconsin System will begin in the fall through UW-Milwaukee and the two-year UW Colleges. The program will begin with degrees in health care, information technologies, and business and management, targeting the estimated 700,000 to one million Wisconsin residents who have earned some college credit but have not completed a degree.

“It gives nontraditional learners another way to finish their degrees,” Wisconsin Gov. Scott Walker said in an article in eCampus News. “With the strongly underlined emphasis on competency, it’s not about becoming a degree factory. I think there’s a way to maintain that high standard and still be adaptable and flexible.”

The UW system currently offers 4,600 online courses and 120 online degrees, but this is the first time it has offered degree programs that allow students to work at their own pace while paying a flat fee for as many courses as they can finish.

Students only have to take courses needed to attain the degree they are working toward. Students can move through the coursework quicker if they can pass the competency exams for the class.

UW faculty will oversee the academic quality of the coursework and will design and assess the specific competencies students must master to move on to the next course. Working adults will be able to start the Flexible Option at any time during the calendar year and advisors will be made available at the estimated ratio of one to every 85 students.

“It’s visionary and evolutionary,” said Molly Corbett Broad, president of the American Council on Education. “This is acknowledging the growing diversity of who college students are and finding an effective way to give them the first-rate opportunities traditional students on campuses have had for decades.”

Competency-Based Degrees Come to UW

Competency-based degree programs have been the domain of schools such as Western Governors University and for-profit online institutions. Now, the University of Wisconsin has entered the arena, launching the UW Flexible Degree, becoming the first publicly funded college to offer students such a program.

“We know now which features and benefits many adult students want,” UW Chancellor Ray Cross told eCampus News. “Our goal is to address these needs in a new way, but we can only achieve that goal by efficiently leveraging all the UW System’s resources in a truly collaborative fashion.”

The online program will allow students to take classes at their own pace and save money by cutting down on the time it takes to earn a degree. The program will focus on health care, manufacturing and engineering, and information technology and systems and offer associate, bachelor, and master degrees.

Coursework and assessment is supervised by UW faculty and academic staff. Students are able to earn college credit for knowledge already gained through the workplace or life experiences.

“What we are saying is, ‘I don’t care where you learn it. Can you prove it?’” Cross said. The pricing model is still under review and could include a per-course charge or a flat fee for six months that would allow students to complete as many classes as they are able.

The competency-based model should also provide incentive for the nearly 20% of Wisconsin residents who already have some postsecondary course credit to return to school. It is aimed at nontraditional students and individuals who are working while attending classes.

In addition, the office of the governor of Wisconsin has provided an online pamphlet describing the program in more detail.