Delivering Learning Across A Lifetime: Higher Education’s New Paradigm
Today, and into the future, higher education’s role is ongoing as the demands of the future labor market will require individuals to continuously up-skill and re-skill to remain relevant. As such, while the traditional two- or four-year postsecondary model will continue to play an important role, colleges and universities must expand their repertoire to consciously deliver learning across individuals’ lifetimes.
Read on to learn how the 100 Year Life is changing the fundamental learning needs of individuals across the labor market, and to understand how postsecondary institutions can evolve to fulfil their missions within this new paradigm.
What Is The 60 Year Curriculum?
The 60 Year Curriculum: Developing New Educational Models to Serve the Agile Labor Market
Chris Dede | Professor of Learning Technologies in the Graduate School of Education, Harvard University
While many individual institutions have been developing models to serve their specific communities over the long term, it’s critical to come up with a broader approach that ensures all individuals can gain access to reskilling opportunities over the course of their lifetimes.
Impact of the Evolved Lifelong Learning Model on Institutional Operations
Redefining Norms Critical to Sustained Relevance in the Changing Postsecondary Environment
Hunt Lambert | Dean of Continuing Education and Extension, Harvard University
Sticking to the status quo will end in disaster for most postsecondary institutions. To stay relevant, institutions have to rethink all aspects of the higher education product, from programming to student support to organizational models.
Stackable Credentials: Defining Their Value
Joann Kozyrev | Vice President of Design and Development, Western Governors University
Stackable credentials have the capacity to transform student pathways to degrees and employability—fundamentally shaking up the core of traditional higher education—but only if their quality aligns with their promise.
Student-Centeredness and Continuing Education: An Imperative
Gary Matkin | Dean of the Division of Continuing Education and Vice Provost of the Division of Career Pathways, University of California, Irvine
The effectiveness of learning outcomes, one of the linchpins of student success and a definer of student centricity, is becoming increasingly reliant on the strength of an institution’s continuing education offerings.
Addressing the Increasing Need for Non-Credit Programming: The University and True Lifelong Education
Rovy Branon | Vice Provost for Continuum College, University of Washington
Non-credit offerings are increasingly important to individuals’ success in the labor market, but colleges and universities need to work more intentionally to create this wider array of access points.
Building Lifelong Learning Into Institutional Operations
Preparing a Traditional University for the 60-Year Curriculum
Josh Herron | Dean of Online and Continuous Learning, Anderson University
Even universities that have historically focused on serving traditional audiences need to adapt programming and service structures to expand their reach and serve learners across their full lifecycle.
Lifelong Learning For The 100-Year Life
Jeffrey S. Russell | Dean of Continuing Studies and Vice Provost for Lifelong Learning, University of Wisconsin-Madison
Longer lives and changing work conditions necessitate universities to think outside the box for how they can serve learners across a much longer and more flexible timeframe.
Inside College-Employer Partnerships: The Importance of Trust
Linda Head | Senior Associate Vice Chancellor of External and Employer Relations, Lone Star College and Brooke Polk | Director of Program Development and Technology, IADC
Two leaders—one from a college, the other from an industry association—explain what it took to make their partnership work and create programming that provides a fast track to stable employment, responds to market trends and grows with learners’ careers.
Open Loop Education: Codifying the Lifelong Learning Partnership Between Students and Institutions
Scott DeRue | Dean of the Stephen M. Ross School of Business, University of Michigan
As the nature of higher education evolves alongside the demands of students and their expectations of institutions, it’s critical to shift to a postsecondary model that champions and supports lifelong learning.
Building the Infrastructure for Learning Across a Lifetime
Building a Platform for Future Growth at Two Year Community Colleges
Mark Mrozinski | Assistant Vice President of Workforce Development and Executive Dean, Harper College
By prioritizing and resourcing what matters, two-year colleges can implement high-quality technology infrastructures that allow them to deliver the experience their students expect while simultaneously positioning themselves for long-term growth that capitalizes on future trends.
Boosting Non-Credit Revenues by Consolidating Non-Credit Administration
Nicole Westrick | Associate Vice Provost, Temple University
Institutions can take massive steps towards growing their non-credit revenue by shifting towards centralized administration systems that allow unit staff to focus on differentiating aspects of their business, rather than on repeatable administrative tasks.
Mapping Higher Ed’s Digital Transformations
Susan Grajek | Vice President of Communities and Research, EDUCAUSE
To stay relevant, higher education needs to adapt to the shift towards digital transformation and a lifelong learning model.