Adult programming has been around for decades, but just like the rest of higher ed, it requires a shift to reflect the modern learner. In this interview, Miko Nino discusses how adult programs have evolved, what students expect from these programs and overcoming the hurdles they present.
The EvoLLLution (Evo): How have you seen adult programs evolve?
Miko Nino (MN): There’s been an increasing number of and demand for adult programs in recent years. They’ve always existed, but they have become part of mainstream higher education. It used to be the secluded underground sector, almost like a parallel conversation that had little to no connection to higher education institutions. Now, institutions are actively developing and promoting these programs to increase supply for students and boost enrollment. For many higher education institutions, adult programs have become an essential part of the mission and vision.
Adult learners are also becoming part of the higher education conversation a lot more. Decades ago, college was for people only going through the traditional college pathway: the four-year bachelor’s program. The game started to change when companies realized the need to better prepare working adults. They started actively involving higher education institutions in the discussion as a mechanism to overcome the challenge of working adults needing more and better tools to excel at their jobs. That inclusion resulted in several partnerships that influenced how adult programs are developed and seen today.
Evo: What expectations do today’s learners have of their institution when it comes to adult programs?
MN: Learners want competitive programs that add relevant knowledge, skills and abilities to what they have. These learners have been working for years, and they already have solid careers. When they decide to go back to school, all of them do it for the credentials and validation to get a promotion or a raise, or to change careers. In addition, they do it to have a greater breadth of experience and knowledge. They don’t need a program that covers the fundamentals but one that challenges them and gives them the next level of expertise. They want a program that ensures transfer of knowledge from the classroom to the workplace. Furthermore, they want the flexibility online programming offers, since sometimes that’s the only option they have if they work full time. Attending face-to-face courses at specific times can be extremely challenging when you are a full-time employee, hence the need for asynchronous courses. And of course, adult learners want affordability. Working adults with advanced careers don’t always find the idea of getting into huge college debt attractive.
Finally, adult learners want to experience and benefit from the same support opportunities traditional students have. Adult learners are looking for continuous support from their institution and faculty, which means the institution should be able to offer the same services it offers traditional students but in a way that accommodates working adults’ lives and schedules. These accommodations include assistance after working hours, weekend hours and online services.
Evo: What are some challenges institutions face when trying to adapt and revise their adult programming for the modern learner?
MN: Learning should not only be designed for traditional four-year college students. Adult learners are part of the present and future of higher education, so curricula and instructional design should include them. We have started to notice a decline in traditional higher education learners, which is a huge indicator of the need to reconsider how we serve working adults. Some institutions want to keep a traditional and conservative view of the populations they serve, which is a challenge we still face. I commend higher education institutions that understood early on the need to embrace learners who don’t follow the traditional learning path or are the same age as traditional college students.
Another challenge I always mention is that there is still stigma around the quality of adult and online programs. An adult or online program does not mean a watered-down degree. I’m sure you can find some, but the same could be true about certain traditional programs. It comes down to how a program is designed. You can keep the quality and rigor even if it’s a compressed, accelerated program in an online format. A program can be flexible without compromising learners’ ability to acquire competitive skills. I have spent a significant amount of my career training higher education professionals on how to maintain quality when redesigning programs in hopes of breaking the stigma.
Evo: What’s required of an institution to overcome these obstacles?
MN: It’s important to understand and follow up with industry realities. If you want to develop a program, you must pay close attention to the industry connected to that program. Keep in mind that higher education learners’ end goal is to use that degree or credential to advance their careers; therefore, there’s a need to always keep an eye on industry. To have a competitive program, you need to pay attention to what employers are looking for and align your curriculum to industry realities and to the skillset employers are asking for. The reason why some companies have voiced a preference for credentials or badges over degrees lately is because of the disconnect between some degrees and the skillset needed to perform the job. Companies find value in degrees, but they also want to hire employees that bring the right skillset to the team. So, in this time and age, a competitive higher education degree should train learners on current and future industry needs and trends.
Another strategy to overcome these obstacles is to embrace online to provide access to education and increase enrollment. There is really no competition between face-to-face and online learners. Some learners will always prefer face-to-face and traditional programs. Others will prefer online. In some cases, online is the only access learners have to education, given their schedules and personal and professional lives. Institutions without a robust online offering fail to capture this niche of learners who need and actively seek online programs.
Evo: How can institutions begin effectively engaging and supporting adult learners considering their institution?
MN: It’s very important to have a clear vision and pathway. Students should know before they come to the institution what the program will look like and how much time it will take them to complete. Also, learners need to know from the start the career possibilities they can have once they get that degree. And I cannot emphasize enough that learners need to know how they will be supported. It’s not only about getting them into a program but making sure they succeed and finish.
Evo: What trends do you expect to see when it comes to adult learner programming, and how will institutions adapt or react to them?
MN: I’m already seeing—and I expect to see even more—employer support for the adult learner. Before, many adult learners were pretty much on their own, completing their degree as a personal goal without any employer involvement. Some employers have historically provided tuition assistance and reimbursement, but now I see support at all levels. Employers are willing to create flexible schedules, facilitate resources, advocate for students, make connections with higher education institutions and more. This is a game changer because feeling supported by your employer increases your chances of succeeding exponentially.
I also expect to see companies paying even more attention to the skillsets learners bring and informing higher education institutions of their findings. It will increase the number of partnerships between higher education institutions and companies, resulting in an increase of nontraditional credentials. Obviously, the number of online programs is expected to increase in the next decade. I’m also optimistic about the future of the quality of online programs. With so many success stories and all we are learning about online learning, there is a great opportunity to make it better and more effective. Finally, artificial intelligence will help learners in key areas such as accessibility and support, which will make the adult and online learning experience even better.
Evo: Is there anything you’d like to add?
MN: We should all leave our comfort zones and try something we have always been hesitant about. Sometimes hesitation and fear come from lack of experience or knowledge. Start somewhere or take a small step. If you have never taught an online course or a course for working adults, maybe give it a try. If you have never met an online or adult learner, have an initial conversation. If you are unsure about alternative credentials or partnering with a company to redesign a curriculum, find more information about it. Taking a small step can change your view on things and will help you gain more perspective and make informed decisions.
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