Is a National Tipping Point Study Needed to Improve Our Credentialing System

Higher education is at a pivotal moment, where the need for a comprehensive study to assess the credentialing system is more urgent than ever.

Let’s play a game of Jeopardy:  

• The category: “Credentialing.”  

• The answer: the numbers 338, 331, and 323.  

• The question: How old are the nation’s oldest higher education institutions (Harvard, William & Mary, and Yale)? 

Why ask this question? Well, given the fact that the U.S. higher education system is more than three centuries old, it seems wise to ask whether it’s still effective. Has it changed enough to meet 21st century needs?  

To answer this question, on April 28, 2024, I asked ChatGPT, “How have the three oldest colleges in the U.S. changed since they were established 338, 331, and 323 years ago, respectively: Harvard University, the College of William & Mary, and Yale College? How are they serving 21st century needs?” 

Here's what ChatGPT had to say: 

Harvard University  

Founded in 1636, has evolved significantly over its long history. Initially established to train clergy, it expanded its curriculum to include a broader range of subjects over time. Today, Harvard offers a vast array of academic programs spanning the arts and sciences, professional schools, and interdisciplinary studies. It has also embraced modern research methodologies and technologies, becoming a leader in various fields such as medicine, law, business, and engineering. In terms of serving 21st-century needs, Harvard has been proactive in promoting diversity and inclusion, fostering innovation and entrepreneurship, and addressing global challenges through research and education. 

The College of William & Mary 

Established in 1693, has similarly adapted to changing times. Initially founded to educate the youth of the Virginia colony, it has expanded its academic offerings and facilities to meet the demands of a modern university. William & Mary places a strong emphasis on undergraduate education while also maintaining a commitment to research and scholarship. In recent years, it has focused on integrating technology into teaching and learning, promoting sustainability initiatives, and fostering civic engagement among its students. Additionally, the college has sought to increase diversity and inclusion on its campus and has implemented programs to support students from underrepresented backgrounds. 

Yale College 

Founded in 1701, has undergone significant transformations since its inception. Originally established to train ministers for the Congregational Church, it has grown into a comprehensive research university with a global reputation for excellence. Yale has expanded its academic offerings to encompass a wide range of disciplines, from the humanities and social sciences to the natural sciences and engineering. It has also embraced interdisciplinary approaches to research and education, encouraging collaboration across different fields and departments. In terms of serving 21st-century needs, Yale has prioritized initiatives such as sustainability, entrepreneurship, and internationalization, while also investing in resources to support student wellness and mental health.” 

Th AI program concluded: “These three oldest colleges in the U.S. have adapted to the changing needs of society by expanding their academic offerings, embracing new technologies, and addressing pressing global challenges. They continue to play a vital role in shaping the future through education, research, and service to their communities.” 

While it is good to learn from AI that there has been significant change over centuries — in academic offerings,  use of technology, and addressing global challenges, we might also note these changes:  

• About 40% of American college students are enrolled in community and technical colleges. 

• About one in 12 students at community colleges — nearly a million students — already have a bachelor's degree and are seeking skills in career and technical education programs. The number of students enrolled in vocational-focused community colleges increased 16% from 2022 to 2023. 

• There is growing interest in the skilled trades, with significant increases in enrollment in mechanic and repair trade programs, construction trades, and culinary programs.  

• The landscape of trade and technical schools has expanded — in 2022, there were more than 7,400 such institutions.    

• The preferences of American learners are shifting notably toward vocational training and skill-based programs, probably because of their relatively low  cost and clearer  paths to jobs. 

• There are growing numbers of registered apprenticeships (nearly 600,000 as of 2021).  

• More and more stakeholders — including employers — are focused on the skills agenda and job shortages. They are asking credential providers to offer more shorter-term programs that get learners into the job market sooner—and with the necessary skills. They are  envisioning a system with more on- and off-ramps to help individuals navigate a lifetime of reskilling and upskilling in a rapidly changing economy. 

These and other factors are fueling the redesign of higher education to include a growing number and variety of credentials — not only degrees, but microcredentials, digital badges, and micropathways. 

And our counterparts in other nations are redesigning systems as well. The European Commission (EU) recently approved the concept of a universal European Degree; now the 27 EU nations will determine how and if they will design such a degree to enhance credit mobility among their populations. 

Are we moving quickly enough in the U.S.? Frankly, we don’t know.  

There are many initiatives — and many more colleges, universities and other providers within these initiatives — that are working toward the redesign of our higher education system. Among them:   

• Credential As You Go 

• Credential Lab Service & Innovation Center – Higher Learning Commission 

• Credentials for the Future Initiative – University of Texas System   

• Credentialing: Policy and Implementation - Colorado  

• Degrees When Due (DWD) Hallmarks of Excellence In Credential Innovation – UPCEA 

• Education Design Lab 

• Innovations in Credentialing – Western Governors University 

• Microcredential Initiative - State University System Of New York (SUNY) 

• Noncredit And Credit Alignment Lab (NCAL) 

• Pathways To Credentials - CTE Technical Assistance (US Department of Education) 

• Racial Equity For Adult Credentials In Higher Education (REACH) Collaborative 

• STARs - Skilled Through Alternative Routes - Opportunity@Work 

In this rapidly evolving innovation landscape, what do their efforts add up to? Is it time for a comprehensive study to see if the needle is moving, and in what areas? 

Many think the answer is yes. But how best to measure progress? Metrics and sensors are vital diagnostic tools in countless areas of life, from health care to auto repair to fitness tracking. Higher education needs this too. 

A tool that examines progress on many fronts — call it a Fitbit for higher ed — could be administered to states, state systems, individual institutions and certification organizations – all active players in this redesign landscape. 

Let’s develop the Fitbit and ask the members of the higher ed community to take their pulse and  add up the numbers. Let’s see if we can answer the question for the nation:  Where we are making progress, if we are making progress? Are we approaching a tipping point? 

It’s time to ask innovators working to redesign the U.S. credentialing system what they have learned. Whatever answers they give will be helpful — if only by creating an entire new category in our Jeopardy game.