University-delivered continuing education has undergone significant transformation in recent years, evolving from a tangential offering to a vital strategic contributor to institutional impact. Several key factors have driven this evolution, including shifting demographics, changing attitudes toward higher education and advances in technology. The definitions of continuing education are as varied as the forms this type of learning takes, from professional certificates to license preparation to workforce training. For this article, continuing education is defined as short-term, non-degree-bearing learning for adults who have already earned a postsecondary credential.
With the traditional student population of 18- to 22-year-olds shrinking, universities have recognized the need to diversify their student demographic, including adult learners who need to upskill or reskill. This shift has expanded continuing education’s role in attracting and retaining a broader student base. Institutions have increasingly seen continuing education as a way to support individuals’ needs to gain knowledge and skills for career progression, respond to workforce needs and generate additional revenue for the institution.
With attitudes toward higher education shifting in recent years, so have the role and value of continuing education. Many continuing education programs are designed to meet specific workforce needs in a shorter, less expensive and more flexible format than traditional college degrees: “The array of options for postsecondary education and training has exploded over the last several decades, and interest is still growing: According to Strada Public Viewpoint research, 62 percent of Americans would prefer skills training or another non-degree option if they enrolled in a program within the next six months.”1
With student concerns about the cost of higher education increasing, so has the demand for continuing education programs they can complete for a lower investment and in less time than a full degree. In response to shifting demand, continuing education programs have diversified significantly, ranging from short courses and workshops to microcredentials, accommodating a broader range of learner needs and preferences.
According to a 2024 Gallup-Lumina Foundation report, “More than half (56%) of unenrolled adults say cost is a very important reason they are not presently pursuing a postsecondary degree or credential, ranking it ahead of all other factors tested by at least 10 percentage points.”2 These students often see continuing education as a way to learn and grow their careers simultaneously, and in less time.
In her article about Gen Z and higher education, Ally Lopez cites a 2022 ECMC Group report that explains, “Challenges in the workforce development landscape coupled with rising costs of higher education are contributing to fewer people going to college and to more people seeking better employment outcomes with non-degree programs which they consider ‘shorter, less expensive, and more direct-to-career pathways.’”3
Advancements in technology, particularly digital learning, have reduced geographical barriers and enabled universities to offer flexible and accessible continuing education programs to a global audience in a variety of short course formats such as boot camps, certificates, workshops and licensing preparation classes. In addition, continuing education has expanded its teaching modalities to include in-person, asynchronous online, synchronous virtual and blended deliveries. The increased variety of formats and modalities has significantly grown the reach and influence of continuing education programs: “The growing category of ‘other undergraduate’ includes special programs, non-degree programs, unclassified students, and continuing education. This points to a significant shift in the types of education being sought. Students in other undergraduate programs may be seeking a more customized approach to education or taking courses aimed at developing specific skills related to their life and career.”4
Together, these changes have elevated the strategic importance of continuing education. Instead of being an afterthought, continuing education has become an integral, strategic and innovative component of the university’s mission that contributes to enrollment, revenue and community engagement.
Continuing Education’s Role in Driving Institutional Growth and Innovation
Continuing education can catalyze a university’s growth and innovation on multiple fronts. Its flexibility and responsiveness enable experimentation and rapid prototyping. Continuing education is often pioneering new teaching methods, technologies and program formats and conducting pilots and beta testing, benefiting the entire university. Once proven, successful trials can be adopted and adapted for traditional degree programs, leading to a more dynamic and engaging learning experience for all students.
Off campus, continuing education can act as a bridge to the broader community by forging partnerships with businesses, nonprofits and government agencies. Universities have expanded their collaboration with companies and organizations to develop continuing education programs that align with specific workforce demands and, in turn, address emerging talent needs and skills gaps. Some institutions offer customized professional and workforce programs that provide tailored employee learning designed for the organization’s unique knowledge and skill needs. These partnerships reinforce community-university relationships and spark shared innovation, such as joint research projects, internship placements and other initiatives tackling real-world challenges.
Continuing education also fosters a culture that inspires students and community members to launch new ventures and create groundbreaking solutions through courses and workshops focused on entrepreneurship, innovation and leadership. Recent examples include universities and companies collaborating on understanding, applying and developing blockchain, machine learning and artificial intelligence technologies. By working together, universities and industry partners can shift their relationship from transactional to transformational, collaborating on research, innovation and professional development.5 One example of a strategic partnership is Nvidia’s relationship with Stanford University. The company designated the university as a center of excellence for computing research6 and, at the same time, partners with the Stanford Center for Professional Development for employee education.7
From a financial perspective, continuing education programs can generate substantial revenue, which is crucial during periods of enrollment decline and budget constraints. Institutions can channel this income into research initiatives, infrastructure improvements and other endeavors that advance the university in times of limited resources.
In these ways and others, continuing education can contribute significantly to a university’s growth and innovation. It provides a platform for meeting the evolving needs of learners and the workforce, fostering community engagement, experimenting with new ideas and generating revenue. By embracing continuing education as a strategic priority, universities can increase their vitality and position themselves as innovators in a rapidly changing and competitive higher education landscape.
The Challenges Continuing Ed Faces
Historically, continuing education operated in a silo at many universities, separated by structure and perception. Because these courses tend to be shorter, integrate less research and vary in their assessment approaches, traditional faculty and administrators frequently viewed these programs as lacking the academic rigor, credibility and value of degree programs. Often, outside instructors of practice taught continuing education courses instead of university faculty, which compounded skepticism. While some continuing education departments offered CEUs, these units were deemed less valuable than academic credit. This bias against continuing education often resulted in diminished respect and a corresponding lack of support for the programs themselves.
Building awareness and visibility of continuing education within a university can be difficult when the dominant paradigm is based on research and traditional undergraduate and graduate degrees. Demonstrating continuing education programs’ defined purpose and tangible impact on learners, the community, and the university can also present a hurdle. Continuing education units may not have the data tracking and reporting capabilities academic units have. Without clear metrics and evidence of success, it becomes challenging to advocate for the additional resources and support these programs need to thrive.
Traditional higher education systems and budget models often do not fit the specific needs of continuing education programs. Systems are designed to support degree programs and serve traditional students, which has been critical to the university’s ability to receive state and federal funding. However, as public funding shrinks and traditional enrollments decline, institutions seek additional ways to fund their operations. Continuing education can be a source of supplemental revenue. However, we must address the obstacles administrative barriers, financial model constraints and unrealistic expectations create for continuing education programs to grow. Further, low response times and complicated processes can make it difficult for continuing education units to meet their students’ and industry partners’ expectations. Its lack of representation and influence in university governance structures can further handicap continuing education, limiting its ability to advocate for its needs and contribute meaningfully to the institution’s strategic direction.
All in all, these dynamics highlight the complex landscape in which continuing education navigates within universities. Overcoming these challenges requires a concerted effort to elevate the perception of its programs, adapt systems, streamline processes and ensure continuing education has a role in institutional decision-making and strategy development.
Fostering Strong Alignment with Continuing Ed
Fostering a closer alignment between continuing education and traditional academic programs requires a multipronged approach, combining cultural shifts and practical strategies. To begin with, universities must cultivate a culture that values career-long learning and recognizes continuing education’s contributions to the institution’s overall mission. This change involves shifting perceptions, breaking down silos, encouraging collaboration and recognizing the expertise and impact of continuing education instructors.
From a practical perspective, several best practices can help bridge the gap. Strategic alignment and curriculum integration are vital, ensuring continuing education programs complement and build upon the expertise and scholarship of the university’s academic departments. Ideally, the institution will create seamless pathways for students to transition between different program types through strategies such as credit for prior learning and stackable degrees.
Developing an understanding of and a willingness to support continuing education’s different but essential systems, administrative and data needs benefits both the programs and the institution. Taking this a step further, sharing resources and infrastructure, such as libraries, technology platforms and student support services, can further integrate continuing education into the university’s mainstream.
The university also stands to benefit from building on continuing education’s relationships with students and community partners. These partner organizations can be a valuable resource for advisory boards, guest speakers, student internships and graduate employment opportunities.
Finally, clear communication channels and feedback mechanisms should be established between continuing education and the rest of the university. These strategies will ensure all stakeholders are aware of each other’s goals, challenges and opportunities for collaboration. By implementing these best practices, universities can overcome historical challenges, foster closer alignment and create a more cohesive and integrated learning environment where continuing education and traditional programs complement and strengthen each other.
Trends Around Institutional Collaboration
As higher education models continue to evolve, continuing education will less likely be seen as a secondary service and more likely be valued as a driver of enrollment, revenue and community engagement. The future of higher education will bring increased collaboration between continuing education and traditional university programs, driven by several emerging trends.
Emphasis on interdisciplinary and stackable learning pathways will expand. As demand for agile and adaptable knowledge, skills and competencies grows, universities will design more programs that allow learners to seamlessly transition between continuing education and traditional degree programs, building credits and credentials as they go. Technologies such as comprehensive learner records will allow students to curate and communicate traditional and alternative credentials in one place. Universities will invite the alumni of their degree programs to participate in continuing education, supporting career growth, and enhancing and extending alumni relationships with the university. This integrated approach will recognize the value of all university educational experiences and create a more personalized and flexible career-long learning experience for students.
Through better integration and closer collaboration, continuing education will bring increased value to its institutions. As academic programs face more pressure to be relevant, they will learn from continuing education’s market research and program alignment practices. They will also look to continuing education for revenue generation models and a new pipeline of students for graduate programs, partially offsetting declining enrollments.
As continuing education’s role evolves, its impact will grow. Its potential to reach additional students, align more closely with workforce needs and provide shorter-term, more flexible and affordable education alternatives for students will increase. Harvard’s 2023 Project on Workforce reports, “Continuing education programs aim to provide more accessible education opportunities (shorter time commitments and less costly options) that measurably improve students’ economic outcomes.”8
Further, institutions will recognize and leverage continuing education’s deep connections with industry and community partners. Continuing education is uniquely positioned to facilitate engagement with the university and foster a sense of shared purpose and collective responsibility. Working together, continuing education and traditional academic programs will leverage university-community collaborations to bridge skills gaps, advance research and find innovative solutions to complex, real-world challenges.
Continuing education has become a more integral, strategic and innovative part of the university’s mission and impact on students. If cultivated, the collaboration between continuing education and the rest of the university will undergo a dynamic evolution. By embracing the emerging trends this article describes, institutions can foster a culture of innovation, community engagement and career-long learning, positioning the institution for increased success and societal contribution throughout the 21st century.
References:
1. Strada Education Foundation, “Things To Know Now About the Future of Nondegree Credentials.” July 29, 2021.
2. Lumina Foundation and Gallup, State of Higher Education. 2024.
3. Lopez, Ally. “The Future of Higher Education: Gen Z Sees Opportunity beyond the Four-Year Degree.” Viv Higher Education. March 31, 2023.
4. Education Dynamics. Survey of the Higher Education Landscape. 2023.
5. Kenneth R. Lutchen, A New Model for University Industry Partnerships. Harvard Business Publishing. April 17, 2024.
6. Nvidia Newsroom, NVIDIA Names Stanford University a CUDA Center of Excellence, July 4, 2011.
7. Stanford Online, https://online.stanford.edu/nvidia.
8. Harvard University Project on Workforce, Improving Employment Outcomes Through Continuing Education, 2023.
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