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With the world of continuingeducation evolving rapidly, universities have a unique opportunity to bridge education with industry needs. As workforce demands shift, higher education institutions must ensure professionals can upskill efficiently, meeting local labor market needs while driving economic mobility.
Before discussing strategies to make the most of social media, its important to understand what adult learners look for in continuingeducation. These learners often focus on gaining industry knowledge and expanding their professional networks. A great way to encourage organic engagement is through faculty thought leadership.
The University of North Florida is bucking declining college enrollment trends in higher education, and John Kantner, University of North Florida senior associate provost of faculty and research, credits some of this growth to its focus on continuingeducation (CE) programs.
We are 27 years young, but in that time we’ve done our best to really be aware of what employers are saying and what employers are looking for from students coming out of higher education. And our faculty are engaged in looking at that reflective piece. Because number one, faculty do need to own the curriculum.
Now, as artificial intelligence begins to revolutionize the workforce and as Miami becomes the fastest-growing tech hub for venture capital investments post-pandemic, Pumariega’s school is well poised for a new era of student career success and faculty innovation. “President Pumariega spoke to us and said, ‘Think big.’
So there’s a real paradigm shift among institutional staff, faculty. So trying to really even linguistically continue to erode the artificial distinction between credit and non credit. to then continue after this short term non-credit program into a credit bearing certificate or degree program. There’s policies.
“With the economy shifting … we need workforce education training faster and better,” said James Fong, chief research officer at the University Professional and ContinuingEducation Association (UPCEA). “They want to be able to say what skills are important … Faculty can’t drive everything.”
If you’re still remotely skeptical about whether the explosive developments in AI will impact higher education, a recent academic study done by researchers from Princeton, New York University and the University of Pennsylvania may finally cause you to embrace the new horizons. This doesn’t seem to be a coincidence either.
Rapidly developing artificial intelligence (AI) technology is bringing to light serious concerns within the art and design industry. With a storied career spanning over 35 years in the entertainment industry as a Hollywood concept artist and designer, Flattery has weathered many advancements in technology in the art and design industry.
These cuts include cutting 28 majors and 143 faculty. Universities must bridge this gap by aligning their curricula with real-world skills and by forging stronger connections with industry to ensure that their graduates are job-ready. Faculty members, too, experienced a shift in perspective.
Additionally, with digital credential platforms such as Credly reporting the issuance of industry and workforce credentials being up 83% since the pandemic, now is the time for higher ed presidents and decision-makers to begin thinking about micro-credentials seriously.
The involvement of faculty in the enrollment and retention process is critical. But higher ed has unfortunately created an environment that does not necessarily reward faculty for their capacity to develop and maintain relationships with students. That’s one of the fascinating things about where we are as an industry today.
Projects addressed topics such as annual giving, student retention, professional and continuingeducation, academic program planning, and more. Our second cohort concluded in December 2021, our third cohort wrapped up in spring 2022, our fourth occurred in fall 2022, and our fifth occurred in spring 2023.
She successfully transferred the skills she learned in the hotel industry to the healthcare industry and now to higher ed, where she works in Career Services. Post students have access to a locked closet with gently used professional men’s and women’s attire that have been donated by staff and faculty members.
The fifth and last installment in our series explores how higher education can reflect the ever-changing landscape of society and industry to meet their needs and expectations. At The Change Leader, we propose a culture of continuous board improvement and accountability as a way to avoid the detrimental impact of stagnant governance.
Lemheney, vice president and executive director of Muhlenberg’s Division of Graduate and ContinuingEducation. “We We hope to attract a mix of professionals that will create conversations across industry sectors examining issues of equity and inclusion in their workplaces and communities,” said Lemheney. It’s like exercise.
InStride, an innovative organization backed by Arizona State University, is bridging the gap between academia and industry by facilitating partnerships between universities and corporations. Too often, faculty develop curriculum in silos, disconnected from the realities of the job market. Or what the faculty just want to teach.
Then again, some companies—even some industries—may not have effective responses to the changes. As universities realize that traditional enrollments may be harder to reach, I’m hearing a lot more talk about competency-based education (CBE), micro-credentials, and aligning education with skills, and work.
What I will say is they vary widely across states and between career types or industry types, like let’s say the difference between Allied Health or truck driving or tech. Everyone needs a plumber and it’s a skilled job that takes training, it takes continuingeducation. Jinann Bitar: Very consistent.
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