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Among the first objectives in Kansas State’s 2023 strategic plan is to enroll 5,000 to 7,000 alternative credential-seeking learners by 2030 across continuingeducation courses, micro-credentials and industry training collaboratives.
Schools can motivate a student base lacking purpose by exposing them to opportunities built with direct input from the industries they aspire to join after graduating. The majority worked in finance (14%), followed by healthcare (13%) and manufacturing (12%). They are more of a supplement than a replacement.
InStride, an innovative organization backed by Arizona State University, is bridging the gap between academia and industry by facilitating partnerships between universities and corporations. By forming advisory boards with corporate leaders, universities can refine curricula to meet industry demands and ensure graduates are workforce-ready.
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.
She successfully transferred the skills she learned in the hotel industry to the healthcareindustry and now to higher ed, where she works in Career Services. After graduating college, I thought I wanted to go into the hotel industry, and that is what I did. I was a healthcare administrator. I really enjoyed it.
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.
As the United States’ employment needs quickly change, industry and government have a pressing need for more qualified workers. Demand for workers in healthcare and STEM occupations may grow more than before the pandemic. How industry addresses the education of employees. Attendance at educational conferences (51%).
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