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Partnership between industry The delta between what industry expects from degree-wielding job applicants and what schools deliver is still vast. “That’s two things they know best: Their school and their industry.” ” At Wabash College, a men’s private school in Ind.,
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.
The need for collaboration in higher education — particularly between universities and employers — continues to grow. Carefully managed partnerships benefit everyone involved, and they can help shape the future of countless industries in a rapidly changing world. Why Should Universities and Employers Form Partnerships?
“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). Here’s a round of insights from the three reports.
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.
Visiting Harvard I was very impressed by the positive role of educational technology in growing the provision of continuingeducation. Hand in hand with increased learner autonomy I saw the very rapid growth of informal learning supported via MOOCs and Open Educational Resources (OERs).
to then continue after this short term non-credit program into a credit bearing certificate or degree program. five general education courses at the end of the program, and that helps enrollment at the college overall, and that’s just good for everybody. So we just really started with a task force in 2016 that was broad based.
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.
Engage” provides them with the information they need to make the right buying decision for them. For every single question that you ask these students, ask yourself at every stage, “Is this a piece of information we need? Or is this a piece of information we already have?” Convert” gets them from prospect to customer.
And then the other aspect of outcomes, of course, is outcomes of value in terms of employment and earnings or continuededucation or, you know, better skill in the workplace. Matthew Sterenberg (09:15.47) Yeah, and a lot of the badging community, it’s like, how do we engage in the human resources information system, the HRIS?
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.
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’s webinars inform these students how to prepare for a virtual career fair, such as how to ensure they have the proper background, lighting, and attire.
The Need for a New Higher Ed Value Proposition As the availability of world-class educational content has expanded, with terabytes of information now accessible free online, universities must redefine their value proposition. One University that is a leader in this respect is Franklin University in Columbus, Ohio.
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.
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.
This may involve lectures, active learning activities, or group work to disseminate information and student learning. Formative assessment through student self-reflection can provide instructors with invaluable information about students' understanding and performance (Benson, 2023). Team teaching in nursing education.
For college presidents and boards navigating financial pressures, workforce alignment, and the post-enrollment cliff reality, this conversation offers timely, data-informed insights. Institutions should use localized data not national trendsto inform program design and anticipate demand. Partner broadly.
Inform college system and campus decisions knowing that, federally, common DEI initiatives are highly likely to be legally defensible, despite whatever pressure is exerted. Before you make a decision, consider whats likely to happen in your states political landscape to inform your next move.
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