Higher Ed in the New Learning Economy featuring Carla Hickman

©2016 The Advisory Board Company • eab.com • 31989E
Higher Ed in the New
Learning Economy
COE Forum

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ROAD MAP
2015 in Review: The Year of Higher Ed “ROI” Accountability
Preface: COE Role in Leading Campus Innovation
Reclaiming the Outcomes Definition: From ROI to Return on Education
Six Strategies for the New Learning Economy

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Where You Asked Us to Turn Our Attention This Past Year
Leading Campus Innovation
Navigating New Business and Delivery Models
and Accelerating Stakeholder Consensus
Today’s Session: Where You
Asked Us to Focus Attention
Higher Ed in the New Learning EconomyResources Immediately Available
Data and Tools to
Build Consensus
for New Markets
and Models
Advocating for
Policies and
Resources Needed
for Growth
Staying Ahead of
Future Innovations
and Coming Threats
• Industry Futures Series
• Sizing the Professional
Master’s Opportunity
• Engaging Faculty in Online
Education
• COE Organizational
Benchmarking Customized
Survey Cuts
• Outcomes Communications
Center
• Understanding the Impact of
MOOCs
• Three Myths About
Competency-Based Education
• The CBE and PLA
Implementation Toolkit
A Crossroads Moment
• High-level discussion of
most prominent debates
in the last year
• Where does higher ed
need to evolve?
Getting Beyond Silos
• Spend some time on
both “traditional”
undergraduate +
adult students
• “We’re all
interconnected”

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ROAD MAP

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What Should Learning Look Like in the 21st Century?
Debates Front and Center in the Public Imagination
What
Subjects
Should We
Teach?
How
Should We
Teach?
Is Education
Preparing
Students for
Work and
Life?
Election Year Rhetoric
“Welders make more money than
philosophers. We need more welders
and less philosophers.”
- Marco Rubio, GOP Presidential Debate
Fact Check
• By most averages,
philosophy majors have
higher average earnings
• False dichotomy between
vocational and liberal arts
“Lecture Me. Really.” (Oct. 2015)
Defends lecture’s unique ability to model
sustained, complex argumentation
“Colleges Reinvent Classes to Keep
More Students in Science” (Dec. 2014)
Profiles of student success benefits of
active learning
Welders vs. Philosophers
Sage on the Stage vs. Guide on the Side
Future of the Degree at Risk Due to New Alternatives?
What Your Board Member Read on Her Last Flight
“The Degree is
Doomed” (Jan. 2014)
“The Next Assault on the
Ivory Tower: Unbundling the
College Degree” (Mar. 2014)
“The Case for
‘Unbundling’ Higher
Education” (May 2015)

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What’s Different Today
No Longer a Theoretical Question
Source: “Who Needs College,” Newsweek, April 1976; “Public University Costs Soar,” March 16,
2013; Federal Reserve Bank of New York.
Alarmist Headlines
All Too Familiar…
…But More Urgent Pressures Today
April 1976
0
500
1,000
1,500
2003 2005 2007 2009 2011 2013
Credit card debt
$660 billion
Student debt
$1.1 trillion
Total US Student Loan and
Credit Card Debt, in Billions
Today’s
Trillion
Dollar
Problem
U.S.
Competitive
Edge Under
Threat?
OECD Rankings
19 in college graduate rate
(compared to 1st in 1995)
14 in problem-solving skills
16 in adult literacy
“By all estimates, the rising costs of
college have been paced by
diminished economic returns on the
college investment.”
“As much as 27 per cent of the
nation's work force may now be made
up of people who are "overeducated"
for the jobs they hold.”
And 40 years before Rubio’s
comment: Newsweek chronicles an
English Ph.D. working as a welder
Debt + Uncertain Outcomes =
New Outcomes and Accountability Focus

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Accountability Discussions Accelerating at Rapid Pace
The Year of Higher Ed “ROI” Accountability
Source: EAB interviews and analysis.
September 2015
Providing
Comparative Debt
and Salary Data to
Consumers
White House College
Scorecard launched
Increasing Cost
Transparency
Earlier in Decision
Process
FAFSA Prior-Prior
Year data
announced
July 2015
Tying Title IV
Funding to Loan
Repayment
Gainful Employment
regulations take
effect
Ongoing
Targeting
Graduate Debt
HEA Reauthorization
proposals on table
include loan limits
for graduate and
part-time students
October 2015
Looking to
Alternate
Providers for
Better Outcomes,
Lower Costs
EQUIP program
pilots federal
financial aid to
coding boot camps
and MOOC providers
Trends Analysis
Dramatic Rise of “Is College Worth It?” Internet Searches in Last Half-Decade Alone
2015: A Hallmark Year for Higher Education ROI Policies
March 2015
An Expansive
Accountability
Vision
HELP releases white
papers outlining
accreditation
reform, tying debt
to federal aid
eligibility, and data
transparency
2005 2007 2009 2011 2013 2015

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Consumer Transparency Only the First Step
College Scorecard: 2015 Only the Beginning
Source: “The New College Scorecard,” Inside Higher Ed, September 14, 2015.
College Scorecard
(Selected Measures)
Earnings
• Average Income 10-Years-Out
• Percentage of Students Earning
Over $25,000 6-Years-Out
Loan Repayment Rates
• Share of Students Making
Progress in Paying Loans within 3
Years of Leaving College
• Improvement on Default Rate
High Utilization of Federal
Scorecard Itself Uncertain…
Data considered inaccurate,
unrepresentative, and
misleading
Volume of information
difficult to navigate
…But More Aggressive Accountability
Measures Still on the Table…
Information
previously
unavailable
to public
Ratings tied to federal funding
Risk-sharing proposals requiring
institutions to pay for student loan
defaults
Institutions likely to fare well in
ratings expressing tentative support
… And Part of Larger Student Shopping Shift
Data incorporated into emerging
consumer information sources
Re-defining what “ROI” shopping means

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Even Before More Aggressive Federal Accountability Mechanisms Come Into Play…
Intensifying the Stealth Applicant Problem
Source: EAB interviews and analysis; “2014 Recruitment Funnel
Benchmarks Report for Four-Year Institutions”, Noel-Levitz, 2014.
New Rankings Already
Using Scorecard Data
Rising Sophistication of
Search Sites
Educational search engine by
2Ufounder
Ranks universities by dream
job: “I want to work at Pixar,
where should I go to school?”
Looks at gap between how
much students earn vs. if had
studied elsewhere
Comparison of liberal
arts vs. selective
research universities
College Scorecard Data Likely to be Incorporated
into Emerging Consumer Information Sources…
…Making it Easier for
“Stealth Applicants”
Impact of Search Intermediaries
Across Industries
• Decreased brand power
• Expands competitive set
• Can’t control message
• Driving price down
• More stealth shoppers
And Increasingly Seen in Undergrads
Percentage point increase in first-
time enrolled freshmen who secret
shopped, 2007-201412%
Stealth the Norm in COE
40%
in 2012
70%
in 2014

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New Challenges to Undergraduate Recruiting
“ROI-Shopping” Likely to Accelerate
Source: “Prior-Prior Year: FAFSA Simplification,” National Association of Student
Financial Aid Administrators; BLS data; EAB interviews and analysis.
“ROI” Calculation of the Future =
Both Aid + Likely Return
Even More Fierce
Negotiation Ahead
Earlier Offer Letters
Encourage More Price
Competition
• More time for
negotiations and
appeals
• Less time to cultivate
relationship before
offer
Prior-Prior Year Data
Expedites Award Letters
• Students can apply for
financial aid as soon as
October
• Don’t have to wait to file
tax returns
• Announced in
September 2015; goes
into effect Fall 2016
Strategies Making
Way into Higher Ed
No Haggle
Pricing
Tuition Price Reset
$10,000 list price
replaces discount
Price Match
Guarantee
In-State Price Match
Top 10% HS class pays
public tuition
“All you can
eat!”
Subscription Pricing
One flat 6 mo. Fee (“All
you can learn”)
Pre-Paid
Savings
Pre-Paid Tuition
Newborns to 11th graders
“Post-graduation salaries: Show
me the money” (March 2014)
• Highlights students who transferred
to UMass Lowell due to cost +
published salary estimates
• Decisions influenced by high debt of
friends
• Website for job-
seekers to
research salaries
• Data used to rank
institutions based
on salary and net
ROI
2013 UMass Lowell Campaign

11Next Up: Greater Federal Accountability for Master’s
Source, “Highly Educated, Unemployed, and Tumbling Down the Ladder,” NBC News, October 12, 2014; “Three A’s Driving the Reauthorization of the Higher
Education Act,” WICHE Cooperative for Educational Technologies, August 2015; “Schools Want the Sky to Be the Limit on Loans,” Bloomberg, September 2015.
Data Shows Disproportionate Borrowing
by Graduate Students
VS.
40%
Of all student borrowing comes
from graduate students, who make
up 15% of student population
15%
Graduate students
owing $100K+
.3%
Undergraduates
owing $100K+
Public Scrutiny of Undergraduate
Borrowing Likely to Turn to
Graduate Education
Current HEA Reauthorization
Proposals to Limit Master’s and
Part-Time Borrowing
• Cap annual loan limits for graduate students
from $80K to $30K annually (with a total
borrowing cap of 150K)
• Cap loans for part-time students at
estimated cost of attendance, restricting
borrowing to tuition and fees
“Tumbling down the ladder”
• Profiles of master’s students
taking years to regain
former income
• Delayed retirement
• Debt, foreclosure
• “42 and living with roommates”
Anecdotal, But Powerful
Policies Will Make More Difficult for
Working Professionals to Return to School
• 20 universities responsible for 20% of all
graduate student debt in 2013-2014
• Eight are for-profits
-- Walden University: $756,336,024 M
-- University of Phoenix: $493,078,509 M
For-Profits Once Again Disproportionately
Impacting Industry-Wide Regulations?

12New Entrants Poised to Threaten Graduate Degrees
Source: “The Birth of an Uber Learning Economy,” Ithaka S+R, August 31, 2015; “The Emergence of MOOCs,” Bersin by Deloitte, September 30, 2014; “Gallup-Purdue Index 2015
Report,” Gallup and Purdue University, September 2015; Degrees Conferred by Public and Private Institutions, Integrated Postsecondary Education Data System (IPEDS).
“The Birth of an Uber
Learning Economy”
Certificates Already an
Increasingly Popular Option
3% Growth in master’s conferrals
between 2007 and 2012
18% Growth in graduate certificate
conferrals between 2007 and
2012 (credit-bearing only)
It’s always been assumed that
disruption of traditional higher
education would begin at the
undergraduate level. But if
disruption is going to happen, the
trends […] point to it starting with
graduate and professional
education.”
- Jeff Selingo, August 2015
And Third Parties Benefiting from…
Federal Aid Reducing
Barriers to Entry Among
More Expensive Entrants
Undergraduate Student
Debt Leads to Delaying
Graduate Degrees
Corporate Interest: 44%
Companies L&D Arms
Experimenting with MOOCs

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How to Respond
Reclaiming Our Value
Liberal arts vs.
specialized skills
Liberal arts and
specialized skills
complement one another
Master’s degrees vs.
micro-credentials
Lifelong learners -- and
employers -- understand
value of both longer
programs and shorter,
just-in-time courses
Currently Dominating the
Outcomes Conversations
Move from today’s narrow ROI outcomes
conversation to larger “return on education”
Where We Need to Articulate
and Enhance Our Value
Either/Or Both/And

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ROAD MAP
Reclaiming the Outcomes Definition:
From ROI to Return on Education

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Higher Ed’s Compact with Society
Getting to the Both/And
For the last decades, we’ve really seen a
shift from the perception of higher
education as public good to private good.
That’s most obvious when you look at state
funding, but it’s well beyond that. All our
funding sources are increasingly at risk.”
What worries me is that it’s now not just higher
ed’s value as public good that’s being
threatened, but as private good too. And
that’s being so narrowly defined in terms
of a simple cost-benefit equation: your
salary at age 22.”
What’s Getting Lost in the
Public Discourse
Keeping Provosts Up at Night
“Return on Education”
Beyond Salary ROI
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Education vs. Training:
Why it Matters for the
Real Skill Gaps
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The Value of the
“Bundle”
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What’s Getting Lost in the Public Discourse #1
“Return on Education” Beyond Salary ROI
Source: “28th Annual Survey of Corporate Executives: Availability of Skilled Labor New Top Priority,” Area Development, 2014;
“A College System Measures How Low-Paying Degrees Serve the Public Good,” Chronicle of Higher Education, August 5, 2015.
 Survey responses to “Does your work
make the world a better place?”
 Enrollment of minority students, non-
traditional gender for field
 In-demand career clusters
 Concentration of industry in region
Measuring the High Personal and
Social Value of Low-Paying Degrees
Social Utility Index
Role of Education in Meeting Regional
Needs, Not Just High-Wage Jobs
2014 CEO Survey
“What do CEOs consider in making
location decisions?”
1. Availability of skilled labor
2. Highway accessibility
3. Labor costs
[…]
7. Corporate tax rate
11. Tax exemptions
16. Availability of long-term
financing
17. Environmental regulations
Moved
up two
places
since
2013
survey
“How do we calculate the
social good of programs that
lead to low-paying jobs but are
important to communities?”
Providing Better Data for Schools and
Policy Makers Considering Program Cuts
High-value, low-wage fields include social
work, firefighters, early childhood education

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When Employers Say “Skill Gap” They Might Mean…
Source: EAB interviews and analysis
Universal competencies in leadership,
empathy, cross-cultural experience
Mastery of a
skill, process,
product, or
body of
knowledge
T-Stem(forInnovation)
T-Top (for Collaboration)
The “T-Shaped Professional”
And Let’s Not Forget the “Whole T”
“Hiring has slowed down for those who use
software, but we’re still hiring those who
can invent new applications for software”
Need for Specificity in
Technical Needs
“Not all engineering or
tech jobs require the
same exact skills, but
policymakers act as if
they’re one big bucket.”
Universal Skills
#1 Need in
Surveys and
Focus Groups
“Our greatest skill
gaps at every level
are problem-solving,
communication,
teamwork, and
leadership”

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Top of the T – Beyond Perennial “Kids These Days” Complaints
Why the “Soft Skills” Problem is Greater Today
Source: Josh Bersin, “Millennials Will Soon Rule The World: But How Will They Lead?,” Forbes,
September 12, 2013; Peter Capelli, Will College Pay Off?, Public Affairs, New York, 2015.
…While External and
Societal Forces Lead to
Generational Shifts
Higher Demands in
Early Career…
…With Less Employer-
Provided Training…
(2015)
Younger generations
lacking professional
skills due to….
• Helicopter parenting
• “All styles equally
valid” mentality and
expectations
• Teaching to the test
21% of U.S. employees
received any formal training in
five-year period (Accenture)
…And Most Common Training
Topics? Workplace Safety or
How to Work New Copiers
College Grad Multi-Year
Employee Training
 Classroom education
on business and
management basics
 Short-term rotations
 Coaching and
mentoring
Post World War II
Today
Millennials already in
leadership positions
50%
41%
Young leaders with four
or more direct reports
(44% only have 3-5
years of work
experience)

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Students Enroll with
Expectation of Six
Figure Salaries
University Speed Not Matching Market Speed; Risks for Students in Overspecializing
The Difficulty of Chasing “Hot Jobs”
Source: EAB interviews and analysis; Bouree Lam, “The Danger of Picking a Major Based on Where the Jobs Are”,
The Atlantic, 6/12/15; Erin Ailworth, “Who Will Hire a Petroleum Engineer Now?”, Wall Street Journal, 5/8/15.
Job
Demand
Supply of
Petroleum
Engineering
Graduates
Declining Oil Prices
Lead to 6,800 Fewer
Jobs in H1 2015
Graduating Students
Receive Withdrawals
on Job Offers
Supply >
Demand
within 7
years
2015
Hydraulic Fracturing
(Fracking) Unexpectedly
Revitalizes Oil Industry
Responding to Industry
Need, Universities Begin
Multi-Year New Program
Launch Process
2008
“The economy bounces all over the place in terms of jobs that we hear are ‘hot” all the time, like tech jobs.
The reason that they’re hot is precisely because you can’t predict them.”
Peter Cappelli, Professor, Wharton School of Management
The Case of Petroleum Engineers

20T-Shaped Graduate Programs
Universal competencies in leadership,
empathy, cross-cultural experience
Mastery of a
skill, process,
product, or
body of
knowledge
T-Stem(forInnovation)
T-Top (for Collaboration)
Why Microcredentials Won’t
Replace Graduate Program Benefits
Supplementing Undergraduate Gaps
Master’s degrees often complete the “T” for
students whose undergraduate programs
were more focused on either the top or the
stem
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Depth Across A Discipline Matters
Up the Ladder
Not just UX or SEO but how they’re part
of larger marketing expertise
2
More Advanced Universal Skills Needed
in Middle and Later Career
Universal competencies—problem-solving,
communication, team-building—require
further development across a career
3
The Intersection Between Specialized
and Universal Skills More Important
(And Difficult) in Leadership Roles
4

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Value of the Bundle
Flawed Metaphors for Higher Ed
Christensen’s Conflated Business Model
Solution
Shop
Experts take
complex
problem, find
breakthrough
Value-Added
Processes
Take an input
and create
product of
greater value
Facilitated
Networks
Grow
interactions
among other
parties
Looking at Record Albums and Cable TV
$1.29 songs
bought
separately
instead of $20
albums
Why the So-Called Great
Unbundling Hasn’t Happened
Students shop for university
brands, not faculty (unlike artists
vs. record labels)
Re-bundling even occurring
in the music industry
Government funding still
primarily for bundlers
Students must not only gain
knowledge, but learn to create and
advance it (value of research)
Complex challenges require
exposure to newest ideas,
multidisciplinary connections
Source: Mark Schneider and KC Deane, “The University Next Door: What is a Comprehensive
University, Who Does it Educate, and Can it Survive?,” 2014; EAB interviews and analysis.

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Learning-in-Action: A Focus for Universities, and Increasingly Startups
Today’s Hottest “Tech”: Experiential Education
Headlines Tout
Breakthrough
Teaching
Technology
But School’s Value is Surprisingly Experiential
• All courses online
• But fully residential:
students live in urban
apt-style lofts
• Small seminars, <20
students
Intimate, Fully-Residential Experience
• Founded by former
Snapfish president;
Larry Summers and
Bob Kerrey on first
advisory board
• $95M funding to date
• Sophisticated
proprietary LMS
touted by ed tech
observers
Immersive City Learning Experiences
• Practice picking
investments at a Silicon
Valley start-up incubator
• Discuss city planning at a
meeting with the Mayor’s
Office of Civic Initiatives
• Reflect on political freedom
at Ai Weiwei art exhibition
at Alcatraz
Source: EAB interviews and analysis; “Student Life: Cultural Immersion,” Minerva
Schools at KGI, https://www.minerva.kgi.edu/students/global_immersion.

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ROAD MAP

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Redefining the Outcomes Conversation
The New Learning Economy
Source: “The Learning Economy”, Fellowship of Mind, 2013.
B.A.
Lundvall
Danish
Economist
Economic value from knowledge of a
topic, skill, or process not held by
others
Economic value from gathering,
adapting, and applying knowledge from
diverse sources
Learning Economy
Knowledge Economy
Networks even more important—
for individuals and organizations
Traditional siloes of knowledge
less relevant
Constant skill and information
acquisition needed
• Learning to learn—and apply
knowledge
• Lifelong education
• Taking advantage of knowledge
networks in higher education
New Strategies

25Six Strategies for the New Learning Economy
1 Liberal/universal and professional/specialized education aren’t mutually exclusive—
devise ways for them to complement one another for educating T-Shaped Professionals.
2 Use technology to scale experiential education at the undergraduate level, and create
learning-in-action opportunities for working professional students
Take a page from new entrants—not only find ways to map curriculum to employer
needs, but also to demonstrate and assess learning4
“Hot jobs” can change on a dime—create agile program launch processes to adapt
to changing workforce needs quickly5
Modernize outreach for the 21st century—use technology to take advantage of higher
ed’s strengths at bringing together knowledge networks6
3
Revitalize short format offerings by matching them to lifelong learner needs—learn
from bootcamps how to address Millennial preferences, and design stackability
pathways from courses to programs

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Existing Curriculum Professional Skill Identification
A Light (But Critical) Lift for Faculty
Our Own Students
Can’t Articulate Value
Helping Students Communicate
Non-Content Skills Gained in the Classroom
Source: EAB interviews and analysis; Rhonda Joy, Rob Shea, Karen Youden Walsh, “Advancing Career Integrated Learning
at Memorial,” Lecture, Cannexus, 2013; “The Liberal Arts in an Era of Underemployment,” Panel, Harvard University, June
18, 2015; Karen Arenson, “New In Liberal Arts: Intro to Job Market”, The New York Times, June, 19, 2004.
“With a liberal education, you
should be developing certain
skills. But we’re not helping
students understand they’re
developing those skills.
Students say, ‘I took a course
in Milton’ or ‘I played soccer’
rather than ‘I understand how
to interpret difficult texts,’ or ‘I
developed teamwork.”
Georgia Nugent, Former
President, Kenyon College
Sample Syllabus – English 111
Class Participation – 10%
Students are expected to attend, be
prepared, and actively participate.
Presentation – 30%
Students will form groups and present on
a course topic.
Portfolio – 30%
Students keep a journal to record
reading, reflections, and experiences.
Competencies Developed
by Deans, Faculty, and
Administrators
 Working within the
dynamic of a group
 Research skills
 Oral presentation
skills
 Leadership skills
 Ability to work within
a time frame
 Critical thinking skills
No course redesign necessary; faculty
map existing lessons to competencies
Final Exam – 25%
Written exam taken in class at the end of
the semester.
''We continue to think that a
liberal arts education is
valuable in the new economy.
But it is important for students
to know the language -- the
jargon -- when they go on the
job market.'‘
Adam Weinberg,
former Dean of the College,
Colgate University

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Professional-Liberal Arts Linked Certificates
A Growing Opportunity for COE
Source: EAB interviews and analysis; “Professional Edge Certificate FAQ”, cas.nyu.edu;
Peter Stokes, Higher Education and Employability, Harvard Education Press, 2015.
Serious students,
who can handle
extra work
• 3.65 GPA; juniors
and seniors
• CAS pays SPS
tuition
Enhancing Education of
Liberal Arts Undergraduates…
School of
Professional
Studies (SPS)
College of Arts
and Sciences
(CAS)
Professional Edge
Program
…Through Professional
Certificates from COE School
Ensuring maturity
to sit aside working
professionals
• Application,
advisor
conversation
required
• B grade required
but won’t count
on transcript
Art History Major
Foreign Language Major
Learn to Appraise Art
How to Become a Translator

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Virtual Team-Based Internships
Internships Critical,
But Difficult to Scale
The Rise of the MOOI
Source: EAB interviews and analysis; Irena Bojanova and Rana Khan, “Designing Online Capstone Courses in Partnership with
Industry”, 26th Annual Conference on Distance Teaching and Learning, University of Wisconsin, 2010.
Student Challenges
 Life and work
commitments
 Relevant opportunities
geographically infeasible
University Challenges
 Time commitment
required to manage
employer relationships
 Academic and
administrative
infrastructure to link co-
curricular to curricular
Internships in the Uber-Economy: Crowdsourcing
Employer Problems to Learners
UMUC Professional Science Masters (PSM) Capstones
Include Virtual Internship
Not Place-Bound
• Discussion boards for
student interaction
(groups of 3-6)
• Weekly conference calls
with company rep
Two-Way Accountability
• Orgs map out deliverable
schedule and expectations
• Team mid-point reports
• 60% of grade
“How can technologies spur economic development in small
cities? Develop an approach for our public sector strategy.”
Target Solvers: Career-changers
seeking resume experience “on the side”
Employers post
projects online
Interested in educational
partnerships to show
employers strength of
problem-solvers, recruit alumni
as both posters and solvers

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Not Just a Coding Bootcamp
Source: generalassemb.ly.
New Entrants in the Professional Education Space
All About the Community Experience
“The badges you got in Boy Scouts weren’t
about the badges, they were about the Boy
Scouts. A credential is not disconnected from
the experience and community around it.
People don’t join the Boy Scouts to get
badges, they join for the network. So you
have to start with the network and then build
backwards.”
Anya Kamenetz, Author DIY U
Programs Resemble COE Portfolio:
 Data Science
 Digital Marketing
 Visual Design
Teaching leadership Skills
 Cross-functional communication
 Project management
 Motivating teams
• 29 offices in 4 countries
• Vast majority of courses and certificates
offered F2F
• Open social events, can use any global office
• Networking introductions for job hunters in
new cities

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33Employer-Mapped Project-Based Curriculum
Sources: EAB interviews and analysis; Rhonda Joy, Rob Shea, Karen
Youden Walsh, “Advancing Career Integrated Learning at Memorial,”
Lecture, Cannexus, 2013; lhs.medicine.umich.edu.
Android Developer NanoDegree
 Launched Spring 2015
 Developed in partnership with Google to meet
developer shortage
 Project-based curriculum: employer sees
evidence of “real work”; student only takes
courses needed to complete
 Low-Cost:
 $200/mo. for 6-12 mos., with coach
support
 Google offering 2,000 scholarships
 Potential Hiring Advantage:
 Top 50 graduates will visit the Google
campus and spend 3 days with hiring
engineers
 Launched Fall 2014
 Project-based learning with individual mentor;
different faculty assign grades
 CBE Elements:
 Customized learning plan for each
student
 Progress by mastering competencies
 Traditional Elements:
 Personalized, but not at scale
 Resembles a tutorial model
MS of Health Professions Education

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Inside-Course Professional Skill Readiness Grade
A New Kind of Faculty Endorsement
Source: EAB interviews and analysis; statetechmo.edu; Paul Fain, “Technical college puts job readiness and
attendance scores on transcripts”, IHE, February 12, 2013; abtech.edu; Paul Fain, “N.C. community college to
issue grades, certificates for soft skills, IHE, December 13, 2012.
What Faculty Members See
But Isn’t Reflected in Final Grade
Nascent Efforts at Two-Year Schools to
Demonstrate Professional Skills
Exhibited in Classroom
Desired Professional Attributes
 Behavior, attitude, professional
presentation
 Meets deadlines
 Keeps self on task
 Allows others to stay on task
 Listening skills
 Collaborates well in group projects
 Respected by others
 Goes beyond the minimum
 Gives credit to others when it’s due
• Student receives job
readiness scores in each class
• Doesn’t typically impact grade
• Rubric co-developed by
employer advisory board and
faculty
• Vision for readiness grades
and certificates
• Goal for students: understand
how college will help with
better navigating the
workplace
• Communicating time demands
to professor, similar to future
boss
Too Much of a Leap for 4-Year Undergraduate, But Possible
for Graduate/Professional Education?

3

36Fast-Cycle Launch Processes
• Specializations within existing degrees
or certificates can rotate in/out
• Both UG and grad; certificate and degree
Flexible content
Perennial content
Perennial content
• Course reviews and student information in first
certificate cohort inform degree approval process
• Students pathed into degree when ready
Degree
Approval Speed
Committees
Meet by
Need, Not
Calendar
Electronic or
E-Mail
Governance
Voting
1-5 months
(n=10)
70% 40%
6-11 months
(n=29)
21% 7%
1-2 years
(n=44)
36% 11%
3-5 years
(n=18)
0% 0%
“Pop-Up” Modules
Parallel Processing Degree
and Certificate Approval
1
2
3 Just-in-Time Committee Convening
COE Organizational Benchmarking Survey
Degree Approval
1st Cohort
Cert.
Approval

Take a page from the MOOCs—not only find ways to map curriculum to employer needs,
but also to demonstrate and assess learning4
3

38
Community-of-Interest Portal
Modernizing Outreach
Source: EAB interviews and analysis; myhorseuniversity.com.
MY HORSE UNIVERSITY
StudentsFaculty
State
Employees
Other
Universities
Alumni
Professional
Associations
Foundations
Corporations
ImageCredit:MSU
Extending MSU’s Content, Network, and Influence
Enthusiasts Webcasts, e-tips newsletters, Facebook pages
Scholars National experts database by institution
Professionals DVD and online course sales
Research
Sponsors
Look to MSU first for applied horse
management research
Michigan State University’s MyHorseUniversity.com

39Beyond the Next Big App
Hackathons Bring Together Diverse Expertise
IMAGECREDIT:BBC.COM.
• Annual event draws 450+ researchers,
developers, faculty, grad students
• Tackle problems in global health,
primary care, telehealth, and
wearables
• Corporate sponsorship includes GE,
Microsoft, and Merck
 Winning ideas win $250K grants to
develop prototype
 12 start-ups in operation
 Spins off Hacking Medicine Institute to
assess value of digital health products
Handheld Resuscitator
Prevents Infant Deaths in
Developing Countries
Resuscitator Team:
• Automotive Engineer
• Pediatrician
• Medical Researcher
• Electrical Engineer
Product Development
Overnight
Specialists Almost
Never in Same Room
• Idea to prototype in
less than 24 hours
• Process normally
takes 1-2 years
Source: EAB interviews and analysis; “Hackathons Aren’t Just for
Coders. We Can Use Them to Save Lives,” Wired, June 2014;
hackingmedicine.mit.edu.
Social Problem Hackathon

40
Key Takeaways—What’s Getting Lost in the Current Discourse
Strategies for the New Learning Economy
Strategy Example Tactics
1. Liberal/universal and professional/specialized
education aren’t mutually exclusive—find ways to
merge them together
• Existing Curriculum Professional Skill
Identification
• Professional-Liberal Linked Certificates
2. Experiential education is critical for learning to apply
and adapt knowledge outside the classroom—use
technology to scale it at the undergraduate level, and
apply it to working professional students
• Virtual Team-Based Internships
• Crowdsourced Employer Internships
3. Revive short format offerings to match lifelong
learner needs by taking a page from boot-camp
learnings on Millennial consumers, and designing
stackability pathways into degrees
• Accelerated Leadership Programs for Millennial
Career Advancers
Enhanced Enrichment Courses for Early Encore
Careerists
• Offline Intensives for Tomorrow's Business
Owners
• Lifetime Enrollment Portfolio
4. Take a page from the MOOCs—not only find ways to
map curriculum to employer needs, but also to
demonstrate learning
• Employer-Mapped Project-Based Curriculum
• Inside-Course Professional Skill Readiness Grade
5. “Hot jobs” can change on a dime—create agile
program launch processes to adapt to changing
workforce needs quickly
• “Pop Up” Modules
• Degree/Certificate Approval Parallel Process
• Just-in-Time Committee Convening
6. Modernize outreach for the 21st century—use
technology to take advantage of higher ed’s strengths
at knowledge networks
• Community-of-Interest Portal
• Social Problem Hackathon

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