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Check out a piece in Inside Higher Education , titled “How will Mozilla’s open badges project affect higher education.” (http://www.insidehighered.com/blogs/hack-higher-education/how-will-mozillas-open-badges-project-affect-higher-ed) The term “badges” refers to earned credentials that document specific competencies, similar to the way continuing education units sometimes offer completion certificates. The Cisco Certification, which was developed by Cisco, but delivered in partnership with educational institutions, is a closer example. Even as people consider the possibility of a Christensen-style disruption in higher education, most assume that established, accredited institutions will maintain their near-monopoly on credentialing what is learned. However, what if employers began to favor specific skills or knowledge sets over degrees? If other, reliable entities offer badges or certificates that meet the needs of important audiences, we might see a much less expensive option for ...

Although I remain committed to the development of branch campuses, for the past two years I also worked steadily to design an “encore career” for myself. In that time, I’ve worked as a consultant, become a certified professional coach, accepted several opportunities to facilitate planning meetings, and established a second blog, “Creating the Future,” at www.drcharlesbird.com/creatingthefuture. I’ve expanded my consulting role to include distance learning strategies, under the broader umbrella of programs for adult learners. Now, I am pleased to share that I created a company, Encore Dreams, LLC. You can see more information on the company and its services at www.encoredreams.com. That site is a single page, but it also links to my personal web site, www.drcharlesbird.com, and to “Creating the Future.” Through Encore Dreams, I offer transition coaching to individuals, as well as a Life Transitions Workshop. Both provide support to people as they study and reflect on the talents an...

All of us interested in branch campuses recognize that we need more research, if we are to develop a good description of typical variations in academic and administrative practice. For that reason, the NABCA executive committee created a research committee, to encourage and support studies that help inform its membership. For several years, Phyllis Bebko, at Florida Atlantic University, chaired that committee. It’s new chair is Jack Krueger, at Adelphi University. Among other activities, the research committee conducted a survey of branch campuses that was reported in the recent special issue of Metropolitan Universities Journal. Abstracts from the issue can be checked out at www.cumuonline.org/muj.aspx. The specific article is titled “Developing a Typology of Branch Campuses, and it is by Phyllis Bebko and Dennis Huffman. If you are interested, you can purchase the special issue of the journal, or you can purchase this or any other individual article that interests you. I am wri...

If you are involved with branch campuses, then you may want to know about the most recent issue of Metropolitan Universities Journal. It is Volume 22, Number 1, and it is dedicated to branch campuses. It includes ten articles on a variety of topics. Many of the authors are friends and colleagues of mine, and I know they carry both a strong commitment to the branch mission, as well as valuable experience they chose to share. I have an article on the future of branch campuses, but others provide relevant case studies and survey results that will be helpful to readers. Ken Shaw’s case study of issues at Florida State University-Panama City captures the challenges of branch leadership as nicely as anything I’ve seen. An article by Norton and Pickus brings attention to what I consider to be a major issue for branch campuses: having the ability to create their own course schedule, in order to meet the needs of their students, and (related) having enough budget control to assure they ge...

I am a true believer in the value of branch campuses. I cherish the fact that branches are about expanding access and opportunity—that at their best, branch faculty tend to be focused on teaching and that branches provide strong student support and meaningful community engagement. Some branches (in fairness, some colleges and universities) deliver better than others, but for me, higher education always is about the possibilities, as well as the current reality. This summer, among other activities, I had opportunities to visit with branches at two institutions. The first was the relatively large Downtown Campus of St. Petersburg College. St. Petersburg College was a community college that added applied baccalaureate programs in recent years, and partly as a result, the Downtown Campus has grown rapidly. The enthusiasm of the faculty and staff members I met was apparent, as we were engaged in planning for their next stage up the mountain. With their long-time director, Yvonne Ulmer...

A few years ago, the dean of one of our professional colleges approached me about arranging a conversation with several community colleges, to explore creating articulation agreements. I was pleased, but also surprised, because the college had always before been a reluctant partner. Enrollments had declined in the college, however, and reduced state support had forced the university leadership to tie budgets more closely to student credit hour production. The dean knew that my staff had built strong relationships with community colleges, so it made sense to ask us to initiate a conversation. We arranged the meetings, and the assistant dean of the college accompanied my staff to the community college. As soon as everyone was introduced and took their seats, the assistant dean spoke up, saying, “We would like to create an articulation agreement between our programs and your institution. I reviewed your curriculum and prepared curriculum sheets to show how your program articulates wit...

Let us sing the praises of outreach centers! When I started this blog, I wrote about the difference between branch campuses and centers. Briefly, a campus (according to me, among others) offers complete or nearly complete programs and has a permanent facility. There is a local administration, providing a reasonably wide range of student services and support programs, although not the range one would see at the main campus. It has a resident faculty, but curriculum control and the establishment of minimum faculty credentials come primarily from the main campus. Not all branch campuses meet all of these criteria, but the description is typical. Outreach centers have a more restricted range of programs and services, probably do not have a resident faculty, and have a relatively small support staff to handle local operations. A center does have some sort of facility, so it is more than what we might call a “site,” but it probably is quite limited in the total space available. Centers, ...