bodner089

To wrap up this brief series on the future of branch campuses, I want to offer a few suggestions to those campus leaders who are prepared to rethink strategy. My recommendations follow from this premise: Branch campuses should base their strategy for growth on the idea that their student audience is most concerned about time to degree and the cost of that degree. (Obviously, the two are related.) Branches should develop their academic programming and student support services around providing individual attention that helps students reach their goals as quickly and efficiently, as possible. Campuses that thrive will be flexible and reasonable in the application of previously earned credits toward a degree, while making sure that they maintain high standards. (Institutions may lose some students who have clearly unreasonable expectations, but I always maintain that there is a market for quality. Just think carefully and well about what quality means.) Branches that thrive will emph...

For branch campuses to thrive in the newly competitive environment, I believe they have to focus sharply on their mission and on what they do best. Branches provide their home institution with a physical presence in the communities they serve, and they tend to do a good job of engaging with that community, as well as building political support for their institution. They have a history of providing strong support services for students, and they provide ease of access and flexibility for working adults. In terms of enrollment opportunities, I suspect that the future sweet spot for branch campuses lies in two areas: Partnering with whatever unit is developing and delivering online courses at their home institution, and focusing on the creation of hybrid delivery options. Hybrid delivery compromises some on flexibility, but provides enough structure and support to be appreciated by many students. Partnering between the online unit and branch campuses can substantially reduce the cost ...

As I’ve said many times, I believe that demographics, technology, and the preferences of adult learners have created a disruptive environment in higher education. The flexibility provided by online programs meshes well with the preference of adult learners, creating a challenge for traditional institutions. Unquestionably, the most financially successful application of technology lies with high quality, scalable online programming, accompanied by strong and focused support services, and with aggressive pricing that widens the gap between those programs and the cost of traditional residential campuses. The price gap could be the trigger that bursts the so-called “tuition bubble” and causes the great majority of students to choose nonresidential options. Given all that, what does the future hold for branch campuses? In my opinion, it depends on how they choose to adapt. Branch campuses provide access and opportunity, and they are located at some distance from the main campus, in orde...

Check out Straighterline, if you want to see an innovative approach to online learning. You may or may not like what you see, but I believe they offer a product that makes a lot of sense. The web site is www.straighterline.com. Essentially, Straighterline has a portfolio of nearly 40 online courses, mostly in general education or at an introductory level (principles of accounting, for example). Because Straighterline is not a degree granting institution, the notion of accreditation doesn’t apply directly. However, their courses are “evaluated and recommended by The American Council on Education's College Credit Recommendation Service (ACE CREDIT).” They have more than 20 partner institutions, many of which are in the for-profit sector, but certainly not all. In particular, Western Governor’s University is a partner, which is something that makes me sit up and take notice. According to Straighterline, many other institutions readily transfer their credits, because of the ACE...

Are you familiar with the Council for Adult and Experiential Learning (CAEL)? The web address is www.cael.org. CAEL provides a variety of services, but I especially want to draw attention to their work with prior or experiential learning. Even as more faculty members and administrators become comfortable with online and hybrid delivery of programs, I find that there is a lot of misinformation about credit for prior learning. To be sure, there are institutions with low standards for awarding credit, but there also are best practices that, if examined, represent a legitimate assessment in support of awarding credit. In that regard, check out CAEL’s Learning Counts site, to see more on their assessment services, www.LearningCounts.org. When one looks at research on adult learners, such as Stamats’ “Adult Students Talk,” among the features of academic programs adults are seeking is credit for prior learning. Institutions can refuse to award or recognize such credit, but to the exten...

These days, colleges and universities seek new ways to expand their reach and enrollment. Much of the attention goes to creating online courses and programs, and that is understandable. Delivering high quality programs and services, from a single, central location has appeal. As always, executing from a solid business plan is critical. Nevertheless, there still are times when it makes sense to create branch campuses. Strong branch strategies emphasize partnership, community engagement, and other advantages that come with a physical presence. Check out a recent New York Times article about a new branch established in Charlotte, NC, by Northeastern University: http://www.nytimes.com/2011/12/28/education/northeastern-university-expands-its-geographic-reach.html?_r=1&hpw. (You may have to copy and paste the address into your browser.) I should disclose that I have a modest consulting relationship with Northeastern, and I was quoted in the article, although I had no part in their s...

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 ...