Many industry boards and associations have established mandatory continuing education requirements for licensure and certification. Continuing education includes non-credit courses that provide certificates and Continuing Education Units, as well as flexible degree programs through colleges and universities. Some large corporations have developed their own corporate universities to provide customized training and degree programs to develop leaders and focus on strategic business areas. The growth of distance education, including online learning, allows for more flexible participation and has increased opportunities for continuing education globally.
This research focuses on the different business models in online education, the growth and consolidation of certain segments , democratization of content creation, and learner needs in corporate education
Skillsoft provides e-learning programs and customizes training solutions for its customers. It utilizes all four functions of management in its business operations, including planning, organizing, leading, and controlling. Skillsoft measures its efficiency and effectiveness through key performance indicators like revenues, budgets, and employee evaluations. It creates value for customers through customization, bundles, and discounts. Skillsoft's marketing strategies include social media promotion and developing leads through understanding customers and the competitive environment.
The document discusses higher education trends globally. It notes that education is a $4.5 trillion industry, second only to healthcare. Private sector investment in education is growing due to its impact on business performance and talent development. Transnational education programs, where students can earn degrees from foreign universities in their home countries, are also increasing rapidly through partnerships between countries and universities. The top locations for these programs include Dubai, Malaysia, Singapore, and Hong Kong which have established education hubs with multiple university partners.
The document discusses a study on the stages of maturity in e-learning for corporate training. It finds that there are typically four stages that organizations progress through as their e-learning programs develop. The first stage involves getting started with basic catalog content or a single program. The second stage is expansion and increasing utilization. The third stage is integrating e-learning across the organization and aligning it with business goals. Finally, the fourth stage brings e-learning on demand with advanced personalization and just-in-time learning. The study provides insights into each stage to help organizations identify where they are at and what priorities to focus on.
Options for using E-learning in Higher Education in TajikistanE-Journal ICT4D
This document discusses options for using e-learning to address challenges in Tajikistan's higher education sector. It begins by outlining 10 key challenges, including inadequate teaching materials/facilities, limited professional development for faculty, and lack of distance/lifelong learning opportunities.
It then examines how e-learning could help solve each challenge through 4 potential models: 1) teacher training and resources, 2) lifelong learning, 3) supplementary courses, and 4) learning management. Under the first model, it explores using existing online courses or creating original Tajik courses for teacher professional development and teaching materials. The document provides details on potential implementation, including identifying pilot schools, accessing existing Russian courses, and developing new courses in Tajik
eLearning has grown significantly in recent years and is projected to continue growing. Enrollment in online classes increased by over 400,000 students from 2012 to 2013. Most institutions see online learning outcomes as being equal or better to traditional learning. While large online universities still lead the market, startups have entered the eLearning industry with new approaches. MOOCs, enrichment courses, and corporate training are expanding opportunities in non-credit online education. Cloud-based platforms allow schools to partner and offer online degrees. The worldwide eLearning market is projected to reach $51.5 billion by 2016, with North America reaching $27.1 billion.
The missing puzzle piece for talent development and sourcingTimo Kerzel
In today’s environment of increasing global competition the challenge for companies is to source talent efficiently and flexibly, hiring the best people ready to tackle real-life challenges right from the get-go, whenever the demand arises.
This research focuses on the different business models in online education, the growth and consolidation of certain segments , democratization of content creation, and learner needs in corporate education
Skillsoft provides e-learning programs and customizes training solutions for its customers. It utilizes all four functions of management in its business operations, including planning, organizing, leading, and controlling. Skillsoft measures its efficiency and effectiveness through key performance indicators like revenues, budgets, and employee evaluations. It creates value for customers through customization, bundles, and discounts. Skillsoft's marketing strategies include social media promotion and developing leads through understanding customers and the competitive environment.
The document discusses higher education trends globally. It notes that education is a $4.5 trillion industry, second only to healthcare. Private sector investment in education is growing due to its impact on business performance and talent development. Transnational education programs, where students can earn degrees from foreign universities in their home countries, are also increasing rapidly through partnerships between countries and universities. The top locations for these programs include Dubai, Malaysia, Singapore, and Hong Kong which have established education hubs with multiple university partners.
The document discusses a study on the stages of maturity in e-learning for corporate training. It finds that there are typically four stages that organizations progress through as their e-learning programs develop. The first stage involves getting started with basic catalog content or a single program. The second stage is expansion and increasing utilization. The third stage is integrating e-learning across the organization and aligning it with business goals. Finally, the fourth stage brings e-learning on demand with advanced personalization and just-in-time learning. The study provides insights into each stage to help organizations identify where they are at and what priorities to focus on.
Options for using E-learning in Higher Education in TajikistanE-Journal ICT4D
This document discusses options for using e-learning to address challenges in Tajikistan's higher education sector. It begins by outlining 10 key challenges, including inadequate teaching materials/facilities, limited professional development for faculty, and lack of distance/lifelong learning opportunities.
It then examines how e-learning could help solve each challenge through 4 potential models: 1) teacher training and resources, 2) lifelong learning, 3) supplementary courses, and 4) learning management. Under the first model, it explores using existing online courses or creating original Tajik courses for teacher professional development and teaching materials. The document provides details on potential implementation, including identifying pilot schools, accessing existing Russian courses, and developing new courses in Tajik
eLearning has grown significantly in recent years and is projected to continue growing. Enrollment in online classes increased by over 400,000 students from 2012 to 2013. Most institutions see online learning outcomes as being equal or better to traditional learning. While large online universities still lead the market, startups have entered the eLearning industry with new approaches. MOOCs, enrichment courses, and corporate training are expanding opportunities in non-credit online education. Cloud-based platforms allow schools to partner and offer online degrees. The worldwide eLearning market is projected to reach $51.5 billion by 2016, with North America reaching $27.1 billion.
The missing puzzle piece for talent development and sourcingTimo Kerzel
In today’s environment of increasing global competition the challenge for companies is to source talent efficiently and flexibly, hiring the best people ready to tackle real-life challenges right from the get-go, whenever the demand arises.
Staff Training: Get More From Your Staff Via e-Learning Webanywhere Ltd
This guide, From Training to Twitter: The social evolution of e-learning, looks at how e-learning is changing the way staff are educated in the workplace.
Accreditor magazine’s September 2019 issue is here with a bunch of exciting events and happenings to share, exclusive interviews, book reviews and much more, keeping you up to date with what’s happening in the education industry.
We want to develop a cloud based e-learning platform that can be use from anywhere on earth. With Cloud Campus, educational institutions and organizations can train their students, employees, vendors or customers.
The Cloud Campus capstone project for the Wharton Business Foundation Specialization on Coursera.
An overview of the Oklahoma CareerTech System including information on comprehensive schools, technology centers, business and industry and Skills Centers.
Benchmarking Executive Education da escola IMD da Suiça 2 lugar ranking de Educação Executiva do Financial Times (2014)
Fundação Dom Cabral: a melhor escola de negócios da América latina.
http://www.jvalerio.com.br
This document discusses the need for strategic technology alliances between higher education institutions and technology companies to confront challenges in competition and develop new instructional models. It argues that partnerships can help colleges leverage new technologies to improve access to learning, connect students, and transform teaching and learning. Specific examples of potential alliances discussed include an executive MBA program jointly run by a university and technology vendor using e-learning tools. The document advocates for collaboration between all sectors to develop innovative technical solutions and integrate technologies into academic programs.
Suny IT NITYAS Consortia Implementation(5)Rob Wilson
The proposal requests funding to expand the National Information Technology Apprenticeship System (NITAS) pilot program in the Mohawk Valley region of New York. NITAS is a workforce development program that integrates education, certification, and skills validation through apprenticeships with employers. The goals are to place 200 apprentices from 3 local colleges with 60 corporate partners, develop an integrated course catalog mapping to NITAS competencies, and establish NITAS infrastructure at the State University of New York Institute of Technology and 2 community colleges to support the program. With the funding, SUNYIT would serve as the project leader and help expand NITAS across the SUNY system and to other regions in New York State.
The document discusses the development of online supportive systems to facilitate continuous professional development. It notes that traditional training is insufficient given demands for flexible competencies. The SupSys project aims to create an alternative through a supportive online system aligned with EQF frameworks. This system would provide structured, planned qualification development through user-generated content and supervision. It would differ from education in supporting self-directed, enduring learning. The target groups are professionals with shared interests, like industry networks. The project will analyze prerequisites, develop a circular methodology, implement pilots, and provide guidance for long-term supportive systems.
The document outlines a vision for the future of FE and technology towards the year 2020, describing advancements in several key areas:
1) Content and digital resources will be rich, accessible anywhere, and tailored to individual learners through games, simulations and adaptive feedback.
2) Social media and Web 2.0 tools will facilitate collaboration between learners, teachers, and employers in developing resources.
3) Providers and their workforces will be highly capable using technology to guide learners and provide 24/7 support through online and peer mentoring.
4) Learners will have 24/7 access to resources and support through technology to gain skills needed for future careers and competitiveness.
The document outlines a vision for 2020 in four areas: content and digital resources, social media and web 2.0, provider and workforce capability, and learner experience. Some key aspects of the vision include ubiquitous high-quality digital content and resources, the widespread use of social media for collaboration, all providers and learners being confident users of technology, and no digital divide with all learners having access to technology and skills. The vision is positioned as a progression from limitations in 2009 such as classroom-focused learning and providers having limited use of technology.
ForchuTeck is an eLearning company based in Dallas, Texas established in 1996 with a team of 60 people. They specialize in eLearning content development including instructional design, graphics, and programming. They have created over 500 hours of eLearning content for clients in various industries. ForchuTeck offers eLearning consultancy, content development, learning management system services, and change management programs to help clients implement eLearning solutions.
Education and Training Position Paper December 2012 - EN - FinalBrian O'Reilly
The document discusses two key issues in Vietnam's education system - higher education and technical/vocational education and training (TVET). For higher education, it notes the recent approval of a new education law but that implementation will determine its practical effects. For TVET, it identifies insufficient quality of programs and unpopularity among youth as problems widening the skills gap, and recommends improving industry partnerships, public relations to increase prestige, and ensuring employment opportunities for graduates. The business group pledges continued support of Vietnam's education system to develop its skilled workforce and sustain economic growth.
The document discusses the development of a workforce channel for the FE and Skills sector in the UK. It details that the Department for Innovation, Universities and Skills announced the creation of such a channel to rationalize web-based information and services. The goal is to create an improved online support resource for information, resources, and professional practice for the sector. It will build upon and absorb the existing Excellence Gateway. The document calls for consultation on scoping what should be included in the channel and what purposes and processes it should support.
The document outlines several key drivers of corporate e-learning adoption. It states that the global economy has shifted to become knowledge-based, placing greater emphasis on continuous learning. Additionally, advances in technology have increased work complexity and the pace of change, requiring more frequent skills updates. There is also a growing gap between the skills workers possess and the needs of knowledge-based industries, driving the need for reform in education and training. E-learning helps address these issues by providing a flexible, cost-effective means of delivering just-in-time, ongoing training to geographically dispersed workforces.
This document discusses the challenges facing higher education institutions in Brunei Darussalam. It notes the increasing competition from institutions in neighboring Singapore and Malaysia. It also examines threats and challenges from the perspectives of society, K College itself, and customers/students. These include low population, attractive offers from other countries, lack of adaptation to new technologies, and transportation/financial issues for students. The document then discusses popular instructional design trends like gamification, blended learning, and MOOCs that could help K College address some of these challenges by improving motivation, interaction, and access to education.
The document discusses the development of a national qualifications framework in the UAE called the QFEmirates. It provides context on the international trend of implementing national qualifications frameworks and outlines the key benefits of the QFEmirates, which include providing improved access to education and training opportunities, recognition of prior learning, and alignment with international frameworks. The QFEmirates is described as having three levels - levels, learning outcomes, and qualification types. It also integrates core life skills and allows for recognition of formal, non-formal and informal learning through its approach.
Comparison ofTraditional-Trainingon theOpen E-TrainingPlatform s and Traditio...ijceronline
Open e-training Platform s play an important role as one of the tools that help people develop their skills and acquire new knowledge and expertise in various fields, recently the trend has increased towards the virtual training and it became a way to reach more of the trainees who aspire to get better educational quality of the training programs which are held on the Internet without the temporal and spatial limitations and away from the traditional training, as the time and cost stand as a significant obstacle before the ambitions of individuals. The paper discussed the problems that hinder the trainees of full understanding of the training courses on the open e-training Platform s compared to traditional training, and see how they benefit and their orientation towards it, this study followed the analytical descriptive method through the distribution of a questionnaire to a random sample of the technical community members. The questionnaire results indicated a preference to use online training instead of traditional training, were the main reasons is the lack of temporal and spatial constraints.
Market Research Reports, Inc. has announced the addition of “Global E-learning Market 2016 - 2020” research report to their offering. See more at- http://mrr.cm/oVe
This document discusses opportunities for aligning learning and knowledge management across organizations. It notes that informal learning now accounts for 90% of learning through social tools and collaboration. An assessment found benefits to connecting learning and knowledge content through common platforms, including consistency, optimized user experience, and cost savings. The vision is for an integrated approach defined by business value, on-the-job access, personalized experiences, innovative delivery, and a synchronized learning and knowledge approach. Critical elements for successful alignment include identifying business needs, senior leadership support, shared understanding, integrating activities into work processes, leveraging distinct values, strong communications, and a supporting infrastructure.
Learning and Development at workplace: Changing Paradigms, Emerging Trends24x7 Learning
E-learning continues to grow in popularity in India, however its use as a tool for learning and development is still at a nascent stage compared to developed nations like the US and UK. Indian companies have made significant progress integrating technology-based learning with talent development. There is increased focus on management training to help managers evolve their skills and lead across cultures. Online education in India is gaining popularity through MOOCs and online courses offered by educational institutions and companies.
Staff Training: Get More From Your Staff Via e-Learning Webanywhere Ltd
This guide, From Training to Twitter: The social evolution of e-learning, looks at how e-learning is changing the way staff are educated in the workplace.
Accreditor magazine’s September 2019 issue is here with a bunch of exciting events and happenings to share, exclusive interviews, book reviews and much more, keeping you up to date with what’s happening in the education industry.
We want to develop a cloud based e-learning platform that can be use from anywhere on earth. With Cloud Campus, educational institutions and organizations can train their students, employees, vendors or customers.
The Cloud Campus capstone project for the Wharton Business Foundation Specialization on Coursera.
An overview of the Oklahoma CareerTech System including information on comprehensive schools, technology centers, business and industry and Skills Centers.
Benchmarking Executive Education da escola IMD da Suiça 2 lugar ranking de Educação Executiva do Financial Times (2014)
Fundação Dom Cabral: a melhor escola de negócios da América latina.
http://www.jvalerio.com.br
This document discusses the need for strategic technology alliances between higher education institutions and technology companies to confront challenges in competition and develop new instructional models. It argues that partnerships can help colleges leverage new technologies to improve access to learning, connect students, and transform teaching and learning. Specific examples of potential alliances discussed include an executive MBA program jointly run by a university and technology vendor using e-learning tools. The document advocates for collaboration between all sectors to develop innovative technical solutions and integrate technologies into academic programs.
Suny IT NITYAS Consortia Implementation(5)Rob Wilson
The proposal requests funding to expand the National Information Technology Apprenticeship System (NITAS) pilot program in the Mohawk Valley region of New York. NITAS is a workforce development program that integrates education, certification, and skills validation through apprenticeships with employers. The goals are to place 200 apprentices from 3 local colleges with 60 corporate partners, develop an integrated course catalog mapping to NITAS competencies, and establish NITAS infrastructure at the State University of New York Institute of Technology and 2 community colleges to support the program. With the funding, SUNYIT would serve as the project leader and help expand NITAS across the SUNY system and to other regions in New York State.
The document discusses the development of online supportive systems to facilitate continuous professional development. It notes that traditional training is insufficient given demands for flexible competencies. The SupSys project aims to create an alternative through a supportive online system aligned with EQF frameworks. This system would provide structured, planned qualification development through user-generated content and supervision. It would differ from education in supporting self-directed, enduring learning. The target groups are professionals with shared interests, like industry networks. The project will analyze prerequisites, develop a circular methodology, implement pilots, and provide guidance for long-term supportive systems.
The document outlines a vision for the future of FE and technology towards the year 2020, describing advancements in several key areas:
1) Content and digital resources will be rich, accessible anywhere, and tailored to individual learners through games, simulations and adaptive feedback.
2) Social media and Web 2.0 tools will facilitate collaboration between learners, teachers, and employers in developing resources.
3) Providers and their workforces will be highly capable using technology to guide learners and provide 24/7 support through online and peer mentoring.
4) Learners will have 24/7 access to resources and support through technology to gain skills needed for future careers and competitiveness.
The document outlines a vision for 2020 in four areas: content and digital resources, social media and web 2.0, provider and workforce capability, and learner experience. Some key aspects of the vision include ubiquitous high-quality digital content and resources, the widespread use of social media for collaboration, all providers and learners being confident users of technology, and no digital divide with all learners having access to technology and skills. The vision is positioned as a progression from limitations in 2009 such as classroom-focused learning and providers having limited use of technology.
ForchuTeck is an eLearning company based in Dallas, Texas established in 1996 with a team of 60 people. They specialize in eLearning content development including instructional design, graphics, and programming. They have created over 500 hours of eLearning content for clients in various industries. ForchuTeck offers eLearning consultancy, content development, learning management system services, and change management programs to help clients implement eLearning solutions.
Education and Training Position Paper December 2012 - EN - FinalBrian O'Reilly
The document discusses two key issues in Vietnam's education system - higher education and technical/vocational education and training (TVET). For higher education, it notes the recent approval of a new education law but that implementation will determine its practical effects. For TVET, it identifies insufficient quality of programs and unpopularity among youth as problems widening the skills gap, and recommends improving industry partnerships, public relations to increase prestige, and ensuring employment opportunities for graduates. The business group pledges continued support of Vietnam's education system to develop its skilled workforce and sustain economic growth.
The document discusses the development of a workforce channel for the FE and Skills sector in the UK. It details that the Department for Innovation, Universities and Skills announced the creation of such a channel to rationalize web-based information and services. The goal is to create an improved online support resource for information, resources, and professional practice for the sector. It will build upon and absorb the existing Excellence Gateway. The document calls for consultation on scoping what should be included in the channel and what purposes and processes it should support.
The document outlines several key drivers of corporate e-learning adoption. It states that the global economy has shifted to become knowledge-based, placing greater emphasis on continuous learning. Additionally, advances in technology have increased work complexity and the pace of change, requiring more frequent skills updates. There is also a growing gap between the skills workers possess and the needs of knowledge-based industries, driving the need for reform in education and training. E-learning helps address these issues by providing a flexible, cost-effective means of delivering just-in-time, ongoing training to geographically dispersed workforces.
This document discusses the challenges facing higher education institutions in Brunei Darussalam. It notes the increasing competition from institutions in neighboring Singapore and Malaysia. It also examines threats and challenges from the perspectives of society, K College itself, and customers/students. These include low population, attractive offers from other countries, lack of adaptation to new technologies, and transportation/financial issues for students. The document then discusses popular instructional design trends like gamification, blended learning, and MOOCs that could help K College address some of these challenges by improving motivation, interaction, and access to education.
The document discusses the development of a national qualifications framework in the UAE called the QFEmirates. It provides context on the international trend of implementing national qualifications frameworks and outlines the key benefits of the QFEmirates, which include providing improved access to education and training opportunities, recognition of prior learning, and alignment with international frameworks. The QFEmirates is described as having three levels - levels, learning outcomes, and qualification types. It also integrates core life skills and allows for recognition of formal, non-formal and informal learning through its approach.
Comparison ofTraditional-Trainingon theOpen E-TrainingPlatform s and Traditio...ijceronline
Open e-training Platform s play an important role as one of the tools that help people develop their skills and acquire new knowledge and expertise in various fields, recently the trend has increased towards the virtual training and it became a way to reach more of the trainees who aspire to get better educational quality of the training programs which are held on the Internet without the temporal and spatial limitations and away from the traditional training, as the time and cost stand as a significant obstacle before the ambitions of individuals. The paper discussed the problems that hinder the trainees of full understanding of the training courses on the open e-training Platform s compared to traditional training, and see how they benefit and their orientation towards it, this study followed the analytical descriptive method through the distribution of a questionnaire to a random sample of the technical community members. The questionnaire results indicated a preference to use online training instead of traditional training, were the main reasons is the lack of temporal and spatial constraints.
Market Research Reports, Inc. has announced the addition of “Global E-learning Market 2016 - 2020” research report to their offering. See more at- http://mrr.cm/oVe
This document discusses opportunities for aligning learning and knowledge management across organizations. It notes that informal learning now accounts for 90% of learning through social tools and collaboration. An assessment found benefits to connecting learning and knowledge content through common platforms, including consistency, optimized user experience, and cost savings. The vision is for an integrated approach defined by business value, on-the-job access, personalized experiences, innovative delivery, and a synchronized learning and knowledge approach. Critical elements for successful alignment include identifying business needs, senior leadership support, shared understanding, integrating activities into work processes, leveraging distinct values, strong communications, and a supporting infrastructure.
Learning and Development at workplace: Changing Paradigms, Emerging Trends24x7 Learning
E-learning continues to grow in popularity in India, however its use as a tool for learning and development is still at a nascent stage compared to developed nations like the US and UK. Indian companies have made significant progress integrating technology-based learning with talent development. There is increased focus on management training to help managers evolve their skills and lead across cultures. Online education in India is gaining popularity through MOOCs and online courses offered by educational institutions and companies.
The document discusses employer engagement and career pathways at community colleges. For employer engagement, soft skills and work readiness are key issues raised by employers. Programs that are tailored to specific employers and industries are popular with students and lead to high employment rates. Effective advisory boards involve industry leadership and ensure education listens to employer needs. Career pathways are used for program objectives and grant applications, but could be better integrated into developmental education. Resources for career pathways discussed include career awareness websites and clearinghouses.
The document summarizes recommendations from an Inter-Organizational Task Force on Online Learning regarding advancing quality and scale in online learning. The key recommendations are to: 1) create a formal alliance of organizations to better inform online learning policy and regulation; 2) inform policymakers and leaders about the importance of online learning for adult/non-traditional students; and 3) communicate the connection between online learning, the economy, and workforce development to policymakers.
The internet’s rapid expansion and the subsequent development of digital communication channels have greatly improved the scope of an institution’s global outreach. Add to the mix the widespread presence of students on social networking platforms, and the reason for institutions deploying dedicated marketing efforts like promotional events and activities on such sites is clear—to attract prospective students. Additionally, digital developments are supporting institutions in connecting with prospective and existing students on an increasingly personal level through channels like app-based inquiry systems.
To put the spotlight on such key developments in the industry, Education Technology Insights showcases how organizations are leveraging the latest technologies to meet students’ expectations and encourage them to enroll in learning programs.
The edition features thought leadership articles from Rebecca Shineman, executive director of marketing at York College of Pennsylvania, who speaks on the importance of education marketing leaders understanding the ideal time to develop internal personnel or invest in external partnerships for their digital marketing strategies. Nicole Weis, LPC, LAC, and Carrie Yeager, Ph.D. director of marketing at the University of Colorado, Colorado Springs, shed light on the greater resilience information toolkit program and how its growth has helped promote social support and connections between individuals across the globe.
In this edition of Education Technology Insights, we also bring the stories of some of the top education marketing service providers that deliver the best smart student market outreach solutions for their clients. The list includes Agile Education Marketing, which stands out for its methodology to maximize EdTech companies’ success by connecting them to educators through comprehensive market insight, high-end integrations, and omnichannel digital marketing services.
The document provides an overview of the Microsoft Education Transformation Framework, which is designed to help schools and education systems plan and implement systemic changes to better support student learning. The framework includes 10 components of transformation across leadership/policy and 21st century pedagogy. It also summarizes research on education systems that have improved performance and provides guidance, tools and case studies to help other systems learn from their experiences and approaches. The document outlines how schools can use the framework at different stages of readiness and highlights outcomes that could potentially be achieved through a transformation process.
The document provides an overview of the Microsoft Education Transformation Framework, which is designed to help schools and education systems plan and implement systemic changes to better support student learning. The framework includes 10 components of transformation across leadership/policy and 21st century pedagogy. It also summarizes research on education systems that have improved performance and provides guidance on adapting successful strategies. Examples are given of how schools have used the framework to envision changes like empowering classrooms, enabling anytime learning, engaging students in deep learning, and personalizing education.
The document provides information about the Indian School of Business Management and Administration (ISBM). It was established in 1992 to enhance careers in business/management through short-duration correspondence courses. ISBM aims to democratize education and provide high-quality education to all regardless of qualifications. It offers flexible management programs to help students pursue careers in business/management without disrupting their current careers. ISBM is accredited by several international organizations and aims to expose students to international management principles and practices.
Education and Training Position Paper June 2013 EN (Final)Brian O'Reilly
This document discusses key issues in Vietnam's education system and provides recommendations to improve quality and relevance. It addresses: 1) Providing more autonomy to higher education institutions to improve quality. 2) Ensuring curriculum and teaching standards provide graduates with needed skills. 3) Improving vocational education programs to meet industry needs. 4) Clarifying management structures between foreign-owned schools and Vietnamese institutions. 5) Increasing quotas for Vietnamese students in international programs to expand opportunities. The recommendations aim to develop a high-quality, internationally-recognized education system to support Vietnam's economic growth and global competitiveness.
Indian education sector is opening up new avenues as we move on. Question arises about building brand and communicating with students, attracting talented students to relevant course of their choice.
We tried to analyze current budgets of the institute and how scenario is going to change
Running head STRATEGIC ENROLLMENT PLAN 1STRATEGIC ENROLLMENT P.docxtodd521
Running head: STRATEGIC ENROLLMENT PLAN 1
STRATEGIC ENROLLMENT PLAN 24
Strategic enrollment plan
Name
Institution
Table of Content
Strategic enrollment plan………………………………………………………………………….3
Prospectus………………………………………………………………………………………....3
Organization description…………………………………………………………………..4
Enrollment management…………………………………………………………………..4
Theories and models………………………………………………………………………5
Summarize your plan……………………………………………………………………...6
Current enrollment management landscape……………………………………………………….7
Strengths and Opportunities……………………………………………………………….7
Weaknesses and Threats…………………………………………………………………..8
Foundational Assumptions for proposals………………………………………………….............9
External Assumptions……………………………………………………………………10
Internal Assumptions…………………………………………………………………….11
Student enrollment strategy……………………………………………………………………...12
Key performance indicators (KPI) ………………………………………………………13
Determine the Key Performance Indicators (KPIs) …………………………………..…14
Projected Outcomes……………………………………………………………………………...14
Programmatic Changes…………………………………………………………………..15
Impact on student achievement…………………………………………………………16
Recommendation to improve retention…………………………………………..16
Financial implications ……………………………………………………………………17
Type of cost………………………………………………………………………18
Type of revenue………………………………………………………………….18
Communication and messaging………………………………………………………………….19
Communication channels………………………………………………………………...20
Differentiating of messaging for different stakeholder………………………………..…21
Media outlets……………………………………………………………………………..22
Audiences………………………………………………………………………………...22
Key message……………………………………………………………………………..23
Criteria for reaching the target audience…………………………………………...…….24
Conclusion…………………………………………………………………………………….....24
References….…………………………………………………………………………………….25
ProspectusOrganization description
California Institute of Technology (CALTECH) was a regional college barely a decade ago, but it had to restructure its organization through proper advertisements. The organization has an enrollment of approximately 2,233 students across the year and still does not seek to increase with about 234 students by 2023. The president of the institution resorted to programs that were more student-centered, improving the processing and data use and improving research to achieve a goal of improving the quality of education to the students in the next years while seeking to remain dominant across the global university. The institution is making decisions since they must improve their productivity and performance and a smaller population. It is crucial in improving its structure to accommodate its goals and come up with relative initiatives that will help propel the institution to meet its objectives, which is to provide affordable higher education to deserving students. Enrollment management
The enrollment management has the mandate to make sure that the institution is capturing all the opportunities for expanding the institut.
Running head STRATEGIC ENROLLMENT PLAN 1STRATEGIC ENROLLMENT P.docxjeanettehully
Running head: STRATEGIC ENROLLMENT PLAN 1
STRATEGIC ENROLLMENT PLAN 24
Strategic enrollment plan
Name
Institution
Table of Content
Strategic enrollment plan………………………………………………………………………….3
Prospectus………………………………………………………………………………………....3
Organization description…………………………………………………………………..4
Enrollment management…………………………………………………………………..4
Theories and models………………………………………………………………………5
Summarize your plan……………………………………………………………………...6
Current enrollment management landscape……………………………………………………….7
Strengths and Opportunities……………………………………………………………….7
Weaknesses and Threats…………………………………………………………………..8
Foundational Assumptions for proposals………………………………………………….............9
External Assumptions……………………………………………………………………10
Internal Assumptions…………………………………………………………………….11
Student enrollment strategy……………………………………………………………………...12
Key performance indicators (KPI) ………………………………………………………13
Determine the Key Performance Indicators (KPIs) …………………………………..…14
Projected Outcomes……………………………………………………………………………...14
Programmatic Changes…………………………………………………………………..15
Impact on student achievement…………………………………………………………16
Recommendation to improve retention…………………………………………..16
Financial implications ……………………………………………………………………17
Type of cost………………………………………………………………………18
Type of revenue………………………………………………………………….18
Communication and messaging………………………………………………………………….19
Communication channels………………………………………………………………...20
Differentiating of messaging for different stakeholder………………………………..…21
Media outlets……………………………………………………………………………..22
Audiences………………………………………………………………………………...22
Key message……………………………………………………………………………..23
Criteria for reaching the target audience…………………………………………...…….24
Conclusion…………………………………………………………………………………….....24
References….…………………………………………………………………………………….25
ProspectusOrganization description
California Institute of Technology (CALTECH) was a regional college barely a decade ago, but it had to restructure its organization through proper advertisements. The organization has an enrollment of approximately 2,233 students across the year and still does not seek to increase with about 234 students by 2023. The president of the institution resorted to programs that were more student-centered, improving the processing and data use and improving research to achieve a goal of improving the quality of education to the students in the next years while seeking to remain dominant across the global university. The institution is making decisions since they must improve their productivity and performance and a smaller population. It is crucial in improving its structure to accommodate its goals and come up with relative initiatives that will help propel the institution to meet its objectives, which is to provide affordable higher education to deserving students. Enrollment management
The enrollment management has the mandate to make sure that the institution is capturing all the opportunities for expanding the institut ...
learner-centered-credentials-for-employabilityXuan Ma
Xuan Ma's blog post discusses frameworks for ensuring lifelong employability. It notes that traditional career ladders are being replaced by "career jungle gyms" requiring continuous learning. Emerging frameworks emphasize acquiring both technical skills and soft skills. The post also examines perspectives on evaluating return on investment in higher education, including considering personal and social returns beyond just job placement rates and salaries. It argues for recognizing learning that occurs outside formal education and providing transparent documentation of competencies through tools like digital badges. Finally, the post calls for greater interoperability between education and employment systems through technological standards and innovations.
Please use these sources httpswww.washingtonpost.comsports.docxstilliegeorgiana
Please use these sources
https://www.washingtonpost.com/sports/penn-state-football-punished-by-ncaa-over...https://www.csmonitor.com/USA/Sports/2011/0531/Ohio-State-football-scandal-Is-coach-or..
www.newsminer.com/news/alaska_news/alaska-nanooks-face-ncaa-sanctions-for-eligibility...
https://www.buzzfeed.com/whoiswillo/the-ten-biggest-scandals-in-ncaa-history-6o16www.ncaa.org/taxonomy/term/295/feed
https://www.freelancewritersplanet.com/national-collegiate-athletic-association-ethics...
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https://www.washingtonpost.com/sports/penn-state-football-punished-by-ncaa-over...
https://www.csmonitor.com/USA/Sports/2011/0531/Ohio-State-football-scandal-Is-coach-or..
www.newsminer.com/news/alaska_news/alaska-nanooks-face-ncaa-sanctions-for-eligibility...
https://www.buzzfeed.com/whoiswillo/the-ten-biggest-scandals-in-ncaa-history-6o16
www.ncaa.org/taxonomy/term/295/feed
https://www.freelancewritersplanet.com/national-collegiate-athletic-association-ethics...
Chapter Seven
Traditional Training Methods
Objectives
After reading this chapter, you should be able to
1. Discuss the strengths and weaknesses of presentational, hands-on, and group building training methods.
2. Provide recommendations for effective on-the-job training (OJT).
3. Develop a case study.
4. Develop a self-directed learning module.
5. Discuss the key components of behavior modeling training.
6. Explain the conditions necessary for adventure learning to be effective.
7. Discuss what team training should focus on to improve team performance.
Learning Develops Skills of Staff Dedicated to Battling Cancer
The American Cancer Society (ACS) is a nonprofit nationwide, community-based, voluntary health organization dedicated to creating a world without cancer. ACS strives to save lives by helping people stay well and get well, by finding cures for cancer, and by helping those who have cancer to fight the disease. ACS is headquartered in Atlanta, Georgia, and has regional and local offices throughout the United States that support eleven geographical divisions to ensure a presence in every community. The corporate office in Atlanta is responsible for overall strategic planning, corporate support services including training, development and implementation of research programs, health program, a 24-hour call center, and providing technical support and materials to regional and local ...
Chapter Ten
Social Responsibility: Legal Issues, Managing Diversity, and Career Challenges
Objectives
After reading this chapter, you should be able to
Discuss the role of training partnerships in developing skills and contributing to local communities.
Discuss the potential legal issues that relate to training.
Develop a program for effectively managing diversity.
Design a program for preparing employees for cross-cultural assignments.
Discuss the importance of career paths and dual career paths for employees and companies.
Develop policies to help employees achieve work-life balance.
Describe how companies are helping veterans develop skills and find employment.
Explain the value of phased retirement programs for older employees.
Training Partnerships Pay Off in Skills and Jobs
Companies, job seekers, and federal and local governments are hoping that training programs can help develop the workforce with the skills necessary for today’s jobs. Central Iowa Works (CIW) is a partnership between employers and workers, public and private funding, and relevant community partners. The purpose of CIW is to close the skills gap from both the employer’s and the job seeker’s perspective. For employers, CIW helps them to recruit and hire qualified workers for jobs in central Iowa. Job seekers get trained and hired for real jobs with opportunities for career advancement. CIW works in partnerships with energy and financial services companies to provide apprenticeship programs. After participating in classroom training and paid work experiences that are part of the apprenticeship programs (sometimes called “earn as you learn”), employees have the skills they need for
page 457
entry-level jobs. Companies benefit by finding better trained employees who are likely to be motivated and reducing turnover.
Techtonic Group, an IT firm in Boulder, Colorado, struggled to fill software development positions because of the lack of individuals with the available skills. Techtonic relied on offshoring app development work to Armenia but found that time zone and language differences and rising salaries made continuing these arrangements difficult and costly. Techtonic saw this as an opportunity to try and build a pipeline of local diverse talent. Techtonic Group created Techtonic Academy to give women, veterans, high school and college dropouts, and at-risk youth who have been historically excluded from technology careers the opportunity to develop skills needed for software development jobs. The company works with Denver and Boulder county workforce agencies to identify applicants. There are over 400 applicants for 15 openings in the program, which runs several times each year. Applicants have to successfully demonstrate that they have the ability to understand fundamental basic software concepts. For applicants who have no software experience, the company offers three online courses prior to their technical screening to help them become familiar with software skills. ...
This document proposes developing the first program dedicated to addressing the technology skills gap in Latin America's growing economies. It would offer online courses in fields like AI, data analysis, and algorithmic trading. Participants would take MOOC courses and receive income share agreements to fund the program. The program aims to prepare participants for jobs in multinational corporations and Latin American startups. Case studies on existing income share agreement programs at universities are provided. Financial projections estimate the potential for $50 million in revenue from 1,000 participants over 10 years. The goal is to launch an MVP over the next 6 months to test the model in Colombia.
The Development Management Institute (DMI) was established in 2014 to empower grassroots development through education and research. DMI offers a 2-year Post Graduate Program in Development Management to train professionals, provides competency enhancement programs, and establishes research centers. Its goal is to promote just, equitable and sustainable development in Bihar through empowering local communities and collaborating with state organizations.
Similar to Diagram of continuous life long learning. (20)
This presentation includes basic of PCOS their pathology and treatment and also Ayurveda correlation of PCOS and Ayurvedic line of treatment mentioned in classics.
Executive Directors Chat Leveraging AI for Diversity, Equity, and InclusionTechSoup
Let’s explore the intersection of technology and equity in the final session of our DEI series. Discover how AI tools, like ChatGPT, can be used to support and enhance your nonprofit's DEI initiatives. Participants will gain insights into practical AI applications and get tips for leveraging technology to advance their DEI goals.
The simplified electron and muon model, Oscillating Spacetime: The Foundation...RitikBhardwaj56
Discover the Simplified Electron and Muon Model: A New Wave-Based Approach to Understanding Particles delves into a groundbreaking theory that presents electrons and muons as rotating soliton waves within oscillating spacetime. Geared towards students, researchers, and science buffs, this book breaks down complex ideas into simple explanations. It covers topics such as electron waves, temporal dynamics, and the implications of this model on particle physics. With clear illustrations and easy-to-follow explanations, readers will gain a new outlook on the universe's fundamental nature.
This slide is special for master students (MIBS & MIFB) in UUM. Also useful for readers who are interested in the topic of contemporary Islamic banking.
LAND USE LAND COVER AND NDVI OF MIRZAPUR DISTRICT, UPRAHUL
This Dissertation explores the particular circumstances of Mirzapur, a region located in the
core of India. Mirzapur, with its varied terrains and abundant biodiversity, offers an optimal
environment for investigating the changes in vegetation cover dynamics. Our study utilizes
advanced technologies such as GIS (Geographic Information Systems) and Remote sensing to
analyze the transformations that have taken place over the course of a decade.
The complex relationship between human activities and the environment has been the focus
of extensive research and worry. As the global community grapples with swift urbanization,
population expansion, and economic progress, the effects on natural ecosystems are becoming
more evident. A crucial element of this impact is the alteration of vegetation cover, which plays a
significant role in maintaining the ecological equilibrium of our planet.Land serves as the foundation for all human activities and provides the necessary materials for
these activities. As the most crucial natural resource, its utilization by humans results in different
'Land uses,' which are determined by both human activities and the physical characteristics of the
land.
The utilization of land is impacted by human needs and environmental factors. In countries
like India, rapid population growth and the emphasis on extensive resource exploitation can lead
to significant land degradation, adversely affecting the region's land cover.
Therefore, human intervention has significantly influenced land use patterns over many
centuries, evolving its structure over time and space. In the present era, these changes have
accelerated due to factors such as agriculture and urbanization. Information regarding land use and
cover is essential for various planning and management tasks related to the Earth's surface,
providing crucial environmental data for scientific, resource management, policy purposes, and
diverse human activities.
Accurate understanding of land use and cover is imperative for the development planning
of any area. Consequently, a wide range of professionals, including earth system scientists, land
and water managers, and urban planners, are interested in obtaining data on land use and cover
changes, conversion trends, and other related patterns. The spatial dimensions of land use and
cover support policymakers and scientists in making well-informed decisions, as alterations in
these patterns indicate shifts in economic and social conditions. Monitoring such changes with the
help of Advanced technologies like Remote Sensing and Geographic Information Systems is
crucial for coordinated efforts across different administrative levels. Advanced technologies like
Remote Sensing and Geographic Information Systems
9
Changes in vegetation cover refer to variations in the distribution, composition, and overall
structure of plant communities across different temporal and spatial scales. These changes can
occur natural.
हिंदी वर्णमाला पीपीटी, hindi alphabet PPT presentation, hindi varnamala PPT, Hindi Varnamala pdf, हिंदी स्वर, हिंदी व्यंजन, sikhiye hindi varnmala, dr. mulla adam ali, hindi language and literature, hindi alphabet with drawing, hindi alphabet pdf, hindi varnamala for childrens, hindi language, hindi varnamala practice for kids, https://www.drmullaadamali.com
A review of the growth of the Israel Genealogy Research Association Database Collection for the last 12 months. Our collection is now passed the 3 million mark and still growing. See which archives have contributed the most. See the different types of records we have, and which years have had records added. You can also see what we have for the future.
Walmart Business+ and Spark Good for Nonprofits.pdfTechSoup
"Learn about all the ways Walmart supports nonprofit organizations.
You will hear from Liz Willett, the Head of Nonprofits, and hear about what Walmart is doing to help nonprofits, including Walmart Business and Spark Good. Walmart Business+ is a new offer for nonprofits that offers discounts and also streamlines nonprofits order and expense tracking, saving time and money.
The webinar may also give some examples on how nonprofits can best leverage Walmart Business+.
The event will cover the following::
Walmart Business + (https://business.walmart.com/plus) is a new shopping experience for nonprofits, schools, and local business customers that connects an exclusive online shopping experience to stores. Benefits include free delivery and shipping, a 'Spend Analytics” feature, special discounts, deals and tax-exempt shopping.
Special TechSoup offer for a free 180 days membership, and up to $150 in discounts on eligible orders.
Spark Good (walmart.com/sparkgood) is a charitable platform that enables nonprofits to receive donations directly from customers and associates.
Answers about how you can do more with Walmart!"
Exploiting Artificial Intelligence for Empowering Researchers and Faculty, In...Dr. Vinod Kumar Kanvaria
Exploiting Artificial Intelligence for Empowering Researchers and Faculty,
International FDP on Fundamentals of Research in Social Sciences
at Integral University, Lucknow, 06.06.2024
By Dr. Vinod Kumar Kanvaria
A workshop hosted by the South African Journal of Science aimed at postgraduate students and early career researchers with little or no experience in writing and publishing journal articles.
How to Fix the Import Error in the Odoo 17Celine George
An import error occurs when a program fails to import a module or library, disrupting its execution. In languages like Python, this issue arises when the specified module cannot be found or accessed, hindering the program's functionality. Resolving import errors is crucial for maintaining smooth software operation and uninterrupted development processes.
1. CONTINUING EDUCATION UNITS
AND ACADEMIC CREDIT
Many industry boards, accreditation agencies and associations have established mandatory
continuing professional education (CPE) requirements for licensure or certification. For example,
the American Institute of Certified Public Accountants (AICPA) has established mandatory
continuing professional education (CPE) for all members. Most state boards of accountancy have
also phased in mandatory CPE as prerequisites for licensure of accounting and auditing practice
units. Research has supported this trend. In an empirical study of the Texas State Board of
Public Accountancy, researchers found evidence of an association between results of an
employee's quality review and levels of continuing professional education in the profession
(Thomas, Davis, and Seaman, 1998). Other organizations have established a certification
process for their respective field such as the Society for Human Resource Management (SHRM),
which has partnered with educational institutions to deliver the Professional Human Resource
Management (PHRM) content and certification test nationally. Non-credit continuing education
courses often carry state-board or association Continuing Education Units (CEU). Participants
generally receive a certificate of completion and should maintain personal records of the units
earned.
Post-secondary higher education also falls within the sphere of Continuing Education. As entry-
level requirements continue to increase such as the 150 hour accounting program and demand
2. for graduate level credentials, employers and employees search for flexible degree programs.
Many employers offer a tuition reimbursement program for employees enrolled in college level
degree programs when applicable to the workplace. Colleges and Universities recognize the
growing demand from adult learners for academic degree programs, and many offer academic
courses off campus, on-line or at the workplace in accelerated and non-traditional formats.
CORPORATE UNIVERSITIES
The corporate university is generally some blend of higher education and organizational training
and development. "The first corporate colleges appeared almost 80 years ago, but their ranks
have grown, relatively speaking by leaps and bounds" (Wilcox, 1987). Corporate colleges or
universities are characterized as institutions that may grant degrees, academic credit or non-
credit training and are chartered by a parent company whose primary mission is not education.
Some corporate universities have evolved from a mission to serve the corporation's training and
development needs to a full-service private higher education institution. Northrop University
began in 1942 as a training division of Northrop Aircraft and evolved to an institution offering
undergraduate and postgraduate degrees. Kettering Institution (an independent university) grew
out of General Motors. Many corporations identify a university or college partner to customize
training and academic degree programs specifically to the corporation's business practices.
Corporations are using these customized programs as a source for developing future corporate
leaders and a means to focus on content areas that are critical to the company's strategic
business plans. Multinational companies are developing corporate universities that allow
employees around the world to participate in training and educational programs with cost
effective delivery methods. The American Council on Education (ACE) consistently evaluates
corporate college or university credits that are offered independent of a regionally accredited
institution. ACE establishes recommendations for transfer credit to regionally accredited
3. universities and colleges. Most of the individuals participating in corporate college or university
programs are employed full-time which requires that the educational programs are offered in
flexible formats. Generally, employees do not have the luxury of attending academic programs on
a full-time basis or in a traditional fifteen to eighteen week semester format. Accelerated formats
as well as weekend and distance education designs address the needs of working adult learners.
DISTANCE EDUCATION
Distance Education is an all-encompassing phrase for education and training that occurs away
from the traditional classroom. Distance Education may occur in synchronous (real) or
asynchronous time which allows both employers and learners to determine the best time for
participation.
Distance Education began with correspondence study and has grown significantly as technology
advancements create new opportunities for learning and content delivery. As computer
technology became prevalent in business, the print based correspondence courses progressed
to computer based training, which included simulations and ultimately interactive course content
that provided participant feedback and enhanced learning. At the end of the twentieth century,
educators and employers invested in telecommunication equipment that distributed educational
or training activities from one video conferencing site to another. These interactive television
programs allow companies to synchronously connect employee groups regardless of their
physical distance. The tremendous growth of internet technology has created the most recent
version of distance learning which is online or eLearning.
The internet is an information rich resource. Because the internet contains more information than
any individual could ever process, it is important that individuals and organizations develop
knowledge management strategies to sort, categorize and maximize the benefits the internet's
4. wealth of information. Online learning is one component of knowledge management within the
information technology environment.
Online learning content ranges from one-hour courses to complete bachelor, master or doctorate
degree programs. Internet delivered courses have the benefits of serving multiple groups at
multiple locations without the expense of equipment infrastructure at each location, and the
course material can be delivered either synchronously or asynchronously which affords
multinational operations the opportunity to connect individuals regardless of time zone or
geographical location.
The online training and education market is very competitive offering many choices for
organizations and learners. Colleges and Universities throughout the world are offering online
courses as well as thousands of training and consulting groups. Organizations either select
educational programs and courses ala carte or build a portfolio of eLearning options. Many large
organizations have integrated eLearning into their corporate university entity. These groups
generally have a planned web presence that includes a portal and learning management system
(LMS) or course management system (CMS).
Online learning has created many new products and support options. In addition to the
organization's web presence, portal and LMS, the organization also needs to assess the
technology infrastructure that supports the eLearning initiative. The fundamental needs in this
area are servers that provide redundancy and acceptable uptime. This is often referred to as
hosting in the eLearning environment as well as technology support in the form of a help desk.
Organizations interested in growing their own portfolio of online learning options should first
develop a vision for their eLearning initiative prior to making any financial investments in
equipment or software. Once the vision is established the organization should assess their
existing technology capabilities and determine if there is capacity to support the eLearning
5. initiative, or is it more cost effective to outsource all or some of the technology infrastructure.
When the technology infrastructure has been addressed the organization should determine how
content will be developed for the eLearning environment. Quality online courses are developed
so that the technology optimizes the content. Many vendors offer digitized content and others
specialize in specific areas of content development such as simulations or multimedia graphics
and enhancements. Having a clear vision for the course content and understanding the learning
needs will help to ensure that courses are developed efficiently and effectively.
Blended learning refers to online learning that is integrated with traditional classroom or training
instruction. This blend provides the benefits of reduced travel costs and time with the positive
relational aspects of face-to-face learning. Once an organization or an individual has established
a clear vision for their educational needs they should consider all of the available online
resources as tools to ensure that the "best fit" is created.
GLOBAL ECONOMY
The global economy has increased the need for organizations around the world to understand
the culture and business practices of their peers, competitors and partners. Both foreign and
domestic organizations abroad are implementing continuing education experiences in an effort to
enhance cultural understanding and address skill and knowledge gaps. U.S. universities are
partnering with both U.S. and foreign companies around the world to deliver educational courses
and programs that are critical to organizational competitiveness. A central ministry of education in
collaboration with a ministry of commerce generally drives these programs. For instance, China
has placed a high priority on the field of Human Resource Development and Entrepreneurship as
well as encouraging Chinese organizations to partner with foreign organizations in an effort to
implement vocational and applied skill training. India has created a new industry as an outsource
6. venue for customer service which creates customer service training opportunities in India. Korean
manufacturers have a solid history of identifying corporate and educational partners that satisfy
their organizational educational needs. Continuing Education helps global companies to connect
the workforce with the organizational vision.
THE FUTURE OF CONTINUING
EDUCATION
The abundant access of information, rapid technology changes, increased global interactions,
industry shifts as well as increasing entry level credentials and skill requirements ensures that
Continuing Education will remain a valuable resource for managers in the future.
Managers will continue to depend on continuing education as a tool for ensuring a highly skilled
and knowledgeable workforce. Individuals will engage in lifelong learning as a means for upward
career mobility, job enhancements and enriched quality of life.
The increased interest in lifelong learning coupled with rapid technology advancements and
demands on individual personal time will guarantee that educational options will continue to be
flexible and fit within the constraints of personal time and organizational priorities. The growing
global economy will continue to drive the development of learning activities that span
geographical regions and time zones allowing individuals around the world to collaborate and
learn together.
Organizations around the world will depend on continuing education to maintain competitive
positions and adopt current innovations. Managers will depend on lifelong learning to produce a
workforce with the knowledge and solution based skill-set that is required for organizational
growth.
7. Dawn Malone Gaymer
CONTINUING EDUCATION UNITS
AND ACADEMIC CREDIT
Many industry boards, accreditation agencies and associations have established mandatory continuing professional education (CPE)
requirements for licensure or certification. For example, the American Institute of Certified Public Accountants (AICPA) has
established mandatory continuing professional education (CPE) for all members. Most state boards of accountancy have also phased
in mandatory CPE as prerequisites for licensure of accounting and auditing practice units. Research has supported this trend. In an
empirical study of the Texas State Board of Public Accountancy, researchers found evidence of an association between results of an
employee's quality review and levels of continuing professional education in the profession (Thomas, Davis, and Seaman, 1998).
Other organizations have established a certification process for their respective field such as the Society for Human Resource
Management (SHRM), which has partnered with educational institutions to deliver the Professional Human Resource Management
(PHRM) content and certification test nationally. Non-credit continuing education courses often carry state-board or association
Continuing Education Units (CEU). Participants generally receive a certificate of completion and should maintain personal records of
the units earned.
Post-secondary higher education also falls within the sphere of Continuing Education. As entry-level requirements continue to
increase such as the 150 hour accounting program and demand for graduate level credentials, employers and employees search for
flexible degree programs. Many employers offer a tuition reimbursement program for employees enrolled in college level degree
programs when applicable to the workplace. Colleges and Universities recognize the growing demand from adult learners for
academic degree programs, and many offer academic courses off campus, on-line or at the workplace in accelerated and non-
traditional formats.
CORPORATE UNIVERSITIES
The corporate university is generally some blend of higher education and organizational training and development. "The first corporate
colleges appeared almost 80 years ago, but their ranks have grown, relatively speaking by leaps and bounds" (Wilcox, 1987).
Corporate colleges or universities are characterized as institutions that may grant degrees, academic credit or non-credit training and
are chartered by a parent company whose primary mission is not education. Some corporate universities have evolved from a mission
to serve the corporation's training and development needs to a full-service private higher education institution. Northrop University
began in 1942 as a training division of Northrop Aircraft and evolved to an institution offering undergraduate and postgraduate
degrees. Kettering Institution (an independent university) grew out of General Motors. Many corporations identify a university or
college partner to customize training and academic degree programs specifically to the corporation's business practices. Corporations
8. are using these customized programs as a source for developing future corporate leaders and a means to focus on content areas that
are critical to the company's strategic business plans. Multinational companies are developing corporate universities that allow
employees around the world to participate in training and educational programs with cost effective delivery methods. The American
Council on Education (ACE) consistently evaluates corporate college or university credits that are offered independent of a regionally
accredited institution. ACE establishes recommendations for transfer credit to regionally accredited universities and colleges. Most of
the individuals participating in corporate college or university programs are employed full-time which requires that the educational
programs are offered in flexible formats. Generally, employees do not have the luxury of attending academic programs on a full-time
basis or in a traditional fifteen to eighteen week semester format. Accelerated formats as well as weekend and distance education
designs address the needs of working adult learners.
DISTANCE EDUCATION
Distance Education is an all-encompassing phrase for education and training that occurs away from the traditional classroom.
Distance Education may occur in synchronous (real) or asynchronous time which allows both employers and learners to determine
the best time for participation.
Distance Education began with correspondence study and has grown significantly as technology advancements create new
opportunities for learning and content delivery. As computer technology became prevalent in business, the print based
correspondence courses progressed to computer based training, which included simulations and ultimately interactive course content
that provided participant feedback and enhanced learning. At the end of the twentieth century, educators and employers invested in
telecommunication equipment that distributed educational or training activities from one video conferencing site to another. These
interactive television programs allow companies to synchronously connect employee groups regardless of their physical distance. The
tremendous growth of internet technology has created the most recent version of distance learning which is online or eLearning.
The internet is an information rich resource. Because the internet contains more information than any individual could ever process, it
is important that individuals and organizations develop knowledge management strategies to sort, categorize and maximize the
benefits the internet's wealth of information. Online learning is one component of knowledge management within the information
technology environment.
Online learning content ranges from one-hour courses to complete bachelor, master or doctorate degree programs. Internet delivered
courses have the benefits of serving multiple groups at multiple locations without the expense of equipment infrastructure at each
location, and the course material can be delivered either synchronously or asynchronously which affords multinational operati ons the
opportunity to connect individuals regardless of time zone or geographical location.
The online training and education market is very competitive offering many choices for organizations and learners. Colleges and
Universities throughout the world are offering online courses as well as thousands of training and consulting groups. Organizations
either select educational programs and courses ala carte or build a portfolio of eLearning options. Many large organizations have
9. integrated eLearning into their corporate university entity. These groups generally have a planned web presence that includes a portal
and learning management system (LMS) or course management system (CMS).
Online learning has created many new products and support options. In addition to the organization's web presence, portal and LMS,
the organization also needs to assess the technology infrastructure that supports the eLearning initiative. The fundamental needs in
this area are servers that provide redundancy and acceptable uptime. This is often referred to as hosting in the eLearning
environment as well as technology support in the form of a help desk. Organizations interested in growing their own portfolio of online
learning options should first develop a vision for their eLearning initiative prior to making any financial investments in equipment or
software. Once the vision is established the organization should assess their existing technology capabilities and determine if there is
capacity to support the eLearning initiative, or is it more cost effective to outsource all or some of the technology infrastructure. When
the technology infrastructure has been addressed the organization should determine how content will be developed for the eLearning
environment. Quality online courses are developed so that the technology optimizes the content. Many vendors offer digitized content
and others specialize in specific areas of content development such as simulations or multimedia graphics and enhancements.
Having a clear vision for the course content and understanding the learning needs will help to ensure that courses are developed
efficiently and effectively.
Blended learning refers to online learning that is integrated with traditional classroom or training instruction. This blend provides the
benefits of reduced travel costs and time with the positive relational aspects of face-to-face learning. Once an organization or an
individual has established a clear vision for their educational needs they should consider all of the available online resources as tools
to ensure that the "best fit" is created.
GLOBAL ECONOMY
The global economy has increased the need for organizations around the world to understand the culture and business practices of
their peers, competitors and partners. Both foreign and domestic organizations abroad are implementing continuing education
experiences in an effort to enhance cultural understanding and address skill and knowledge gaps. U.S. universities are partnering with
both U.S. and foreign companies around the world to deliver educational courses and programs that are critical to organizational
competitiveness. A central ministry of education in collaboration with a ministry of commerce generally drives these programs. For
instance, China has placed a high priority on the field of Human Resource Development and Entrepreneurship as well as encouraging
Chinese organizations to partner with foreign organizations in an effort to implement vocational and applied skill training. India has
created a new industry as an outsource venue for customer service which creates customer service training opportunities in India.
Korean manufacturers have a solid history of identifying corporate and educational partners that satisfy their organizational
educational needs. Continuing Education helps global companies to connect the workforce with the organizational vision.
10. THE FUTURE OF CONTINUING
EDUCATION
The abundant access of information, rapid technology changes, increased global interactions, industry shifts as well as increasing
entry level credentials and skill requirements ensures that Continuing Education will remain a valuable resource for managers in the
future.
Managers will continue to depend on continuing education as a tool for ensuring a highly skilled and knowledgeable workforce.
Individuals will engage in lifelong learning as a means for upward career mobility, job enhancements and enriched quality of life.
The increased interest in lifelong learning coupled with rapid technology advancements and demands on individual personal time will
guarantee that educational options will continue to be flexible and fit within the constraints of personal time and organizational
priorities. The growing global economy will continue to drive the development of learning activities that span geographical regions and
time zones allowing individuals around the world to collaborate and learn together.
Organizations around the world will depend on continuing education to maintain competitive positions and adopt current innovations.
Managers will depend on lifelong learning to produce a workforce with the knowledge and solution based skill-set that is required for
organizational growth.
Dawn Malone Gaymer
CONTINUING EDUCATION UNITS
AND ACADEMIC CREDIT
Many industry boards, accreditation agencies and associations have established mandatory continuing professional education (CPE)
requirements for licensure or certification. For example, the American Institute of Certified Public Accountants (AICPA) has
established mandatory continuing professional education (CPE) for all members. Most state boards of accountancy have also phased
in mandatory CPE as prerequisites for licensure of accounting and auditing practice units. Research has supported this trend. In an
empirical study of the Texas State Board of Public Accountancy, researchers found evidence of an association between results of an
employee's quality review and levels of continuing professional education in the profession (Thomas, Davis, and Seaman, 1998).
Other organizations have established a certification process for their respective field such as the Society for Human Resource
Management (SHRM), which has partnered with educational institutions to deliver the Professional Human Resource Management
(PHRM) content and certification test nationally. Non-credit continuing education courses often carry state-board or association
Continuing Education Units (CEU). Participants generally receive a certificate of completion and should maintain personal records of
the units earned.
11. Post-secondary higher education also falls within the sphere of Continuing Education. As entry-level requirements continue to
increase such as the 150 hour accounting program and demand for graduate level credentials, employers and employees search for
flexible degree programs. Many employers offer a tuition reimbursement program for employees enrolled in college level degree
programs when applicable to the workplace. Colleges and Universities recognize the growing demand from adult learners for
academic degree programs, and many offer academic courses off campus, on-line or at the workplace in accelerated and non-
traditional formats.
CORPORATE UNIVERSITIES
The corporate university is generally some blend of higher education and organizational training and development. "The first corporate
colleges appeared almost 80 years ago, but their ranks have grown, relatively speaking by leaps and bounds" (Wilcox, 1987).
Corporate colleges or universities are characterized as institutions that may grant degrees, academic credit or non-credit training and
are chartered by a parent company whose primary mission is not education. Some corporate universities have evolved from a mission
to serve the corporation's training and development needs to a full-service private higher education institution. Northrop University
began in 1942 as a training division of Northrop Aircraft and evolved to an institution offering undergraduate and postgraduate
degrees. Kettering Institution (an independent university) grew out of General Motors. Many corporations identify a university or
college partner to customize training and academic degree programs specifically to the corporation's business practices. Corporations
are using these customized programs as a source for developing future corporate leaders and a means to focus on content areas that
are critical to the company's strategic business plans. Multinational companies are developing corporate universities that allow
employees around the world to participate in training and educational programs with cost effective delivery methods. The American
Council on Education (ACE) consistently evaluates corporate college or university credits that are offered independent of a regionally
accredited institution. ACE establishes recommendations for transfer credit to regionally accredited universities and colleges. Most of
the individuals participating in corporate college or university programs are employed full-time which requires that the educational
programs are offered in flexible formats. Generally, employees do not have the luxury of attending academic programs on a full-time
basis or in a traditional fifteen to eighteen week semester format. Accelerated formats as well as weekend and distance education
designs address the needs of working adult learners.
DISTANCE EDUCATION
Distance Education is an all-encompassing phrase for education and training that occurs away from the traditional classroom.
Distance Education may occur in synchronous (real) or asynchronous time which allows both employers and learners to determine
the best time for participation.
Distance Education began with correspondence study and has grown significantly as technology advancements create new
opportunities for learning and content delivery. As computer technology became prevalent in business, the print based
12. correspondence courses progressed to computer based training, which included simulations and ultimately interactive course content
that provided participant feedback and enhanced learning. At the end of the twentieth century, educators and employers invested in
telecommunication equipment that distributed educational or training activities from one video conferencing site to another. These
interactive television programs allow companies to synchronously connect employee groups regardless of their physical distance. The
tremendous growth of internet technology has created the most recent version of distance learning which is online or eLearning.
The internet is an information rich resource. Because the internet contains more information than any individual could ever process, it
is important that individuals and organizations develop knowledge management strategies to sort, categorize and maximize the
benefits the internet's wealth of information. Online learning is one component of knowledge management within the information
technology environment.
Online learning content ranges from one-hour courses to complete bachelor, master or doctorate degree programs. Internet delivered
courses have the benefits of serving multiple groups at multiple locations without the expense of equipment infrastructure at each
location, and the course material can be delivered either synchronously or asynchronously which affords multinational operati ons the
opportunity to connect individuals regardless of time zone or geographical location.
The online training and education market is very competitive offering many choices for organizations and learners. Colleges and
Universities throughout the world are offering online courses as well as thousands of training and consulting groups. Organizations
either select educational programs and courses ala carte or build a portfolio of eLearning options. Many large organizations have
integrated eLearning into their corporate university entity. These groups generally have a planned web presence that includes a portal
and learning management system (LMS) or course management system (CMS).
Online learning has created many new products and support options. In addition to the organization's web presence, portal and LMS,
the organization also needs to assess the technology infrastructure that supports the eLearning initiative. The fundamental needs in
this area are servers that provide redundancy and acceptable uptime. This is often referred to as hosting in the eLearning
environment as well as technology support in the form of a help desk. Organizations interested in growing their own portfolio of online
learning options should first develop a vision for their eLearning initiative prior to making any financial investments in equipment or
software. Once the vision is established the organization should assess their existing technology capabilities and determine if there is
capacity to support the eLearning initiative, or is it more cost effective to outsource all or some of the technology infrastructure. When
the technology infrastructure has been addressed the organization should determine how content will be developed for the eLearning
environment. Quality online courses are developed so that the technology optimizes the content. Many vendors offer digitized content
and others specialize in specific areas of content development such as simulations or multimedia graphics and enhancements.
Having a clear vision for the course content and understanding the learning needs will help to ensure that courses are developed
efficiently and effectively.
Blended learning refers to online learning that is integrated with traditional classroom or training instruction. This blend provides the
benefits of reduced travel costs and time with the positive relational aspects of face-to-face learning. Once an organization or an
13. individual has established a clear vision for their educational needs they should consider all of the available online resources as tools
to ensure that the "best fit" is created.
GLOBAL ECONOMY
The global economy has increased the need for organizations around the world to understand the culture and business practices of
their peers, competitors and partners. Both foreign and domestic organizations abroad are implementing continuing education
experiences in an effort to enhance cultural understanding and address skill and knowledge gaps. U.S. universities are partnering with
both U.S. and foreign companies around the world to deliver educational courses and programs that are critical to organizational
competitiveness. A central ministry of education in collaboration with a ministry of commerce generally drives these programs. For
instance, China has placed a high priority on the field of Human Resource Development and Entrepreneurship as well as encouraging
Chinese organizations to partner with foreign organizations in an effort to implement vocational and applied skill training. India has
created a new industry as an outsource venue for customer service which creates customer service training opportunities in India.
Korean manufacturers have a solid history of identifying corporate and educational partners that satisfy their organizational
educational needs. Continuing Education helps global companies to connect the workforce with the organizational vision.
THE FUTURE OF CONTINUING
EDUCATION
The abundant access of information, rapid technology changes, increased global interactions, industry shifts as well as increasing
entry level credentials and skill requirements ensures that Continuing Education will remain a valuable resource for managers in the
future.
Managers will continue to depend on continuing education as a tool for ensuring a highly skilled and knowledgeable workforce.
Individuals will engage in lifelong learning as a means for upward career mobility, job enhancements and enriched quality of life.
The increased interest in lifelong learning coupled with rapid technology advancements and demands on individual personal time will
guarantee that educational options will continue to be flexible and fit within the constraints of personal time and organizational
priorities. The growing global economy will continue to drive the development of learning activities that span geographical regions and
time zones allowing individuals around the world to collaborate and learn together.
Organizations around the world will depend on continuing education to maintain competitive positions and adopt current innovations.
Managers will depend on lifelong learning to produce a workforce with the knowledge and solution based skill-set that is required for
organizational growth.
Dawn Malone Gaymer
14. CONTINUING EDUCATION UNITS
AND ACADEMIC CREDIT
Many industry boards, accreditation agencies and associations have established mandatory continuing professional education (C PE)
requirements for licensure or certification. For example, the American Institute of Certified Public Accountants (AICPA) has
established mandatory continuing professional education (CPE) for all members. Most state boards of accountancy have also phased
in mandatory CPE as prerequisites for licensure of accounting and auditing practice units. Research has supported this trend. In an
empirical study of the Texas State Board of Public Accountancy, researchers found evidence of an association between results of an
employee's quality review and levels of continuing professional education in the profession (Thomas, Davis, and Seaman, 1998).
Other organizations have established a certification process for their respective field such as the Society for Human Resource
Management (SHRM), which has partnered with educational institutions to deliver the Professional Human Resource Management
(PHRM) content and certification test nationally. Non-credit continuing education courses often carry state-board or association
Continuing Education Units (CEU). Participants generally receive a certificate of completion and should maintain personal records of
the units earned.
Post-secondary higher education also falls within the sphere of Continuing Education. As entry-level requirements continue to
increase such as the 150 hour accounting program and demand for graduate level credentials, employers and employees search for
flexible degree programs. Many employers offer a tuition reimbursement program for employees enrolled in college level degree
programs when applicable to the workplace. Colleges and Universities recognize the growing demand from adult learners for
academic degree programs, and many offer academic courses off campus, on-line or at the workplace in accelerated and non-
traditional formats.
CORPORATE UNIVERSITIES
The corporate university is generally some blend of higher education and organizational training and development. "The first corporate
colleges appeared almost 80 years ago, but their ranks have grown, relatively speaking by leaps and bounds" (Wilcox, 1987).
Corporate colleges or universities are characterized as institutions that may grant degrees, academic credit or non-credit training and
are chartered by a parent company whose primary mission is not education. Some corporate universities have evolved from a mission
to serve the corporation's training and development needs to a full-service private higher education institution. Northrop University
began in 1942 as a training division of Northrop Aircraft and evolved to an institution offering undergraduate and postgraduate
degrees. Kettering Institution (an independent university) grew out of General Motors. Many corporations identify a university or
college partner to customize training and academic degree programs specifically to the corporation's business practices. Corporations
are using these customized programs as a source for developing future corporate leaders and a means to focus on content areas that
are critical to the company's strategic business plans. Multinational companies are developing corporate universities that allow
employees around the world to participate in training and educational programs with cost effective delivery methods. The American
15. Council on Education (ACE) consistently evaluates corporate college or university credits that are offered independent of a regionally
accredited institution. ACE establishes recommendations for transfer credit to regionally accredited universities and colleges. Most of
the individuals participating in corporate college or university programs are employed full-time which requires that the educational
programs are offered in flexible formats. Generally, employees do not have the luxury of attending academic programs on a full-time
basis or in a traditional fifteen to eighteen week semester format. Accelerated formats as well as weekend and distance education
designs address the needs of working adult learners.
DISTANCE EDUCATION
Distance Education is an all-encompassing phrase for education and training that occurs away from the traditional classroom.
Distance Education may occur in synchronous (real) or asynchronous time which allows both employers and learners to determine
the best time for participation.
Distance Education began with correspondence study and has grown significantly as technology advancements create new
opportunities for learning and content delivery. As computer technology became prevalent in business, the print based
correspondence courses progressed to computer based training, which included simulations and ultimately interactive course content
that provided participant feedback and enhanced learning. At the end of the twentieth century, educators and employers invested in
telecommunication equipment that distributed educational or training activities from one video conferencing site to another. These
interactive television programs allow companies to synchronously connect employee groups regardless of their physical distance. The
tremendous growth of internet technology has created the most recent version of distance learning which is online or eLearning.
The internet is an information rich resource. Because the internet contains more information than any individual could ever process, it
is important that individuals and organizations develop knowledge management strategies to sort, categorize and maximize the
benefits the internet's wealth of information. Online learning is one component of knowledge management within the information
technology environment.
Online learning content ranges from one-hour courses to complete bachelor, master or doctorate degree programs. Internet delivered
courses have the benefits of serving multiple groups at multiple locations without the expense of equipment infrastructure at each
location, and the course material can be delivered either synchronously or asynchronously which affords multinational operations the
opportunity to connect individuals regardless of time zone or geographical location.
The online training and education market is very competitive offering many choices for organizations and learners. Colleges and
Universities throughout the world are offering online courses as well as thousands of training and consulting groups. Organizations
either select educational programs and courses ala carte or build a portfolio of eLearning options. Many large organizations have
integrated eLearning into their corporate university entity. These groups generally have a planned web presence that includes a portal
and learning management system (LMS) or course management system (CMS).
16. Online learning has created many new products and support options. In addition to the organization's web presence, portal and LMS,
the organization also needs to assess the technology infrastructure that supports the eLearning initiative. The fundamental needs in
this area are servers that provide redundancy and acceptable uptime. This is often referred to as hosting in the eLearning
environment as well as technology support in the form of a help desk. Organizations interested in growing their own portfolio of online
learning options should first develop a vision for their eLearning initiative prior to making any financial investments in equipment or
software. Once the vision is established the organization should assess their existing technology capabilities and determine if there is
capacity to support the eLearning initiative, or is it more cost effective to outsource all or some of the technology infrastructure. When
the technology infrastructure has been addressed the organization should determine how content will be developed for the eLearning
environment. Quality online courses are developed so that the technology optimizes the content. Many vendors offer digitized content
and others specialize in specific areas of content development such as simulations or multimedia graphics and enhancements.
Having a clear vision for the course content and understanding the learning needs will help to ensure that courses are developed
efficiently and effectively.
Blended learning refers to online learning that is integrated with traditional classroom or training instruction. This blend provides the
benefits of reduced travel costs and time with the positive relational aspects of face-to-face learning. Once an organization or an
individual has established a clear vision for their educational needs they should consider all of the available online resources as tools
to ensure that the "best fit" is created.
GLOBAL ECONOMY
The global economy has increased the need for organizations around the world to understand the culture and business practices of
their peers, competitors and partners. Both foreign and domestic organizations abroad are implementing continuing education
experiences in an effort to enhance cultural understanding and address skill and knowledge gaps. U.S. universities are partnering with
both U.S. and foreign companies around the world to deliver educational courses and programs that are critical to organizational
competitiveness. A central ministry of education in collaboration with a ministry of commerce generally drives these programs. For
instance, China has placed a high priority on the field of Human Resource Development and Entrepreneurship as well as encouraging
Chinese organizations to partner with foreign organizations in an effort to implement vocational and applied skill training. India has
created a new industry as an outsource venue for customer service which creates customer service training opportunities in India.
Korean manufacturers have a solid history of identifying corporate and educational partners that satisfy their organizational
educational needs. Continuing Education helps global companies to connect the workforce with the organizational vision.
THE FUTURE OF CONTINUING
EDUCATION
17. The abundant access of information, rapid technology changes, increased global interactions, industry shifts as well as increasing
entry level credentials and skill requirements ensures that Continuing Education will remain a valuable resource for managers in the
future.
Managers will continue to depend on continuing education as a tool for ensuring a highly skilled and knowledgeable workforce.
Individuals will engage in lifelong learning as a means for upward career mobility, job enhancements and enriched quality of life.
The increased interest in lifelong learning coupled with rapid technology advancements and demands on individual personal time will
guarantee that educational options will continue to be flexible and fit within the constraints of personal time and organizational
priorities. The growing global economy will continue to drive the development of learning activities that span geographical regions and
time zones allowing individuals around the world to collaborate and learn together.
Organizations around the world will depend on continuing education to maintain competitive positions and adopt current innovations.
Managers will depend on lifelong learning to produce a workforce with the knowledge and solution based skill-set that is required for
organizational growth.
Dawn Malone Gaymer
CONTINUING EDUCATION UNITS
AND ACADEMIC CREDIT
Many industry boards, accreditation agencies and associations have established mandatory
continuing professional education (CPE) requirements for licensure or certification. For example,
the American Institute of Certified Public Accountants (AICPA) has established mandatory
continuing professional education (CPE) for all members. Most state boards of accountancy have
also phased in mandatory CPE as prerequisites for licensure of accounting and auditing practice
units. Research has supported this trend. In an empirical study of the Texas State Board of
Public Accountancy, researchers found evidence of an association between results of an
employee's quality review and levels of continuing professional education in the profession
(Thomas, Davis, and Seaman, 1998). Other organizations have established a certification
process for their respective field such as the Society for Human Resource Management (SHRM),
18. which has partnered with educational institutions to deliver the Professional Human Resource
Management (PHRM) content and certification test nationally. Non-credit continuing education
courses often carry state-board or association Continuing Education Units (CEU). Participants
generally receive a certificate of completion and should maintain personal records of the units
earned.
Post-secondary higher education also falls within the sphere of Continuing Education. As entry-
level requirements continue to increase such as the 150 hour accounting program and demand
for graduate level credentials, employers and employees search for flexible degree programs.
Many employers offer a tuition reimbursement program for employees enrolled in college level
degree programs when applicable to the workplace. Colleges and Universities recognize the
growing demand from adult learners for academic degree programs, and many offer academic
courses off campus, on-line or at the workplace in accelerated and non-traditional formats.
CORPORATE UNIVERSITIES
The corporate university is generally some blend of higher education and organizational training
and development. "The first corporate colleges appeared almost 80 years ago, but their ranks
have grown, relatively speaking by leaps and bounds" (Wilcox, 1987). Corporate colleges or
universities are characterized as institutions that may grant degrees, academic credit or non-
credit training and are chartered by a parent company whose primary mission is not education.
Some corporate universities have evolved from a mission to serve the corporation's training and
development needs to a full-service private higher education institution. Northrop University
began in 1942 as a training division of Northrop Aircraft and evolved to an institution offering
undergraduate and postgraduate degrees. Kettering Institution (an independent university) grew
out of General Motors. Many corporations identify a university or college partner to customize
19. training and academic degree programs specifically to the corporation's business practices.
Corporations are using these customized programs as a source for developing future corporate
leaders and a means to focus on content areas that are critical to the company's strategic
business plans. Multinational companies are developing corporate universities that allow
employees around the world to participate in training and educational programs with cost
effective delivery methods. The American Council on Education (ACE) consistently evaluates
corporate college or university credits that are offered independent of a regionally accredited
institution. ACE establishes recommendations for transfer credit to regionally accredited
universities and colleges. Most of the individuals participating in corporate college or university
programs are employed full-time which requires that the educational programs are offered in
flexible formats. Generally, employees do not have the luxury of attending academic programs on
a full-time basis or in a traditional fifteen to eighteen week semester format. Accelerated formats
as well as weekend and distance education designs address the needs of working adult learners.
DISTANCE EDUCATION
Distance Education is an all-encompassing phrase for education and training that occurs away
from the traditional classroom. Distance Education may occur in synchronous (real) or
asynchronous time which allows both employers and learners to determine the best time for
participation.
Distance Education began with correspondence study and has grown significantly as technology
advancements create new opportunities for learning and content delivery. As computer
technology became prevalent in business, the print based correspondence courses progressed
to computer based training, which included simulations and ultimately interactive course content
that provided participant feedback and enhanced learning. At the end of the twentieth century,
20. educators and employers invested in telecommunication equipment that distributed educational
or training activities from one video conferencing site to another. These interactive television
programs allow companies to synchronously connect employee groups regardless of their
physical distance. The tremendous growth of internet technology has created the most recent
version of distance learning which is online or eLearning.
The internet is an information rich resource. Because the internet contains more information than
any individual could ever process, it is important that individuals and organizations develop
knowledge management strategies to sort, categorize and maximize the benefits the internet's
wealth of information. Online learning is one component of knowledge management within the
information technology environment.
Online learning content ranges from one-hour courses to complete bachelor, master or doctorate
degree programs. Internet delivered courses have the benefits of serving multiple groups at
multiple locations without the expense of equipment infrastructure at each location, and the
course material can be delivered either synchronously or asynchronously which affords
multinational operations the opportunity to connect individuals regardless of time zone or
geographical location.
The online training and education market is very competitive offering many choices for
organizations and learners. Colleges and Universities throughout the world are offering online
courses as well as thousands of training and consulting groups. Organizations either select
educational programs and courses ala carte or build a portfolio of eLearning options. Many large
organizations have integrated eLearning into their corporate university entity. These groups
generally have a planned web presence that includes a portal and learning management system
(LMS) or course management system (CMS).
21. Online learning has created many new products and support options. In addition to the
organization's web presence, portal and LMS, the organization also needs to assess the
technology infrastructure that supports the eLearning initiative. The fundamental needs in this
area are servers that provide redundancy and acceptable uptime. This is often referred to as
hosting in the eLearning environment as well as technology support in the form of a help desk.
Organizations interested in growing their own portfolio of online learning options should first
develop a vision for their eLearning initiative prior to making any financial investments in
equipment or software. Once the vision is established the organization should assess their
existing technology capabilities and determine if there is capacity to support the eLearning
initiative, or is it more cost effective to outsource all or some of the technology infrastructure.
When the technology infrastructure has been addressed the organization should determine how
content will be developed for the eLearning environment. Quality online courses are developed
so that the technology optimizes the content. Many vendors offer digitized content and others
specialize in specific areas of content development such as simulations or multimedia graphics
and enhancements. Having a clear vision for the course content and understanding the learning
needs will help to ensure that courses are developed efficiently and effectively.
Blended learning refers to online learning that is integrated with traditional classroom or training
instruction. This blend provides the benefits of reduced travel costs and time with the positive
relational aspects of face-to-face learning. Once an organization or an individual has established
a clear vision for their educational needs they should consider all of the available online
resources as tools to ensure that the "best fit" is created.
GLOBAL ECONOMY
22. The global economy has increased the need for organizations around the world to understand
the culture and business practices of their peers, competitors and partners. Both foreign and
domestic organizations abroad are implementing continuing education experiences in an effort to
enhance cultural understanding and address skill and knowledge gaps. U.S. universities are
partnering with both U.S. and foreign companies around the world to deliver educational courses
and programs that are critical to organizational competitiveness. A central ministry of education in
collaboration with a ministry of commerce generally drives these programs. For instance, China
has placed a high priority on the field of Human Resource Development and Entrepreneurship as
well as encouraging Chinese organizations to partner with foreign organizations in an effort to
implement vocational and applied skill training. India has created a new industry as an outsource
venue for customer service which creates customer service training opportunities in India. Korean
manufacturers have a solid history of identifying corporate and educational partners that satisfy
their organizational educational needs. Continuing Education helps global companies to connect
the workforce with the organizational vision.
THE FUTURE OF CONTINUING
EDUCATION
The abundant access of information, rapid technology changes, increased global interactions,
industry shifts as well as increasing entry level credentials and skill requirements ensures that
Continuing Education will remain a valuable resource for managers in the future.
Managers will continue to depend on continuing education as a tool for ensuring a highly skilled
and knowledgeable workforce. Individuals will engage in lifelong learning as a means for upward
career mobility, job enhancements and enriched quality of life.
23. The increased interest in lifelong learning coupled with rapid technology advancements and
demands on individual personal time will guarantee that educational options will continue to be
flexible and fit within the constraints of personal time and organizational priorities. The growing
global economy will continue to drive the development of learning activities that span
geographical regions and time zones allowing individuals around the world to collaborate and
learn together.
Organizations around the world will depend on continuing education to maintain competitive
positions and adopt current innovations. Managers will depend on lifelong learning to produce a
workforce with the knowledge and solution based skill-set that is required for organizational
growth.
Dawn Malone Gaymer
24. LIFELONG LEARNING
Throughout the last decade the concept of life-long learning has continued to gain popularity.
Organizations in the twenty-first century are challenged to quickly adapt to industry changes and
rapidly identify solutions for obstacles or barriers that the organization encounters. Through the
lifelong learning process, individuals develop the capacity for addressing this organizational
need. Key characteristics of lifelong learning include duration, learner-centered perspective,
multi-level and multi-subject learning, and open access.
The core concept of lifelong learning is that individuals learn from cradle to grave and that each
individual progresses from one learning level to the next throughout their lifetime. Each learning
event is a continuous progression to the next learning event and never isolated or a means to an
end in itself.
Lifelong learning also focuses on the learner rather than an instructor or trainer. The learning
process often involves a facilitator but the facilitator should be skilled at providing an educational
environment that allows the individual to enhance and engage in his or her own learning
objectives. The learning format and content should be designed with the learner in mind. Lifelong
learners require choices and educational experiences that fit within their lifestyle. The educational
activity should balance the needs and convenience of the organization with individual learner's
need in order to maximize the learning outcome. Lifelong learning activities are also designed for
multiple learning styles. Experiential and applied learning as well as tutorials and self-directed
content are often embraced by lifelong learners.
Lifelong learning encompasses all levels of educational acquisition and in an infinite number of
subjects. It includes skill training, credential requirements, as well as social interests. This
education may be in the form of formal education or training that is offered both as credit and
25. non-credit in a variety of venues. It also occurs through non-formal means such as libraries,
museums, manuals and mentors.
Lifelong learning should be accessible to all individuals regardless of age, race, ability, prior
qualifications, workplace role or sociodemographics. Innovative delivery formats help to ensure
that the learning activities are accessible to anyone that is interested in participating.
DIAGRAM
Liveright and Haygood Prosser Townsend Coles lowe Marvellous
Remedial Formal General Remedial
Individual
Health, Welfare Foundation Competence
Vocational, Tech Vocational Vocational Workers
Profession
26. Civic, Political Liberal Civic/Social Social and Liberal
Community
Education
Self-fulfilment Self-fulfilment