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Identifying the Barriers to Awarding Higher Education Credit for Professional Development
- 1. THE IMPOSSIBLES: IDENTIFYING THE BARRIERS TO AWARDING HIGHER-EDUCATION CREDIT FOR WORKPLACE PROFESSIONAL DEVELOPMENT
- 2. The Impossibles Nicole D. Hurlbutt, MPS The Pennsylvania State University Kara Neidell, MS Western Kentucky University Osmar Padilla, MS Emory University (Formerly Louisiana State University)
- 3. The Impossibles • Hanna-Barbera cartoon short that ran from 1966 – 1968 • Three-man rock band called The Impossibles • Coil-Man, Fluid-Man, Multi- Man • The Impossibles “do the impossible in the service of law and order.” • “Rally ho and away we go!”
- 4. Ready to do the impossible in the cause of Law and Order.
- 5. Workforce Trends - Diversity By 2050, the U.S. population is expected to increase by 50%, and minority groups will make up nearly half the population. The population of older Americans is expected to double ¼ of all Americans will be of Hispanic origin. Almost 1 in 10 Americans will be of Asian or Pacific Islander descent. More women and people with disabilities will be on the job.
- 6. Workforce Trends America’s Challenge: Manufacturers Face a Serious Shortage of Qualified Applicants for Skilled and Highly Skilled Production Positions Due to baby-boomer retirements and the economic expansion, it is estimated that over the next decade, nearly 3.5 million manufacturing jobs will likely need to be filled, and the skills gap is expected to result in 2 million of those jobs going unfilled.
- 8. Workforce Trends Researchers at Georgetown University’s Center on Education and the Workforce found that 30 million jobs in the U.S. do not require a Bachelor’s degree and pay an average of $55,000 a year.
- 10. Workforce Trends
- 11. The Changing Workforce Labor force is projected to increase from 156 million (2015) to 186 million by 2060 Workforce will become more diverse and better educated Professional development offerings by Continuing Education units are key to closing skills and education gap!
- 12. The Changing Workforce By 2025, almost ⅔ of the workforce will have some education beyond high school vs. less than ½ of the workforce in 2005. In 1999, 23% of the population earned a bachelor’s degree and 4% earned a master’s degree. By 2015, those numbers = 27% and 7%, respectively. College degree = “new” high school diploma Meet the US Workforce of the Future: Older, More Diverse, and More Educated; Deloitte Review, Issue 21 (2017)
- 13. Meet the US Workforce of the Future: Older, More Diverse, and More Educated; Deloitte Review, Issue 21 (2017)
- 14. Jobs that require a master’s degree are projected to grow 3x as quickly as jobs that require only a high school diploma. Without changes in education, the future of work will leave more people behind; The Hechinger Report, Oct 31, 2017
- 15. The Changing Workforce As the population/workforce becomes more degreed, a workforce gap will occur between those who are “educated” and those are not. How can Continuing Education units step up to fill this gap?
- 16. Higher-Education Trends • Technology • Social discourse on the value of higher education • Life Long Learners – Populations of learners and their unique needs
- 17. Changing Face of Education • Demographic of Students • Technology • “Disruptive Innovators”
- 18. Current Credit Conversion • Prior Learning Assessment • MOOCs • Professional Development Course Series
- 19. The Villains Villains • Paper Doll Man • Spinner • Puzzler Barriers • Outdated systems • Knowledge • Complexity of making all the pieces fit
- 20. The Impossibles Fluid Man How can institutions “morph” to provide fluid credit conversion opportunities? Coil Man How can we “stretch” our reach to the changing workforce population and “spring” them back to a credential? Multi Man How can we develop credit conversion that is replicable?
- 21. Ready to do the impossible in the cause of Education! Discussion
- 22. Group Discussion 1. Identify a barrier (villain) to converting professional development course(s) into credit? 2. How could this barrier be overcome? 3. What resources (super powers) are needed?
- 23. Thank You! • Nicole D. Hurlbutt: ndw113@psu.edu • Kara Neidell: kara.neidell@wku.edu • Osmar Padilla: oypadil@emory.edu
Editor's Notes
- ASSIGNED TO: NICOLE Who were the Impossibles? The Impossible was a Hanna-Barbera cartoon short that ran from 19966-1968. They aired as part of the Frankenstein Jr. and the Impossibles. Their secret identity was to parade around as a three-man rock band; most likely the were inspired by rock bands of the time. Coil Man – Could transform his legs and arms into coiled springs, allowing him to bounce, deliver long-range punches. Or drill through walls. Fluid Man – Transformed his body into a liquid form. Sneak up on his enemy, vaporize himself into a cloud or storm. Multi Man – Could create infinite duplicates of himself. “You go them all except the original.” Each episode they thwarted the villain’s plan using their unique powers to defeat the villain. Today, we are going to look at the conversion of non-credit professional development to higher education credits through the lens of the Impossibles cartoon. Hold tight as we enter a world filled with puns, catchphrases, capes, and tights as we investigate what seems to be an Impossible topic. To begin we need your help to “do the impossible in the service of (BLANK) and education. So all together let’s sound the battlecry. On the count of three, “one, two, three” “Rally ho and away we go!”
- This afternoon we are ready to do the impossible in the cause of education. We’ll begin by flying to Workforce-topia where we will look at the current trends in the workforce, and the changing face of workforce. After which we fly to the land of Education to review the current trends and face of higher education. We then return to the “bat cave” to study our foes where we will work together to identify and overcome our adversaries. Are we ready? Then Tally Ho Away we Go!
- Deloitte analysis based on data from the U.S. Bureau of Labor Statistics and Gallup Survey. The Solutions (KN - discuss local Consortia initiative) While some employers have taken steps to work individually with local education and training institutions, the best and most sustaining efforts occur when manufacturers come together as a group to work with local or regional education systems to develop training to align interests and needs. Opportunities to gain access to the workforce should be easily understandable, accessible and responsive to the needs of both the business community and job seekers. Manufacturers are inventorying existing programs and initiatives within their businesses and communities designed to deliver skilled workers. They are inventorying available skill-building and training resources and evaluating relationships to determine strengths and weaknesses in the talent pipeline. The key to more relevant education and training programs is an improved linkage between employers and education and training institutions.
- https://www.cnbc.com/video/2018/07/02/manpowergroup-46-percent-of-companies-finding-it-hard-to-get-skilled-workers.html
- U.S. Sen. Marco Rubio of Florida brought up the issue of too many young men and women falling into debt for traditional college degrees that fail to land them a job during his 2016 presidential campaign when he said, “welders make more money than philosophers.”[12] The Bureau of Labor Statistics wage data indicates that welders can earn as much as philosophy teachers.[13][14] Rubio’s point may have been that people with welding training are more likely to be employed and with less school debt than those with a Ph.D. Some data supports this argument. Researchers at Georgetown University’s Center on Education and the Workforce found that 30 million jobs in the U.S. don’t require a bachelor’s degree and pay an average of $55,000 a year. Even though trade school grads are more likely to land jobs than their college-educated counterparts, only 8 percent of undergraduates are enrolled in certificate programs, according to the U.S. Department of Education and the National Center for Education Statistics.[15]
- Piggy backing off of what Kara just discussed, I will continue to set the stage with some more important statistics related to the changing workforce.
- Generally speaking, a better educated society is good for the country as a whole.
- - According to Bureau of Labor Statistics, the healthcare industry is expected to add the most jobs by 2026, and, together with the social assistance sector, will account for 4 million new jobs (1/3 of all new positions). - Statisticians, software developers, and General/Operations Managers = bachelor’s degrees or higher.
- Workforce gap example from my time at LSU – Turner Industries based in Baton Rouge There are many innovative solutions, but specifically how can we leverage professional development and corporate training (valued by companies) into degree pathways. Higher education must facilitate degree completion for those who do not have degrees and want to move into growing professions or advance in their respective fields.
- ASSIGNED TO: Nicole The discussion of the future of higher education includes not only challenges institutions face but trends that influence the audience and delivery of the educational opportunities. A Chronicle of Higher Education Report title, “2026: The Decade Ahead” authored by Jeffrey Selingo, identified three trends for the years of 2011-2016 and these are trends we continue to see in 2018. The advances in technology have changed the way people learn, the way we deliver education, the way we teach, changed the way students learn, and even strategically changed the institution. (Youtube, Searching, Blogs, Videos) There continues to be social discourse around the value of higher education. The increasing cost of higher education, student-loan debt, inability to secure a position within the field in which a student graduates, and the value of higher-education to the individual and community continues to be debated. As state appropriations funding decreased over the years, tuition has increased to cover the institutional costs. The changing workforce has changed the face of education. Life longer learning is the ability to address individual’s needs of education throughout the various points of their lifetime. No longer staying at one job till retirement Larger job market that requires additional education and/or certification Continuous learning to keep up with the ever changing technology
- May cause significant challenges to higher education institutions In the US Shifts of population in have moved south and west. Aging population and decreasing birth rates. Lost enrollments. Need for lifelong learner. Recruiting the same students. Changes regionally due to cost, job market, financial stability of the area Lifelong Learning continues to impact higher education Retirement generations. Workforce Life long learning can ensure individuals are equipped with the knowledge and skills they need to be successful in an ever changing workforce. Reskilling, upskilling, career development. The risk of job-loss due to technology, specifically automation, is the greatest for those in service sector positions. Advances in technology will continue to change higher education. The ability for higher education institutions to be agile and prepare to educate a workforce for jobs that do not even currently exist. Disruptive Innovators Clayton Christensen Chronicel of Higher Education “What Student Really Want: Gettingg the Job Done in Higher Education. Paid and created by Huron. Their frequent use of technology and distinct values influence their expectations of education providers. These students are calling for highly personalized experiences, delivered on their terms and in ways that can help them remain relevant in an ever-changing job market. They aren’t necessarily wedded to the idea that a bachelor’s or graduate degree will deliver this longevity. Consequently, they’re seeking creative alternatives, such as professional bootcamps and certificate and badging programs. The continuum of learning is overlapping. Training, education, experience happens simultaneously.
- Prior Learning Assessment Military training and service Workforce training Credit by exam Credit by portfolio Professional Certifications, BOOT Camps, MOOCs Professional Development Course Series Project Management Process Improvement Why is it important for us as educators to look at providing credit for non-credit education? College level skills and knowledge that warrant academic credit can be beneficial because Used as a recruitment tool. Appeal to adult learners, Quicker degree completion Save student money (reducing cost of higher education) Many of these current ways of converting knowledge to credit are after the knowledge has occurred. For our discussion we want to flip this idea and look at how to take a college-level course, and deliver it as a professional development opportunity to business/industry. Questions about how does the knowledge translate into a specific college-level course and how can we measure this knowledge are questions that are debated and keep these PLA possibilities from being implemented large-scaled. Perhaps if we were flip the process we could find a better way. So for today we ask how can we take a college-level course, and deliver it as a professional development opportunity to business/industry? How can we identify a college level course that also meets the needs of the business I’m working with?
- ASSIGNED TO: Nicole Hurlbutt Weekly the Impossible faced villain such as the Paper Doll Man, Spinner, and the Puzzler. Just like that dynamic trio, we face barriers that delay, or even prevent implementing credit conversion opportunities. Outdate systems Student registration systems are made for traditional degree seeking, students. Different non-credit and credit student systems. Tracking of this information. Financial Models (sharing revenue) - Can credit conversion program be financially sustainable? Will the institution lose funding overall if credits are converted? - Paid for PD; fee for credit. Agreement between academics/business PD on knowledge, assessment, tasks, etc. How does the knowledge translate into a specific college-level course? How can we measure this knowledge? Business saying students are not learning what they need to be good employees. “degree doesn’t revel anything about what a person actually learn.” Paper Doll Man – Made of paper. Can slip under doors and escape as a paper airplane. Spinner – spider based powers, specifically web spinning. “Don’t get caught in a web.” Keep the academic rigor while incorporating the higher level skills. Economy requires higher-level skills. (Skill gap) Education can provide the competencies. Puzzler – Can change shape as a living puzzle. Complexity of the constant changes to trends and individuals.
- ASSIGNED TO: Nicole The Impossibles use their superhero abilities to overcome the villains and save the day. What special powers do we have and how can we use them to overcome our ‘villains”? We are going to take the remainder of our time together to identify our villains, find our special powers, and discuss how we can use our power to overcome our villains.
- So are we, “Ready to do the impossible in the cause of Education? Then Tally Ho Away We Go.
- Report Out: Capture the thought on Note Paper, or have someone type them into a PowerPoint Slide.