Jennifer Kushell’s Post

Susan Acevedo-Moyer, Ed.D. I could not agree more. I think there needs to be a "marriage" between vocational/work-place learning and skills that someone brings to the table, coupled with the learning that takes place in higher education environments to engage the best of both worlds. We need to tear down "baccalaureate snobbery" and expand transfer credit policies to be more flexible to accept more non-traditional forms of credit and limit transfer credit expiration dates. This may help to thread the needle to bring students to jobs and employers to the table to hire our students, not just graduates, and promote a fluid workforce training, employment, and learning environment. Higher ed needs to better align with workforce needs and training programs to help combat the workforce shortages and employee shortages that so many companies are facing. Covid wasn't to blame but it just better exposed this ecosystem's weaknesses to the open. Now...we can do something about it! Loved the article!

The value of partnerships grows stronger (and more pressing) for both universities and businesses seeking new talent: "Just as confidence in the value of two- and four-year degrees dipped, the perceived value of on-the-job training as well as shorter-term licensure or certificate programs rose" #experientiallearning #careerreadiness #credentialing

Rethinking Education: The Case for Multiple Learning Pathways For decades, we've upheld the four-year degree as the golden ticket to career success. But is this still the best approach for everyone? In my recent article, I explore how the traditional "one-size-fits-all" educational model is failing many students. With high dropout rates and increasing skills gaps, it's time we embrace a more diverse, flexible approach to learning and career development. Key points: 1. The persistent push towards traditional degrees often overlooks other viable pathways. 2. Learning isn't linear – it's a lifelong, multifaceted journey. 3. Multiple pathways can increase accessibility, equity, and alignment with workforce needs. 4. We need to cultivate an ecosystem of high-quality, responsive credential pathways. 5. This shift requires dismantling cultural biases and redesigning systems. 6. It's not about choosing between college and alternatives, but recognizing that various pathways can complement each other, opening new possibilities for individual success. Let's start a conversation: How can we better support diverse learning journeys in our rapidly evolving economy? #EducationInnovation #CareerDevelopment #LifelongLearning #WorkforceReadiness #careernavigation Joel Vargas Jobs for the Future (JFF) Susan Gouijnstook David Soo (Sarah) Abra Beu Ronalis Naveo Erica Cuevas Judith L. Goldstein Julie Lammers

I do not have an MBA. Even though I paid for one! I did not complete a few of the classes I was enrolled in. And I never started a few others. As a result, I have a hybrid university degree. Not the MBA I enrolled in. This was not because I was a bad student. In fact, when given half a chance, I am an A+ student. But in this case, I was not given a chance. Before enrolling in the program, I was interviewed by the program committee. At the end of the interview, I requested several reasonable accommodations related to my disabilities. I was granted those, in writing. But with most classes, they never happened. I rarely received copies of the slides in electronic format, let alone ahead of the class. I wasn’t given the opportunity to write my exams using a computer. Two of the classes were held on the second floor of the building without an elevator. I was not allowed to take notes during class using a computer, because apparently you learn better when you handwrite. Of course this theory has been debunked, but that’s how that program did things. A few other things as well. Each item on its own was not a blocker. But cumulatively, it was making it impossible for me too complete, let alone perform, during classes. Because I was staff at the University, in theory, one of the benefits I had was free tuition. But because I did not complete the program, I was made to pay for it. Nearly $20,000 worth of education that I never got because the Business College did not hold to their own promises and provide the disability-related reasonable accommodations I needed. 15 years later, I am still bitter about it. I try hard to let go. It’s in the past, it’s done, and I can’t change it. When you refuse accommodations, you don’t only have an impact now on the people you are excluding. You potentially have an impact for years to come.

I met Gary A. Bolles in a workshop yesterday on the value of a college degree. He mentioned this piece he wrote in 2014. It is well written and great food for thought and discussion about the future of higher ed. I encourage you to take a look at it - it is long but most of the sections can stand on their own if you want to sample from it. "Opportunities for Higher Education in an Unbundled World Though it remains a work in progress, we already have some strong indications of what an unbundled media industry looks like — and what surviving companies have done to stay alive. What are some similar opportunities for colleges? Here are some examples of ideas that have parallels in other industries. Helping People Make Early Adulthood Decisions. With a range of options available to them – from gap-year programs to online courseware to work-and-learn options, graduating high school students will have a much more complicated decision-making process before them. As a result, colleges could begin taking more responsibility for helping students make decisions about going to college – and schools will come up with creative ways to package those options in a variety of offerings. Hybrid Learning in the Real World. The lines between formalized classroom education and real-world learning is already blurring, as online and brick-and-mortar colleges begin giving credit for life experiences and on-the-job learning. Why shouldn’t colleges more proactively create these kinds of work-based learning opportunities, blurring the lines between internships, apprenticeships, on-the-job training, and traditional courses? Lifelong Learning. Colleges could become purveyors of services throughout a person’s life. Whenever you go through a career transition, or want to learn something new, the college you attended could offer to be your resource platform, providing you with online career development courses, onsite refresher seminars, and even full-blown continuing-education degrees. Deep Connections with Employers. Colleges could begin building deep connections with employers to ensure their offerings are relevant. Those offerings could be continually updated to ensure they remain relevant, often through input by graduates who have been hired at those companies. New credentialing services. Watch for an explosion of new credentialing services that are tied to specific employers’ hiring needs. Lower costs. Many colleges are probably going to have to move (painfully) to significantly lower cost structures that will allow them to adapt more nimbly to a constantly-changing business landscape. Colleges will need to phase out tenure. The alternative will be to reward teachers based on performance. Sharing. Colleges need to begin publishing their own successes (and, hopefully, failures) as they shift to an unbundled world. They need to collaborate much more frequently, in a variety of online and in-person contexts, through events and databases.

𝗔𝗹𝗶𝗴𝗻𝗶𝗻𝗴 𝗛𝗶𝗴𝗵𝗲𝗿 𝗘𝗱𝘂𝗰𝗮𝘁𝗶𝗼𝗻 𝗜𝗻𝗰𝗲𝗻𝘁𝗶𝘃𝗲𝘀 𝘄𝗶𝘁𝗵 𝗦𝘂𝗰𝗰𝗲𝘀𝘀 𝗢𝘂𝘁𝗰𝗼𝗺𝗲𝘀 Higher education institutions have traditionally focused on enrollment rather than student success. This emphasis, along with the exclusivity that comes with it, often sidelines the goals of meaningful learning and career readiness. This misalignment has resulted in programs that don’t fully prepare students for life and societal engagement. Institutions are driven to enroll as many students as possible or to increase their perceived “elite” status, often without ensuring graduates’ success or meaningful employment. 𝗔 𝗡𝗲𝘄 𝗩𝗶𝘀𝗶𝗼𝗻 𝗳𝗼𝗿 𝗛𝗶𝗴𝗵𝗲𝗿 𝗘𝗱𝘂𝗰𝗮𝘁𝗶𝗼𝗻 𝗜𝗻𝗰𝗲𝗻𝘁𝗶𝘃𝗲𝘀 Rather than focusing on enrollment, we should realign incentives toward career outcomes and societal impact. Imagine colleges rewarded not just for getting students through their doors but for helping them succeed—measured by graduation rates and job placement statistics. This shift would encourage institutions to innovate in supporting students, offering services that prepare them for the workforce. The result? A more outcome-driven education system benefiting students and the economy. 𝗕𝗹𝗼𝗼𝗺𝗕𝗼𝗮𝗿𝗱’𝘀 𝗦𝘂𝗰𝗰𝗲𝘀𝘀-𝗗𝗿𝗶𝘃𝗲𝗻 𝗠𝗼𝗱𝗲𝗹 At BloomBoard, we’re pioneering a model with university partners that aligns incentives with student success. Our approach integrates higher education directly into the workplace, allowing employees to earn degrees entirely on the job through "job-embedded advancement" roles. This apprenticeship-based model, supported by portfolio-building and coaching, shows how aligned incentives lead to better outcomes. In teacher education, for example, we’re addressing the teacher shortage by partnering with K-12 districts to create para-to-bachelor's degree programs. These convert part of a paraprofessional's job into on-the-job learning, leading to a degree without sacrificing personal time. This model helps alleviate the teacher shortage, addresses the enrollment cliff in higher education, and improves the diversity and quality of future educators. 𝗘𝘅𝗽𝗮𝗻𝗱𝗶𝗻𝗴 𝗔𝗹𝗶𝗴𝗻𝗲𝗱 𝗜𝗻𝗰𝗲𝗻𝘁𝗶𝘃𝗲𝘀 𝗔𝗰𝗿𝗼𝘀𝘀 𝗣𝗿𝗼𝗳𝗲𝘀𝘀𝗶𝗼𝗻𝘀 The success of this approach in education shows potential for expansion to other professions like nursing and accounting. In fields where on-the-job learning is more effective than traditional lecture-based education, this model could transform degree attainment and workforce development. Rather than rewarding enrollment numbers, we should focus on outcomes that matter. At BloomBoard, we’ve achieved a 90%-95% completion and retention rate, proving that when incentives are properly aligned, the outcomes speak for themselves.

"At a time when student success and ROI are under the microscope, more and more institutions see career microcredentials as a powerful tool to increase student satisfaction, grow their brand, and influence student enrollment and retention." https://lnkd.in/e3yh3jhX

How powerful is a bachelor's degree in today's economy? Studies show that nearly 40% of adult students chose to go back to college to advance their career. Our latest blog explores four career benefits to completing your degree. https://lnkd.in/gYKUJWSu

In today’s rapidly changing workforce, the traditional four-year college pathway isn’t the only option—or even the best option—for many students. The recent The Hechinger Report article emphasizes the need for diverse educational choices that align with real-world demands. At Western Governors University, we’re leading the way with skills-based credentials that empower learners to gain practical, workforce-ready competencies. Our approach ensures students can focus on what matters most: acquiring the skills and knowledge employers need in a flexible, affordable way. By prioritizing competency-based education and stackable credentials, WGU helps learners unlock career opportunities without the burden of unnecessary time or expense. As the labor market evolves, it’s clear that providing practical, alternative pathways—like career-focused certifications and microcredentials—is essential. We’re proud to be part of this critical movement to bridge the gap between education and meaningful careers. #EducationInnovation #SkillsBasedLearning #CareerPathways #WorkforceDevelopment #CompetencyBasedEducation #HigherEducation #LifelongLearning #FutureOfWork #WGU

I joined a panel conversation today at the Texas Dual Credit Association (TDCA) Summit, where we delved into the critical role that community colleges play in developing a skilled talent pipeline to meet Texas' growing workforce needs. With participants from across the state, our conversation highlighted key themes shaping workforce development and the transformative potential of career and technical education (CTE) dual enrollment. A special thank you to DEDE GRIFFITH for the invitation, and it was wonderful reconnecting with my CCRC friends including Aurely Garcia Tulloch, John Fink and Davis Jenkins, who delivered an outstanding morning session on their research in Dual Enrollment and its impact on student success. Their insights set a strong foundation for the day! 🌟 Here are some key takeaways from the session: 1️⃣ Dual Enrollment as a Workforce Solution: Texas is seeing a marked shift towards CTE dual enrollment as a response to employers’ needs. By allowing high school students to earn college credits and build essential skills early, these programs are fostering a well-prepared, entry-level workforce for industries like healthcare, manufacturing, and technology. 2️⃣ The Texas Success Center's Role in Workforce Pathways: At the Texas Success Center, we’re committed to supporting colleges as they design CTE programs aligned with labor market needs. Through professional development, data tools, and research, we empower colleges to build pathways that lead students directly into high-demand, high-wage careers. 3️⃣ Trends in Workforce Preparation: Across Texas, trends like work-based learning, industry-aligned credentials, and digital skills training are equipping students with real-world experience and tech competencies. These initiatives help bridge the gap between classroom learning and workplace demands, setting students up for success from day one. 4️⃣ Engaging Employers and Secondary Partners: Community colleges are essential in aligning programs with industry needs. By working with employers on curriculum design, creating hands-on learning opportunities, and building pathways with high schools, colleges are closing skills gaps and creating seamless transitions for students. This summit underscored a powerful truth: building the workforce of tomorrow requires collaboration today. Together with industry, education, and government partners, we can create a talent pipeline that serves not only our students but the broader Texas economy. 💼 What’s Working at Your Institution? How are you supporting workforce development and strengthening partnerships with industry? Let’s share insights and strategies to continue building a skilled, resilient Texas workforce! #WorkforceDevelopment #HigherEducation #TexasEducation #CTE #DualEnrollment #TexasSuccessCenter #TDCA