The credentials environment grows more complicated by the day, but key questions help us understand why we need this book to help us grapple with those complexities: * Given the expansion in the variety of higher education credentials and in approaches to earning them, why are so many students disappointed with their post-secondary credentials? * Despite the proliferation of credentials tailored to specific careers, why do so many employers complain that the preparation of their new hires is inadequate? * Despite their investment in new programs meant to attract new enrollees, why are so many colleges and universities facing issues with student persistence, timely credential completion, and career success? The plan of the book reflects the authors' practical aim. In the first of three parts, they offer a broad view of the credentials environment--how credentials work, how a proliferation in credentials has created an unprecedented array of educational choices, and why this abundance is a mixed blessing. In the second part, they focus on categories of credentials, from the associate degree to doctoral degrees to non-degree credentials. The book concludes with two chapters that consider the implications of the information the authors provide for leadership in volatile times: one discusses the importance of maintaining a priority on equity; the other offers 12 propositions for action. To help make the book useful, each chapter begins with a paragraph that summarizes the emphases to follow, and ends with a list of initiatives, i.e., "takeaways," that leaders (and those attentive to what leaders are doing) should consider.
Market-ready Products Supported by Financial Investment A key early consideration was to set parameters for the products the university would take to market. MSPACE was mindful of the need to mitigate potential barriers for learners ...
With this handbook credentialing committee members can over come the challenges of insufficient leadership training and equip them with the information they need to serve as an effective committee member throughout their appointment.
Stevens, R. J., Lu, X., Baker, D. P., Ray, M. N., Eckert, S. A., & Gamson, D. A. (2015). Assessing the cognitive demands of a century of reading curricula: An analysis of reading text and comprehension tasks from 1910 to 2000.
This book is also aimed to facilitate the smoother functioning of these institutions.
Credentialing Educational Accomplishment: Report and Recommendations of the Task Force on Educational Credit and Credentials : with Analyses
John Cassidy, “College Calculus,” New Yorker, September 7, 2015, http://www.newyorker.com/magazine/2015/09/07/college-calculus. 52. “Higher Education Forum,” Economist, October 22, 2015, ...
... The Guide to National Professional Certification Programs, 2nd ed. Boca Raton, FL: CRC Press and Amherst, MA: HRD Press. Brinkerhoff, R. (2006). Telling training's story. Evaluation made simple, credible, and effective. San Francisco ...
Herein lies the tension that all credentials confront: establishing and maintaining the market value of credentials as a means of social mobility without losing sight of the goal to promote democratic quality (Beadie, 1999).
Learners have a voice and choice in what credentials they want to pursue. Micro-credentials may or may not be digital. There are different viewpoints and perspectives on micro-credentials across the globe. For instance, in the United ...
Recommendations on Credentialing Educational Accomplishment