CBL Most Disruptive Innovation for Future of Higher Education

Career College Central Summary:

  • Students themselves are demanding more direct connections with employers: 87.9 percent of college freshmen cited getting a better job as a vital reason for pursuing a college degree in the 2012 University of California Los Angeles’ Higher Education Research Institute’s “American Freshman Survey”—approximately 17 percentage points higher than in the same survey question in 2006; a survey of the U.S. public by Gallup and the Lumina Foundation confirmed similarly high numbers. “Learning and work are becoming inseparable,” argued the authors of a report from the Institute for Public Policy Research, “indeed one could argue that this is precisely what it means to have a knowledge economy or a learning society. It follows that if work is becoming learning, then learning needs to become work—and universities need to become alive to the possibilities.”
  • Despite these trends, few universities or colleges see the need to adapt to the surge in demand of skillsets in the workforce.
  • Distancing themselves from the notion of vocational training, institutions remain wary of aligning their programs and majors to the needs of today’s rapidly evolving labor market.
  • At the same time, the business models of most traditional schools make them structurally incapable of responding to changes in the markets that they serve.
  • Therefore, whether institutions like it or not, students are inevitably beginning to question the return on their higher education investments because the costs of a college degree continue to rise and the gulf continues to widen between degree holders and the jobs available today. 
  • Who will attend to the skills gap and create stronger linkages to the workforce?
  • This book illuminates the great disruptive potential of online competency- based education.

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THE CLAYTON CHRISTENSEN INSTITUTE

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