Pre-Read Caveats

Higher education is very politically polarized right now and is in the news daily – from the ROI of a degree and the loan debt crisis to job readiness and equity/accessibility. Enrollments have been trending down for more than a decade and there are loads of systemic challenges being discussed. The below content doesn’t discuss any of that. Below is a summary of the content that was gathered when a few higher ed folks got together for a casual and informal discussion specifically on career-connected education and some of the obstacles universities (and B2B partners) cite when thinking about shorter, job-relevant programming for today’s workforce needs. It’s not exhaustive by any means, just some of the themes that higher ed professionals face in this topical domain. Yes, it’s totally biased to a few points – it was a focused conversation. It’s worth sharing because it’s important to bring people together who are working to solve similar problems – so here goes…..

Universities and Career-Connected Education

It’s certainly not suitable for everyone, nor is it the only path, but the traditional path of a college degree remains a vital and important option for career mobility – at least for the foreseeable future. Degrees provide a foundation of knowledge and cognitive abilities, forming a comprehensive perspective that equips learners to navigate diverse challenges in their professional journey. Degrees remain an essential component of career progression and personal development. That said, many in the higher ed industry are also deeply aware of (and focused on) the widening skills gap in our labor markets and are looking for ways to close the chasm for tighter career-connected learning. It’s a complex and multi-faceted issue, but there’s an exciting proliferation of interest and actions happening in the market today.  

Competing in the Upskilling Marketplace

In the face of rising competition in the upskilling marketplace, some universities struggle to maintain their relevance (actually more than “some”, it’s “many”). The higher education sector finds itself vying against various entities – from certification bodies, industry associations, or professional associations to learning providers like Google and LinkedIn Learning. In some cases, work experience or industry credentials are seen as more valuable to an employer to demonstrate a particular set of competencies and skills. For learners looking for the total package, universities must carve out their unique value propositions, they have hundreds of years of expertise with bachelor’s, master’s, and terminal degree programs. Today, there are additional expectations to:

• Further embed specialized credentials from industry-specific organizations
• Accelerate frameworks (and scalable AI solutions) that allow the curriculum to be more aligned with skills-based programming (at the industry level and even down to the specific employer level) – this isn’t just about hard skills; soft skills mapping is critical too
• Give adequate and fair credit for military or prior work experience such that it appropriately maps to specific job requirements

Universities and Career-Connected Education

This is a sweeping generalization from decades of working in higher-ed, obviously, not all institutions face the same challenges, but there are common themes that show up on this topic. When discussing career-connected education with universities, they generally express enthusiasm for job-relevant programming. However, obstacles tend to be operational and practical. Universities grapple with aligning curriculum to career pathways and developing alternative pathways for students for whom a traditional four-year degree is not an option. These challenges are really exacerbated for universities when it comes to alternate pathways – meaning non-degree learning products (to be clear, there are a lot of institutions and companies doing fantastic work in this space). Moreover, industries don’t always clearly define the micro-skills needed for specific jobs, making it challenging for educators to create relevant skill-based programs. There is no standardized system for recognizing acquired job skills. Degrees and diplomas still hold sway due to their standardization, whereas certs/badges for specific micro-skills are less recognized, although this is rapidly changing.

AI will no doubt solve these things, but it’s not been adopted and scaled yet in a way that institutions and employers have equally forged to mutual understanding and satisfaction (yes at some point, this will be embarrassingly outdated). Today, curriculum-to-job-skills translation mapping (and vice versa) still requires some type of oversight and taxonomizing from a human SME who can translate and bridge gaps – and figure out where to prioritize opportunities. It can be a slow-moving slog with the amount of stakeholders involved.

Economic Challenges for Universities

Universities play a pivotal role in providing upskilling opportunities. However, they are often stymied by the economics of running these programs and connecting them to learners and employers. Competitive learning products can be expensive to develop and sustain if not carefully executed. At the end of the day, they must have reasonable unit economics. Rightfully so, the market demands a low price point for short-form learning products. The business model must make sense after you consider development and maintenance expenses along with the cost of student acquisition (e.g., marketing costs). Universities on their own are often unable to cost-effectively compete in a direct-to-consumer market; this is where employer partnerships and strategic B2B relationships become so important. Of course, there are indeed institutions that do have sustainable organic learner traffic at scale, great D2C e-commerce experiences for non-degree upskilling products, and mutually productive skills-focused employer arrangements – but many more that do not, and they and their partners are grappling with ways to win in this space.

Upskilling and Degree Requirements

Upskilling and credentialing continue to be pressing topics in today’s labor market. There are many complex obstacles to solve for both employers and educational institutions. For the upskilling paradigm to succeed, hiring requirements need an overhaul. Many employers still rely heavily on traditional bachelor’s degree requirements, even when the candidate may hold significant military experience, work experience, or alternate job skills credentials. The sirens are going off though as we’re already starting to see employers and states dropping the bachelor’s degree as a job requirement. Perhaps it’s not an either-or resolution – the world is evolving where there are different paths to prove competency and job readiness.

The Need for Lifelong Learning

The rapidly evolving professional landscape necessitates continuous learning, even after obtaining a job. Lifelong learning products are indispensable in catering to these emerging needs. Such educational resources, which may include online courses, workshops, certificates, apprenticeships, or badges to name a few, allow individuals to enhance their skillsets and remain competitive in a changing job market. They offer the flexibility to accommodate personal and professional commitments while pursuing further education.

Technology advancements, particularly in areas like AI, are not just disrupting jobs but also creating new ones. These emerging roles often require niche skills and a deep understanding of the technology, which can be gained through targeted learning programs. However, in other cases, qualifying for these new jobs might demand a full degree to ensure a comprehensive understanding of the field. Again, not an either-or; careers should be underpinned through optionality. Proving candidates have the knowledge, skills, and abilities for a given position will be key.

Degrees and Upskilling: Embracing Optionality

In the face of this evolution in job requirements, a three-pronged approach that values degrees, continuous upskilling, and non-degree alternate pathways can all serve a purpose. Degrees lay the groundwork for a large segment of the population, providing broad knowledge and critical thinking skills (granted, we still need degrees to provide actual employment). Simultaneously, lifelong learning products offer a means to stay updated with industry changes, acquire new skills, and prepare for the jobs of the future. Just as vital are non-degree alternate pathways for job readiness. Together, these different pathways can equip learners with the capabilities and optionality needed to thrive in a dynamic professional environment.

Conclusion

In conclusion, while there is growing recognition of the importance of upskilling and the provision of alternative education pathways, several obstacles remain, including ingrained hiring practices, the economics of delivering shorter-term, lower-cost programs, competition, and the lack of standardized micro-skill credentials. To address these challenges, a multi-pronged approach involving educational institutions, employers, and policymakers is necessary. This approach could involve a review of hiring requirements, an overhaul of educational program structures and pricing models, and the development of standardized systems for recognizing micro-skills.