By Dr. Peter Smith
There are several groups addressing the need for change and the dynamics driving them today in the higher education policy and professional development arena. Educause
, New Media Consortium
(NMC), the Presidents’ Forum
, the WICHE
Center for Educational Technology (WCET), and the Global OpenCourseWare Consortium
come immediately to mind. And there are many others. These are good and valuable organizations. And their meetings contribute to the emerging body of knowledge. They are, however, tethered to the higher education hitching post. By this I mean that, almost universally, they look at learning through the lens of established or re-interpreted higher education. How is it different, how does it extend or change the rationale and/or the logic of the enterprise we know as higher education? In fact, a lot of my writing and thinking has been attached to the same hitching post.
At Learning2011 the frame was different. First, although there were a few of us educators there, the meeting was predominantly IT and corporate-populated with the CLOs of companies large and small composing the majority of the more than 2000 attendees. There was an air of independence about the conversations; a sense that “if higher education won’t do it for us, we’ll do it for ourselves”, if you will. People talked openly and fervently about the higher order intellectual, behavioral, and skill characteristics they needed and were not getting from the workforce candidates walking through their doors from colleges and universities. And I got the sense that the days were numbered, if not over, when employers (and potential employees) would settle for the time and cost of a traditional college approach as adequate preparation for work. For more on this, reference my three immediate past blogs on “What Employers Want from Higher Education”
, written before I attended Learning 2011.
Second, the vast majority of presentations in sessions large and small focused on the meeting’s title, learning, regardless of where it happened, and its attendant value to the learners themselves and the people who employ them, businesses and non-profit organizations large and small. Different people were presenting on their company’s or organization’s approaches to workforce development, the use of social networking to support learning at work, the use of work itself to drive learning, the role of IT in supporting all of this, and the emerging ability of assessment to actually link what the learner knows with what a given job requires for good performance on day one.
No single blog can adequately capture or represent what was going on at Learning 2011. But if you are intrigued, I suggest you go to www.Learning2011
and see what the agenda and the presentations looked like for yourself.
What I sensed, and what I am trying to describe here, was an accelerating transition in workforce education from a higher education-centric model to a learner-workplace-centric model. In a world where higher education institutions have dominated, controlled, and driven the conversation about quality, content, access, and results; the balance of power is shifting away from that more monolithic tendency to a far more disaggregated power structure where good information, metrics, and results that can be validated against third party standards are the “coin of the realm”.
The commitment to all three pillars of higher education – knowledge, skills, and behaviors – was especially invigorating to me. Productive and happy work force members, wherever they work and whatever they do, need all three and an appreciation of all three throughout their lives. When we can show that the historic line drawn between the liberal arts and vocational training describes a dichotomy that does not have to exist, that in fact both can happen in multiple learning environments through multiple modalities, the world will be re-ordered in fundamental ways.
Employers who embrace this approach to workforce development will have a distinct competitive advantage over those who do not. And, if I am correct, this “disaggregated” approach will also include many more players while serving many more learner/workers. And it will require new thinking from government regulators and accreditors alike.
Once again, this “light at the end of the tunnel” is accelerating change in the higher education space. Depending on who you are and where you sit, it is either the dawn of a new age or an oncoming train. As the conductor used to call,” All Aboard that’s coming aboard!
Next week, in my last of this blog threesome, I will discuss the drivers and consequences of this oncoming train.