When Elliot was a teenager, he went off to a weeklong sailing course approved by the Royal Yachting Association (RYA) in Britain. He passed with flying colors and received an International Certificate of Competence as a Sailing Crew Member – Level 1. The certificate attests to one’s “ability and provides documentary assurance from one government to another that the holder meets an agreed level of competence….”
With his certificate in hand, Elliot could serve on any sailing crew that requires Level 1 competency. He could also take his certificate to any other RYA-approved sailing school and immediately enter the course to achieve Level 2 competency. He could choose the next sailing school based on schedule or location or teacher or whatever. Not only does Elliot know something but his knowledge is also certified in a manner that’s globally recognized. That means he has a wide array of choice and options – he’s a free agent.
Why couldn’t higher education work the same way? Why can’t we flip the educational model to make it student-centric? Why can’t a student accumulate knowledge from a variety of sources and then have it certified in a globally recognized manner?
For instance, my online students at the University of Denver clearly want to acquire knowledge that will afford them broader skills and opportunities. Some are pursuing knowledge for the sake of knowledge. But many students also want that knowledge to be certified. Since the University grants the certification, students are incented to take courses only from one institution. It’s an institution-centric system.
Now the University of Denver is a great school but why couldn’t one of my students – perhaps living in Montana – also take online courses from New York University and the University of Toronto and the London School of Economics plus some on-campus courses at Montana State and have it all count toward a Master’s degree? In fact, why couldn’t she also acquire knowledge from workshops offered by the local Chamber of Commerce or a chapter of the Project Management Institute and also have that knowledge count toward a degree?
Why couldn’t she bundle it all together and have it certified as the equivalent of an MBA? We can certainly imagine that courses from multiple sources might offer a richer, more varied, and perhaps higher quality education. Every university has some good teachers and some not so good teachers. Why not select the best teachers and best courses from multiple institutions rather than taking all courses from only one school? Let’s call it best-of-breed education.
To deliver student-centric, lifelong, best-of-breed education, we’ll need to develop several new processes and agencies. The good news is that several of them are already under way. Let’s talk about them tomorrow.