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Plan
Workforce Development Today
September 03, 2025
Our workforce has undergone a profound transformation, driven by emerging technologies, automation, and shifting business priorities (Silva, 2024). These forces are reshaping job roles, workflows, work environments, and the skills required to succeed. The global pandemic was also a major accelerator, pushing these changes forward across industries. As a result, the rapid evolution of work has created an increasing need for continuously updated and, in many cases, entirely new skill sets.
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Plan
Competency-Based Education as a Workforce Development Strategy
June 17, 2025
This piece is part of a series exploring competency-based education (CBE). This piece explores the relationship between CBE and workforce development, including key considerations and challenges.
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Plan
Institutional Considerations for Microcredentials
February 03, 2026
Microcredentials have gained significant traction in recent years as a way to bridge workforce skills gaps and expand learning opportunities beyond the traditional framework of higher education (Musseau, 2024). As the job market rapidly evolves, these credentials provide flexible, targeted, and application-based learning pathways that align with emerging industry needs.
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Plan
Beyond the Classroom: Why Administrative Leadership Determines the Future of CBE
February 03, 2026
This piece is part of a series exploring competency-based education (CBE) and focuses on the central role of administrative leadership in successful CBE implementation. For curated research on CBE that may be of particular use to administrative leadership, consult our annotated bibliography on CBE in higher education.
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Plan
Implementing a New Program: Key Considerations for Success
February 03, 2026
As an administrator or program director, you may be tempted to launch a new program as soon as need, idea, and opportunity converge. After all, the sooner a program opens its doors, the sooner students become proud alumni. However, the more planning that is done at the outset of program implementation, the more holistic and coherent the program will be, and thus, the more successful.
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Plan
Annotated Bibliography: Competency-Based Education in Higher Education
August 07, 2025
Competency-based education (CBE) is gaining momentum in higher education as a strategy to enhance flexibility, promote workforce alignment, and improve outcomes for adult and nontraditional learners. For institutional leaders, designing or expanding CBE programs requires not only a clear understanding of core CBE principles but also a strategic approach to implementation, curricular redesign, equity, and evaluation.
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Plan
Introduction to Competency-Based Education
February 18, 2025
As higher education evolves to meet the needs of today’s diverse learners, competency-based education (CBE) is gaining traction for its student-centered approach and promises of affordability and workplace preparation. According to a 2020 survey, 128 unique institutions were operating a total of 1,057 CBE programs between 2018 and 2020, and 82% of responding institutions expected CBE programs to grow further between 2020 and 2025 (American Institutes for Research [AIR], 2021). While interest in CBE may be growing, most institutions remain in the early planning stages.
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Plan
Examples of Competency-Based Education (CBE) Adoption
February 03, 2026
This piece is part of a series exploring competency-based education (CBE) and reviews several examples of institutions that have incorporated CBE into their programs.
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Plan
Determining Competencies
May 05, 2025
This piece is part of a series exploring competency-based education (CBE). This piece focuses on how programs and faculty, whether fully implementing CBE or incorporating select elements, might determine high-quality competencies to guide assessments.
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Teach
Diversity and Inclusion in Online Education
August 20, 2024
Education should be diverse and inclusive regarding the composition of the student population, the selection of course materials, the methods of engagement, and the opportunities for assessment. However, it is important to avoid using the terms "diversity" and "inclusion" interchangeably, as they possess distinct meanings that should be preserved. Given their fundamental roles in course design and facilitation, this piece highlights the difference between diversity and inclusion in a general sense before applying these concepts specifically to online learning.
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