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What’s New with the CEU?June 7, 2010
GAEA Conference 2010Presented ByNelson Baker
Vice Provost DLPEGeorgia Tech
Georgia Tech Distance Learning and Professional Education | 404-385-3500 | www.dlpe.gatech.edu
Outline
• CE Context• CE Policy• Challenges/Opportunities
Georgia Tech Distance Learning and Professional Education | 404-385-3500 | www.dlpe.gatech.edu
Context Themes
• Desire for Flexible Education System (not lower quality, flexibility with interaction)
• Aging Workforce• US Lowering Educational Attainment• Economic / New Economy• Globalization
Georgia Tech Distance Learning and Professional Education | 404-385-3500 | www.dlpe.gatech.edu
Learning Flexibility• 2009 Sloan consortium Survey of Online Learning
– Fall 2009 study– ~4.4M students enrolled in online courses during– 25% of all college and university students
• Our students want information in new ways and in new formats/frameworks
• Employers want education/training in flexible manner too
• Our faculty make learning happen
Georgia Tech Distance Learning and Professional Education | 404-385-3500 | www.dlpe.gatech.edu
Business of Education
• Meeting student demands - flexibility• Non-credit students & their employers represent
potential for significant impact – they have buying power for economic growth in the state and tax revenue through their salary and company activity
• Number of Students impacted– Credit: 282,978 (2008; USG website)– Non-credit: 338,895 (USG CE website)– Point: CE impacts 1 in 2 individuals and represent Georgia
citizens and taxpayers
Georgia Tech Distance Learning and Professional Education | 404-385-3500 | www.dlpe.gatech.edu
Labor Force Composition (percentage)Aging Workforce
0
10
20
30
40
50
60
1986 1996 2006 2016
16-24
25-54
55-older
Source: Monthly Labor Review, November 2007
Median Age
1986 35.41996 38.32006 40.82016 42.1
Georgia Tech Distance Learning and Professional Education | 404-385-3500 | www.dlpe.gatech.edu
Aging Workforce
• Improve talent utilization throughout every employee’s tenure with their companies, through a continuous improvement-style approach that involves periodic skill and career interest assessments, training, and alignment of the individual’s interest and attitudes
• Plan and forecast future retirement talent deficits and forecast talent needs for potential business changes
• During mid-career, rebalance knowledge/skills to match needs/interests of employer and employee – role for CE
The New Agenda for an Older Workforce, A Manpower White Paper, 2007
Georgia Tech Distance Learning and Professional Education | 404-385-3500 | www.dlpe.gatech.edu
Educational Attainment by Age
Age HS Some BS Adv25 to 29 years . . . . . . 83.6% 58.3% 27.2% 5.9%30 to 34 years . . . . . . 84.2% 57.9% 27.9% 8.4%
35 to 39 years . . . . . . 84.7% 56.5% 25.9% 8.4%
40 to 44 years . . . . . . 85.4% 56.7% 25.9% 9.1%
45 to 49 years . . . . . . 86.4% 59.5% 28.5% 11.3%
50 to 54 years . . . . . . 85.4% 58.5% 29.1% 12.7%
55 to 59 years . . . . . . 81.1% 50.6% 24.6% 11.5%
60 to 64 years . . . . . . 76.1% 43.5% 20.3% 9.3%
65 to 69 years . . . . . . 72.1% 38.9% 18.3% 8.0%
70 to 74 years . . . . . . 67.3% 34.9% 16.2% 6.7%
75 years and over . . . 60.7% 29.6% 13.3% 5.4%
Source: US Census Bureau, Education Attainment, Issued 2003.
Georgia Tech Distance Learning and Professional Education | 404-385-3500 | www.dlpe.gatech.edu
Population’s (age > 25) Education
• US Numbers (2000 census)– 182+M people– 80.4% high school education– 51.8% some college or more– 24.4% college education or more– 8.9% advanced degree
• Georgia Numbers– 5.2-M people– 78.6% high school education– 49.9% some college or more– 24.3% college education or more– 8.3% advanced degree
Source: US Census Bureau, Education Attainment, Issued 2003.
Georgia Tech Distance Learning and Professional Education | 404-385-3500 | www.dlpe.gatech.edu
Differences in College Attainment (Associate and Higher) Between Young and Older Adults—U.S. and OECD Countries, 2004
Source: Organisation of Economic Cooperation and Development (OECD) -- NCHEMS
0
20
40
60
Canada Japan KoreaSweden FinlandNorwayBelgiumUnited States SpainFrance IrelandAustralia Denm
ark United KingdomNew Zealand Switzerland IcelandNetherlandsG
reeceG
ermany
PolandM
exicoLuxem
bourg Hungary Portugal AustriaSlovak RepublicItalyCzech Republic Turkey
Age 25-34Age 45-54
Georgia Tech Distance Learning and Professional Education | 404-385-3500 | www.dlpe.gatech.edu
Source: Paul Lingenfelter, President, State Higher Education Executive Officers, 2008
Percent of the Adult Population Ages 25 to 64 with a Bachelor’s Degree or Higher
AL
AK
AZ
AR
CA
CO
CT
DE
GA
IL
IN
IA
KS
KY
LA
ME
MDMA
MS
NE
NV
NJ
NY
NC
ND
OH
OK
ORPA
SC
SD
UT
VT
VA
WA
ID
MI
MN
MO
NH
NM
TN TX
WV
WI
WY
$15,000
$20,000
$25,000
$30,000
15% 20% 25% 30% 35% 40%
Personal Income Per Capita, 2000
MT
HI RIFL US
Low Income, High Educational AttainmentLow Income, Low Educational Attainment
High Income, High Educational AttainmentHigh Income, Low Educational Attainment
State New Economy Index (2002)
Top Tier
Middle Tier
Low Tier
Georgia
Georgia Tech Distance Learning and Professional Education | 404-385-3500 | www.dlpe.gatech.edu
Economic Context
• Global economy– Global companies using global resources & markets– City States in Middle east investing in world economies– World supply & demand along with their currencies drive product
trade– China investing $1B in adult training – realize must do more than
just incoming workforce– ASEAN community seeking mobility in their workforce; training
enables mobility if policies allow– Aalto University formed from 3 universities with industry and
government input/support• ‘Must Do’ to be globally competitive
Georgia Tech Distance Learning and Professional Education | 404-385-3500 | www.dlpe.gatech.edu
New Economy
• 5 categories for measuring the new economy– Knowledge jobs– Globalization– Economic dynamism– Transformation to a digital economy– Technological innovation capacity
• Georgia is 18th in 2007(same as 2002, 25th in 1997)
Source: The 2007 State New Economy Index: Benchmarking Economic Transformation in the State, Robert Atkinson and Daniel Correa, published by the Kauffman Foundation and The Information Technology & Innovation Foundation
Georgia Tech Distance Learning and Professional Education | 404-385-3500 | www.dlpe.gatech.edu
The New and Old EconomiesIssue Old New
Markets Stable Dynamic
Competition National Global
Organization Hierarchical Networked
Production Mass Flexible
Key factors Capital/labor Innovation/ideas
Key technology Mechanization Digitization
Competitive Adv Economy of scale Innovation/quality
Relations Go it alone Collaborative
Skills Job-specific Broad/Changing
Workforce Organization Man Intrapreneur
Employment Secure Risky
Georgia Tech Distance Learning and Professional Education | 404-385-3500 | www.dlpe.gatech.edu
Rate of Change• Top 10 jobs in demand in 2010 did not exist in 2004
(Riley, Sec of Education)• Expected number of jobs an individual will have by
age 38 is between 10-14 (Dept of Labor)• People change jobs every 4-5 years (Paton, IEEE
Transactions on Education)• Half life of technology innovations• Employee interest in advancement vs business
desires for employees’ productivity
Georgia Tech Distance Learning and Professional Education | 404-385-3500 | www.dlpe.gatech.edu
Talent Crunch
• Demographic shifts (aging, declining birthrates, economic migration), social evolution, globalization and entrepreneurial practices (outsourcing, cross-border recruiting, on-demand employment)
• New jobs require new skills and retraining• Must recognize that talent strategies cannot focus solely on
the top performers, that different things make people of different genders, ages, and nationalities want to work and that HR requires additional capabilities to develop effective solutions
• Need for public-private partnerships
Confronting the Talent Crunch: 2008, A Manpower White Paper
Georgia Tech Distance Learning and Professional Education | 404-385-3500 | www.dlpe.gatech.edu
Contextual Impacts
• US reduction in educational attainment• Aging population• Fewer people entering workforce• Rapid rate of knowledge creation• Thus, current workforce must meet the needs
of a global economy• Therefore, education & training paramount
Define USG Roles
Georgia Tech Distance Learning and Professional Education | 404-385-3500 | www.dlpe.gatech.edu
USG CE Policy Update
• Response to Context• Group working together• Redefined operating procedures in dramatic
ways• Focus on quality enhancement and ability to
meet needs
Georgia Tech Distance Learning and Professional Education | 404-385-3500 | www.dlpe.gatech.edu
BoR Committee Members
• Nelson Baker, Georgia Tech (Chair)• Ruth Bettandorff, University of Georgia• Tony Bretti, Georgia Southern University• Barbara Calhoun, Kennesaw State University• Diane Kilgore, Abraham Baldwin Agricultural College• Gary Means, Georgia Southern University• Jane O’Gorman, North Georgia College & State University• Jan Smith, University of Georgia• Artis Williamson, Georgia College & State University
• Ex Officio:• Phil Allen, Georgia LEADS• Grover Andrews, Consultant• David Morgan, Consultant
Georgia Tech Distance Learning and Professional Education | 404-385-3500 | www.dlpe.gatech.edu
Rationale for Updates• BoR changes
– Funding elimination– Strategic plan
• Absence of online course criteria• Movement towards outcomes based criteria; not
always 80% attendance• Desire to better report our efforts to our community
and BoR• Changes by SACS• 8 years since last reviewed
Georgia Tech Distance Learning and Professional Education | 404-385-3500 | www.dlpe.gatech.edu
Non-Credit (Include continuing education. Do not include non-credit courses taken by for-credit students as part of a for-credit program such as labs, chapels, student success courses, remedial courses,etc. Count these under for-credit.)
6. a. For each non-credit course offered in the 2009 fall term, multiply the total number of contact hours for the course (as determined by your institution) by the total number of students enrolled in the course. Add resulting figures for all non-credit courses (See example below). ___________ b. Divide combined total in 6a by 168 if your institution is on a semester or trimester system (12 hours/week x 14 weeks), or by 120 if your institution is on a quarter system (12 hours/week x 10 weeks). Round to the nearest whole number ___________
SACS Institutional Profile
Georgia Tech Distance Learning and Professional Education | 404-385-3500 | www.dlpe.gatech.edu
Areas of CEU Updates
• Online Course provisions• USG minimum number of contact hours for
program certificate• Common credentials for attendees• Add third category of CEU• Articulation agreements for courses• Credit offerings• Reporting of CEUs• Governance structure
Georgia Tech Distance Learning and Professional Education | 404-385-3500 | www.dlpe.gatech.edu
Definitions
• Evaluation vs Assessment– Evaluation: methods for determining customer
satisfaction with instructor, content, facility, etc– Assessment: measure learning outcomes achieved
by student during class• CEU: Continuing Education Unit is defined as 1
CEU is equal to 10 contact hours of instruction
Georgia Tech Distance Learning and Professional Education | 404-385-3500 | www.dlpe.gatech.edu
Online Courses
• Provision added, Section 3.3• Since no “seat time”, assess learning outcomes
for awarding CEU’s• Determine CEU’s by either:
– Benchmark course content against other providers– Comparison with face-to-face offering– Teach online pilot to determine
Georgia Tech Distance Learning and Professional Education | 404-385-3500 | www.dlpe.gatech.edu
Program Certificate Level
• Section 4.0, item 3, page 9• Certificate of Program Completion• Minimum of 24 hours (2.4 CEU’s)• Demonstrates depth of knowledge/training in
a focused topic
• Approved: minimum 24 hours of Type I CEU for a non-credit certificate
Georgia Tech Distance Learning and Professional Education | 404-385-3500 | www.dlpe.gatech.edu
Credentials for non-credit activities
• Section 4.0, item 6, page 9• Recognition of Course Completion
– Awarded to participant for completing a single course– Has name of course, institution, date and CEU value along
with participant’s name• Certificate of Program Completion in x ________
– Type I CEU courses only– Has name of program, institution, date with participant’s
name• Discussion: these are the two credentials
– Approved: greater recognition across State; measure of quality as compared to our peers operating in State
Georgia Tech Distance Learning and Professional Education | 404-385-3500 | www.dlpe.gatech.edu
CEU OverviewType CEU Institution
knows contentCEU awarded Assessment of
learning objectives
Evaluation of program
Permanent record
maintained
1 Y Y Y Y Y
2 Y Y N Y Y
3 N N N N N
UCategory I Awarding institution knows the content; grants CEUs; assesses learning objectives; evaluates program; maintains permanent record.
UCategory IIAwarding institution knows the content, grants CEUs, learning objectives are not assessed, the program is evaluated and a permanent record is maintained
UCategory IIIInstitutional resources are used in substantial activities organized through agencies or organizations outside the institutional continuing education department.
Georgia Tech Distance Learning and Professional Education | 404-385-3500 | www.dlpe.gatech.edu
Articulation Agreements
• Section 4.0• Provider determined• Allow for acceptance of courses towards taken
elsewhere for own certificates• Encourages partnering• Demonstrates quality programs
Georgia Tech Distance Learning and Professional Education | 404-385-3500 | www.dlpe.gatech.edu
Credit Programs
• Section 7.0, page 12• Allowance to offer credit programs in
conjunction with academic faculty– Approved: move in a direction to offer programs
such as degree completion etc that other states are doing; must adhere to campus and USG processes
Georgia Tech Distance Learning and Professional Education | 404-385-3500 | www.dlpe.gatech.edu
Reporting• Many USG institutions have not regularly
reported CEUs to System Office• Reporting collective efforts of CE programs
informs others about our impact to citizens of Georgia
• Mindful of time/resources needed to report
• Approved: Effort must be reported
Georgia Tech Distance Learning and Professional Education | 404-385-3500 | www.dlpe.gatech.edu
CEU Governance Process• Section 8.0, page 12-13• Process:
– Group recommends and discusses– The institutional rep of RACPSCE votes– If favorable vote, information forwarded to the
Vice Chancellor for appropriate action• Approved by RACPSCE• Process used to approve/modify this Policy
Manual
Georgia Tech Distance Learning and Professional Education | 404-385-3500 | www.dlpe.gatech.edu
Implementation of the Vision• USG dialog for input & alignment• Already underway, working on communicating
policy• Tie to metrics to show progress• Ties to employee jobs showing relevance• Ties to USG Strategic Plan, Goals 2, 3, and 6• Focus on services to customers (USG,
employers and students)
Georgia Tech Distance Learning and Professional Education | 404-385-3500 | www.dlpe.gatech.edu
Challenges• Budgets• Faculty workloads• Responsiveness to market• Economy
– Strong organizations invest in downturns
• CE awareness and impact (internal and external)• Global business models• Generational aspects (awareness/learning)• Retirements• Closing of units
Georgia Tech Distance Learning and Professional Education | 404-385-3500 | www.dlpe.gatech.edu
Opportunities
• Impact to Higher Education: opportunities to collaborate and shared visibility
• Abilities to – create revenue– be responsive to industry– take risk– fund new endeavors– ‘test waters’ for credit and research directions– promote university
• Educational career long paths• Partnerships
Georgia Tech Distance Learning and Professional Education | 404-385-3500 | www.dlpe.gatech.edu
Growth
• Southern US advantages– Demographics – growing part of country– One of only 10 states with increasing populations– HOPE scholarships– Industry locating/relocating in south– Expansion leading to new jobs, new exciting
careers and business requirements to stay competitive
Georgia Tech Distance Learning and Professional Education | 404-385-3500 | www.dlpe.gatech.edu
Success Factors
• Mission Extension/Alignment• Clear vision that all understand• Products align with university strength, market need and
faculty interest• Organizational design supports vision• Business model to incentivize right people• Faculty involved, rewarded & encouraged• Educational delivery models map learners’ needs and support
elements• Processes align for global support to all stakeholders• Choosing partners
Georgia Tech Distance Learning and Professional Education | 404-385-3500 | www.dlpe.gatech.edu
CE Roles
PapersConferences
StudentsGraduates, Co-op,
Internships
Faculty/Instructors
Industry/Government
Universities
Employees
Consulting
Applied ResearchDissemination
Start-upsTechnologyLicensing
Partnerships
Incubators
Research Contracts
Knowledge SharingIndustry Instructors/Faculty Leaves
University “Products”
Industry/Government “Connections”
Tech
nolo
gy/K
now
led
ge T
ransf
er
Eco
nom
ic D
evelo
pm
en
t
Work
forc
e D
evelo
pm
ent
Multi-nationalCommon Language/Training
Philanthropy
Rela
tion
ship
s
Georgia Tech Distance Learning and Professional Education | 404-385-3500 | www.dlpe.gatech.edu
Conclusion• Globalization, rate of knowledge creation,
innovation for competiveness mean lifelong learning
• Lifelong learning should be strategic for all stakeholders
• Thus, what should the role of universities be in this new era; more of the 18-25 year olds or life span of all learners?
• Become an advocate and be involved!