Page 33 - Global Focus, Issue 2, 2018

Stacking the odds | Paul Kofman

echnological disruption affects every sector What do these post-professionals want?
Tof the economy including education. From Answer: Flexible stand-alone learning modules
TEDx talks on YouTube to edX MOOCs and Udacity designed as stackable building blocks into various
nanodegrees, the mode of delivery is increasingly degree programmes; where sequencing of subjects
online. is not fixed but flexible and multi-dimensional;
Just as FinTech lowered the bar on entry to the where the knowledge acquired can stand alone in
banking sector through mobile banking devices and delivering on a single module’s learning objectives;
robot advice, EdTech allows entrepreneurial online and the level of time/financial investment can be
education providers to make a similar low-cost, tailored to individual circumstances.
high-volume entry. Universities were ill-prepared for The success and uptake of short, specialised
this challenge. Until fairly recently their attitude was online courses illustrates the heterogeneity of a
to wait and see. They are now finally getting in on global audience including, but not restricted to,
the act, and doing so on their terms. post-professional learners.
As degree-granting accredited and quality- First, there are the professionals who want to
assured institutions, universities have a significant upskill or acquire new skills based on the latest
advantage over private providers. They are now knowledge advances. They do this to enhance
using that advantage while adopting the same or change careers. They might lack access to
disruptive delivery model. By deconstructing traditional providers or simply cannot afford to
traditional degree programmes into “stackable” commit the time to complete comprehensive
learning modules, universities can maintain and degrees.
exploit their credibility and reputation while catering Second, there are the prospective degree
for significant unmet demand. students who do not qualify for direct entry
into degree programmes and seek alternative
Listen to the market pathways. They pursue short intensive-mode
Change comes slowly at universities. The bridging courses that can prove their academic
principal method of transferring knowledge is ability.
much the same as it was a hundred years ago: Third, there are the existing degree students
face-to-face delivery on campus of semester- who want co-curricular flexibility and “add-on”
length subjects. Part-time study is possible but credentials (like a language diploma) beyond their
is often actively discouraged. After all, it takes chosen degree programme.
commitment to complete a multi-year programme. And lastly, there is the general public who seek
Also, subjects are strictly sequenced to knowledge for its own sake or to better understand
complete the programme and the degree is only the world they live in. They learn in an unstructured
awarded after the most advanced subjects have way and have little desire to commit to lengthy
been completed. Dropping out, and then opting sequential degree programes.
back in, is really not an option. When a student Self-contained but stackable “bite-size” learning
changes his or her mind about their chosen modules offer an alternative to standard degree
degree programme, they had better consider programmes for all these prospective users.
whether credit for subjects already completed
can be transferred towards a more desirable
degree. Discontinuation of studies all too often
leaves the unfortunate student empty handed. What do post-professionals want?
While degree students “slug it out”, many Answer: Flexible stand-alone learning
post-professional students are overwhelmed by modules designed as stackable building
the prospect of starting a degree programme with blocks into various degree programme
the potential not to complete it. The investment in
time and finance simply does not stack up against
those risks.
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