A Private, Nonprofit University's Experiences Designing a Competency-Based Degree for Adult Learners

Autor/in	McDonald, Nancy A.
Titel	A Private, Nonprofit University's Experiences Designing a Competency-Based Degree for Adult Learners
Quelle	In: Journal of Continuing Higher Education, 66 (2018) 1, S.34-45 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0737-7363
DOI	10.1080/07377363.2018.1415632
Schlagwörter	Private Colleges; Competency Based Education; Adult Education; Case Studies; Adult Students; Bachelors Degrees; Individualized Instruction; Pacing; Minicourses; Educational Innovation; Qualitative Research; Institutional Mission; Pilot Projects; College Curriculum; Curriculum Design; Undergraduate Study; Semi Structured Interviews + Suchen Sie Ihr Suchwort? Privathochschule; Education; Competence; Competency; Competency-based education; Unterricht; Kompetenzorientierte Methode; Adult; Adults; Adult basic education; Adult training; Erwachsenenbildung; Case study; Fallstudie; Case Study; Student; Students; Erwachsenenalter; Studentin; Schüler; Schülerin; 'Bachelor''s degrees'; Bachelor-Studiengang; Individualisierender Unterricht; Lerntempo; Kurzlehrgang; Instructional innovation; Bildungsinnovation; Qualitative Forschung; Pilot project; Modellversuch; Pilotprojekt; Lehrplangestaltung; Grundstudium
Abstract	Competency-based higher education focuses on workplace competencies and often enables students to progress at their own pace. The university in this case study decided to pursue competency-based education (CBE) to offer working adults a convenient, self-paced way to earn a bachelor's degree. The mission of the university--to provide open access to career-oriented degrees for adults of all ages--drove many of the CBE decisions. However, after piloting the competency-based degree, the university found students were uninterested in an entirely self-paced program, so the institution incorporated self-paced mini courses into its traditional degree. This case study examines how external regulations, as well as internal economics and policies, influenced the CBE program's design. The purpose of this research was to understand the key design decisions, so others may learn from the findings. The innovative, self-paced approaches that evolved from this study may interest other institutions serving adult students. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01