Reimagining Higher Education - Deloitte
Reimagininghigher educationHow colleges, universities, businesses,and governments can prepare fora new age of lifelong learningA GovLab report
Reimagining higher educationAbout the authorsLinsey SledgeLinsey Sledge is a GovLab fellow and consultant in the Federal Strategy and Operations practice ofDeloitte Consulting LLP. Within GovLab, her research focuses on the future landscape of highereducation and what it means for higher education institutions, businesses, and governments.Additionally, she is researching the potential of federal innovation grants and the interactions offederal agencies with local regions. Her experience at Deloitte includes strategy development, business and operating model redesigns, advanced facilitation design and delivery, and virtual collaboration. You can reach her by email at lisledge@deloitte.com or Twitter at @linseyasledge.Tiffany Dovey FishmanTiffany Dovey Fishman is a manager with Deloitte Services LP where she is responsible for researchand thought leadership for Deloitte’s public sector industry practice. Her research focuses on howemerging issues in technology, business, and society will impact organizations. She has writtenextensively on a wide range of public policy and management issues and her work has appeared in anumber of publications, including Public CIO, Governing, and EducationWeek. Fishman also manages GovLab, a think tank in Deloitte’s Federal practice that focuses on developing innovative yetpractical ways that governments can transform the way they deliver their services and prepare forthe challenges ahead. She can be reached by email at tfishman@deloitte.com or on Twitter at@tdoveyfishman.
How colleges, universities, businesses, and governments can prepare for a new age of lifelong learningContentsIntroduction 2The emerging higher education landscape 4Retrofitting colleges and universities for the digital age 13Talent acquisition and development in an era of lifelong learning 20Government’s role in digital-age education 23Looking ahead 30Endnotes 311
Reimagining higher educationIntroductionAS Laura arrived at her parents’ house, shefound them lighting the grill and settingout chairs for the afternoon’s festivities. Soon,guests would arrive for a party in honor ofLaura’s new job, an entry-level position with alarge architectural firm.Once, she might have had a graduationparty. But it’s 2025, and unlike her parents,Laura hadn’t walked across a stage to markthe end of her formal education. Instead, sheearned a series of credentials by masteringskills that qualified her for her chosen career.If Laura’s transition from student toemployed professional was different from herparents’, so were many other aspects of heracademic experience. In high school, she didn’tpore over college websites, check rankings,tour campuses, and consider various majorsbefore compiling a list of schools and looking into financial aid. Instead, she researchedcareers that would make good use of her mathskills and her strong sense of design. Onceshe decided on architecture, her guidancecounselor led her to digital tools that helpedher explore various educational pathways shecould take to land the job she wanted.In two years, Laura developed foundationalskills in critical thinking, communications, andethics, among other areas, and sharpened herquantitative skills, earning her a competencybased degree. She then studied independently through massive open online courses(MOOCs), participated in a 12-week immersive boot camp, completed a university architectural certificate, and worked as an intern fora design firm. She did all this while attendingfrequent networking meet-ups to explore andpursue full-time job opportunities and spending most of her free time in a design studiowhere she interacted with peers and mentors.2Her “courses” carried no credit hours;instead, she advanced at her own pace, allowing her to balance her studies with her needto earn a living. When she applied for a job,the recruiter checked her credentials againstan online scoring system that allowed him tocompare a broad range of educational programs on content and rigor. With this tool,he could see how her credentials stacked upagainst those of other candidates who had followed different educational pathways.She didn’t incur massive debt; instead, shetook each step in her education as she couldafford to. And there was no formal commencement ceremony to mark her departure fromacademia because lifelong learning has becomea permanent fixture of professional life. Laurawill continue her studies as she advances inher career.An industry in disruptionLaura’s scenario, and others like it, mayarrive in response to the current crisis inAmerican higher education. The cost of tuitioncontinues to skyrocket, putting the dream ofhigher education out of the reach of manyand saddling others with decades of debt,even as the connection between the subjectsthat schools teach and the competenciesthat employers need grows ever less certain.Colleges and universities face two large, relatedchallenges—how to make an education moreaffordable and how to increase the returnsstudents realize on their investment. No onewants to watch another generation struggle topay off tens of thousands of dollars in collegeloans on barista-level wages.Just as iTunes , Netflix, the Kindle, andother innovations have disrupted the musicand media industries, new developments are
How colleges, universities, businesses, and governments can prepare for a new age of lifelong learningshaking higher education to its core. In muchthe same way these technologies and business models changed the way we interact withand consume everything from books andtelevision to movies and other media, so, too,with education.Science and technology have spawned newmodels for teaching and learning that willfundamentally alter the student experiencein the years ahead. Education innovators areusing technology and analytics to transformevery facet of the college experience, fromhelping students make more informed educational investments to reducing the geographicand financial barriers to learning. Take GeorgiaInstitute of Technology’s online master’s degreein computer science, for example. With a pricetag of less than 7,000, students have the flexibility to set their own pace and engage withpersonal coaches and project peers as theyprogress through the program.1Moreover, the exponential rate at whichnew knowledge is created today is drawinga new breed of alternative education providers into higher education. These providers aredeveloping lower-cost, lightweight, on-demandlearning solutions to help close the growinggap between the skills employers seek andthe skills students possess upon graduation.2HackReactor, one such provider, specializesin providing students with computer scienceskills in just three months. Another, GeneralAssembly, offers both in-person and onlinecourses in everything from business fundamentals to web development.The question facing colleges and universities is how to marry the best of a liberal artseducation with advances in technology andnew models of learning to effectively adapthigher education for the digital age we livein. In today’s hypercompetitive world, accelerating learning is the new dominant driverof success.3According to John Seely Brown, co-authorof A New Culture of Learning: Cultivating theImagination for a World of Constant Change,the business of universities in an era of exponential change must shift from simply transferring knowledge to students to providing themwith access to the latest knowledge via digitalplatforms, developing their skill sets throughmentorship, and then immersing them insituations that encourage them to probe andpush the boundaries of current knowledgeand practice.4Wide-ranging and thought-provokingconversations with higher education industryexperts, educational technology startups, alternative education providers, college, university,and business leaders, and education policymakers led to intriguing insights on what all ofthese innovations could mean for the future ofhigher education. Collectively, these insightsprovide a glimpse into the changing landscapeof higher education in America, which isdetailed in the first part of this report. The second half of this report examines how colleges,universities, businesses, and governmentscan adapt to this changing landscape and thebroader shift underway to a new era of lifelonglearning. Making sense of this fast-changinglandscape is essential; we all have a stake inmaking higher education more accessible,affordable, and relevant.3
Reimagining higher educationThe emerging highereducation landscapeFRACTURE lines can be seen everywherein America’s higher education system,from skyrocketing tuition costs and mountingstudent debt to a significant mismatch betweenthe skills employers seek and those studentspossess upon graduation (see figure 1).5 Thesepressures, coupled with the recognition thatthe status quo is unsustainable, are, in turn,fueling innovation across the higher education ecosystem. While it’s still early days, we’rebeginning to see the emerging outlines of anew landscape for higher education.The emerging higher education landscapeis one that is befitting of the digital era and oftoday’s tech-savvy students. It’s one that usesthe cloud, social networks, mobile computing,and big data to create digital learning ecosystems that serve entrepreneurial learners, allowing them to design their own educational pathbased on the goals they want to achieve. It mayor may not involve four years of study. Rather,students set their own pace, progressing notthrough semesters but as they master variouscompetencies. And similar to electronic healthFigure 1. Signs of stress in higher educationWithout major changesto the current costtrajectory .The price tag for atraditional four-yearresidential degreeprogram averages justover 30,000 per year. The College Boardestimates that averageannual tuition costswill rise to astaggeringTuition 30K 62,000Consumerprice indexper year by2025About 60 percent ofAmericans have only someor no higher education National student debt has surpassed 1,000,000,000,000The class of 2013 graduatedwith an average of 35,200Since 1985, college tuition has risen by538 percent compared to a consumerprice index increase of just 121 percentin student debtMore than half of bachelor's degree holders underthe age of 25 are unemployed or underemployed, thehighest share in more than a decadeGraphic: Deloitte University Press DUPress.com4
How colleges, universities, businesses, and governments can prepare for a new age of lifelong learningrecords, the credentials they earn follow themthroughout their professional lives, reflectingthe total sum of their education, from traditional degrees earned to alternative badges andcorporate training completed.In this section, we examine the ways inwhich the landscape for higher education isbeginning to evolve.Rethinking the collegedecision-making processUp to now, college rankings, campus visits,marketing materials, and advice from family, friends, and guidance counselors haveserved as the main sources of information toguide students’ college search. Now, thanks totechnology, it’s possible for students to employa more data-driven approach to the collegedecision-making process.The role of big data inthe college searchAs Jeffrey Selingo, author of CollegeUnbound: The Future of Higher Educationand What It Means for Students, notes, “Untilrecently, data science was largely absent fromthe high-stakes decisions made in highereducation. Think about it: We have used thistechnology for years to help us with mundanechoices like picking our next movie fromNetflix, but not to help a student select theright college.”6Today, because of organizations such asLinkedIn, which provides free access to itsmembers’ aggregated education and careerdata, we can map the career pathways ofhundreds of millions of professionals—datathat students can use to make more informedcollege decisions.7 Students can see the variedpaths today’s professionals took to succeed intheir chosen fields. For example, students cansee that engineering graduates from CarnegieMellon University most commonly work atGoogle, IBM, and Microsoft.8 They are alsoable to explore the less linear paths studentstake today, like the musical theater major whoToday the nontraditionalstudent is the new norm.At last count, they accountedfor nearly 70 percent ofall US undergraduates.used his skills in developing compelling narratives to land a job as a game designer at Zynga.Moreover, MOOCs and other shorterterm immersive programs provide a mediumthrough which students can begin exploringpossible areas of interest before committingto an educational pathway. With a growingnumber of low- or no-cost options available,students no longer need to delay career exploration until college.Others like Admitted.ly, an online counseling service, allow students to do moresophisticated matching based on their naturalaptitudes, lifestyle preferences, financial situation, areas of interest, and career aspirations tofind the school that best fits their needs.Grounding investmentdecisions in financial realityStudents should be able to make informeddecisions about educational finances—whatthey can afford, the debt they could be shouldering, and above all, the returns they canexpect from their investment.But, as Adam Phillabaum, an educationaltechnology innovator, observes, “Too often,students are making education decisions ina financial vacuum.”9 And it’s often hard forstudents to connect their choices with thefinancial implications down the road.This problem has spurred entrepreneursto develop tools, using open government dataand analytics, which can help students betterunderstand everything from the amount of aidthey can obtain to their likely financial circumstances after graduation.5
Reimagining higher education“The way we learn should be our most personalizedexperience because no two people process informationthe same way.”– George Siemens, associate director of the Technology Enhanced Knowledge Research InstituteCollege Abacus, for example, helps studentsassess financial aid packages across more than4,000 schools.10 Using College Abacus’s netprice calculator, students create a cost estimatebased on their unique academic and financialinformation, allowing them to select schoolswithin their budgets.Other companies are applying crowdsourcing approaches to student aid offers, tohelp students negotiate stronger aid packages. One such tool, How’s My Offer, allowsstudents to anonymously share and comparetheir college offer letters, akin to platformssuch as GlassDoor that allow employees togauge whether their compensation packagesare competitive.11 Another, FindTomorrow,uses government and private sector data onsalary and careers to shed new light on thelink between educational choices and careeroutcomes.12 This type of information helpsstudents make dollars-and-cents connectionsbetween the decisions they face (school, major,loans) and future outcomes (such as monthlystudent loan payments, earnings over time, andjob satisfaction).Yet another firm, PayScale, uses salary datafrom alumni and the total cost of attendance todevelop its college return on investment (ROI)report which ranks colleges and universitiesbased on their net return to students over a20-year period.13These innovations are only beginning,but already huge strides have been made inanalyzing, visualizing, and disseminating datain ways that allow students to make muchsmarter decisions about their higher education investments. Social networks, big data,6and analytics are shedding new light on factorssuch as graduation rates, student debt, andpost-graduation salaries, enabling studentsto analyze the costs and benefits of differenteducational paths far more effectively.A new model of “justright” educationAnyone plucked from a century ago andset down in a typical lecture hall today wouldimmediately know they were on a college campus. Students might be taking notes on laptopsrather than paper, and the blackboard mayhave been replaced by a whiteboard or a digital“smartboard,” but they’d have no doubt theywere in a classroom.This lecture-based model for learning hascharacterized higher education since its inception. But, with better technology and a muchdeeper understanding of how students learn,educators are beginning to make strides inpersonalizing learning by combining the bestof traditional teaching with digital technology, using analytics to track student success,and focusing on competencies rather thancredit hours. According to George Siemens,associate director of the Technology EnhancedKnowledge Research Institute, “The way welearn should be our most personalized experience because no two people process information the same way.”14“Made for me” educationThe Center for Digital Education reportsthat blended education models improvecomprehension and test scores for 84 percent
How colleges, universities, businesses, and governments can prepare for a new age of lifelong learningof students.15 These models blend elements of“brick-and-mortar” in-person instruction withasynchronous, self-paced online learning.Stanford University, for instance, in partnership with the online learning platformKhan Academy, piloted a blended learning“flipped classroom” biochemistry course.Students watch video lectures online at homeand then spend class time solving problems,maximizing the time students spend with professors.16 This partnership has extended intothe medical school, allowing Stanford medical students to watch core curriculum videosonline, and freeing up class time for students topractice that curriculum alongside their peersFigure 2. Higher education in the 20th century vs. the 21st centuryLaura’s momLauraDo you enjoyparticipating in class?College decision-making process100BESTCOLLEGESName:Address:DOB: SSN:High School:Town:Essay #1:YesReputation-drivenCollege rankings, campus visits, marketing materials, andadvice from family, friends, and guidance counselors servedas the main sources of information to guide students’college search.NoBig data-drivenHuge strides in analyzing, visualizing, and disseminatingdata allow students to employ a far more data-drivenapproach to their college search. Social networks, bigdata, and analytics shed new light on factors (e.g. studentdebt, post-graduation salaries, etc.), enabling students toanalyze the costs and benefits of different educationalpaths far more effectively.COMMUNICATIONSKILLSCRITICAL &CREATIVETHINKINGDIGITAL FLUENCYQUANTITATIVESKILLSSCIENCE, SOCIETY,& CS & SOCIALRESPONSIBILITYTEAMWORK ANDCOLLABORATIONStudent experienceOne size fits allThe business of colleges and universities was to transferknowledge to students.“Just right” educationStudents receive access to the latest knowledge via digitalplatforms, develop their skill sets through mentorship, andlearn to probe and push the boundaries of currentknowledge and practice through immersive experiences.CredentialingFour-year college degreeA bachelor’s degree used to provide enough basic trainingto last a career.“Stackable credentials”Lifelong learning is a permanent fixture of professional life.Educational records follow students to accurately capturethe total sum of their education credentials–bothtraditional degrees and other certifications.Graphic: Deloitte University Press DUPress.com7
Reimagining higher educationand professors and to explore their passionareas early in their schooling.17Predictive analytics—commonly used inthe private sector to inform decisions aboutconsumer behavior—offers higher educationinstitutions a more effective way to calculateand track student progress. Software platformssuch as Course Signals, for example, can serveas an
American higher education. The cost of tuition continues to skyrocket, putting the dream of higher education out of the reach of many and saddling others with decades of debt, even as the connection between th
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The Council on Higher Education (CHE) is an independent body established by the Higher Education Act, No. 101 of 1997. The CHE is the Quality Council for Higher Education. It advises the Minister of Higher Education and Training on all higher education issues and is responsible for quality assurance and promotion through the Higher Education .
Ann Sutherland Harris, Professor of Italian Baroque Art Henry Clay Frick Department of the History of Art and Architecture . I am profoundly grateful to my doctoral committee (Ann Sutherland Harris, David Wilkins, Anne Weis, Kathleen Christian, Francesca Savoia and Dennis Looney) for having faith in me, for offering direction when needed, and for their ample doses of .
