The Four Pillars of Continued Learning

The Four Pillars of Continued Learning

Summary: To meet the needs of today’s dynamic, ever-changing, and hyper-competitive global marketplace where the demands from employers and employees constantly change, the modern Continued Learning office should establish itself upon four pillars of development: portfolio, workforce, student, and community. Such an approach, when done properly, enables colleges and universities to enhance their development and functioning in order to create a more sustainable future.

Introduction

Welcome to the first entry in the “The Lifelong Learner” blog of NJIT’s Continued Learning office.

Continued Learning offers higher education institutions a flexible, innovative, and responsive approach to today’s volatile, uncertain, complex, and ambiguous (VUCA) global marketplace. Characterized by innovative, disruptive, and ever-changing technological advancements, today’s VUCA environment presents new challenges to an industry already under significant stress, resistant to change, and reliant upon outdated management strategies.

To remain relevant in a dynamic, hyper-competitive, and constantly evolving world, colleges and universities can leverage their Continued Learning units to remain vital, vibrant, and relevant. As Deloitte noted in its 2023 report Transforming Higher Education with AI and Analytics “To survive current conditions and thrive in the future, institutions need to transform themselves. Universities need to develop innovative continuing education strategies. As lifelong learning and workforce retraining are increasingly a necessity for employee development, institutions need to deliver professional, graduate, and executive education programs.”

The DNA of Continued Learning

The three characteristics found in the more vital, vibrant, and relevant Continued Learning portfolios are Agility, Creativity, and Education (ACE). Another way of considering these three characteristics is via a process of continually adjusting to the shifting demands of a volatile market by quickly designing impactful programs around specific learning outcomes for a defined audience.

By having its pulse on the dynamics driving an ever-changing global environment, the Continued Learning office can ‘look around the corner’ and respond much faster than other parts of the institution. Thus, helping others understand the knowledge, skills, and nuances associated with the present moment becomes Continued Learning’s raison d'etre. The newly launched micro-credentials around helping people understand how to use the artificial intelligence tool known as ChatGPT is just one example here.

A brief glimpse across the industry provides a panoramic view of the nomenclature involved with Continued Learning. Some institutions will refer to it as Continued Education or Continued Learning while others label it Professional Education, Professional Studies, or Lifetime Learning. Additionally, the business unit title also varies as institutions have Colleges, Divisions, Centers, Institutes, or Offices for their Continued Learning operation.

Regardless of the nomenclature involved or title bestowed upon it, the Continued Learning operation serves as the springboard for innovation that can help maintain the institution’s relevance in a world where higher education appears more in jeopardy with each passing day. Noting the significant role of Continued Learning operations, the 2023 UPCEA State of Continuing Education Report concluded “The DNA of the future higher education institution is rooted in Continued Learning.”

With DNA generally defined as ‘the molecule carrying genetic information for the development and functioning of an organism,’ higher education institutions should consider constructing the foundation of their Continued Learning entity on four pillars of development: portfolio, workforce, student, and community. Such an approach, when done properly, enables colleges and universities to enhance their development and functioning in order to create a more sustainable future.

The Four Pillars of Development

Portfolio development: The Continued Learning portfolio of the modern institution shifts the paradigm from an organization that grants degrees to one where learner forms a lifelong bond with the college or university. Often defined as ‘from K to grey,’ this new paradigm provides an exciting opportunity for the institution to expand its portfolio of classes, programs, and events to include programming for the K-12 population, undergraduate and graduate populations, professionals, and retired individuals. Micro-credentials provide one example of the vibrant and extensive offerings found with a modern Continued Learning portfolio. According to the 2023 Horizon Report “micro-credentials offer an attractive option for building flexible learning pathways; an essential consideration since the COVID-19 pandemic, as learners and workers seek work–life balance.”

Workforce development: According to the World Economic Forum’s The Future of Jobs Report 2023, employers estimate that 44% of workers’ skills will be disrupted in the next five years. The current and future workforce will require constant education and training around critical cognitive and self-efficacy skills. Employers reported analytical thinking, problem-solving, and creative thinking as the top three cognitive skills employees need to demonstrate. Additionally, the critical self-efficacy skills most in demand were resilience, flexibility and agility; motivation and self-awareness; and curiosity and lifelong learning.

Student development: As Wes Anthony and others wrote in their 2021 article Supporting Student Success is the New Normal “Even though the strategic integration of student support services has been a hot topic in higher education over the previous decade, in the post-pandemic landscape of higher education, this is more important than ever.” Since the Continued Learning office is characterized by agility, creativity, and education it can and should be part of an institution’s student development integration plan. Through purposeful advocacy, education, engagement, and support, Continued Learning can help students, as well as alumni, understand the real-time demands related to navigating their careers in a VUCA world.

Community development: Providing learning opportunities to various sectors of the local community often left out of the university ecosystem is a fourth pillar of development for Continued Learning offices. Taking an active role in what is often labeled ‘town-gown’ relationships, Continued Learning can provide important learning opportunities for residents from high school students to accomplished professionals and retirees. By partnering with non-profit organizations, government offices, and other local entities, the Continued Learning office serves as both an ambassador of the institution and a conduit to the possibilities on campus residents might not otherwise have.

Conclusion

According to the 2023 UPCEA State of Continuing Education Report “The pressure on Continued Learning business units to generate enrollments and revenue for the institution continues to grow but many offices are still under-resourced, with many lacking the staff, systems, and investments needed to meet institutional goals.” A Continued Learning office built upon the four pillars of portfolio, student, community, and workforce development, when properly funded and supported, can help drive the sustainability efforts of higher education institutions.