October 15, 2020 by Remie Verougstraete
The growing demand for work-relevant, nondegree, skill-based education is well documented. But what does this mean for the traditional four-year degree (or its cousins at the associates and graduate levels)?
While many have framed this as an either-or scenario, where the rise of skill-based learning leads inexorably to the decline of degrees, there is reason to believe that skills can not only co-exist with degrees, but actually enhance their relevance and value for today’s learners. As Western Governors University president Scott Pulsipher said at a meeting of the Workforce Policy Advisory Board in July, “it’s often perceived as skills versus degrees. But in reality, in a skills-denominated future, it is that tide that lifts all boats. Because even those who possess degrees, they can better articulate the skills and competencies that they now have for the future of work.”
Rather than viewing college degrees and work-relevant skills as mutually exclusive, institutions can leverage the unique advantages of skills data to adapt degree programs for today’s skill-based economy. Here are two specific ways to begin this transformation:
The first major step institutions can take to counteract the perception of “skills vs. degrees” is to translate their degree programs into the language of work-relevant skills. The more you can describe degrees (and their constituent courses and learning outcomes) in terms of their skill content, the more effectively you can engage with and serve today’s increasingly skill-focused employers, policy makers, and learners.
As we’ve explained before, this “skillification” of curriculum enables your institution to show students that they don’t have to choose between a college degree and work-relevant training that translates to career value. They can have both.
Start by identifying the work-relevant skills that you already teach, and where those skills are distributed across your program portfolio. This can be done by parsing and tagging curricular content (course descriptions, syllabi, learning outcomes, etc.) with work-relevant skill terms used by employers in job postings and working professionals in their online profiles.
With this insight, you can immediately begin improving course descriptions and program pages on your institution’s site. These improvements allow you to highlight a degree’s value and relevance, using language that employers and job-seekers recognize, and do so in the places where prospective learners are most likely to browse while weighing their options.
This skill-tagging also lays the groundwork for a direct comparison between the skills you teach and the skills employers are seeking. We previously looked in depth at how this “sought skills” vs. “taught skills” analysis can inform microcredential development. But many of the same principles can be applied to program review at a broader scale to ensure that degree programs teach the in-demand skills graduates need to succeed. Just as important, institutions can demonstrate this alignment to current and prospective students, giving them clarity and confidence about the relevance and value of their education.
Watch Luke Jankovic (Emsi) and Kacey Thorne (WGU) explain how skillifying curriculum breaks down the barrier between degrees and skills
Another way to reimagine the degree for the future of education and work is to think of it as the culmination of smaller units of learning rather than as a four-year all-or-nothing proposition. A skillified curriculum facilitates this by providing a consistent, skill-based grid through which to evaluate academic offerings and assess how various units within your program portfolio relate to each other as well as to employer demand.
Viewed through this lens, the skillified degree plan offers a kind of skill-based blueprint which can be used to architect how shorter, focused credentials might stack into a full degree.
This more modular, skill-based approach to degrees can have a variety of benefits, from boosting accessibility to facilitating lifelong learning:
While there are other important considerations involved in designing stackable credentials, the point here is simply that a skillified curriculum can help colleges and universities reimagine and repurpose existing degree programs to better serve the needs of today’s skill-focused learners.
Just as appetizers don’t compete with entrees on a dinner menu, there’s no reason to think microcredentials have to compete with (rather than complement) degrees in an institution’s program portfolio. For some learners, the short-term credential may be all they need. For others it might be just the start of their academic journey. One is not inherently better than the other. It’s a question of fit; one that only the student can ultimately answer, based on their needs and goals.
Much like STEM and the Liberal Arts (a subject we’ve written about at length in partnership with the Strada Education Network), skills and degrees are two compatible concepts, often pitted against each other, that are actually better together. Getting this relationship right matters not just for institutions, but for learners as well. Colleges and universities that can offer students work-relevant degrees delivered via flexible, stackable pathways have the potential to not only help working (or out-of-work) adults in the short-term, but to continue offering on-ramps to higher learning as individuals advance through their lives and careers.
See how other institutions and organizations are using skill data to enhance the value and relevance of degrees in today’s economic and higher ed landscape. To discuss how the Open Skills Library can help translate your degree programs into the language of skills, fill out the form below and we’ll be in touch soon.