Are you familiar with the Council for Adult and Experiential Learning (CAEL)? The web address is www.cael.org. CAEL provides a variety of services, but I especially want to draw attention to their work with prior or experiential learning.
Even as more faculty members and administrators become comfortable with online and hybrid delivery of programs, I find that there is a lot of misinformation about credit for prior learning. To be sure, there are institutions with low standards for awarding credit, but there also are best practices that, if examined, represent a legitimate assessment in support of awarding credit. In that regard, check out CAEL’s Learning Counts site, to see more on their assessment services, www.LearningCounts.org.
When one looks at research on adult learners, such as Stamats’ “Adult Students Talk,” among the features of academic programs adults are seeking is credit for prior learning. Institutions can refuse to award or recognize such credit, but to the extent that online programs put prospective students in the driver’s seat, those institutions will be creating a competitive disadvantage for themselves.
I certainly wouldn’t approve of a laissez-faire approach to the assessment of prior learning, but organizations like CAEL contribute to developing practices that are of high quality and that will be widely respected. Personally, I’ve advocated for at least a state-level approach to evaluating life experience, so that institutions have an agreed-upon standard that will facilitate transfer of credits.
I’d love to see campuses developing the sort of certificates or badges I wrote about two posts ago, as well as creating a legitimate approach to award credit for experiential learning. This combination could draw prospective students who want or need recognition for having certain skills and knowledge. Thoughtfully crafted, students could then see an efficient route to complete a degree. If an institution attracts adult learners by clearly meeting their needs, through certificates and credit for documented prior learning, then it will be exceedingly difficult for competitors to lure them away.
Personally, I’d price certificates and the awarding of credit for prior learning aggressively. That would help seal the deal with prospective students. Then, if that institution’s own courses and programs are of high quality, and the support services are strongly focused on student success, the package will be complete.
It isn’t rocket science, as they say. Rather, it is a matter of paying attention to student audiences and then seeking ways to distinguish your institution by respecting their needs and delivering innovative programs that draw them to your campus.
Monday, January 23, 2012
Monday, January 2, 2012
Northeastern University and the Advantages of Branch Campuses
These days, colleges and universities seek new ways to expand their reach and enrollment. Much of the attention goes to creating online courses and programs, and that is understandable. Delivering high quality programs and services, from a single, central location has appeal. As always, executing from a solid business plan is critical.
Nevertheless, there still are times when it makes sense to create branch campuses. Strong branch strategies emphasize partnership, community engagement, and other advantages that come with a physical presence.
Check out a recent New York Times article about a new branch established in Charlotte, NC, by Northeastern University: http://www.nytimes.com/2011/12/28/education/northeastern-university-expands-its-geographic-reach.html?_r=1&hpw. (You may have to copy and paste the address into your browser.)
I should disclose that I have a modest consulting relationship with Northeastern, and I was quoted in the article, although I had no part in their strategy development and launch decisions. What intrigues me about their strategy, however, is how thoroughly they explored options, before choosing to open a campus in Charlotte.
According to the Times article, Northeastern recognized that, despite remarkable economic growth, Charlotte is underserved at the graduate level. They also noted that many of the people relocating to Charlotte are from the northeast, and that there is a strong presence of Northeastern alumni. Future branches may be added in other metropolitan areas, with Seattle being next on their radar screen.
One of the first marketing lessons I learned is that there is significant value in hanging out a shingle, so people see the evidence of your commitment. Moreover, given a regional strategy, I like Northeastern’s effort to engage with the Charlotte community. Northeastern makes extensive use of co-operative education and internships. It is a research university, and they see opportunities for partnership and research, in Charlotte. Given the absence of other doctoral granting private nonprofits, there is no reason that Charlotte and Northeastern shouldn’t build a strong bond.
Of course, branch campuses bring other advantages, as well. Northeastern is committed to hybrid delivery, and a branch is great for that purpose. Many students still prefer at least some face-to-face contact with instructors and fellow students, and there is some evidence that learning outcomes are strongest with hybrid delivery. Moreover, branches can provide top-notch services, in person or otherwise, as they appreciate local student concerns.
The Northeastern project is unusual, in terms of distance from the main campus, but it clearly draws on the advantage of having a physical presence. Effective strategies require understanding the audience. In this case, there is thoughtful appreciation for market need, brand recognition, and market differentiation.
There are challenges and risks in stretching boundaries, of course. Watch the news and you will see evidence of failed initiatives, as well as successful ones. (Note the special challenges of creating international branches!) Over the next few years, we will see many different strategies, and that may be all to the good for educational access and opportunity.
Nevertheless, there still are times when it makes sense to create branch campuses. Strong branch strategies emphasize partnership, community engagement, and other advantages that come with a physical presence.
Check out a recent New York Times article about a new branch established in Charlotte, NC, by Northeastern University: http://www.nytimes.com/2011/12/28/education/northeastern-university-expands-its-geographic-reach.html?_r=1&hpw. (You may have to copy and paste the address into your browser.)
I should disclose that I have a modest consulting relationship with Northeastern, and I was quoted in the article, although I had no part in their strategy development and launch decisions. What intrigues me about their strategy, however, is how thoroughly they explored options, before choosing to open a campus in Charlotte.
According to the Times article, Northeastern recognized that, despite remarkable economic growth, Charlotte is underserved at the graduate level. They also noted that many of the people relocating to Charlotte are from the northeast, and that there is a strong presence of Northeastern alumni. Future branches may be added in other metropolitan areas, with Seattle being next on their radar screen.
One of the first marketing lessons I learned is that there is significant value in hanging out a shingle, so people see the evidence of your commitment. Moreover, given a regional strategy, I like Northeastern’s effort to engage with the Charlotte community. Northeastern makes extensive use of co-operative education and internships. It is a research university, and they see opportunities for partnership and research, in Charlotte. Given the absence of other doctoral granting private nonprofits, there is no reason that Charlotte and Northeastern shouldn’t build a strong bond.
Of course, branch campuses bring other advantages, as well. Northeastern is committed to hybrid delivery, and a branch is great for that purpose. Many students still prefer at least some face-to-face contact with instructors and fellow students, and there is some evidence that learning outcomes are strongest with hybrid delivery. Moreover, branches can provide top-notch services, in person or otherwise, as they appreciate local student concerns.
The Northeastern project is unusual, in terms of distance from the main campus, but it clearly draws on the advantage of having a physical presence. Effective strategies require understanding the audience. In this case, there is thoughtful appreciation for market need, brand recognition, and market differentiation.
There are challenges and risks in stretching boundaries, of course. Watch the news and you will see evidence of failed initiatives, as well as successful ones. (Note the special challenges of creating international branches!) Over the next few years, we will see many different strategies, and that may be all to the good for educational access and opportunity.
Monday, December 5, 2011
Alternative Certifications in the Disruptive Environment
Check out a piece in Inside Higher Education, titled “How will Mozilla’s open badges project affect higher education.” (http://www.insidehighered.com/blogs/hack-higher-education/how-will-mozillas-open-badges-project-affect-higher-ed) The term “badges” refers to earned credentials that document specific competencies, similar to the way continuing education units sometimes offer completion certificates. The Cisco Certification, which was developed by Cisco, but delivered in partnership with educational institutions, is a closer example.
Even as people consider the possibility of a Christensen-style disruption in higher education, most assume that established, accredited institutions will maintain their near-monopoly on credentialing what is learned. However, what if employers began to favor specific skills or knowledge sets over degrees? If other, reliable entities offer badges or certificates that meet the needs of important audiences, we might see a much less expensive option for people than attending a brick and mortar institution, with all of its expenses that are of no value to students at a distance.
In my consulting work, as well as in my blogs, I’ve encouraged institutions to consider offering more online or hybrid certificate programs that would appeal to this type of audience. Boomers seeking an encore career are a great example of an audience waiting to be served. When I “retired,” I had no need for another degree, but I did want something to document that I was a certified professional coach. In my case, I obtained that credential through the College of Executive Coaching (a business, accredited by the International Coaching Federation), and it fully met my needs.
To be sure, there are colleges and universities that offer coach training programs, but that just makes my point: In the disruptive environment there may be a variety of competitors, offering programs that appeal to diverse audiences, affecting programing strategies and financial models. Speaking to branch campus leaders, if certificates and badges are carved out of existing programs, development costs could be minimal, while attracting an audience your campus otherwise will miss. Given the increasingly difficult challenge of balancing the budget from traditional enrollment, many campuses could benefit from this opportunity.
Bluntly, if you are in a leadership position at a branch campus, you should be keeping a close eye on emerging options, such as badges and certificate programs that document knowledge and skills. My guess is that branches may find that the political challenge of creating certificates will be less than trying to convince the main campus to support entire degree programs, as well.
It is time to get creative and to think about your student audiences in a nuanced way. Putting the pieces together effectively will determine whether or not your campus competes effectively, and that will be more important than hoping that your brand will save the day.
Even as people consider the possibility of a Christensen-style disruption in higher education, most assume that established, accredited institutions will maintain their near-monopoly on credentialing what is learned. However, what if employers began to favor specific skills or knowledge sets over degrees? If other, reliable entities offer badges or certificates that meet the needs of important audiences, we might see a much less expensive option for people than attending a brick and mortar institution, with all of its expenses that are of no value to students at a distance.
In my consulting work, as well as in my blogs, I’ve encouraged institutions to consider offering more online or hybrid certificate programs that would appeal to this type of audience. Boomers seeking an encore career are a great example of an audience waiting to be served. When I “retired,” I had no need for another degree, but I did want something to document that I was a certified professional coach. In my case, I obtained that credential through the College of Executive Coaching (a business, accredited by the International Coaching Federation), and it fully met my needs.
To be sure, there are colleges and universities that offer coach training programs, but that just makes my point: In the disruptive environment there may be a variety of competitors, offering programs that appeal to diverse audiences, affecting programing strategies and financial models. Speaking to branch campus leaders, if certificates and badges are carved out of existing programs, development costs could be minimal, while attracting an audience your campus otherwise will miss. Given the increasingly difficult challenge of balancing the budget from traditional enrollment, many campuses could benefit from this opportunity.
Bluntly, if you are in a leadership position at a branch campus, you should be keeping a close eye on emerging options, such as badges and certificate programs that document knowledge and skills. My guess is that branches may find that the political challenge of creating certificates will be less than trying to convince the main campus to support entire degree programs, as well.
It is time to get creative and to think about your student audiences in a nuanced way. Putting the pieces together effectively will determine whether or not your campus competes effectively, and that will be more important than hoping that your brand will save the day.
Monday, November 7, 2011
A Personal Message about Coaching, Encore Careers, and Branch Campuses
Although I remain committed to the development of branch campuses, for the past two years I also worked steadily to design an “encore career” for myself. In that time, I’ve worked as a consultant, become a certified professional coach, accepted several opportunities to facilitate planning meetings, and established a second blog, “Creating the Future,” at www.drcharlesbird.com/creatingthefuture. I’ve expanded my consulting role to include distance learning strategies, under the broader umbrella of programs for adult learners.
Now, I am pleased to share that I created a company, Encore Dreams, LLC. You can see more information on the company and its services at www.encoredreams.com. That site is a single page, but it also links to my personal web site, www.drcharlesbird.com, and to “Creating the Future.”
Through Encore Dreams, I offer transition coaching to individuals, as well as a Life Transitions Workshop. Both provide support to people as they study and reflect on the talents and experiences that contribute to their sense of well being, and then use that information to discover their personal dreams for the “second stage of life.”
My work as a coach is compatible with my interest in supporting branch campus leaders. Transition coaching, specifically, is of value for individuals as they begin a new position. It has value for experienced administrators who would like to move up, either at their present institution or elsewhere, and it certainly can be of value for administrators who are approaching retirement and considering options for the future.
Creating Encore Dreams, LLC, doesn’t end my work as a consultant and executive coach, but I do hope it helps me make a point about everyone’s potential to design life solutions that are strengths-focused and action-oriented. I will continue to work with branch campuses, but also to provide support to a broader audience, as well.
I want to emphasize that the relationship between a coach and client is important, so this is not meant to be a commercial just for my work. I benefited from coaching, as I approached my own transition, and there are many qualified coaches out there. A lot of coaching is done over the telephone, so distance from someone with whom you’d like to work should not be a barrier.
Finally, I want to mention that the concept behind Encore Dreams is relevant to the fact that many colleges and universities recognize the importance of attracting much higher enrollment from adult learners. I’m perplexed by the difficulty institutions have in understanding this audience and developing effective strategies for recruitment and retention. When I look at web sites, only a handful of institutions have created targeted programs that actually are distinctive and focused on what adults want and need.
I already consult on the development of branch campuses and programs for adult learners, but consistent with the Encore Dreams idea, I hope to connect with leaders who understand that a program targeting people in transition—whether to an encore career or not—can set their institution apart and provide a competitive advantage.
(If you are interested in seeing examples of college programs that directly serve people seeking encore careers, check out www.encore.org/colleges. It is a site maintained by Civic Ventures, providing a wealth of good information.)
If Encore Dreams, LLC can be of service to you or to your organization, please get in touch, either through info@encoredreams.com, or directly, by writing to me at Charlie@drcharlesbird.com or at bird@ohio.edu.
Now, I am pleased to share that I created a company, Encore Dreams, LLC. You can see more information on the company and its services at www.encoredreams.com. That site is a single page, but it also links to my personal web site, www.drcharlesbird.com, and to “Creating the Future.”
Through Encore Dreams, I offer transition coaching to individuals, as well as a Life Transitions Workshop. Both provide support to people as they study and reflect on the talents and experiences that contribute to their sense of well being, and then use that information to discover their personal dreams for the “second stage of life.”
My work as a coach is compatible with my interest in supporting branch campus leaders. Transition coaching, specifically, is of value for individuals as they begin a new position. It has value for experienced administrators who would like to move up, either at their present institution or elsewhere, and it certainly can be of value for administrators who are approaching retirement and considering options for the future.
Creating Encore Dreams, LLC, doesn’t end my work as a consultant and executive coach, but I do hope it helps me make a point about everyone’s potential to design life solutions that are strengths-focused and action-oriented. I will continue to work with branch campuses, but also to provide support to a broader audience, as well.
I want to emphasize that the relationship between a coach and client is important, so this is not meant to be a commercial just for my work. I benefited from coaching, as I approached my own transition, and there are many qualified coaches out there. A lot of coaching is done over the telephone, so distance from someone with whom you’d like to work should not be a barrier.
Finally, I want to mention that the concept behind Encore Dreams is relevant to the fact that many colleges and universities recognize the importance of attracting much higher enrollment from adult learners. I’m perplexed by the difficulty institutions have in understanding this audience and developing effective strategies for recruitment and retention. When I look at web sites, only a handful of institutions have created targeted programs that actually are distinctive and focused on what adults want and need.
I already consult on the development of branch campuses and programs for adult learners, but consistent with the Encore Dreams idea, I hope to connect with leaders who understand that a program targeting people in transition—whether to an encore career or not—can set their institution apart and provide a competitive advantage.
(If you are interested in seeing examples of college programs that directly serve people seeking encore careers, check out www.encore.org/colleges. It is a site maintained by Civic Ventures, providing a wealth of good information.)
If Encore Dreams, LLC can be of service to you or to your organization, please get in touch, either through info@encoredreams.com, or directly, by writing to me at Charlie@drcharlesbird.com or at bird@ohio.edu.
Tuesday, October 25, 2011
Developing a Typology of Branch Campuses, Phase 2
All of us interested in branch campuses recognize that we need more research, if we are to develop a good description of typical variations in academic and administrative practice. For that reason, the NABCA executive committee created a research committee, to encourage and support studies that help inform its membership.
For several years, Phyllis Bebko, at Florida Atlantic University, chaired that committee. It’s new chair is Jack Krueger, at Adelphi University. Among other activities, the research committee conducted a survey of branch campuses that was reported in the recent special issue of Metropolitan Universities Journal. Abstracts from the issue can be checked out at www.cumuonline.org/muj.aspx.
The specific article is titled “Developing a Typology of Branch Campuses, and it is by Phyllis Bebko and Dennis Huffman. If you are interested, you can purchase the special issue of the journal, or you can purchase this or any other individual article that interests you.
I am writing about this, because Phase 2 of this research is now available online, and I’d like to encourage anyone who sees this blog to go to the web page and submit a response. It is not necessary to have participated in the previous survey nor to consider yourself a NABCA member, in order to respond. The survey is only 15 questions long and will take very little time, especially in comparison to the benefit we will receive from a strong number of responses.
To complete the survey, simply go to www.nabca.net. You will see a link on the right side of the page that asks you to “assist our research team.” While you are on the site, you also can find information about the next conference, in Orlando, from April 11-14, 2012, and you will see a link to submit a program proposal, if you are so inclined. If you haven’t already done so, you also can click on the Facebook symbol and “like” NABCA, as another way to stay connected.
NABCA—Your full-service connection to branch campus colleagues!
For several years, Phyllis Bebko, at Florida Atlantic University, chaired that committee. It’s new chair is Jack Krueger, at Adelphi University. Among other activities, the research committee conducted a survey of branch campuses that was reported in the recent special issue of Metropolitan Universities Journal. Abstracts from the issue can be checked out at www.cumuonline.org/muj.aspx.
The specific article is titled “Developing a Typology of Branch Campuses, and it is by Phyllis Bebko and Dennis Huffman. If you are interested, you can purchase the special issue of the journal, or you can purchase this or any other individual article that interests you.
I am writing about this, because Phase 2 of this research is now available online, and I’d like to encourage anyone who sees this blog to go to the web page and submit a response. It is not necessary to have participated in the previous survey nor to consider yourself a NABCA member, in order to respond. The survey is only 15 questions long and will take very little time, especially in comparison to the benefit we will receive from a strong number of responses.
To complete the survey, simply go to www.nabca.net. You will see a link on the right side of the page that asks you to “assist our research team.” While you are on the site, you also can find information about the next conference, in Orlando, from April 11-14, 2012, and you will see a link to submit a program proposal, if you are so inclined. If you haven’t already done so, you also can click on the Facebook symbol and “like” NABCA, as another way to stay connected.
NABCA—Your full-service connection to branch campus colleagues!
Wednesday, October 19, 2011
Special Journal Issue on Branch Campus Topics
If you are involved with branch campuses, then you may want to know about the most recent issue of Metropolitan Universities Journal. It is Volume 22, Number 1, and it is dedicated to branch campuses. It includes ten articles on a variety of topics.
Many of the authors are friends and colleagues of mine, and I know they carry both a strong commitment to the branch mission, as well as valuable experience they chose to share. I have an article on the future of branch campuses, but others provide relevant case studies and survey results that will be helpful to readers.
Ken Shaw’s case study of issues at Florida State University-Panama City captures the challenges of branch leadership as nicely as anything I’ve seen. An article by Norton and Pickus brings attention to what I consider to be a major issue for branch campuses: having the ability to create their own course schedule, in order to meet the needs of their students, and (related) having enough budget control to assure they get those courses.
Articles by gossom and Pelton and by Bebko and Huffman, present new data on leadership and on branch characteristics. Other articles make strong contributions, and I especially like the case elements that enhance the story of branch campuses.
I don’t have space here to describe each article, but you can read the abstracts at www.cumuonline.org/muj.aspx. You also will find information for subscribing to the Journal, ordering a copy of this issue, or even purchasing a copy of individual articles. Incidentally, Metropolitan Universities Journal also dedicated an issue to branch campuses about ten years ago, in Volume 12, Number 2. That issue may also be found on the web site.
One of the consistent themes for those who care about branch campuses is that we need a more developed literature on best practices, as well as more and better research that focuses on branch issues. We all owe a debt to Jack Krueger and Phyllis Bebko for their work to organize and produce this special issue.
On a much sadder note: NABCA lost one of its founding fathers and an all around great colleague, when Hal Dengerink passed away, September 14. Hal was Chancellor-Emeritus at Washington State University-Vancouver, and he was one of the best thinkers I know about branch campus challenges. In fact, Hal wrote the lead article for the previous Metropolitan Universities Journal issue dedicated to branch campuses. Hal had a great sense of humor, a sense of fun, and a great deal of savvy. He will be missed.
Many of the authors are friends and colleagues of mine, and I know they carry both a strong commitment to the branch mission, as well as valuable experience they chose to share. I have an article on the future of branch campuses, but others provide relevant case studies and survey results that will be helpful to readers.
Ken Shaw’s case study of issues at Florida State University-Panama City captures the challenges of branch leadership as nicely as anything I’ve seen. An article by Norton and Pickus brings attention to what I consider to be a major issue for branch campuses: having the ability to create their own course schedule, in order to meet the needs of their students, and (related) having enough budget control to assure they get those courses.
Articles by gossom and Pelton and by Bebko and Huffman, present new data on leadership and on branch characteristics. Other articles make strong contributions, and I especially like the case elements that enhance the story of branch campuses.
I don’t have space here to describe each article, but you can read the abstracts at www.cumuonline.org/muj.aspx. You also will find information for subscribing to the Journal, ordering a copy of this issue, or even purchasing a copy of individual articles. Incidentally, Metropolitan Universities Journal also dedicated an issue to branch campuses about ten years ago, in Volume 12, Number 2. That issue may also be found on the web site.
One of the consistent themes for those who care about branch campuses is that we need a more developed literature on best practices, as well as more and better research that focuses on branch issues. We all owe a debt to Jack Krueger and Phyllis Bebko for their work to organize and produce this special issue.
On a much sadder note: NABCA lost one of its founding fathers and an all around great colleague, when Hal Dengerink passed away, September 14. Hal was Chancellor-Emeritus at Washington State University-Vancouver, and he was one of the best thinkers I know about branch campus challenges. In fact, Hal wrote the lead article for the previous Metropolitan Universities Journal issue dedicated to branch campuses. Hal had a great sense of humor, a sense of fun, and a great deal of savvy. He will be missed.
Wednesday, September 7, 2011
Multiple Roads for Branch Campuses to Travel
I am a true believer in the value of branch campuses. I cherish the fact that branches are about expanding access and opportunity—that at their best, branch faculty tend to be focused on teaching and that branches provide strong student support and meaningful community engagement. Some branches (in fairness, some colleges and universities) deliver better than others, but for me, higher education always is about the possibilities, as well as the current reality.
This summer, among other activities, I had opportunities to visit with branches at two institutions. The first was the relatively large Downtown Campus of St. Petersburg College. St. Petersburg College was a community college that added applied baccalaureate programs in recent years, and partly as a result, the Downtown Campus has grown rapidly. The enthusiasm of the faculty and staff members I met was apparent, as we were engaged in planning for their next stage up the mountain. With their long-time director, Yvonne Ulmer, preparing to retire, the positive attitudes will serve them well.
The other visit was to Central Washington University (CWU), which is a regional comprehensive university. CWU has eight relatively small centers that are co-located with community college across a large geographic area. These centers have grown more slowly, but steadily for a number of years, led by Margaret Badgley, who also happens to be president-elect of NABCA. Although Margaret has been at CWU for quite awhile, there are a number of relatively new people in leadership roles, most of whom recognize the strategic value that comes with branch campuses, in an era of emphasis on adult learners and online education.
As I’ve written before, this can be a golden era for branches, if they embrace their mission of outreach, offer the right programs, and assure strong student support services. Blending online and face-to-face learning in thoughtful ways is essential, especially if I am correct that disruptive innovation is a powerful force in higher education. As St. Petersburg College and CWU illustrate, there are multiple roads for branches to travel, but that is part of the creative opportunity.
Along these lines, I encourage you to read the new book by Clayton M. Christensen and Henry J. Eyring, The Innovative University: Changing the DNA of Higher Education from the Inside Out. Christensen has been an important writer on disruptive innovation, and I am pleased that he has now focused specifically on higher education. His books are a treasure trove of principles that institutions would be wise to consider seriously, but, again, each institution will need to develop its own strategy.
This summer, among other activities, I had opportunities to visit with branches at two institutions. The first was the relatively large Downtown Campus of St. Petersburg College. St. Petersburg College was a community college that added applied baccalaureate programs in recent years, and partly as a result, the Downtown Campus has grown rapidly. The enthusiasm of the faculty and staff members I met was apparent, as we were engaged in planning for their next stage up the mountain. With their long-time director, Yvonne Ulmer, preparing to retire, the positive attitudes will serve them well.
The other visit was to Central Washington University (CWU), which is a regional comprehensive university. CWU has eight relatively small centers that are co-located with community college across a large geographic area. These centers have grown more slowly, but steadily for a number of years, led by Margaret Badgley, who also happens to be president-elect of NABCA. Although Margaret has been at CWU for quite awhile, there are a number of relatively new people in leadership roles, most of whom recognize the strategic value that comes with branch campuses, in an era of emphasis on adult learners and online education.
As I’ve written before, this can be a golden era for branches, if they embrace their mission of outreach, offer the right programs, and assure strong student support services. Blending online and face-to-face learning in thoughtful ways is essential, especially if I am correct that disruptive innovation is a powerful force in higher education. As St. Petersburg College and CWU illustrate, there are multiple roads for branches to travel, but that is part of the creative opportunity.
Along these lines, I encourage you to read the new book by Clayton M. Christensen and Henry J. Eyring, The Innovative University: Changing the DNA of Higher Education from the Inside Out. Christensen has been an important writer on disruptive innovation, and I am pleased that he has now focused specifically on higher education. His books are a treasure trove of principles that institutions would be wise to consider seriously, but, again, each institution will need to develop its own strategy.
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