For branch campuses to thrive in the newly competitive environment, I believe they have to focus sharply on their mission and on what they do best. Branches provide their home institution with a physical presence in the communities they serve, and they tend to do a good job of engaging with that community, as well as building political support for their institution. They have a history of providing strong support services for students, and they provide ease of access and flexibility for working adults.
In terms of enrollment opportunities, I suspect that the future sweet spot for branch campuses lies in two areas: Partnering with whatever unit is developing and delivering online courses at their home institution, and focusing on the creation of hybrid delivery options. Hybrid delivery compromises some on flexibility, but provides enough structure and support to be appreciated by many students.
Partnering between the online unit and branch campuses can substantially reduce the cost of course development, with learning modules serving both fully online and hybrid options. For the collaboration to make sense, however, there must be a revenue sharing arrangement that is attractive to both partners, and there should be an institutional strategy that defines audiences and coordinates marketing. Branches should be compensated for their role in recruitment and support of online students.
There is strategic advantage to developing a strong portfolio of online courses and programs, then drawing out learning modules from those courses to be used in hybrid programs at branch locations. Fully online programs can serve a national or international audience, maximize flexibility for those who want it, and generate substantial revenue. A regional hybrid strategy can meet the needs of those who prefer more structure, but still want more flexibility than traditional delivery affords.
A regional hybrid approach also expands the service area from which campuses can recruit. Typically, commuter campuses obtain the great majority of their enrollment from people living within 30 miles of the campus. If students only come to campus on a few occasions per term, I’d argue that a radius of 100 miles or more is practical, especially if the campus offers some unique and attractive program or has an especially strong regional brand.
Most importantly, perhaps, continuing to offer some face-to-face courses, some fully online, and some hybrid can serve a branch campus’s mission, even as student preferences evolve. The branch campus leadership should stay close to enrollment data and nimble with regard to the proportion of each type of delivery it offers, as demand shifts.
I don’t know the end game for all of this, but branches need a thoughtful strategy for change, if they intend to compete. I hope the way branches engage with their communities and support their students will continue to be valued and continue to attract enrollment, but over time it won’t trump the advantages created by online and hybrid delivery.
Next time: Some thoughts on how branch campuses can act on their unique opportunities.
Tuesday, March 13, 2012
Tuesday, March 6, 2012
New Approaches for Branch Campuses: Part 1
As I’ve said many times, I believe that demographics, technology, and the preferences of adult learners have created a disruptive environment in higher education. The flexibility provided by online programs meshes well with the preference of adult learners, creating a challenge for traditional institutions.
Unquestionably, the most financially successful application of technology lies with high quality, scalable online programming, accompanied by strong and focused support services, and with aggressive pricing that widens the gap between those programs and the cost of traditional residential campuses. The price gap could be the trigger that bursts the so-called “tuition bubble” and causes the great majority of students to choose nonresidential options.
Given all that, what does the future hold for branch campuses? In my opinion, it depends on how they choose to adapt. Branch campuses provide access and opportunity, and they are located at some distance from the main campus, in order to serve place bound audiences. Historically, this meant that they helped people realize their educational dreams, but as an “innovation,” branches represent a sustaining improvement over the need to relocate in order to pursue a degree. Today, those same audiences can choose online programs from any number of providers.
One significant concern I have is that branches often attempt to replicate the main campus experience, as much as practical. Thus, they have facility costs and provide services that may not only be expensive, but underutilized by students, and with no demonstrable benefit to recruitment and retention. In addition, given that branches were initially created and nurtured from the main campus, I wonder whether institutional leaders will conclude that they should emphasize lower-cost online options to serve place bound students.
For branches, the challenge is to develop a niche that is sufficiently attractive to prospective students, so that they choose the branch option over others. I’ve always said that branch campuses are a unique delivery form of higher education, and it is time they start considering what that implies. At the very least, branches need to be attentive to their expenses and to be more intentional about the assessment of services, not to mention creating a truly student-focused class schedule and making cost effective decisions about the range of course options provided.
My personal opinion is that branches would be well advised to begin emphasizing hybrid delivery of courses and programs. “Hybrid” can refer to a mix of fully online courses with others that meet anywhere from once a week to only two or three times during the term, or it can mean all courses have at least a few face-to-face meetings (or meetings over interactive television). They are hybrid in the sense that they use technology both to enhance learning and to provide flexibility, but they also bring more structure and direct interaction than most fully online programs provide.
In my next post, I will expand on the potential of hybrid delivery at branch campuses.
Unquestionably, the most financially successful application of technology lies with high quality, scalable online programming, accompanied by strong and focused support services, and with aggressive pricing that widens the gap between those programs and the cost of traditional residential campuses. The price gap could be the trigger that bursts the so-called “tuition bubble” and causes the great majority of students to choose nonresidential options.
Given all that, what does the future hold for branch campuses? In my opinion, it depends on how they choose to adapt. Branch campuses provide access and opportunity, and they are located at some distance from the main campus, in order to serve place bound audiences. Historically, this meant that they helped people realize their educational dreams, but as an “innovation,” branches represent a sustaining improvement over the need to relocate in order to pursue a degree. Today, those same audiences can choose online programs from any number of providers.
One significant concern I have is that branches often attempt to replicate the main campus experience, as much as practical. Thus, they have facility costs and provide services that may not only be expensive, but underutilized by students, and with no demonstrable benefit to recruitment and retention. In addition, given that branches were initially created and nurtured from the main campus, I wonder whether institutional leaders will conclude that they should emphasize lower-cost online options to serve place bound students.
For branches, the challenge is to develop a niche that is sufficiently attractive to prospective students, so that they choose the branch option over others. I’ve always said that branch campuses are a unique delivery form of higher education, and it is time they start considering what that implies. At the very least, branches need to be attentive to their expenses and to be more intentional about the assessment of services, not to mention creating a truly student-focused class schedule and making cost effective decisions about the range of course options provided.
My personal opinion is that branches would be well advised to begin emphasizing hybrid delivery of courses and programs. “Hybrid” can refer to a mix of fully online courses with others that meet anywhere from once a week to only two or three times during the term, or it can mean all courses have at least a few face-to-face meetings (or meetings over interactive television). They are hybrid in the sense that they use technology both to enhance learning and to provide flexibility, but they also bring more structure and direct interaction than most fully online programs provide.
In my next post, I will expand on the potential of hybrid delivery at branch campuses.
Monday, February 13, 2012
Straighterline as an Example of Innovative Approaches
Check out Straighterline, if you want to see an innovative approach to online learning. You may or may not like what you see, but I believe they offer a product that makes a lot of sense. The web site is www.straighterline.com.
Essentially, Straighterline has a portfolio of nearly 40 online courses, mostly in general education or at an introductory level (principles of accounting, for example). Because Straighterline is not a degree granting institution, the notion of accreditation doesn’t apply directly. However, their courses are “evaluated and recommended by The American Council on Education's College Credit Recommendation Service (ACE CREDIT).” They have more than 20 partner institutions, many of which are in the for-profit sector, but certainly not all. In particular, Western Governor’s University is a partner, which is something that makes me sit up and take notice. According to Straighterline, many other institutions readily transfer their credits, because of the ACE recommendation.
One of the principle implications of a disruptive environment in higher education is that financial models will change. If the experience of business and industry is an indicator, we can expect lower cost options to traditional education to emerge, serving audiences that either can’t afford or for other reasons choose not to enroll at those traditional institutions. As course quality and support services continue to improve, the new options will move upstream and attract enrollment away from more expensive, less flexible providers.
Straighterline has such a financial model. Students pay $99 per month and $39 for each course they take. Thus, if a student wishes and is able, he or she can move along quickly and receive credit for a number of courses at a very modest cost. According to their web site, a student can reasonably complete an entire year of coursework for $999, and that blows away most competition.
However, there is that second concern about support services. Providing strong online support services is both possible and affordable, at scale. Among other services, Straighterline uses Smarthinking, for tutoring support (www.smartthinking.com ), but certainly there are other ways to go.
Regardless of whether Straighterline is of immediate interest to you or not, I suggest checking out the FAQs on their web site to get a sense of how things work. You can Google “Straighterline” for a wealth of stories about the company, including interviews with Burck Smith, the CEO.
CAVEAT: It isn’t my place to push Straighterline as the answer, not that they need me to. I do know Burck Smith, but I have no personal connection to the company. Smith is an exceptionally articulate spokesman, both for the company and for new models of education.
What is important to me is to emphasize new options and ways of thinking that can expand access and success. As people put together their credits through various means, the cost of a degree will go down dramatically, and I predict that student satisfaction will go up dramatically, as well.
How does all this relate to branch campuses and their access mission? In my next post I will attempt to bring together some of the ideas I’ve been exploring to suggest some approaches that will contribute to branch campus success.
Essentially, Straighterline has a portfolio of nearly 40 online courses, mostly in general education or at an introductory level (principles of accounting, for example). Because Straighterline is not a degree granting institution, the notion of accreditation doesn’t apply directly. However, their courses are “evaluated and recommended by The American Council on Education's College Credit Recommendation Service (ACE CREDIT).” They have more than 20 partner institutions, many of which are in the for-profit sector, but certainly not all. In particular, Western Governor’s University is a partner, which is something that makes me sit up and take notice. According to Straighterline, many other institutions readily transfer their credits, because of the ACE recommendation.
One of the principle implications of a disruptive environment in higher education is that financial models will change. If the experience of business and industry is an indicator, we can expect lower cost options to traditional education to emerge, serving audiences that either can’t afford or for other reasons choose not to enroll at those traditional institutions. As course quality and support services continue to improve, the new options will move upstream and attract enrollment away from more expensive, less flexible providers.
Straighterline has such a financial model. Students pay $99 per month and $39 for each course they take. Thus, if a student wishes and is able, he or she can move along quickly and receive credit for a number of courses at a very modest cost. According to their web site, a student can reasonably complete an entire year of coursework for $999, and that blows away most competition.
However, there is that second concern about support services. Providing strong online support services is both possible and affordable, at scale. Among other services, Straighterline uses Smarthinking, for tutoring support (www.smartthinking.com ), but certainly there are other ways to go.
Regardless of whether Straighterline is of immediate interest to you or not, I suggest checking out the FAQs on their web site to get a sense of how things work. You can Google “Straighterline” for a wealth of stories about the company, including interviews with Burck Smith, the CEO.
CAVEAT: It isn’t my place to push Straighterline as the answer, not that they need me to. I do know Burck Smith, but I have no personal connection to the company. Smith is an exceptionally articulate spokesman, both for the company and for new models of education.
What is important to me is to emphasize new options and ways of thinking that can expand access and success. As people put together their credits through various means, the cost of a degree will go down dramatically, and I predict that student satisfaction will go up dramatically, as well.
How does all this relate to branch campuses and their access mission? In my next post I will attempt to bring together some of the ideas I’ve been exploring to suggest some approaches that will contribute to branch campus success.
Monday, January 23, 2012
Credit for Prior Learning as Part of a Branch Strategy
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.
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 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.
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