The question seems laughable, doesn’t it? Particularly for institutions just beginning to hash out what a CBE program might look like for their students, it seems outlandish to consider what comes afterwards. There’s already so much to build and think about now.
At the same time, with newness and promise come chaos and the mad scramble to find the right vendors, partners, financial aid delivery systems to cater to rolling registration, new accreditation management processes, and you-name-it. It’s almost impossible to think about what comes next when everything else in the immediate future seems to bear down more urgently.
Perhaps for others, it’s just as challenging to bother with what’s next when what’s now is so comfortable and going so well. Why experiment when what we’ve got going on now is working just fine?
Each organization implementing CBE probably finds itself somewhere on this continuum between chaos and stability. It’s worth pointing out, however, that almost everyone engaged in building CBE programs today is working within the confines of a degree program. Especially for those in the business of delivering two- or four-year degree programs, it’s difficult to imagine something else replacing a college degree. Inside Higher Ed recently ran a piece on the undeniable pay-off of a four-year degree. Indeed, earnings premiums are often most promising for those who complete their baccalaureate programs. It therefore seems utterly logical to invest in degree programs. (more…)