Major Updates
Negotiated Rulemaking on State Authorization, Distance Education, Accreditation and Other Topics Continues
In early February a session was held in continuation of the US Department of Education’s crucial Negotiated Rulemaking on Program Integrity and Institutional Quality, with the second of three sessions running from February 5-8, and the third and final session scheduled March 4-7. Following a kickoff in early January, stakeholders reconvened to further explore and refine proposed regulatory changes across key areas of higher education. These include state authorization, distance education, accreditation, and more. Noteworthy proposals under discussion entail stricter accreditation requirements for new programs as well as visits to all locations; modifications to state authorization including a complaint process and governance requirements for reciprocity agreement organizations; as well as significant adjustments to distance education practices including requiring of taking attendance in all fully online courses. These proposals are the Department’s stance for negotiators to continue to refine and change during rulemaking. Each of the sessions allows for public comment periods, allowing for broader community engagement. Participants and interested parties are encouraged to engage in this vital process, with further details and registration information for the public virtual session attendance available on the Department’s Negotiated Rulemaking site. Learn more.
Unclear on what federal negotiated rulemaking entails? Check out our newly released Policy Matters: Primers and Insights brief: An Introduction to Negotiated Rulemaking for Higher Education.
Bipartisan Workforce Pell Bill Considered Before the US House of Representatives
This week, the US House of Representatives is scheduled to vote on the Bipartisan Workforce Pell Bill, marking a significant step towards reforming education and workforce development financial aid. This bill seeks to expand the Pell Grant program, traditionally aimed at providing financial aid for undergraduate students and longer-term programs, to now include short-term job training programs. The bipartisan support for this bill underscores a more recent recognition of the evolving needs of the American workforce and students. By extending Pell Grants to cover short-term workforce training programs, the legislation aims to open new pathways to high-quality employment for millions of Americans, addressing the skills gap in many industries. There have been some concerns about how the bill is paid for and how certain institutions are categorized to help cover the costs of the bill. These concerns and other details are being closely monitored by those in the Senate who are considering their own legislation and actions on workforce Pell.
Webinar Recording | Navigating Regulatory Changes in Higher Education
Hosted by the UPCEA Policy Committee and the Online Administration Network
Designed specifically for academic leaders, administrators, and legal and compliance officers, this session delves into the critical regulatory changes set to reshape online and professional continuing education beginning July 1, 2024. Our experts guide you through the intricacies of licensure notifications, financial responsibility standards, administrative capabilities, certification processes, and the latest in gainful employment guidelines. Additionally, gain insights into the current US Department of Education negotiated rulemaking sessions, focusing on state authorization, distance education, and accreditation. Equip your institution with the knowledge to navigate and adapt to the significant regulatory updates impacting online education. Discover the keys to successfully navigating the evolving regulatory landscape in higher education with our webinar recording.
Other News
- Public Comment Due April 22 – Gainful Employment/Financial Value Transparency Reporting Requirements (Federal Register)
- Education Dept. to help universities with FAFSA processing (EdScoop)
- U.S. Eyes Debt Relief for Borrowers Facing Hardship (Inside Higher Ed)
The Generative AI (GenAI) tools we know as ChatGPT-4, Gemini-Advanced and their competition in 2024 are all getting many more features than the versions we used just a year ago.
Speaking at the World Government Summit earlier this month, OpenAI CEO Sam Altman said GPT-5 will be ‘smarter’ and perhaps faster and more multimodal than previous versions of GPT. Altman apologized for perhaps sounding flippant in saying it would be “smarter,” but the OpenAI leader went on to explain that if the coming version of AI is smarter across the board, it is a truly significant improvement. This is not merely adding capabilities here and there, it is, rather, a holistic improvement.
There is a continuum of growth in size, speed, features and results that we are witnessing rolling out day by day and week by week. The competition among those leaders in this field is relentlessly driving small incremental improvement in the products. Yet, in a larger sense, we are also seeing GenAI improving in broad measures, as Altman suggests. As educators, we might say a student becomes smarter in the “four C’s” of holistic student improvement:
- Critical Thinking: Encouraging analytical and thoughtful decision-making.
- Communication: Developing effective interpersonal and expressive skills.
- Collaboration: Fostering teamwork, empathy, and cooperation.
- Creativity: Cultivating innovation and problem-solving abilities.
We see similar learning improvements when comparing undergraduate students to graduate students. Unfortunately, we in higher education, the faculty and administrators, are not getting smarter and more confident about GenAI at the same rapid rate.
A recent survey was conducted by Cengage Group and Bay View Analytics to better understand attitudes and concerns of higher education instructors and leadership. Dr. Jeff Seaman, lead researcher and director of Bay View Analytics, reported that only 16% of faculty and 11% of administrators felt prepared for the changes that GenAI will bring about in higher education. Seaman notes, “The delta between the expected impact of GenAI in higher education and the current ability of these organizations to adapt to this new technology is significant.”
It is critically important that we ensure our faculty and staff are prepared for the advent of more sophisticated AI tools as we move forward, because it is clear that advances are not slowing down. Truly revolutionary improvements will be upon us sooner than many of us may think. Those institutions that are prepared to take full advantage of the expanded abilities will surge ahead of their competition in efficiency, effectiveness and student outcomes, especially in preparation for the workplace where AI skills are increasingly valued.
For example, some faculty continue to rely upon ineffective tools to determine if assignments that are submitted have been written by GenAI. This is what I consider to be a mis-directed approach to serving students. GenAI applications are now fully capable of emulating the style and tone of the person prompting them. For example, here’s a recently posted routine that can effectively instruct a GenAI app to emulate your, or someone else’s, writing. This makes author detection very difficult if not impossible. Given the rate of computer-based tool adoption in business and industry, the distinction seems less relevant. If GenAI is considered as important of desktop tool as Excel, Word, Google Search and other common tools, the expectation to embed the product of these tools within daily work will be assumed.
As GenAI is more fully implemented in classrooms and workplaces, we are seeing new tools supported to enable Chatbots to enter into work groups and teams. GPT-4 recently enabled the capability to add an additional GPT to a conversation. So, one may create a three-way conversation between oneself, a GPT and an additional GPT. This opens the possibility of discussions between chatbots. It more fully reflects the environment that is evolving in businesses and industry where GenAI views are afforded the respect and consideration that human staff is given.
Another recent advancement is the development of text-to-video capability. OpenAI earlier this month announced “Sora” which is a feature of GPT-4 that will generate stunning videos from detailed prompt text descriptions. In recent months, we have seen the advent of a host of Zoom AI note-taker bots. These common tools can often provide complete transcripts of a Zoom call, or an organized, annotated summary of key actions within the call. These are useful for a variety of reasons, including providing formal minutes of the meeting. Meanwhile, Gemini just announced that the 1.5 Pro edition can analyze massive files in a variety of formats including video. “Gemini 1.5 Pro can take in ~700,000 words, or ~30,000 lines of code — 35x the amount Gemini 1.0 Pro can handle. And — the model being multimodal — it’s not limited to text. Gemini 1.5 Pro can ingest up to 11 hours of audio or an hour of video in a variety of different languages.”
While the various versions of GenAI differ significantly, Professor Ethan Mollick of the University of Pennsylvania reports that although the leading two apps have different strengths, Google Gemini Advanced has significantly improved to the point of approaching a level of parity with the leader, ChatGPT-4:
“GPT-4 is much more sophisticated about using code and accomplishes a number of hard verbal tasks better – it writes a better sestina and passes the Apple Test. Gemini is better at explanations and does a great job integrating images and search. Both are weird and inconsistent and hallucinate more than you would like. I find myself using both Gemini Advanced and GPT-4, depending on circumstances.”
It is expected that GPT-5 will move OpenAI significantly closer to achieving Artificial General Intelligence (AGI). AutoGPT by Mindstream commented on the much-anticipated release of GPT-5 by OpenAI, noting in a report earlier this month: “While ChatGPT 5 is expected to showcase significant advancements in natural language understanding and contextual conversation capabilities, it is still uncertain whether it will achieve true AGI. Most AI experts estimate that AGI is still years away, and current AI systems, including ChatGPT 5, are likely to remain focused on specific tasks and domains. However, the progress and advancements made by OpenAI’s GPT models indicate that the pursuit of AGI remains a priority and will continue to shape the AI landscape in the future.”
If we are rapidly approaching AGI, one wonders how long it will be before we see the next generation of this technology, Artificial Super Intelligence (ASI)? If you are unfamiliar with the term ASI, USC Libraries defines it: “Artificial superintelligence (ASI) refers to a hypothetical form of AI that surpasses human intelligence across all fields, from creative arts to scientific research. Unlike contemporary AI, which excels in specific tasks, ASI would be capable of outperforming the best human minds in every domain.” And what will ASI mean for the future of higher education?
This article was originally published in Inside Higher Ed’s Transforming Teaching & Learning blog.
By Kevin Phang, VP, Partnership Development, Marketing & Enrollment, Noodle
Marketing plays a key role in shaping a company’s success, and in higher education it’s no different. Colleges, universities, and other institutions face more competition every year, and with market demands and trends in constant flux, the need for strategic, impactful marketing that delivers has never been greater. With that in mind, let’s explore how higher ed can learn a thing or two by adopting marketing strategies proven successful in the corporate world, and why a unified approach is emerging as a preferred solution.
It starts with understanding the need for change
Higher education brand and marketing agency SimpsonScarborough compiled a 2022 study urging institutions to begin treating marketing as a vital investment—as the corporate world does—rather than merely a strategic one. This requires universities to adopt a more proactive and strategic approach that starts with understanding the importance of aligning institutional goals and priorities with marketing efforts. And while there are many parallels between higher education institutions and corporations, that doesn’t mean higher ed should train its focus on the bottom line.
First of all, yes—encouraging institutions to adopt corporate practices to drive innovation and success challenges our traditional view of higher education as completely distinct from the corporate world. Some suggest that universities are already run too much like businesses, and that teaching and learning have taken a back seat to generating revenue. But if you look at the mission of most higher ed institutions, you should see some areas that would benefit from a more businesslike approach. Take, for example, the way in which companies identify talent and provide the resources to support and advance it; or the agility and speed at which a successful company can pivot in response to market trends.
Higher ed would benefit from a more businesslike approach. A Twitter post from mathematics professor Robert Talbert didn’t mince words, stating that higher ed “needs to treat teaching innovations like (good) businesses treat innovations.” Talking with users, developing products, and iterating on them—just as businesses do—is the way. You can’t wait for a problem to arise before addressing it.
Others have examined the potential benefits of applying corporate management strategies to higher ed, arguing that adopting more businesslike approaches would improve an institution’s operational efficiency, enhance its financial sustainability, and help them better meet the needs of their students and stakeholders.
It’s a compelling case. By recognizing marketing as a strategic investment and aligning their practices with corporate principles, universities can improve their chances of achieving their goals while navigating the complexities of the modern higher education landscape.
Let’s take a deeper dive into the current challenges facing higher ed marketing and look at some practical strategies for overcoming them using a corporate-inspired approach.
Recognizing the challenges
Higher education institutions face more than enough challenges when it comes to marketing themselves—culture, programs, and offerings alike. The biggest may be their competitive internal dynamics. Unlike corporations, where departments work collaboratively towards common goals, colleges and universities can struggle with siloed departments and conflicting priorities. This often leads to disjointed marketing efforts and a lack of cohesion in messaging that can damage the institution’s brand.
Inefficient ad spending is another pain point. Many universities allocate their marketing budgets haphazardly, with little attention paid to ROI or strategic alignment. This leads to wasted resources and outcomes that fail to move the needle in terms of effectively reaching and engaging their target audiences. Further supporting that point, the SimpsonScarborough study notes that only a fraction of higher ed marketing budgets are allocated towards research and strategic planning.
A rapidly evolving higher education landscape compounds these challenges. With online learning on the rise, alternative credentialing options increasing, and an ever-growing percentage of learners coming from new and or underrepresented demographics, universities must focus on adapting their marketing strategies to remain relevant and competitive by focusing on agility and innovation. However, many institutions struggle to keep pace with these changes, leading to stagnation and missed opportunities for growth.
What lessons can we learn from the corporate world?
Given these challenges, higher ed can draw valuable marketing lessons from the corporate world. An excellent David Rosowsky article in Forbes emphasizes the potential benefits : treating colleges and universities as businesses by adopting corporate strategies can lead to operational efficiency, financial sustainability, and better results across the board.
Consider the importance of strategic planning and data-driven decision-making. Corporations invest significant resources in market research and analysis to inform their marketing strategies and help them allocate resources effectively. Higher ed institutions can certainly benefit from conducting market research—both to understand the preferences and needs of their target audiences and to develop tailored marketing campaigns to reach them.
The concept of brand management is key to corporations and higher education alike. Just as corporations carefully cultivate their brands to position themselves in the marketplace, universities must develop and promote their unique value propositions to attract their target audiences. Articulating your institution’s mission, values, and strengths in a compelling, authentic way will help your story resonate with prospective students and donors.
Current spending indicates that higher ed is not getting the message. In general, institutions spend over half of their marketing budgets (56 percent) on labor. Corporations? Less than half that amount (25 percent). Corporations also direct nearly nine times more of their budgets to marketing technology than higher ed institutions do, and spend about 25% more on advertising than higher ed spends on all marketing expenditures combined.
Higher education institutions can overcome the challenges facing their marketing efforts and achieve greater success and sustainability in the competitive landscape by adopting corporate management strategies and principles.
The Noodle solution: A unified marketing approach
Noodle believes that a unified marketing approach is the solution to the challenges facing higher education marketing. This approach follows corporations’ focus on efficiency and consumers, and aligns institutional goals with market demands to drive success. Students are increasingly savvy customers. By adopting a research-led marketing model and treating them as discerning consumers, institutions can enhance enrollment and meet evolving educational expectations.
The unified approach emphasizes cohesion and collaboration across departments and internal stakeholders. Rather than operating in silos (as many institutions do), marketing efforts should be integrated seamlessly across all other functions, including admissions, academic departments, student services, and others. That’s the roadmap to achieving consistency in messaging and maximizing the impact of your marketing campaigns.
The importance of leveraging technology in higher ed marketing can’t be overstated. We’re in the midst of the digital age, and embracing the innovative tools and platforms is a must in order to effectively reach and engage your target audiences. From social media advertising to personalized email campaigns, tech offers endless possibilities for institutions to connect with prospective students and differentiate themselves in the increasingly competitive marketplace.
Steps you can take
A corporate approach to marketing in higher education requires planning. Consider these practical strategies on your road to transforming your institution’s marketing efforts:
- Develop a comprehensive marketing plan — Begin by conducting a thorough assessment of your institution’s strengths, weaknesses, opportunities, and threats (SWOT analysis). Results will help you develop a plan that outlines clear objectives, target audiences, messaging strategies, and tactics for reaching your goals.
- Collaborate across departments — Build a culture of collaboration among all departments involved in marketing efforts. That means admissions, academic departments, student affairs, alumni relations… everyone. Cross-functional teams working together towards common objectives sharing resources and insights can break down walls and maximize your efforts.
- Invest in market research — It’s true: putting resources towards market research is the only way to gain insights into the needs, preferences, and behaviors of your target audiences. Conduct surveys, hold focus groups, and arrange interviews with prospective students, current students, alumni, and other stakeholders. They’ll go miles toward informing your marketing strategies and messaging.
- Embrace analytics — Data analytics is one of your most valuable tools in tracking and measuring marketing campaign effectiveness. Key performance indicators (KPIs) like conversion rates, web traffic, and social media engagement provide a window into how you’re doing and help you make informed, data-driven decisions that get you better results.
- Go all-in on digital marketing — You’re at the party; you might as well dance. Digital channels like social media, email marketing, search engine optimization (SEO), and content marketing are here to stay. Don’t shy away; they’re all necessary to reach and engage your target students. Create compelling content that resonates with them, then use targeted advertising to reach them where they are. You’ll maximize the bang for your buck.
- Personalize communications — Tailor your marketing communications to the specific needs and interests of each segment of your target audience. Segmentation and personalization techniques can help you deliver the relevant messaging and content that speaks directly to your students’ preferences.
- Be agile! Be responsive! — Higher ed is a constantly evolving landscape. Learn to be agile and more responsive to changes in the market. Monitor trends, the competition, and student feedback with an eagle eye, and use that info to decide how to adjust marketing strategies to stay ahead of the curve and stay in front of your competitors.
Implementing these corporate-flavored strategies can help institutions overcome the challenges they face and achieve greater success in attracting and retaining students, securing funding, and enhancing their reputation in the marketplace.
Where to go from here?
Adopting a more corporate approach to marketing shows true promise in driving success for higher ed institutions. Viewing marketing as a strategic investment and embracing corporate management strategies can help universities overcome challenges and achieve greater marketing success. Noodle recommends a unified marketing approach that creates a usable framework for aligning your goals with your market demands. Cohesiveness, collaboration, and technology are your keys to optimizing marketing efforts and distinguishing your institution in the marketplace.
As you look towards the future, it’s important not to lean on one success for too long. Institutions need to continue evolving and adapting their strategies to meet the changing needs and expectations of students and the higher ed market. Embracing the lessons the corporate world has learned can position your institution for long-term growth, sustainability, and success.
Kevin Phang is VP, Partnership Development, Marketing & Enrollment for Noodle. Noodle is the leading tech-enabled strategy and services partner for higher education. A certified B corporation, Noodle (founded in 2013) has developed infrastructure and online enrollment growth for some of the best academic institutions in the world. Noodle empowers universities to transform the world through life-changing learning. It offers strategic consulting to advise partners as they navigate their futures, provides services tailored to meet their growth aspirations, and deploys technology, tools, and platforms that integrate for scale, making our partners more resilient, responsive, efficient, and interconnected. Noodle.com
References
“What If Higher Ed Marketing Budgets Looked More Like the Corporate World?” SimpsonScarborough, February 28, 2022.
John Warner, “Where Higher Ed Should Be More Businesslike,” Inside Higher Ed, November 17, 2022.
David Rosowski, “If Colleges Are Businesses, Why Not Run Them That Way?” Forbes, May 10, 2020.
21 of Top 25 Ranked Institutions are UPCEA Members
WASHINGTON, D.C. (February 20, 2024) — UPCEA, the online and professional education association, is pleased to congratulate the many UPCEA members recognized in the 2024 U.S. News & World Report Best Online Programs rankings.
U.S. News rankings include more than 1,750 online programs, covering bachelor’s and graduate programs across a variety of fields. The U.S. News rankings focus on degree-granting programs designed to be completely online. Using information provided by participating institutions, the ranking methodologies include factors such as student engagement, services and technologies, and faculty credentials and training.
“The U.S. News and World Report’s annual rankings for online programs serves as a good reminder that UPCEA members continue to innovate and provide incredible online experiences for faculty and students regardless of conditions,” said Julie Uranis, Senior Vice President of Online and Strategic Initiatives for UPCEA. “Our members are not only leading successful online enterprises and creating quality programs, but they are at the forefront of digital transformation at our institutions.”
“As the student demand for high-quality online learning opportunities grows, Oregon State continues to demonstrate its leadership in delivering innovative and engaging learning solutions that meet student and workforce needs around the world,” said Lisa L. Templeton, the vice provost of Oregon State’s Division of Educational Ventures. “Everything we create, deliver and do is connected to our academic partners at OSU. We share the honor of being ranked #4 in the nation with our 1,200+ faculty partners and the advisors, administrators and others in the Oregon State community who give students access to high-quality learning experiences online.”
Twenty-one of the top 25 ranked institutions are members of UPCEA:
1 – University of Florida
4 – Arizona State University
4 – North Carolina State University
4 – Oregon State University
7 – Ohio State University
7 – Texas A&M University
7 – University of Central Florida
7 – University of North Carolina, Charlotte
11 – CUNY School of Professional Studies
11 – University of Arizona
13 – Embry-Riddle Aeronautical University
14 – George Washington University
15 – University of Georgia
16 – University of Kentucky
16 – University of North Carolina, Wilmington
16 – Washington State University
20 – Indiana University
20 – Loyola University Chicago
20 – University of Massachusetts, Amherst
20 – University of North Florida
20 – University of Oklahoma
“Texas A&M University’s College of Engineering remains among the top choices for online graduate engineering education for the sixth consecutive year,” said Sunay Palsole, Assistant Vice Chancellor for Engineering Remote Education at Texas A&M University . “This national recognition, the exceptional work of our faculty in engaging students and delivering a high-quality educational experience in engineering fields. Proudly serving veterans with top-tier support and resources, we’re honored to be recognized for our commitment to those who’ve served.”
“It’s always an honor when the hard work of so many Ohio State faculty and staff receives recognition, especially for the excellent online teaching and learning experiences they have created. At Ohio State we have put effort and resources into serving online and post-traditional learners, and we always want to celebrate them,” said Jason Lemon, Vice Provost and Dean for Online Learning at The Ohio State University. “Ohio State Online continues to transform the online experience in positive ways for faculty who create online programs and courses and for students who participate in them. This effort is a demonstration of our commitment to delivering educational opportunities and access to the highest quality education experiences across Ohio and the nation. We are constantly finding ways that allow working professionals and adult students to pursue their educational goals and care for their families, lives, and careers with flexible online educational programs.”
Congratulations to all of the UPCEA members recognized in this year’s rankings!
About UPCEA
UPCEA is the online and professional education association. Our members continuously reinvent higher education, positively impacting millions of lives. We proudly lead and support them through cutting edge research, professional development, networking and mentorship, conferences and seminars, and stakeholder advocacy. Our collaborative, entrepreneurial community brings together decision makers and influencers in education, industry, research, and policy interested in improving educational access and outcomes.
Generative artificial intelligence has the potential to greatly enhance your creativity, efficiency, productivity and relevance in nearly every role in higher education.
The pathway to success in using generative AI is to become proficient in composing the initial prompts and follow-ups that fully, precisely and unambiguously communicate your needs to the tool. It is a matter of communication skill, not of programming prowess. Fortunately, to command the power of artificial intelligence today, we don’t need programming skills—we need to learn how to best express our desired outcomes to the application.
There is a wide variety of generative AI apps available from major tech companies as well as smaller start-ups and even individuals. They have done the hard work of creating the tool and training it to respond to our commands. There’s even a site named “There’s an AI for That,” which, at the time of this writing, lists 11,670 AIs for 16,604 tasks and 4,847 jobs.
Although the list changes with new releases and updates, I have my current favorites. These apps are powerful, feature-loaded and among the most reliable online. Of course, ChatGPT, developed by OpenAI and one of the first in the field, is among the best and most innovative, often adding features that are later replicated by competitors. I use the paid version that allows me to create my own GPT and always provides access to the newest and largest large language models, currently GPT-4 Turbo. For readers with Plus subscriptions ($20/month), my GPT is Ray’s EDU AI Advisor. A recent beta feature allows Plus subscribers to enter the name of another GPT to enable it to join the conversation, so you can have a mix of GPTs engaged in your conversation.
Also among my favorites has been Google Bard, that, as of Feb. 7, was renamed Gemini. The new version is significantly improved—Gemini is powered by Gemini Pro, a large language model developed by Google AI. It was first announced in May 2023 and officially integrated into Bard in December 2023. Among the features I really like are that, in most cases, it automatically provides three versions of responses and has recently added image generation to its capabilities.
Another favorite that is gaining recognition is Perplexity, which provides source-citation links for all responses. This is particularly useful for us in higher ed. Also available in many cases are the results of a search for relevant images.
Other favorites include Claude2, You and Pi, which is particularly useful for social-emotional support as well as the standard generative AI services. In all cases, the essential skill for success is to be able to craft prompts that get the most out of these highly capable tools.
We have previously discussed in this space how important it is to start using generative AI as soon as possible in order to better understand the changes it will bring to higher education in the months ahead. You will see that it has powerful abilities to dig through current data to give you trends and fact-filled responses to improve your classes, curricula, marketing, departmental efficiency and vision of the future. The potential is stunning. You have only to write your requests in a form that gives the context of your situation as well as the kind of format and content you are seeking in the response. In order to accomplish that, you must refine and practice your skills at developing prompts that will draw out the best responses from the application you are using.
If you get started now by using generative AI to enhance five to 10 daily searches for information, by spring break you will be confident and skilled enough to teach others. This can be started by using a search extension. For example, when I conduct a Google search, a Chrome extension—ChatGPT for Google—displays the results on a split screen with Google search results displayed on the left and a choice of generative AI provider responses on the right side. However, the common cryptic Google search terms do not bring out the best of results from generative AI. You will need to rerun or craft follow-up prompts to get a robust response.
In brief, you should approach writing your prompts as if you were speaking to an intelligent colleague at work. You should give full context to your request, such as, “I am a professor at the University of Illinois Springfield teaching an introductory class on communication technology.” This explains the audience for the output. You would continue with details of what you are seeking, such as an entire syllabus, a module, exercises, engagement opportunities, assessment rubrics, etc. You might then ask for the results in narrative, table or another format.
There are many guides, even entire short courses, on how to write the best prompts. They continue to be revised and updated to include the new features and options that are available among the different applications. One of the most recent lists of suggestions comes from the Mohamed bin Zayed University of Artificial Intelligence, the world’s first graduate-level artificial intelligence university dedicated to research.
Authors Sondos Mahmoud Bsharat, Aidar Myrzakhan and Zhiqiang Shen last month published a research paper, “Supercharge Your ChatGPT Prompts” in the open-access preprint arXiv publication. The results have been summarized in 26 succinct slides with prompt composition recommendations. These can guide you as you develop your prompts, helping to ensure you craft them in the best way to elicit the responses you seek. As you refine your prompt writing, do not hesitate to follow up with additional prompts to uncover the information you need.
Even as you read this, know that colleagues and competitors alike are using the awesome power of generative AI to assist in creating new works; discovering more efficient modes and methods of advancing themselves, their students and their colleagues; and enhancing the overall effectiveness of their departments, colleges and universities. Don’t be left behind!
This article was originally posted in Inside Higher Ed’s Transforming Teaching & Learning blog.
Eleven months ago, my wife and I were on vacation in Tucson, Arizona. In a past life, I’d briefly worked in Saguaro National Park removing invasive species, so I was eager to get back and bask in the unique qualities of the Sonoran Desert and the Old Pueblo of Tucson. On a Sunday afternoon, we walked into an expansive and ornate establishment with the hope of eating lunch. The restaurant included a series of buildings, a bar, an art gallery, and a kitchen, encircling a courtyard where live music was being played. We first sat at the bar and had some chips and salsa while we waited for a table. After a few minutes, a table opened up and we were seated in the courtyard, delighted with our decisions thus far.
Understandably, service was slower with an abundance of Sunday afternoon patrons and the unique layout of the restaurant. For the first 10 minutes, we weren’t overly surprised that no staff had come to check in on us. However, as the minutes ticked by, my frustration and disappointment began to mount. My wife and I sat unacknowledged for an hour before we got up and left. Although the restaurant had done a masterful job in creating a welcoming environment and offered products that we sincerely wanted, it was unable to adequately engage with us. Unfortunately, recent data from UPCEA and InsideTrack detail that higher education suffers from this same lack of engagement with potential students.
The UPCEA and InsideTrack study, Looking Toward the Future: Enrollment Strategies and Evolving Expectations of Potential Inquirers, found that 40% of inquiries placed by potential students do not receive a response from the institution. This is a massive shortcoming that has tremendous impact on an institution’s ability to attract students. Recently, I’ve been having conversations with leaders in professional and online education units who are facing tremendous, and oftentimes unrealistic, expectations to increase enrollments and revenues three to five times in a remarkably short time. While some academic leaders feel that the development of new online programs will solve their challenges, I would argue that making adjustments to the top of the enrollment funnel will have a more immediate impact and provide a greater return on investment.
The research found 37% of individuals who send an inquiry about a credit-bearing program begin an application and 10.4% matriculate into the program. If an institution receives 100 inquiries for a credit-bearing program and only responds to 60, aligning with the research average, that will result in approximately 6 enrollments. Assuming an institution is able to respond to even 80% of inquiries, that would result in another 2 enrollments for a total of 8. Depending on the revenues associated with enrollments, this could be thousands or tens of thousands of dollars in additional revenues for the institution without its having to spend an additional cent on marketing or program development. Furthermore, while new programs can play a critical role in revenue generation, they would not be able to meet their full potential without changes at the top of the enrollment funnel.
Another troubling datapoint identified in this research was the fact that just under a fifth (19%) of professional and online education units do not actively track enrollment funnel metrics. This lack of tracking leads to blind spots, which could cost the institution considerable sums of money and makes it very challenging to isolate areas of improvement or track the success and failures of various engagement strategies. Although establishing a process for tracking enrollment funnel metrics can be a challenge, and undoubtedly requires resources, it is essential to understanding the overall health of a professional and online education unit.
The study showed that improvements to the enrollment funnel have been made over the last two years. Among 2023 inquiries that received a response, the average response time was 7 hours and 22 minutes, with a median of 3 hours and 3 minutes. This is a notable improvement from 2021 when the average response time was 11 hours and 47 minutes, and the median was 4 hours and 42 minutes. Response time is particularly important as a metric for institutions to be aware of as students desire, and even expect, a smooth and efficient customer experience. If a student has equal interest in two different programs at two institutions, they may very well choose the program from the institution that is more responsive to their queries. Institutions that design systems and processes around the learner will be far more effective than those that continue to design systems and processes around the institution. This reality is perhaps best illustrated by the variance of request for information (RFI) forms within professional and online education units.
While 80% of professional and online education units incorporate a request for information form, less than three-quarters (72%) of survey respondents said their unit’s RFI form is built in a way that meets the needs of adult learners. While this data point acknowledges that there is an issue with RFI forms, it is likely understating the prevalence of ineffective forms. According to previous research from UPCEA and ThinkingCap, only 60% of adult learners are willing to provide their phone number when they initially contact a college or university about a program they have interest in. Also, only 51% are willing to provide their birthday and 39% their address.[1] These data points are commonly required on RFI forms, and such questions may deter students from pursuing a program.
Looking Toward the Future: Enrollment Strategies and Evolving Expectations of Potential Inquirers examined RFI forms at 100 institutions and developed a scoring rubric to establish a quantitative and comparable metric, the quality index. Overall, the average score was 80.67, which straddles the line on the quality index between intrusive and tolerable. Just one out of six institutions (17%) received a score of 90 to 100, defined as acceptable on the quality index.
Ultimately, institutions need to build their enrollment funnel around the learner, rather than the institution. RFI forms should be a concise and effective avenue for inquirers to pose a question, rather than a cumbersome and invasive document. Institutions need to ensure that all inquiries receive an informative and prompt response to assure the inquirer that they matter to the institution. Lastly, enrollment funnel metrics need to be actively tracked so that they can be appropriately managed. Institutions that are able to achieve these objectives will be best positioned to serve learners moving forward.
[1] https://core.upcea.edu/HigherLogic/System/DownloadDocumentFile.ashx?DocumentFileKey=e026dec7-aabc-6ee9-9d5e-bba304467fb2&forceDialog=0
As innovators and changemakers in the adult learner space, you’re always looking for the best ways to support the students you serve and help them overcome obstacles on their educational journey. Through coaching, you can provide adult learners with a personalized approach tailored to each individual, ultimately giving them the tools and techniques they need to advance toward their educational and career goals. In this blog, we explore three main challenges faced by adult learners — with actionable insights for each one.
#1 — Stabilize support for students struggling to connect
Disengagement is a major obstacle for adult learners, especially in an online setting or on a campus that was designed for traditional students. Working and older learners can struggle to connect with their campuses, professors and peers. Consistently engaging with learners through regular check-ins lets them know they’re supported and provides an easy-to-implement solution.
Establishing a connection begins with assessment. By asking assessment questions upfront, student supporters can better understand exactly where an adult learner is on their journey. InsideTrack’s research-proven coaching methodology leverages the power of assessment to gauge learner progress and uncover their core values — their “why.” Aligning learning goals with personal values helps learners tap into their motivation, which bolsters engagement and perseverance. Beyond exploring their core values, student supporters can help learners feel confident and ready for the challenges ahead by assessing their KSBs: Knowledge, Skills and Beliefs. Not only will it give them the insight as to how to best support them, but it also helps adult learners feel seen, heard and understood.
The solution in action
When Penn State World Campus set out to create a better experience for their prospective learners, they made tailored coaching support available to students during the pivotal time from acceptance through the end of their second term, keeping learners connected and on track. In addition, insights gleaned from coaching connections with students helped Penn State develop a deeper understanding of student attitudes, behaviors, and needs — and create tailored support for key student populations.
#2 — Bolster soft skills to help students balance priorities
Being an adult online learner is a juggling act, with competing priorities from family, work and academics. It’s easy to become overwhelmed. That’s why time management skills are so critical. Embedding a coaching methodology into staff support can give student-facing staff a proven framework to help learners effectively manage their time and commitments.
Asking learners questions that dig deep — How are your time management skills? What are some things you could do to improve? Are you using any strategies or tools to help you succeed, like a calendar to help keep track of important dates and deadlines? — is a great way for student supporters to get a sense of how well learners are handling the load. Managing commitments is one of eight key focus areas that impact student satisfaction and success. Using these focus areas to understand a student’s individual strengths and stressors helps student supporters enhance learner experiences.
The solution in action
While redesigning the school’s advising department, Illinois Central College was committed to enhancing the personal and professional development of all their students and improving student support. From implementing direct one-on-one coaching to training staff members to integrate coaching methodology into student-facing interactions — including working with learners on job-ready skills like time management — they were able to measurably improve retention and satisfaction among coached students.
#3 – Focus on career through every stage of the learning journey to maximize opportunity
Too often, online learners face the prospect of limited job opportunities during their educational journey. Yet the link between education and the workforce is the primary reason many learners are in school. That’s why it’s so important to make career readiness an integral part of any student support program, from day one. Adult learners in particular are looking to update their current skills, gain new ones, or change careers altogether — which means earning the necessary credentials required to succeed and advance in the workplace. Integrating Career and Technical Education (CTE) programs with degree programs is a great way to improve the student experience while boosting enrollment.
Student supporters can also help connect students to their career by drawing the link between their present (attending college classes) and their future (achieving their career goals). Students who understand the importance and relevance of school to their careers often become more motivated academically and the sooner they identify and can start working toward their career goals, the better prepared they’ll be when it’s time to actually start that career. An early understanding of how dollars spent now, on tuition, translates into future earnings would also prove helpful. Adult learners especially would benefit from knowing the investment they’re making to earn their degree will lead to career opportunity and success when they graduate.
The solution in action
Career and Technical Education (CTE) provides learners with the tangible skills and knowledge they need to move into or along a career path that leads to a quality job. Connecting community college CTE and degree pathways not only give students a clearer sense of belonging, purpose and direction — these program pathways also align with labor markets, reflect current trends and fuel socioeconomic mobility for all types of students across the country. When Dallas College decided to place more emphasis on career preparation and meeting the needs of the region’s employers, they took steps to integrate CTE programs into a guided pathways model in a way that would benefit the learners, the institution and employers.
InsideTrack uses the power of coaching to keep adult learners on the path to success
InsideTrack is a mission-driven nonprofit that fuels positive change by empowering and advancing all learners to achieve their educational and career goals through the transformative power of coaching. We help people get the education they need to enhance well-being, create opportunity and secure meaningful employment — ultimately facilitating economic and social mobility. Since 2001, we have served over 3.2 million learners, partnering with more than 350 institutions and organizations to directly improve enrollment, retention, completion, and career advancement – tailoring our coaching outcomes to fit the needs of our partners and the learners they support. Our coaching methodology is evidence-based and research-confirmed, supporting all types of learners at every stage of their journey — especially those who face systemic barriers to postsecondary success. We are a catalyst for transformational impact, ultimately empowering learners and the organizations who serve them. To learn more, visit our website.
In an ever-evolving job market, higher education plays a crucial role in preparing students for strong career outcomes. I’m excited to share that Coursera’s third annual Job Skills Report is here to guide higher ed leaders as they navigate this landscape by highlighting the essential skills and credentials that are shaping the workforce.
The Job Skills of 2024 report draws from a diverse learner base of over five million individuals spanning 3,000 businesses, 3,600 higher education institutions, and governments across 100 countries to provide a comprehensive view of this year’s fastest-growing skills. These learners, who are central to our mission of employment readiness and upskilling, form a key subset of our overall 136 million learners. By analyzing the fastest-growing skills among our enterprise learners, we are able to surface meaningful skill trends for 2024 and beyond.
This year’s report explores key global job skill trends, including:
Trend #1: Leadership skills for supporting teams through organizational change are a growing priority. This year, we’ve seen a notable rise in the importance of leadership skills, especially those centered around empathy, strategic thinking, and nurturing employee growth. The rapidly shifting macroeconomic landscape, coupled with the proliferation of technologies like AI, is creating new demands on leaders. By equipping students with leadership skills, higher education leaders can enhance their employability and empower them to be effective leaders in an ever-evolving professional world.
Trend #2: AI-related skills are driving record-breaking course enrollments. At Coursera we’re witnessing a remarkable surge in AI-related learning. In just this past year, our catalog of over 800 AI-related courses has attracted more than 6.8 million enrollments collectively. The course Generative AI for Everyone from DeepLearning.ai amassed 43,000 enrollments in the first 7 days, making it the fastest-growing course in 2023. Investing in AI-related skills will be key for preparing students for an AI-enabled world.
Trend #3: Demand is surging for cybersecurity and information security skills. Half of the top tech skills listed in the report are cybersecurity skills. Given that there’s an estimated shortfall of nearly 3.5 million cybersecurity workers, investments in cybersecurity skills development programs mark an opportunity for higher education institutions to ready students for the job market.
Trend #4: Skills for understanding and communicating data continue to be among the fastest-growing. Data visualization’s continued growth as a top skill in 2024. With research indicating that 70% of employees will need to heavily use data by 2025 and that only 11% of employees currently feel confident in their data skills, there’s a clear directive for higher education leaders to enhance curricula with a focus on data literacy and storytelling. This approach will empower students to excel in a data-driven professional world.
Trend #5: Demand for web development and computing skills remains high. Several of the fastest-growing tech skills are focused on web frameworks and cloud computing skills. With the global cloud computing market expected to reach $591.8 billion in 2023, and 73% of employees feeling underprepared for digital skills needed in business, there’s a clear opportunity. Higher education leaders must prioritize incorporating these tech skills into their curricula to address a critical skills gap and provide students with a viable path to employment in these high-growth areas.
Trend #6: Curated learning paths, like Professional Certificates and Specializations, are driving the largest skill rank changes. Enterprise learner enrollments in entry-level Professional Certificates have increased by 27%, non-entry-level Professional Certificates by 34%, and Specializations by 18% this past year, reflecting a growing adoption of micro-credentials. Our partnership with the University of Texas System exemplifies this, offering access to more than 35 Professional Certificates—from leading companies such as Google, IBM, and Salesforce—to over 246,000 individuals. For higher education leaders, this trend is significant. That employers are 72% more likely to hire someone with a Professional Certificate highlights the critical role of these learning paths in enhancing student employability and meeting the evolving needs of the job market.
The Job Skills of 2024 Report provides a valuable signal for leaders in higher education who are dedicated to equipping students with the skills they need to secure and advance their careers. By investing in these rapidly evolving skill areas, higher education institutions can create a workforce equipped to tackle current challenges and poised for the future.
To explore the findings and key global trends underlined in Coursera’s third annual Job Skills Report, visit: coursera.org/skills-reports/job-skills.
Marni Baker Stein is Coursera’s Chief Content Officer. Coursera was launched in 2012 by two Stanford Computer Science professors, Andrew Ng and Daphne Koller, with a mission to provide universal access to world-class learning. It is now one of the largest online learning platforms in the world, with 136 million registered learners as of September 30, 2023. Coursera partners with over 300 leading university and industry partners to offer a broad catalog of content and credentials, including courses, Specializations, Professional Certificates, Guided Projects, and bachelor’s and master’s degrees. Institutions around the world use Coursera to upskill and reskill their employees, citizens, and students in fields such as data science, technology, and business. Coursera became a Delaware public benefit corporation and a B Corp in February 2021.
8 Individuals and 8 Programs Receive Association’s Highest Honors
WASHINGTON, February 2, 2024 – UPCEA, the online and professional education association, has announced the recipients of the 2024 Association Awards. The UPCEA Association Awards program includes recognition of both individual and institutional achievement across the UPCEA membership.
Since 1953, UPCEA has recognized its members’ outstanding contributions to the Association and the field, as well as their achievements in innovative programming, marketing and promotion, community development and services, research and publications, and many other areas.
Award recipients will be honored at the 2024 UPCEA Annual Conference, March 26-28 in Boston, Massachusetts.
“The caliber of nominations received this year is a testament to the unwavering dedication of UPCEA members to advancing excellence in higher education,” said Catie Weaver, Instructional Designer II, Western Kentucky University and Chair, UPCEA Awards Committee. “As we honor this year’s recipients, we celebrate their profound contributions to the evolving landscape of online and professional education, inspiring learners and peers alike.”
The recipients of this year’s awards are as follows:
Julius M. Nolte Award for Extraordinary Leadership is given to an individual in recognition of unusual and extraordinary contributions to the cause of continuing education on the regional, national, and/or international level.
Recipient: Karen Sibley, Brown University
Phillip E. Frandson Award for Literature recognizes the author and publisher of an outstanding work of continuing higher education literature.
Recipient: The Abundant University: Remaking Higher Education for a Digital World, Michael D. Smith, Carnegie Mellon University
Adelle F. Robertson Emerging Professional Continuing Educator Award recognizes the scholarship, leadership and contributions to the profession of a person who has entered the field within the past five to ten years.
Recipient: Casey Rothenberger, San Diego State University Global Campus
UPCEA Leadership in Diversity and Inclusive Excellence Award recognizes an individual or a program that represents best practices and demonstrates positive impact in promoting cultural shift in the organization that promotes diversity and inclusive excellence.
Recipient: UCR University Extension Social Justice Taskforce, University of California, Riverside University Extension
Dorothy Durkin Award for Strategic Innovation in Marketing and/or Enrollment Management recognizes an individual for achievement in strategic planning, marketing innovation or enrollment management success.
Recipient: Whitnie K. Powell, Indiana University Online
UPCEA Excellence In Teaching Award is presented to individuals who have provided outstanding teaching, course development, mentoring of students, and service to continuing education.
Recipient: J. Scott Christianson, University of Missouri
UPCEA Outstanding Professional, Continuing, And/Or Online Education Student Award: Noncredit recognizes outstanding student achievement in professional and continuing education.
Recipient: Joshua Perez, Rutgers Law School
Outstanding Program: Noncredit Award recognizes outstanding professional and continuing education programs that do not offer credit.
Recipient: Teaching with Artificial Intelligence, Biggio Center for the Enhancement of Teaching and Learning, Auburn University
UPCEA Global Program Award for International Partners recognizes exemplary and/or innovative programming by a non-U.S. institution that creates international educational opportunities for students and/or faculty.
Recipient: San Diego State University-Georgia
UPCEA International Program of Excellence or Innovative Practice Award recognizes a program engaged in activities that promote the exchange of knowledge and ideas of global significance.
Recipient: MIT Professional Education-Global Programs
UPCEA Business & Operations Award for Operational Excellence recognizes outstanding individual contributions in operations, entrepreneurial, and intra-preneurial work that moves an institution into a more favorable position, specifically in financial, human, administrative and IT operations in professional, continuing and online units at postsecondary institutions.
Recipient: Marc Booker, University of Phoenix
UPCEA Outstanding Service in Postsecondary Instructional Design Award recognizes outstanding service to the field of instructional design in one or more of the following areas: modeling and disseminating research (via workshops, webinars, conferences, papers, etc.), best practices, innovative methods, and/or mentorship, all for the betterment of the instructional design community.
Recipient: Jessica White, North Carolina State University
This award will be presented at the 2024 Distance Teaching & Learning (DT&L) and Summit for Online Leadership and Administration + Roundtable (SOLA+R), July 22-24, 2024 in Minneapolis, Minnesota.
UPCEA Award for Excellence in Advancing Student Success recognizes an individual or program for advancing the success of students in both credit and non-credit programs.
Recipient: Professional Project Administrator Program, Royal Roads University
UPCEA Award for Strategic Innovation in Online Education recognizes an institution of higher education that has set and met innovative goals focused on online education and been strategic in the planning, development, implementation and sustainability in line with the institutional mission.
Recipient: KSU Course Quality Management Model, Kennesaw State University
UPCEA Engagement Award recognizes an outstanding mutually-beneficial exchange of knowledge and resources between a UPCEA member institution and one or more external constituents such as local communities, corporations, government organizations, or associations.
Recipients: Small Economies, Bright Futures: A Reflexive Partnership Model for Skill Development, The University of Toronto School of Continuing Studies and Small Economy Works
UPCEA Innovation in Alternative Credentials Award recognizes a higher education institution that has successfully implemented an innovative alternative credential program with positive results.
Recipient: Curv Microcredentials, The G. Raymond Chang School of Continuing Education at Toronto Metropolitan University
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About UPCEA
UPCEA is the online and professional education association. Our members continuously reinvent higher education, positively impacting millions of lives. We proudly lead and support them through cutting edge research, professional development, networking and mentorship, conferences and seminars, and stakeholder advocacy. Our collaborative, entrepreneurial community brings together decision makers and influencers in education, industry, research, and policy interested in improving educational access and outcomes. Learn more at upcea.edu.
CONTACT:
Molly Nelson, UPCEA Vice President of Communications, [email protected]
The untapped possibilities of nondegree credentials
Employers have a strong interest in partnering with colleges to design and deliver nondegree programs. Yet more than 45 percent of employers in a recent survey said colleges had never approached them to do so. That’s one finding from a new report by UPCEA, the online and professional education association, and Collegis, a private consulting company. The share of employers that partner with external parties to provide employee training and professional development increased from 54 percent in 2022 to 68 percent in 2023, the survey found. But colleges were losing ground to private providers. Employers that did work with colleges said they valued the quality of their content and their reputation. Among the barriers employers reported in working with colleges, the most cited was cost.
Another UPCEA report on alternative credentials, released last month, noted that many colleges see employers as strategic partners and consumers of their nondegree offerings. But colleges often lack a coordinated strategy for employer outreach, the report states. It outlines how many institutions were taking what seemed to be scattershot approaches to marketing and pricing their alternative-credential programs.