UPCEA Co-Signs Letter with ACE and Other Organizations in Response to Department of Education’s Feb. 14, 2025 Dear Colleague Letter (American Council on Education)
“The stated purpose of the DCL is to “provide clarity to the public regarding existing legal requirements” for colleges and universities under the Supreme Court’s 2023 decision in Students for Fair Admissions v. Harvard (SFFA), and more broadly under Title VI of the Civil Rights Act of 1964 and the Equal Protection Clause of the U.S. Constitution. Unfortunately, the DCL’s ambiguous language has only led to confusion on campuses about their compliance responsibilities. Therefore, we respectfully request that the Department rescind the DCL and engage with the higher education community to ensure a clear understanding of their legal obligations in this area.” Read more.


Linda McMahon’s nomination to be Education secretary clears Senate hurdle (Roll Call)
Linda McMahon, whom President Donald Trump nominated to be Education secretary, is one step nearer to confirmation after the Senate cleared a procedural hurdle Thursday [2/27/25]. Senators voted 51-47 to approve a motion to invoke cloture on McMahon’s nomination, which is scheduled to receive a confirmation vote Monday. McMahon served as head of the Small Business Administration during the first Trump administration and was previously the CEO of professional wrestling and entertainment company WWE. Read more.


Judge temporarily blocks OPM, Education Department from sharing personal info with DOGE (Politico)
“A federal judge has barred the Education Department and the Office of Personnel Management — the government’s massive HR department — from sharing sensitive information with Elon Musk’s “Department of Government Efficiency,” saying the decision to grant DOGE access appears to breach federal privacy laws. “The continuing, unauthorized disclosure of plaintiffs’ sensitive personal information to DOGE affiliates is irreparable harm that money damages cannot rectify,” U.S. District Judge Deborah Boardman, a Maryland-based appointee of President Joe Biden, wrote Monday in a 33-page ruling granting a two-week restraining order.” Read more.


Judge temporarily blocks part of Trump’s anti-DEI orders (Inside Higher Ed)
“The nationwide injunction, handed down Friday evening [2/21/25], blocks the administration from terminating ‘equity-related’ grants or contracts and investigating universities with endowments worth more than $1 billion, among other provisions in two executive orders that targeted a range of programs, grants and contracts that the Trump administration considers ‘illegal’ DEI.” Read more.


Other News

 

Policy Matters: Primers and Insights

As institutions of higher education continue to innovate with online courses and professional continuing education programs, having a general understanding of the regulatory landscape that such initiatives are subject to is critical to their long-term success. These resources provide an introduction to foundational topics in federal legislation and regulations impacting online and professional continuing education for universities and colleges.

LER Accelerator champions interoperable credentialing systems to advance workforce development and learner empowerment.

Washington, DC – February 26, 2025 – In a landmark collaboration, 12 leading national associations have adopted a unified set of core principles for advancing Learning and Employment Records (LERs). This collective agreement marks a pivotal step toward aligning learning and skills development with workforce needs, ensuring access for all to verifiable credentials, and supporting lifelong learning pathways.

The nine principles draw on previous research and reflect a shared commitment to guiding higher education institutions and systems to design LERs that are accessible by all learners and ensure learners can take their skills data with them for use in further education and employment. The principles emphasize the importance of interoperability, learner empowerment, data privacy, and the integration of the array of educational and professional learning opportunities to meet the demands of an evolving workforce.

This initiative aligns with national movements by public and private sector employers and education to shift to skills-first approaches to respond to the growing economy and quickly connect people with good jobs. By prioritizing LERs, the coalition seeks to build upon this momentum and further strengthen the nation’s workforce.

“The LER movement continues to grow, and the LER Accelerator’s alignment around shared principles marks an important milestone toward empowering learners and workers with data about their skills,” said Jason A. Tyszko, senior vice president of policy and programs at the U.S. Chamber of Commerce Foundation. “This collaboration is a step forward in creating transparency around learning and increasing the utility of learning outcomes, competencies and skills such that learners and workers can better access opportunity and achieve economic mobility.”

The LER Accelerator

The LER Accelerator initiative launched in 2024 with support from Walmart. The effort is boosting the adoption of Learning and Employment Records (LERs) in postsecondary education by focusing on overcoming implementation delays, raising awareness, and fostering collaboration. The initiative is supported by a coalition of organizations representing various campus stakeholders:

  • Admissions Operations/Enrollment Management/Records & Registration – AACRAO
  • Information Technology – EDUCAUSE
  • Academic/Curricular/Faculty – AAC&U
  • Online and Professional Education – UPCEA
  • Career Centers and Employers – NACE
  • Institutional Research – AIR
  • Institutional Leadership – ACE
  • Competency-Based Education and Skills – C-BEN
  • Technology Standards and Practices – 1EdTech, Digital Credentials Consortium
  • Community Colleges – AACC
  • Academic Advising – NACADA

Join the LER Accelerator coalition for a webinar on February 26, 2025, to discuss the principles and their implications for the future of education and employment.

 

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.

 

For media inquiries, please contact:

Molly Nelson, Vice President for Communications, [email protected]

 

I had the pleasure recently to participate in a lifelong learning session with a group of mostly current or retired educators at my nearby Lincoln Land Community College. The topic was AI in education. It became clear to me that many in our field are challenged to keep up with the rapidly emerging developments in AI.

The audience was eager to learn, however, many were unaware of the current models and capabilities of AI available to them. I had mentioned in the previous edition of “Online: Trending Now” that we are now in the third of a five-step development of AI as envisioned by the CEO of OpenAI, Sam Altman:

Level 1: Chat bots, AI with conversational language

Level 2: Reasoners, human-level problem solving

Level 3: Agents, systems that can take actions

Level 4: Innovators, AI that can aid in invention

Level 5: Organizations, AI that can do the work of an organization

Level 1, chat bots, are the question (prompt) and answer version that many users still think of as generative AI. Famously, on Nov. 30, 2022, OpenAI released GPT-3.5 featuring ChatGPT, an interactive, conversational AI trained with Reinforcement Learning from Human Feedback (RLHF) and fine-tuned safety measures, derived from the GPT-3.5 model. That became the inflection point for this technology that has rapidly spread around the world:

“ChatGPT stands out as the undisputed leader of this boom, capturing over 82.5% of the total traffic, with over two billion global visits and 500 million users each month. The pace of adoption is particularly noteworthy. ChatGPT set a record as the fastest-growing consumer software in history, reaching 100 million users just 64 days after the release of the updated ChatGPT3.5 in May 2023. It’s not alone in this surge; Baidu’s AI chatbot, ‘Ernie Bot,’ surpassed 200 million users within just eight months of its launch.”

Yet, this technology has, importantly, developed beyond earlier versions to stage 2, which Sam Altman called “reasoners,” such as the more recently released OpenAI o1 and OpenAI o3-mini. Every version of GPT engages in some form of text-based pattern recognition that can look like reasoning. The newer versions exhibit markedly stronger logical consistency, better multistep problem-solving and better handling of extended context. This is why Altman calls the latest iterations “reasoner” models: They integrate more advanced techniques, larger context windows and improved training methods to produce answers that seem more logically sound. Ultimately, these “reasoner” capabilities reflect the evolution of large language models toward more complex forms of textual analysis and response.

The newer model OpenAI o3-mini is available to all users (paid and unpaid). I encourage you test out this reasoner model. You are welcome to use the GPT I trained for higher education emphasis, Ray’s eduAI Advisor, or the general ChatGPT site. In either case, try running a deep, questioning prompt that requires interpretation and significant research in its response. You will be able to briefly view the thought process that o3 is taking flash onto the top of your screen. The model shares this thought process with you as it assesses your question and context, then gathers data and ultimately responds to your question. What is unique about this level of AI is that you can see how the application is thinking about your inquiry. This will give you hints as to how you might craft follow-up prompts to add insights and perspectives to your inquiry.

On Feb. 2, 2025, OpenAI announced a highly advanced application built upon 03-mini named “Deep Research,” saying:

“Today we are launching our next agent capable of doing work for you independently—deep research. Give it a prompt and ChatGPT will find, analyze & synthesize hundreds of online sources to create a comprehensive report in tens of minutes vs what would take a human many hours … Powered by a version of OpenAI o3 optimized for web browsing and python analysis, deep research uses reasoning to intelligently and extensively browse text, images, and PDFs across the internet. Deep Research is built for people who do intensive knowledge work in areas like finance, science, policy & engineering and need thorough & reliable research.”

While Deep Research is not available to the general public at this time, online demonstrations show that this very powerful tool conducts both reasoning and far-reaching analysis. In her podcast of Feb. 9, AI expert Julia McCoy reports that the release of Deep Research puts us on the cusp of artificial general intelligence (summarized by Gemini 2.0 Flash):

“The podcast talks about OpenAI’s new deep learning models, 03 mini and Deep Research. 03 mini is a groundbreaking reasoning Powerhouse that fundamentally changes how AI approaches problems. Unlike previous models, 03 mini actually thinks before it speaks, methodically working through complex tasks with unprecedented precision. Deep Research is an autonomous research assistant that can spend up to 30 minutes deeply analyzing information, something previously unheard of in AI systems. What makes Deep Research truly special is its ability to dynamically adapt its research path, combining multiple sources and presenting its findings in fully cited comprehensive reports in seconds. The podcast discusses how Deep Research can be used to provide medical diagnoses and treatment recommendations. It can also be used for other knowledge work, such as market research and product development. The podcast concludes by discussing the implications of these new models for the future of AI. The host believes that we will see AGI [Artificial General Intelligence] this year and ASI [Artificial Super Intelligence] possibly as soon as 2027.”

As I write this, Altman has just announced that the tools embedded in o3 mini and Deep Research will be fully merged along with new capabilities in a revised pathway of releases in the days and weeks ahead.

“We will next ship GPT-4.5, the model we called Orion internally, as our last non-chain-of-thought model. After that, a top goal for us is to unify o-series models and GPT-series models by creating systems that can use all our tools, know when to think for a long time or not, and generally be useful for a very wide range of tasks. In both ChatGPT and our API, we will release GPT-5 as a system that integrates a lot of our technology, including o3. We will no longer ship o3 as a standalone model. The free tier of ChatGPT will get unlimited chat access to GPT-5 at the standard intelligence setting (!!), subject to abuse thresholds. Plus subscribers will be able to run GPT-5 at a higher level of intelligence, and Pro subscribers will be able to run GPT-5 at an even higher level of intelligence. These models will incorporate voice, canvas, search, deep research, and more.”

The funneling of all of the capabilities of OpenAI technologies into the GPT-5 track shows a maturing of the technology. The three levels of intelligence most likely point to true AGI in the higher levels that will be released with GPT-5 later this year! Clearly, advancements are taking place very rapidly.

In addition, with the advent of new competitors both here and abroad, we are seeing new options for open-source models and alternative approaches. As these become more efficient and reliable, prices are headed lower while features continue to expand. McCoy’s vision of AGI seems only months, not years, away.

How are these highly advanced tools being used by your university to enhance teaching, learning, research and other mission-centric tasks? Are most of your faculty, staff and administrators well versed on the recent developments and potential of AI? Are they prepared for the full release of GPT-5? What can you do to help your institution remain efficient, effective and competitive?

A person (Jim Fong) smiling

By Jim Fong

In January 2025, the president issued an executive order freezing federal loans and grants, including Pell Grants and other student loans. While the order has since been rescinded, the damage was done. Moving forward, potential students will be wary about the frailty of college loans. There will be uncertainty as to whether college is affordable and carries with it a significant return on investment. The uncertainty of financial aid, coupled with the blotched FAFSA rollout of 2024, will leave many potential students sitting on the sidelines, just as many did post-pandemic.

While the executive order certainly did some damage, much of the damage had been done well before this. Colleges and universities were already teetering on the edge regarding confidence. In a recent Gallup poll[i], just 36% said they had a lot of confidence or a great deal of confidence in colleges in universities … compare that to 57% in 2015. There are many reasons for this loss of confidence. Some say that it is a result of rising tuition not in alignment with the changing economy, while others say it is a politicization of higher education. Some employers have argued that college graduates aren’t adequately prepared for the workforce. Regardless, higher education has been in a precarious position post-pandemic. The executive order by the president is likely to have further eroded confidence.

There’s also a growing belief that not all good paying jobs require a bachelor’s degree. Many governors have implemented policies that have changed the requirements needed to qualify for state employment.  Young people have adopted influencer approaches to generating income. Many technology positions require certification only. These dynamics have also contributed to the belief that succeeding in a new economy does not require a degree and potential student debt often associated with it.

Another factor impacting confidence is innovation … are colleges and universities preparing future students adequately for the impending age of artificial intelligence and automation? Personally, I believe they are regarding AI literacy and fundamentals. However, one could argue that the skills, tools and competencies needed to succeed in an AI economy are not being adequately addressed, as they continue to evolve.

Lastly, we have the demographic cliff[ii]. In 2024, the National Student Clearinghouse saw increases in Fall[iii] and Spring enrollment for first-time students (corrected from their earlier reporting). This is likely a result of students who delayed attending college immediately post-pandemic. Regardless, 2025 marks the first year of the demographic or enrollment cliff. Experts have predicted that the demographic cliff alone may have an impact to the tune of a few hundred thousand lost enrollments annually by 2030.

Other events are also likely to impact the health of colleges and universities, such as the potential reductions of research grants and pressure towards DEI initiatives. It is also anticipated that the U.S. will lose the gains from the past two years from international students coming to campus. In 2024, we had 15.2 million undergraduate students come to our campuses or attend online. 

So, what can we as higher education professionals do?

  1. We need to organize and collaborate beyond our existing walls. Colleges and universities will need to work more closely together, as should professional associations. Corporate providers, such as those producing Customer Relationship Management (CRM) and Student Information (SIS) systems, as well as Online Program Management (OPM) companies and others, will need to band together at a higher level with institutions and associations to advocate for policies that protect access to education and strengthen the role of colleges and universities in building a skilled workforce. Employers who are dependent on an innovative and consistent workforce will need to partner with each of these entities to support and lead a larger and louder voice on matters of higher education and training. A greater collective voice will help protect, as well as expand access and affordability for, future learners.

  2. While the current undergraduate metric is 15.2 million students, higher education may have to shift its focus to revenue generation or a headcount that better acknowledges professional education and microcredentials. Given the current economic and political climate, diversifying the portfolio to incorporate more professional education and training may be merited. While potentially less profitable, microcredentials have a significant potential to address workforce needs of a rapidly changing economy.

  3. Given inflationary pressures and the potential for less disposable household income in the upcoming years, more innovative or stackable approaches are merited to reach the adult and traditional learner. Committing to a 120-credit degree may be a bridge too far for many students. Even approaches such as what my colleague Amy Heitzman has proposed, the 90-credit applied bachelor’s degree, may also be a struggle for many. However, naturally stackable credit certificates may ease the financial burden while also providing more immediate milestones. Stackability also applies to the online graduate market, as there are significant opportunities to engage the over 50 million adults over the age of 25 with a bachelor’s degree as their highest degree earned.

  4. Colleges and universities are going to need to invest in corporate relationship management beyond traditional giving and fundraising. Direct employer partnerships will become more essential in this changing economy. While many UPCEA member institutions have marketing and enrollment management units, few have full-time corporate relationship managers.

  5. We are going to need to communicate and engage potential and current students better. Many current institutional CRM systems were built with the Millennial or Gen X’er in mind. Today’s learner requires colleges and universities to rethink the market and how to engage potential students. With less traditional students, our systems will need to adapt to the many adult learner segments. As automation and artificial intelligence continue to improve, there will be potential improvements on student engagement, marketing and enrollment management that will positively impact conversion rates.

I anticipate that, with the demographic cliff, a more difficult economic environment and declining confidence with higher education, we have the potential to dip into the 14.6M-15M range in 2025. However, an institution’s health may not be fully dependent on credit enrollments. Improved revenues from professional education can help offset credit losses, while improvements made through technology could help on the cost side of the equation. Regardless, we have a greater need to band together and share best practices, just as we did during and after the pandemic. Our situation is challenging, but by working together and staying strong, we can overcome it!

 

[i] Gallup Poll. https://news.gallup.com/poll/646880/confidence-higher-education-closely-divided.aspx

[ii] Grawe, N. Demographics and the Demand for Higher Education, 2018.

[iii] https://nscresearchcenter.org/current-term-enrollment-estimates/

A man (Bruce Etter) is dressed in a blue suit smiling for a headshot.

By Bruce Etter

The state of higher education in the U.S. is tumultuous with no clear and obvious pathway to success.  College and university leaders have never experienced what is currently going on regarding higher education, the economy, and the political landscape.  However, information can guide us, just as it did for UPCEA members coming out of the pandemic. At that time, college and university leaders had no blueprint for post-pandemic education. UPCEA’s Research and Consulting team anticipated significant chaos and confusion in a post-pandemic world, so we made it our goal to provide information to guide us to more stable footing to make better decisions.

Finding solid ground means pouring over the numbers, looking for patterns, and trying to understand what stories the information tells. Having hiked the Appalachian and Pacific Crest Trails end to end, I know that one can easily make a wrong turn, or worse yet, get lost.  We have to look for clues and gather relevant information to get on a stable path or one that gains us a higher reward given the risk.  This last year was full of intriguing clues.

UPCEA’s research from 2024 has been compiled into a single document so you don’t miss out on any of the key findings and can help solve your institution’s own unique pathway. You can access that PDF here.

In 2024, UPCEA partnered with dynamic and diverse organizations to isolate and delve into the trends and challenges in online and professional education. We looked at everything from enrollment funnels to the use of AI, and what we found was both surprising and enlightening. The research from 2024 is a treasure trove of information, and it reveals some interesting trends and opportunities for institutions looking to thrive in the modern educational landscape.

  • One of the most striking and consistent findings from the research is the growing importance of offering layers of value. With the number of traditional college-aged students declining, colleges and universities must adapt to meet the needs of adult learners. This means offering more flexible programs, such as stackable certificates and badges, and recognizing prior learning experiences.
  • Another key area of focus was the relationship between employers and higher education institutions. Employers are increasingly seeking to be more involved in the training and education of their employees. They want to have input on the curriculum and to improve communication and collaboration with the schools. As institutions shift to incorporate more skills or competency-based education, employers will play a critical role in informing program viability.
  • Some of the most significant challenges are the lack of access to real-time enrollment data and the effective tracking of enrollment funnel metrics. Many institutions are not tracking key metrics, such as cost per inquiry (CPI) and cost per enrolled student, which makes it difficult to assess the effectiveness of their marketing efforts. This is a critical finding as institutions move forward in a chaotic environment and having fewer resources at hand.

Here are some additional key findings from the 2024 research:

  • Many enrollment funnels are built around institutional preferences, rather than learner preferences.
  • Institutions are struggling to establish consistent processes for pricing alternative credentials.
  • AI is a growing force in higher education, and institutions need to understand how to use it effectively in multiple areas.
  • Many institutional websites are not optimized for the student experience.

The higher education landscape is undergoing a significant transformation driven by demographic shifts, changing perceptions of the value of education, and the rise of new educational models. You know this because you live it! To thrive in this evolving environment, institutions must adapt by focusing on the needs of the adult learner, embrace technological advancements like AI, and prioritize data-driven decision making. By addressing these challenges and embracing a culture of continuous improvement and collaboration, higher education institutions can not only ensure their sustainability but also expand access to education and improve outcomes for all learners. It is my sincere hope that the research UPCEA provides will enable you to advocate and enable change on your campuses for the benefit of your learners.

Lastly, I would also like to thank all of our UPCEA members who took the time to participate in the research that we embarked on in 2024. Your generosity and insights are invaluable to our vision of promoting quality in online and professional continuing postsecondary education and enabling leaders to better serve the needs of learners. I would also like to thank our UPCEA partners for helping to fund the research and ensuring that higher education institutions have the data needed to make informed decisions about the future. Here’s to another round of solving challenges in 2025!

A person (Richard Novak) smiling

By Richard Novak

Introduction 

The online, continuing, and professional education landscape has experienced rapid growth and transformation in recent years. With technological advancements and an increasing demand for flexible learning options, institutions are tasked with delivering high-quality programs in a dynamic environment. As this field evolves, the need for strong, effective leadership becomes even more critical. Leaders in this space must navigate unique challenges, including the complexities of virtual learning, student engagement, and industry partnerships. To meet these demands, institutions must develop targeted leadership programs tailored specifically to the needs of online and professional education. 

A well-designed leadership development program equips individuals with the skills, knowledge, and strategies necessary to excel in this ever-changing landscape. This blog post will serve as a comprehensive guide to building an effective leadership development program, covering the essential steps from identifying audience needs to evaluating program success. 

Identifying the Needs of Your Audience 

Needs Assessment 

The first step in creating a leadership development program is conducting a comprehensive needs assessment. Understanding the specific leadership skills and competencies required within your institution’s online and professional education programs is essential. Needs assessments help identify gaps and align the program with organizational goals. For instance, leaders in online education may require advanced skills in virtual communication, data analysis, and digital marketing—skills that differ from traditional higher education leadership. Leaders in continuing and professional education often lead a self-supporting and revenue-generating unit. Competency in budget development and financial management is essential. There are a range of free online tools available to assist with needs assessment, ranging from simple to sophisticated, such as these from Mindtools.com, Creately.com, or this tool from the CDC. Choose one that works for your work culture. 

Target Audience Segmentation 

To address the diverse needs of potential participants, it’s important to segment your target audience. Consider the different roles involved in online and professional education, such as faculty, administrators, instructional designers, and program managers. Each group may have unique leadership development needs: 

  • Faculty might benefit from training in instructional technology and virtual classroom management. 
  • Administrators may need skills in strategic planning, decision-making, and organizational leadership. 
  • Instructional Designers require competencies in project management and innovative course design. 

Segmenting the audience allows for a more customized and effective program. 

Gathering Data 

Gathering data is a crucial step in understanding the specific needs of your target audience. Various methods can be employed, such as: 

  • Surveys: Distribute questionnaires to gather insights on perceived leadership skill gaps. 
  • Interviews: Conduct one-on-one interviews with stakeholders to explore specific challenges and needs. 
  • Focus Groups: Use group discussions to gain a broader perspective on leadership requirements. 
  • Performance Reviews: Analyze existing performance data to identify areas where leadership competencies can be enhanced. 

Gap Analysis 

Once you have collected sufficient data, a gap analysis can help identify the discrepancies between current leadership capabilities and the desired competencies. This analysis forms the foundation of your program, allowing you to tailor content to address specific weaknesses while building on existing strengths. 

Developing Program Goals and Objectives 

Alignment with Institutional Goals 

Leadership development programs must be aligned with the broader strategic goals of the institution. Whether your institution is focusing on expanding online course offerings, enhancing student engagement, or increasing retention rates, the program’s goals should support these priorities. Aligning leadership training with institutional objectives ensures that participants gain skills that directly contribute to the success of the organization. 

SMART Goals 

To ensure the effectiveness of your program, establish SMART goals—Specific, Measurable, Achievable, Relevant, and Time-bound. For example: 

  • Specific: Increase participants’ ability to lead virtual teams effectively. 
  • Measurable: Achieve a 20% improvement in leadership assessment scores post-training. 
  • Achievable: Design realistic goals that match participants’ experience levels. 
  • Relevant: Focus on competencies that align with the strategic direction of the institution. 
  • Time-bound: Set a clear timeline for goal achievement, such as within six months. 

To learn more about developing SMART goals, visit Indeed.com. 

Learning Objectives 

Clear learning objectives outline the skills, knowledge, and behaviors participants are expected to gain. These objectives should be specific and actionable. For example, a learning objective might be: “Participants will be able to apply data-driven decision-making processes to improve student retention in online programs.” 

Levels of Leadership 

Consider addressing different leadership levels within your program, such as: 

  • Emerging Leaders: Those new to leadership roles who need foundational skills. 
  • Mid-Level Managers: Experienced professionals who require advanced training in strategic thinking. 
  • Senior Leaders: Executives who focus on vision-setting and driving organizational change. 

Tailoring objectives based on leadership levels ensures that each participant receives relevant and impactful training. 

Choosing the Right Delivery Methods 

Variety of Learning Formats 

Incorporating diverse learning formats caters to different learning styles and preferences. Consider including: 

  • Workshops: Interactive sessions for hands-on skill development. 
  • Online Modules: Self-paced learning for busy professionals. 
  • Coaching and Mentoring: Personalized guidance from experienced leaders. 
  • Action Learning Projects: Real-world projects that allow participants to apply new skills in practical settings. 

Blended Learning 

A blended, or hybrid, learning approach combines online and in-person elements, offering flexibility while maintaining a personal connection. This approach can include synchronous virtual sessions, self-paced online content, and occasional in-person workshops. Blended learning provides the best of both worlds, making it ideal for leadership development in the online education space. 

Technology Integration 

Leveraging technology can enhance the program’s effectiveness. Consider using: 

  • Learning Management Systems (LMS) for delivering online modules. 
  • Virtual Collaboration Tools like Zoom and Microsoft Teams for interactive workshops. 
  • Simulations to provide a safe environment for practicing decision-making skills. 

Flexibility and Accessibility 

Given the busy schedules of working professionals, flexibility is key. Offering options like self-paced modules, evening workshops, and recorded sessions ensures that participants can engage with the content at their convenience, increasing program accessibility and participation rates. 

Content and Curriculum Design 

Core Leadership Competencies 

Your program should address essential leadership competencies, including: 

  • Strategic Thinking 
  • Decision-Making 
  • Communication and Team Building 
  • Change Management 
  • Innovation 

These skills are crucial for leaders in online and professional education, where adaptability and forward-thinking are essential.  For more information about competencies in online and professional education, see UPCEA’s Competency and Attribute Statements.   

Industry-Specific Topics 

In addition to core competencies, include topics specific to the online and professional education landscape, such as: 

  • Instructional Design Principles 
  • Marketing and Recruitment Strategies 
  • Student Support Services 
  • Data-Driven Decision-Making 
  • Higher education trends 

These areas reflect the unique challenges faced by leaders in this sector. 

Leadership Styles and Theories 

Introduce various leadership styles and theories, including: 

  • Trait Leadership: Focusing on inherent qualities of effective leaders. 
  • Behavioral Leadership: Emphasizing learned behaviors. 
  • Power and Influence: Examining the dynamics of authority and influence. 
  • Contingency Leadership: Adapting leadership style based on situational factors. 

Encourage participants to reflect on these theories and develop their own authentic leadership style. 

Case Studies and Real-World Applications 

Integrate case studies, simulations, and real-world examples to make the content practical and relatable. This approach allows participants to see how leadership concepts are applied in real-life scenarios, enhancing learning retention and application. 

Evaluation and Assessment 

Measuring Program Effectiveness 

Evaluation is crucial to determine if the program meets its goals and delivers value. Use a combination of quantitative and qualitative methods: 

  • Pre-and Post-Tests: Assess changes in participants’ knowledge and skills. 
  • Surveys: Gather feedback on program content and delivery. 
  • Observations: Monitor participants’ application of skills in their roles. 
  • One on one Discussions: Compare your observations with the self-perception of the participant. 

Quantitative and Qualitative Data 

Collect both types of data to gain a comprehensive understanding of the program’s impact: 

  • Quantitative Data: Test scores, participation rates, and performance metrics. 
  • Qualitative Data: Participant feedback, testimonials, and behavioral observations. 

Return on Investment (ROI) 

Measuring ROI helps demonstrate the value of the program to stakeholders. Consider factors like improved employee performance, increased retention rates, and enhanced program quality as indicators of success. Also consider the total program benefits including any tangible or intangible benefits. Tangible benefits might include increased productivity, cost savings, revenue generated, and more. Intangible benefits might include increased member morale, loyalty, or organizational reputation. 

Continuous Improvement 

Leadership development is an ongoing process. Use evaluation data to make informed adjustments and continuously refine the program. This iterative approach ensures that the program remains relevant and effective as the landscape of online education evolves. 

Conclusion 

Developing a successful leadership program in the online, continuing, and professional education space requires careful planning, a deep understanding of audience needs, and a commitment to continuous improvement. By following these steps—needs assessment, setting SMART goals, choosing the right delivery methods, designing relevant content, and thorough evaluation—you can create a program that empowers leaders to drive institutional success. 

Investing in leadership development is not only beneficial for individual growth but also instrumental in the overall growth and sustainability of your institution. Now is the time to take the next step in developing or enhancing your leadership initiatives—your future leaders and your institution will thank you. 

Call to Action 

Ready to develop or enhance your leadership development program? Start with a comprehensive needs assessment and begin designing a tailored program that aligns with your institution’s goals. Embrace the opportunity to build a culture of leadership that will drive your organization forward in the evolving world of online education.  

 

Richard Novak is the Vice President for Continuing Studies and Distance Education at Rutgers, The State University of New Jersey, where he leads the Division of Continuing Studies, the only University-wide office dedicated to Lifelong Learning with 20 business units and 150 fulltime staff serving learners across the lifespan in credit and non-credit programs. Novak is also an Associate Member of the Graduate Faculty for the Rutgers Graduate School of Education and teaches online in the Masters in Adult and Continuing Education degree program. He is a Strategic Advisor for UPCEA and also regularly teaches in the UPCEA PCO Leader Certificate, with a focus on the responsible professional and issues of transparency, integrity, quality and accountability. 

Thirty of the thirty-one Top 25 Ranked Institutions are UPCEA Members

WASHINGTON, D.C. (February 6, 2025) — UPCEA, the online and professional education association, is pleased to congratulate the many UPCEA members recognized in the 2025 U.S. News & World Report Best Online Programs rankings.

U.S. News rankings include more than 1,790 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.

“U.S. News & World Report’s annual rankings provide an excellent opportunity to highlight the efforts of institutions in enhancing postsecondary education and making learning more accessible to a broader population,” said Julie Uranis, Senior Vice President of Online and Strategic Initiatives for UPCEA. “Our members are transforming institutions through innovative delivery modalities and new credentials that are having a huge impact on institutions and postsecondary education in the U.S.”

“It’s an honor to share this recognition with so many hard-working deans, faculty and staff across the University of North Texas campus,” said Adam Fein, the Vice President for Digital Strategy and Innovation at the University of North Texas. “We are proud to be Top 25 nationally in undergraduate online and #3 in graduate education programs. UNT is a creative, caring community that truly understands the needs of all students, from our residential students who take a mix of on-campus and online courses to adult learners and working professionals who need market-driven world-class online programs that meet their need for flexibility.”

Thirty of the thirty-one top 25 ranked institutions are members of UPCEA:

2 – University of Florida

3 – University of Illinois–Chicago

3 – University of North Carolina–Charlotte

5 – The Ohio State University

6 – CUNY School of Professional Studies

7 – Arizona State University

7 – Oregon State University

9 – University of Central Florida

10 – Colorado State University–Global

10 – Medical University of South Carolina

12 – Embry-Riddle Aeronautical University–Worldwide

12 – Texas A&M University–College Station

12 – University of Arizona

12 – University of Kentucky

12 – University of North Carolina–Wilmington

17 – George Washington University

17 – Washington State University

19 – Indiana University–Online

19 – University of Massachusetts–Amherst

21 – Daytona State College

21 – Northwestern College

21 – Sacred Heart University

21 – University of North Florida

25 – Ball State University

25 – East Texas A&M University

25 – Loyola University Chicago

25 – The University of Alabama

25 – University of Missouri

25 – University of North Texas

25 – Utah State University

“At UNC Charlotte, we are proud that our online bachelor’s programs have been ranked among the top 10 in the nation for four consecutive years,” said Asher Haines, Associate Provost for the School of Professional Studies at UNC Charlotte. “This recognition reflects our unwavering commitment to providing high-quality, affordable programs that help working learners advance their education and careers. This year, we are especially pleased to see our online graduate education programs also ranked in the top 10. These achievements are a testament to the dedication and expertise of our faculty and staff. As we continue to expand Charlotte Online, our focus remains on student success.”

“As a board member of UPCEA and engaged in digital transformation with Utah State University, I’m incredibly proud to see USU Online recognized for its excellence in the latest US News & World Report rankings,” said Rene Eborn, Associate Vice President for Digital Transformation & Enterprise Systems and Security at Utah State University. “This achievement reflects the dedication of our faculty and staff to providing high-quality, accessible online education. It’s a testament to USU’s commitment to innovation and student success, values that resonate deeply with UPCEA’s mission. Congratulations to the entire USU Online team!”

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.

Artificial Intelligence continues to develop at an unprecedented rate and scale. What will be the changes that we will see in higher education by the end of this year?

Let’s begin with the advent of generative AI (GenAI) in 2022. It was on November 30th of that year that OpenAI released ChatGPT. The release resulted in the fastest adoption of a technology at scale. Just two months later, by the end of January, 2023, Chat GPT had more than 100 million users. The developments have continued at breakneck speed with an increasing number of corporations, start-ups, and even governmental programs dedicated to maintaining accelerating progress. We have seen this initial level provide impressive improvements such as Khanmigo, the 24/7 learning tutor developed jointly by Khan Academy and OpenAI. Another early AI product used widely has been the Grammarly AI writing assistant.

The version of AI in those days was GenAI running chatbots. That is the threshold of a five-step development of AI as desribed by the CEO of OpenAI, Sam Altman:

  • Level 1: Chatbots, AI with conversational language
  • Level 2: Reasoners, human-level problem solving
  • Level 3: Agents, systems that can take actions
  • Level 4: Innovators, AI that can aid in invention [AGI]
  • Level 5: Organizations, AI that can do the work of an organization [ASI]

Just last year, we saw the development of level 2, reasoning AI, in the form of OpenAI o1. A preview of o1 was released by OpenAI on September 12, 2024. It spends time “thinking” before it answers, making it better at complex reasoning tasks, science and programming than chatbots. The full version of o1 was released on December 5, 2024. This brought to us a series of versions across multiple providers that have been tested against standards of knowledge and reasoning of humans. On Ph.D. level questions in science, o1 scored 78 compared to human experts with discipline relevant Ph.D.s on the GPQA Diamond test who scored, on average, 69.7.

On January 23, 2025, OpenAI released a research preview of an agent called Operator, level 3, that can use its own browser to perform tasks for users. The tool is still in preview. It will require further development and refinement. Yet, this early version of a Computer Using Agent (CUA) shows the enormous potential of the tool to enhance and enable efficiency and effectiveness in daily use in higher education teaching, learning and administration. Still to come this year is likely to be the level 4 “Innovator” that will mark Artificial General Intelligence (AGI). The AGI definition varies, but centers on an AI tool that encompasses broadly the collective knowledge and intelligence of a human. There is speculation that AGI does already exist in developmental models at the frontier AI enterprises such as OpenAI, Microsoft, Google, Anthropic, Meta and others. It may be two more years (2027) before the awe-inspiring Artificial Super Intelligent (ASI) tools are released.

In an interview with Reddit co-founder, Alexis Ohanian, Forbes reports that OpenAI CEO Sam Altman said: “In my little groupchat with my tech CEO friends there’s this betting pool for the first year that there is a one-person billion-dollar company,” Altman told Ohanian. “Which would have been unimaginable without AI and now will happen.”  Speculation ranges from 2026 to 2027 for us to see in real life, AI capability to run an entire billion-dollar company, with only one person, presumably the CEO, to be engaged as an employee and an autonomous intelligent AI agent.

So, what can we expect by the end of the 2025 fall semester? How might a robust Agentic AI begin to contribute in higher education? First, in teaching in learning, we will see a far more robust, creative, and consistently contributing AI agent throughout the development and delivery of the course.  It may be helpful to consider the agent to be the virtual equivalent of a Ph.D.-holding research and teaching assistant working 24/7 on the project without break, every day of the year.  I envision by the end of the fall term agentic AI will be used by faculty, instructional design staff, and students on a daily basis:

  • For faculty members, agentic AI will provide services daily, or more often:
    • Review student submissions into online discussion boards, posting follow-up questions and stimulating discussions (subject to faculty approval)
    • Scan newly released research reports and related literature relevant to the course topic, posting this to the LMS for student review and response (subject to faculty approval)
    • Based on the continuing scan of relevant research, the agent will recommend to the faculty member additional material to be inserted into the schedule to accommodate the updates, including lecture notes and even quizzes as the agent sees appropriate.
    • Review student work and automatically inform the faculty member of assignments that are missing, tardy or outside the norm of responses in terms of content or length of postings that are submitted (subject to faculty approval with copies to the students involved)
    • In reviewing student work, the agent will create, or identify, relevant tutorials to assist students in correcting misconceptions or incomplete understanding of concepts offered in the class. 
    • Automatic, instant responses to student questions regarding course management, such as deadlines and other expectations.  Reminders to students based on their recorded time in LMS app, postings, etc. Parameters will be set by the faculty member. 
    • Perhaps more controversial, the agent may review research submissions by students, providing suggestions based on the actual sources cited, key missing sources, nuanced interpretation of source materials, etc. (subject to faculty approval)
    • At the end of the term, the agent will assess results and make recommendations of improvements in course design and content to be implemented in the next offering of the course. Recommendations may also be made to other courses, particularly pre-requisites, in the relevant curriculum to ensure a seamless, consistent flow of learning.
  • For instructional designers the engagement will likely be most intense prior to the course offering.
    • With each course syllabus submitted, the agent will test and review learning outcomes, relevancy to the current and anticipated career fields.
    • Suggestions will be made regarding emphases, topical areas, and pedagogies included in the course design.
    • A comprehensive list of relevant resources will be compiled with annotations for the subject matter expert (SME) and instructional designer (ID) to consider. This could be updated as they are released throughout the ensuing semester.
    • Graphics, quizzes, and other such learning tools will be custom-created to meet the expectations of the SME and ID.

Important contributions will be made in the administration of departments, colleges and the university at large. There are too many to enumerate in this posting. Here are some examples:

  • The doctoral-level research, writing, and 24/7 nature of the contributions will be the same.
  • Agents will tackle the mountains of paperwork required of universities, collecting data, drafting reports, requests and recommendations that, at first, will be subject to administrative review and approval
  • Agents will scrutinize enrollment campaigns; it will advise even micro-changes in copy, dissemination, and graphics to optimize results, later assessing outcomes and making further revisions
  • Marketing plans will be built upon deep data analytics responding to the prospective students and identify new populations to recruit
  • Efficiencies and advances in the daily operation of the physical plant and grounds will be conducted
  • Events scheduling and marketing will be coordinated and enhanced
  • Monitoring of formal actions, public discussions, and recommendations of governing bodies and related entities will be reported on a minute-to-minute basis to anticipate and identify relevant changes in policy and practice
  • Of course, accounting work will be conducted by the agent, including budget projections, identifying opportunities for cost-saving efficiencies, and adjustments to meet changing priorities
  • Optimum scheduling of staff will be achieved by the agent in order to save expenditures and enhance work outcomes.
  • Job applications will be reviewed and validated by the agent which will then sort them in preference order, detailing the reasons for those recommendations
  • The agent will be aware of the latest products and strategies that are being used by other universities; it will project and calculate enhancements and efficiencies to accompany recommendations as opportunities emerge

Even as I am drafting this posting, Chinese company DeepSeek is shaking the AI world with an open source version of reasoning level AI, called R1. This promises even greater competition, lower consumer costs and possibly an international race to advance AI.  As we move into 2026, higher education will have the tools to be much more effective and responsive. Agents have begun arriving. We need only to insert our commands and the smart, swift tools will instantly respond. Will your university be prepared to install and take advantage of Agentic AI to improve the institution at all levels by the end of this year?