Major Updates


Justice Department Threatens College Funding Over DEI Policies; Administration Requests Detailed Admissions Data

The U.S. Department of Justice has issued guidance warning that colleges and other federally funded institutions could lose federal support if they continue certain diversity, equity and inclusion (DEI) practices. The DOJ’s new memo flags a sweeping range of campus diversity efforts as potential violations of federal law: from race-conscious scholarships or mentorship programs, to diversity statements in hiring, to allowing transgender women to use women’s campus facilities or having identity-based student lounges. It even suggests that ostensibly neutral strategies used to boost diversity (for example, recruiting in specific regions to reach more minority students) might be deemed unlawful if officials believe those criteria were chosen for demographic reasons. This stance represents a dramatic shift in civil-rights enforcement under President Trump, effectively targeting initiatives that were originally created to combat inequality on campus. College leaders are growing anxious that these broad edicts will force them to scale back DEI programs or risk losing critical funds, even as civil rights groups warn the administration’s approach poses an “existential threat” to long-fought anti-discrimination efforts.

In a related development, Education Secretary Linda McMahon directed colleges to hand over detailed admissions data to prove they are complying with the Supreme Court’s ban on affirmative action. This will require institutions to report their applicant, admitted, and enrolled student statistics disaggregated by race and sex, along with academic metrics like test scores and GPAs. Administration officials cast this as a push for fairness in college admissions, pledging to ensure a return to meritocracy in higher education. However, many in higher education are alarmed at how this data could be used. Advocates point out that the directive doesn’t spell out how schools will be judged or punished, leaving significant room for political influence. Critics argue the policy shines a spotlight on programs meant to uplift underrepresented students while ignoring admissions advantages often afforded to privileged groups (like legacy preferences), a dynamic they fear will “tilt the field” against students of color and ultimately threaten campus diversity.

UPCEA member institutions are encouraged to review marketing and enrollment as well as admissions practices in light of these developments. 

 

Trump Administration Report | America’s Talent Strategy: Building the Workforce for the Golden Age

The Trump Administration has unveiled a sweeping workforce development blueprint titled America’s Talent Strategy: Building the Workforce for the Golden Age. Drafted by the Departments of Labor, Commerce, and Education, this plan centers on five pillars: Industry-Driven Strategies, Worker Mobility, Integrated Systems, Accountability, and Flexibility & Innovation. All pillars are aimed at refocusing education and job training to meet industry needs in a rapidly changing economy. It calls for significantly expanding employer-led training initiatives like apprenticeships (with a goal of over one million active apprentices) and introducing career exploration as early as middle school, while channeling federal resources into critical sectors such as advanced manufacturing, energy, semiconductors, and artificial intelligence. The strategy also seeks to draw more Americans into the workforce by removing barriers to employment. For example, easing onerous occupational licensing rules, improving access to childcare and transportation, and even supporting new “Workforce Pell” grants to help students afford short-term credential programs that lead directly to in-demand jobs. Finally, the plan promises to hold workforce programs accountable for results by tying federal funding to measurable outcomes like job placement rates and earnings gains, and it aims to streamline a number of federal training programs by consolidating efforts under the Department of Labor’s leadership. Institutions may welcome the stated goal of workforce investment, but they also may face pressure to rapidly adapt programs and demonstrate outcomes, amidst smaller support via federal financial aid – and underperforming initiatives could see funding cut or redirected under this outcome-driven approach. Read the report.

 

Other News

Since the 1980s, higher education has steadily shifted from passive lectures to more active, student-centered learning. As Bonwell and Eison noted in Active Learning: Creating Excitement in the Classroom, this shift not only reinforces content mastery but also fosters critical thinking and problem-solving. Cynthia J. Brame, writing for Vanderbilt’s Center for Teaching, defines active learning as student-driven activities that promote higher-order thinking—often paired with reflection.

Scenario-based learning (SBL) puts that philosophy into action. By immersing learners in realistic situations, it challenges them to analyze, decide, and adapt. This builds both knowledge and the confidence to apply it. Whether used for educator training or career preparation, SBL turns learning into doing and reflection into growth.

Why Scenario-Based Learning?

Scenario-based learning transforms learning from passive recall to active application. Instead of memorizing frameworks, learners step into dynamic roles, making decisions, confronting uncertainty, and practicing judgment. That kind of immersion develops critical thinking, communication, and real-world agility.

For example, without SBL, a nursing student might study patient triage protocols. With SBL, they become a nurse in a simulated emergency room, deciding which patient to prioritize under time pressure, communicating with families, and reflecting on their choices afterward. The stakes feel real because the scenario mirrors reality. This difference sharpens both learning and retention.

Training Teachers to Navigate Complexity

Educators face complex, human-centered challenges every day, from addressing classroom bias to managing student mental health crises. Yet much of their training remains abstract. Scenario-based learning provides a safe space to practice high-stakes moments and receive meaningful feedback before those moments happen in real life.

Whether preparing teacher candidates or supporting in-service educators, scenarios help build core competencies like empathy, de-escalation, cultural responsiveness, and ethical decision-making. SBL also enables deeper conversations around equity and inclusivity, especially when paired with thoughtful debrief and reflection.

Bringing Scenario-Based Learning into Online and Hybrid Programs

Scenario-based learning isn’t limited to face-to-face classrooms. When thoughtfully integrated, it’s a powerful component of online and hybrid learning, making virtual instruction more interactive, applied, and connected.

To embed SBL effectively in digital environments, institutions should:

  • Integrate scenarios across the curriculum, not just as isolated activities.
  • Use platforms that support branching dialogue, real-time feedback, and learner reflection.
  • Blend AI-powered simulations with faculty-led facilitation or group debriefs.
  • Align scenarios with professional roles or workplace challenges learners will actually face.

Done well, scenario-based learning becomes a consistent thread through the learner journey, not an optional feature.

Implementation, Challenges, and Best Practices

Launching SBL takes more than good intentions. It requires a shift in instructional mindset, faculty support, and intentional design. Common challenges include lack of time, uncertainty about how to write scenarios, and resistance to using new tech tools, especially those powered by AI.

What helps:

  • Start with the pain points. Target known gaps in learner readiness or performance.
  • Involve faculty early. Partner with instructors to co-create content and connect it to existing learning outcomes.
  • Use scalable platforms. Tools like ScenarioAI allow institutions to build flexible, AI-enhanced scenarios without overburdening teams.
  • Pilot, iterate, and expand. Begin with one course or use case, gather feedback, and grow from there.

Addressing Faculty Resistance and Building the Right Team

Faculty skepticism is natural, especially around AI. The solution isn’t to push harder but to show value. Demonstrating that scenario-based learning leads to better engagement, skill development, or teaching efficacy can convert skeptics into champions.

An effective scenario-based learning team includes:

  • Instructional designers or curriculum developers.
  • Faculty subject-matter experts.
  • Learning engineers or technologists familiar with the platform.
  • Project managers to ensure alignment and momentum.
  • Students or alumni who can shape authentic, relevant content.
  • Partners from industry or local employers, to provide insight into real-world applications.

Measuring What Matters

Success with SBL shouldn’t rely solely on satisfaction surveys. High-impact programs track:

  • Gains in learner confidence or preparedness.
  • Evidence of skill transfer to real-world tasks or settings.
  • Uptake and engagement by faculty across departments.
  • Quality and depth of learner reflection.

Including Learners in the Design Process

The best scenarios aren’t built for learners but with them. Involving students in content design, role development, or post-scenario feedback improves relevance and fosters a sense of ownership and engagement. It also creates an equity-centered design process that reflects real-world complexity and nuance.

Getting Started

To begin with scenario-based learning, identify a specific challenge in your curriculum where learners struggle, such as a critical decision or interaction professionals face. Design a single scenario to address this gap, test it as a pilot, and gather feedback. Use platforms like ScenarioAI and a committed team to scale strategically, creating confident educators, capable learners, and stronger alignment between education and impact.

See Scenario-Based Learning in Action

Curious what this looks like in practice? Watch our on-demand webinar with faculty from NYU Steinhardt’s Teacher Residency Program and learning experts from Noodle, “How AI-Powered Scenario-Based Learning Builds Critical Skills at Scale.” Explore real examples, hear from implementation experts, and learn how institutions are using ScenarioAI to enhance teaching, learning, and professional readiness. Whether you’re just beginning to explore scenario-based learning or ready to scale, this session offers practical insight and inspiration.

Regina Law is Vice President of Partnership Development, Products & Technology at Noodle. She connects universities with technological innovations to advance lifelong learning. With a distinctive background in higher education and strategic planning, she brings a deep understanding of the unique needs and challenges universities face.

Tabitha Wiedower is a Learning Architect at Noodle, with over a decade of experience in curriculum design, instructional innovation, and online learning. She partners with universities to build scalable, high-quality certification and degree programs. Previously, she held instructional design roles at HotChalk and Atomic Learning, and has a background in K–12 and international education. Tabitha holds a Master’s in Instructional Design & Technology and a Bachelor’s in Early Childhood Education from Georgia State University, both summa cum laude.

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.

Higher education is rapidly changing. The 2025-26 academic year will be the first in which the number of fully online undergraduates surpass those who are fully residential.1 In particular, interest and innovation in workforce-related programming and credentials continue to surge, with this market emerging as one of the fastest growing in higher education. Two-thirds of colleges and universities are making significant investments in this area,2 with more than one-third also embedding professional certifications into their online degree and nondegree programming.3 It’s no longer that higher education is facing a sea change – we are deeply in it! 

Expanding Business Partnerships to Generate Good Workforce Education and Training 

We are pleased to release this third and final report from UPCEA’s two-year project on improving the capacity of colleges and universities to develop and deliver workforce-related programming. Prior research showed that limited business and community partnerships were one of the biggest obstacles to this programming; therefore, this Walmart-funded project zeroed in on how best to cultivate effective partnerships. I want to personally thank the ten institutions who joined us on this project (seven of whom continued into the second year) for their excellent work that not only advanced workforce programming in their own institutions but helped advance this critical area of higher education and training. 

In addition to summarizing findings, the report contains seven institutional case examples of what it takes for colleges and universities to overcome obstacles and produce good workforce-related programming:  

  • First and foremost, it takes multifaceted working relationships between the institution and its business and community partners; relationships that go beyond asking representatives to review program direction and content.  
  • It takes laying out, and committing to, clear program and enrollment goals that build on the curricular and reputational strengths of the institution and that best meet the needs of the local, regional, and statewide community.  
  • It takes the creation of a business plan that incorporates realistic costs, revenues, and growth projections, all based on clear-eyed market opportunity research and objective competitor/market-saturation analyses.  
  • It takes staffing and other resources dedicated to the multi-year efforts required to meet goals and execute plans.  
  • And it takes ongoing central administrative support to help address competing institutional priorities and the challenges of legacy operational systems.  

Leveling Up Business Partnerships 

The first point, about engaging businesses in multifaceted ways, deserves more discussion. Almost all colleges and universities partner with businesses by adding representatives to advisory and fundraising boards, with these boards sometimes reviewing program direction and content. Make no mistake: these are important roles for business reps! But we also found that the most productive partnerships, those that generated the most robust high-demand workforce credentials, went well beyond board representation and program review. 

Businesses should also partner on program identification (including review of market research). They should be integral to curriculum development to assure that the right skills are taught. And ideally, business and community partners co-teach to embed learning in the day-to-day realities of the workplace.  

These additional types of business engagements significantly increase the likelihood that the right programs are offered to the right audiences.4 In addition, these deeper business engagements have the practical advantage of generating enrollment pipelines and funding opportunities.  

Again, I urge readers to take a look at the seven institutional case examples in the report. Each wrote about the biggest challenges for that institution and how they were addressed.  

Strong and multifaceted partnerships between institutions of higher education and businesses/communities are truly win-win: Businesses and communities gain ever-more skilled employees, and institutions gain new learners and additional stakeholders invested in the institution’s success. 

Support for Sustainable Change 

Because the modern workforce undergoes constant change, one of the greatest challenges for higher education will be how to ensure its workforce-related education and training keeps pace.  A key to this challenge lies in the types of support our institutions found most helpful to sustain their efforts. 

  • Engage high-quality benchmarking research on employer needs and institutional responses, highly customized to your institution’s local, regional, and statewide community. For half of our institutions, this led directly to new partnerships and curriculum; for the other half, it provided needed reinforcement for decisions. 
  • Seek direct support and guidance for the unique challenges your institution will face –things like financial modeling, program identification (including institutional self-assessments), and leadership coaching and problem-solving. All our institutions greatly benefited from that direct support. 
  • Clearly understand and articulate, internally, your institution’s reasons to provide workforce-related programming, and clearly articulate your goals to your partners.  
  • Finally, seek peer support and develop your own cohorts. Make use of UPCEA’s networking opportunities! Not only did the institutions in our project nurture each other, they felt part of a larger “movement” that kept them on track.  

More than ever, our fast-changing world requires citizens who are continuously trained and educated. This project demonstrated what’s possible when higher education and businesses partner to create workforce-related higher education and training. We know what these partnerships should look like, and we are stronger together. 

Aaron Brower, Ph.D. (co-Principal Investigator for this Walmart-funded project) is a Strategic Advisor with UPCEA, a Fellow of the John N. Gardner Institute for Academic Transformation, and Professor Emeritus at the University of Wisconsin – Madison.  Aaron was formally a Provost, an Interim Chancellor, and the Senior Associate Vice President for Academic Affairs within the University of Wisconsin System, where he was also the founding Executive Director of UW Extended Campus. To learn more about UPCEA Research and Consulting, please contact [email protected].

 

1 https://www.qualitymatters.org/qa-resources/resource-center/articles-resources/CHLOE-10-report-2025  

2 Ibid  

3 https://upcea.edu/wp-content/uploads/2025/07/Benchmarking-Online-Enterprises-Insights-into-Structures-Strategies-and-Financial-Models-in-Higher-Education-2025.pdf  

4 https://www.insidehighered.com/news/government/student-aid-policy/2025/06/16/workforce-pell-would-extend-grants-unaccredited

Learning in contemporary higher education is rooted deeply in calendars and time rather than mastery of the topic of the learning. With an inflexible semester or quarter calendar and an often-inflexible schedule and length of meeting times, learners are marched through the system in the orderly method of an assembly line.

As long as I have taught at the university level, beginning in the early 1970’s, I have questioned this approach that puts time scheduling ahead of depth of learning. It seems to put teaching schedules ahead of learning outcomes. I must confess that over the decades, I have been an “easy touch” for an incomplete for a student who encountered some unforeseen life disruption or simply took on more than she or he could handle during the semester. My philosophy has been, and still is, that what is learned is more important than whether it was accomplished in 8 weeks, 16 weeks, or even longer.

I am not alone in that view. Back in the 1960’s one of learning’s highly recognized scholars, Benjamin Bloom, probed this very issue. “Bloom’s Learning for Mastery (LFM) strategy evolved and was later on implemented in primary and secondary school settings.” Meanwhile psychologist Fred Keller developed his Personalized System of Instruction (PSI) focused on five key principles:

    1. Students should be allowed to work at their own pace.
    2. Students should achieve at least 90% accuracy on the assessment before moving to the next lesson.
    3. Lessons should be considered as ‘vehicles of motivation.’
    4. Teachers and students should consider using written communication in textbooks and study guides.
    5. Teachers and students should get closer through repeated testing, immediate scoring, continuous tutoring, and progress tracking.

These five principles cannot be easily integrated into classes that march forward with a rigid class calendar based on three 50-minute class meetings for 15 weeks! However, recent technological developments have opened the door to reinventing higher education from the assembly-line model to an online-asynchronous, tutor-enhanced, mastery-based learning model.

To understand the differences between traditional teaching and mastery learning, one can best describe that our current practices place an emphasis on time-based teaching, while in mastery learning, the emphasis is, as the name suggests, on learning. Note that in Keller’s PSI approach, the goal is 90% or better learning as evidenced through frequent assessments required to move forward to the next module in the class. The PSI stresses personalized scaffolding of learning and evidence of mastery throughout the course. Whereas our current common mode of delivery views the class as a whole rather than recognizing differences in background and learning by individuals. Inevitably, the current approach penalizes students for unintended, unrecognized shortcomings in understanding caused by any of a number of circumstances such as prior knowledge deficits in some aspect of that which they are studying; poorly taught pre-requisite or assumed previously taken classes; unanticipated life interventions; or some other inability to learn essential class concepts that had not been anticipated in the development and design of the class. If, instead, we were to create personalized learning intervention opportunities at every step of the way that are designed to be responsive to the needs of individual learners on a minimum of learning 90% of every module, we could ensure a minimum of mastery of 90% of the materials in every class.

Artificial intelligence employed in an asynchronous or blended online class opens the pathway to mastery learning. An instructor can experiment with this process by folding this prompt into one or two modules of a class. Released by “There’s an AI For That” (TAAFT), is a free and openly available prompt that can be inserted into any of the major frontier models such as Gemini, ChatGPT, or Claude. Titled Precision Learning Companion, the prompt is introduced:

This prompt turns AI into an ultra-detailed, dynamic personal tutor that doesn’t just quiz, it teaches deeply, layer by layer, until the user genuinely masters the material. It’s built to adapt in real time, constantly diagnosing knowledge gaps, and never moving forward without full comprehension. Every answer, right or wrong, triggers a structured, narrative-style breakdown explaining the what, why, how, and broader context, ensuring true understanding. The AI is designed to feel like having a supportive but meticulous mentor who scaffolds learning: progressively challenging the user if they perform well, slowing down and simplifying if they struggle, and always reinforcing psychological safety through encouragement. It uses textually described visual aids, memory tricks, real-world examples, and step-by-step remediation when needed. Mastery, not speed, is the goal.

I encourage readers to test this out to examine more closely the impact of using AI to deliver learning opportunities. It literally took me less than two minutes to get my module up and running:

    1. I copied and pasted the page-long prompt from the TAAFT.Notion site into Claude 4 for test purposes and pressed enter
    2. I entered the topic as “human eye anatomy” (of course you can enter any topic that you might cover in a week or so in your current class schedule)
    3. I was then launched into a congenial conversation with the AI module that probed deeply into my knowledge of the topic in a pleasant and reinforcing way.
    4. I must admit that I was so engaged that I didn’t stop for more than an hour.

You can begin by testing it on yourself and perhaps a colleague, teaching assistant, or another willing participant. Choose a relevant topic. I chose “physiology of the human eye” which was a basic module in all of the many Communication Technology classes I offered.  I found the AI module to be accurate, comprehensive, reinforcing and clear. If you find that it shows promise, you might choose to use it in one of your classes. Invite your instructional designer to join in a discussion of how this might best be used in your classes. Note how it personalizes instruction for learners by sharing additional information, readings, and related learning opportunities to backfill areas that learners who may be deficient in background and need context to relate to the course. You can ask learners to share a copy of the exchanges. They may also share brief reactions on the quality and usefulness of the interaction with AI.

Over time, with the help of your instructional designer, you may want to go fully into mastery learning, ensuring that every student in your classes masters the material at a 90% level. In some cases you may need to be flexible with offering “Incompletes” to provide time for those who need to complete the additional material triggered by submission of wrong answers. 

I always had an uncomfortable feeling in the pit of my stomach when I submitted a C, D, or F as a final grade. I felt that I had failed my student. However, I had a full classroom and there was not enough time or opportunity to provide individualized attention to each student. Perhaps the new generation of university instructors who partner with AI assistants, will enjoy the confidence that all of their learners will master the topic of the class with the help of AI. No learner will be left behind, and none will be victims of the assembly line model of teaching in higher education.

 

This column was originally published in Inside Higher Ed. 

Second annual study provides new KPI benchmarks around enrollments, finance, and budget, explores the impact of AI, and provides strategic recommendations for online leaders to thrive in these uncertain times. 

WASHINGTON, D.C., ISSUED AUGUST 12, 2025…UPCEA, the online and professional education association, today announced the release of a new research report, “Benchmarking Online Enterprises: Insights into Structures, Strategies, and Financial Models in Higher Education” (BOnES). The report offers timely insights into how online enterprises are driving institutional sustainability through new revenue streams, AI adoption, and scalable operations. The report provides key benchmarking data on structure, staffing, finances, and innovation.

This year’s findings highlight continued dominance of academically decentralized models, with administrative structures split between centralized and decentralized approaches. New performance indicators offer per capita budget and revenue benchmarks, revealing wide variability and reinforcing that no single model guarantees success.

With growing investments in online enterprises, the expansion of staff, the continued diversification of program portfolios, and emerging use of AI, this report is a vital resource for institutional leaders navigating an increasingly competitive and financially pressured landscape.

“This report and its findings arrive at a critical time for postsecondary leaders,” stated Julie Uranis, senior vice president for online and strategic initiatives at UPCEA. “Given the instability in higher education, the insights and benchmarking opportunities in #BOnES25 will help leaders make strategic decisions and understand the expected yield of investments in the online enterprise. This is an important resource to guide revenue diversification and portfolio alignment, and will ultimately improve opportunities for the learners we serve.”

KEY FINDINGS

The report offers a nuanced view of online education, capturing areas of advancement as well as barriers that institutions must address to remain competitive.

  • Investments in online enterprises are expanding capacity and driving revenue growth: Between 2024 and 2025, median budgets and revenues increased markedly. Much of this investment supported staffing growth, reflecting the strategic importance of online education in institutional portfolios. Furthermore, some institutions are improving efficiency, with every budget dollar generating nearly five dollars in gross revenue on average. However, this metric is widely variable, illustrating the different levels of fiscal scalability that enterprises are achieving.
  • AI integration reflects both experimentation and uneven maturity: Nearly half of online enterprises reported a collaborative approach to AI decision-making, while others are either highly autonomous or lack formal processes altogether. AI use is most concentrated in teaching and administrative functions, though adoption patterns differ significantly by institution type and size.
  • New KPIs support more precise comparisons: This year’s study includes per capita measures of budget and revenue relative to student credit hours, unduplicated headcount, and FTEs. 

STRATEGIC RECOMMENDATIONS

The 2025 BOnES report emphasizes the increasing need for intentional, data-driven decision-making to ensure the long-term viability of online education enterprises. While many units have grown in size and sophistication, this year’s findings reveal that sustainable success depends not just on scale—but on alignment, clarity, and strategic focus.

The report offers five distinct recommendations to help online leaders guide their enterprises: interrogate financial models; benchmark for efficiency, not just scale; develop a clear AI strategy; align staffing with strategy; and invest in organizational clarity. 

INSIGHTS BEYOND THE REPORT

In addition to key benchmarking data, this year’s BOnES report reveals deep undercurrents shaping the role of online education within the broader institutional ecosystem. These emerging dynamics—some financial, some structural, and some market-driven—reflect how online enterprises are evolving in response to institutional pressures, resource shifts, and increased competition.

  • Online as a Financial Engine: More than half of online units are being asked to reduce costs and generate additional revenue, either to support broader institutional shortfalls or reduced funding. Online education is becoming an increasingly critical lever in financial planning.
  • Faculty Integration Reflects Strategic Commitment: Nearly all institutions now include online teaching in regular faculty course loads, while use of per-course, per-credit, or per-student pay continues to decline, cementing online learning as core to institutional operations.
  • Smarter Marketing Needed to Match Growth Ambitions: While the overwhelming majority of online leaders expect to expand their share of the online marketplace in the next three years, confidence in current marketing capabilities remains low—highlighting a strategic gap that could limit visibility and enrollment in an increasingly crowded field.

“With increased pressure to generate revenue, institutional leadership can develop ambitious revenue targets for an online enterprise,” said Bruce Etter, senior director of research and consulting at UPCEA. “While understandable, these targets are often incomplete equations. To generate X in revenue, an investment of Y is needed. The data provided in this report help to provide clarity for those variables and other essential benchmarks for online leaders.”

“UPCEA’s 2025 Benchmarking Report is a vital resource for online education leaders seeking to make informed, strategic decisions in a rapidly evolving environment,” added Asim Ali, executive director of the Biggio Center for the Enhancement of Teaching and Learning at Auburn University. “The financial benchmarks and AI adoption insights are especially timely, helping leaders like myself better evaluate where we stand, where we need to invest, and how we can scale responsibly. In a time of increased institutional pressure, having access to real, actionable data is invaluable.”

UPCEA’s 2025 Benchmarking Online Enterprises Report offers a timely and essential resource for institutional leaders navigating the complexity of online education. With data-driven insights into funding models, staffing, AI adoption and strategy, and market positioning, the report equips decision-makers to align their online enterprises with institutional goals and financial realities. By benchmarking against peers and acting on key indicators, colleges and universities can build more sustainable, competitive, and learner-centered programs in an increasingly dynamic landscape.

REPORT AVAILABILITY & WEBINAR

For more information about the report or to access the full findings, visit https://upcea.edu/2025-benchmarking-online-enterprises-study/.

UPCEA will discuss key findings from the report during a free webinar on October 9, 2025, at 2:00 PM ET. Click for details and registration, or visit https://upcea.zoom.us/webinar/register/WN_sVXWlBR-RJmpNVB3eQIAdg. 

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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 https://UPCEA.edu and follow @UPCEA on social media.

Turn learners into the cyber pros every employer is chasing with stackable, multi-credential pathways

The Cyber Talent Gap Is a Moving Target

Picture this: the bad guys keep upgrading their playbook, but the good guys are still running last season’s plays. That’s the cyber talent gap in a nutshell. It’s not just about more people in the field. It’s about people with the right skills, right now. The threats change fast, the tools change faster, and employers are stuck trying to hire for a moving target. Colleges, universities, and workforce programs can either chase the ball or start calling the plays themselves.

Stackable Credentials: The New Currency of Cyber Careers

Gone are the days when a single degree could fuel a decades-long career. Cybersecurity moves in dog years: what’s “current” today could be outdated in 18 months. Stackable credentials are the new currency: smaller, industry-recognized achievements that stack up to big career moves. They slip neatly into existing degrees or certificate programs, let learners hop in and out without losing momentum, and — here’s the magic — they mirror exactly what employers are scanning for on résumés.

The “Cyber Skills Lattice.” Multi-Credential Pathways

Forget the straight ladder. Cyber careers look more like a jungle gym. The most effective pathways mix and match credentials from different respected sources, creating a lattice learners can climb in multiple directions. Someone might start with a rock-solid foundation like CompTIA Security+, Cisco CyberOps Associate, or AWS Cloud Practitioner, then swing over to specialized credentials like ISACA’s CISA for audit, ISC² CISSP for security leadership, or ISACA’s CISM for information system management. And as the field shifts, new rungs appear — AI governance, privacy engineering, secure DevOps — ready to be added to the structure. Academic Institutions that map this lattice into their programs give students not just a degree, but a dynamic career GPS.

Mid-Career Upskilling: From IT Generalist to Cyber Specialist

Here’s a plot twist: the future cyber workforce won’t come from college grads alone. Some of the best recruits are already in the building: mid-career IT professionals who know their way around networks, troubleshoot like pros, and understand office politics. What they need is a fast track into security roles.

That’s where stackable credentials and certificates shine. Picture a network administrator who’s been keeping systems humming for years. With a targeted credential — say, ISACA’s Cybersecurity Fundamentals paired with CompTIA CySA+ certifications  — they can pivot into a security analyst role in months, not years. It’s focused, employer-recognized skills that turns generalists into specialists without making them start from scratch. Employers love it, professionals love it, and the talent gap gets that much smaller.

AI, Automation, and the Future of Cyber Jobs

The bots aren’t taking over, but they are taking notes. AI and automation shift cyber work by offloading repetitive tasks and creating higher-order ones. Tomorrow’s roles demand oversight of AI tools, compliance in automated environments, and outthinking evolving AI-powered threats. A concise stack—Google Cloud Machine Learning Fundamentals + ISACA IT Risk Fundamentals + a Responsible AI Governance credential—prepares  professionals to manage systems technically and ethically. The winning mix: technical chops, governance know‑how, strategic thinking, and adaptability and resilience.

Higher Ed as the Workforce Catalyst

This is higher ed’s moment to lead the plot, not play catch-up. Designing credential pathways that cross vendor lines, align tightly to job roles, and anticipate what’s next turns graduates into more than just “qualified” hires. They become the pros who keep our digital world standing: ready for today’s attacks and tomorrow’s unknowns. And that’s a story worth telling. 

About ISACA

ISACA helps colleges and universities embed globally recognized IT credential content into IS, IT, and non-IT degree programs. With credential-ready curriculum, built-in support, and global credibility, ISACA’s Academic Partnerships help institutions prepare students for careers, not just graduation. Learn more at isaca.org/partnerships/become-an-academic-partner

This fall we are moving into the agentic generation of Artificial Intelligence (AI). It is generative AI that we have become accustomed to in the past couple of years. That will not go away, but increasingly, it will serve in support of agents.

“Where generative AI creates, agentic AI acts.” That’s how my trusted assistant, Gemini 2.5 Pro deep research, describes the difference. By the way, I commonly use Gemini 2.5 Pro as one of my research tools as I have in this report, however, it is I who writes the report.

Agents, unlike generative tools, create and perform multi-step goals with minimal human supervision. The essential difference is found in its proactive nature. Rather than waiting for a specific, step-by-step command, agentic systems take a high-level objective and independently create and execute a plan to achieve that goal. This triggers a continuous, iterative workflow that is much like a cognitive loop. The typical agentic process involves six key steps as described by Nvidia:

Step 1. User or Machine Request

Step 2. The LLM: Understanding the Task

The LLM acts as the brain of the AI agent. It interprets the user’s prompt to understand the task requirements.

Step 3. Planning Module: Task Breakdown

The planning module divides the task into specific actions.

Step 4. Memory Module: Providing Context

The memory module ensures context is preserved for efficient task execution.

Step 5. Tool Integration: Performing the Task

The agent core orchestrates external tools to complete each step.

Step 6. Reasoning and Reflection: Improving Outcomes

Throughout the process, the agent applies reasoning to refine its workflow and enhance accuracy.

An early version of a general agent was released last week by OpenAI to their paid subscribers of ChatGPT. The message accompanying the release explains the potential for power and productivity as well as the care one must take to ensure privacy:

ChatGPT agent allows ChatGPT to complete complex online tasks on your behalf. It seamlessly switches between reasoning and action—conducting in-depth research across public websites, uploaded files, and connected third-party sources (like email and document repositories), and performing actions such as filling out forms and editing spreadsheets—all while keeping you in control. To use ChatGPT agent, select “Agent mode” from the tools menu or type /agent in the composer. Once enabled, just describe the task you’d like completed, and the agent will begin executing it. It will pause to request clarification or confirmation whenever needed. You can also interrupt the model at any time to provide additional instructions…. When you sign ChatGPT agent into websites or enable connectors, it will be able to access sensitive data from those sources, such as emails, files, or account information. Additionally, it will be able to take actions as you on these sites, such as sharing files or modifying account settings. This can put your data and privacy at risk due to the existence of “prompt injection” attacks online.

I tried the new agent for an update on an on-going research project I have been conducting this year. It was faster than the ChatGPT-o3 deep research product I have used previously. The report was more concise but included all the data I expected for my weekly update. It also condensed and formatted relevant material in tables. I was careful with the way in which I handled sharing personal information with the agent. Over time, I am confident that more secure ways will be found to protect users and their privacy.

Inherently, the agentic AI is different from the generative AI. GenAI is like a brilliant but rather passive research assistant that requires constant, explicit direction. You must provide a series of precise, individual prompts to get it to complete your real objective. Agentic AI, on the other hand, functions more like an experienced project leader. You provide it with a high-level, strategic objective such as: “Prepare a report for the provost that outlines the potential of offering a number of relevant new online AI certificate programs this fall targeted to large regional corporations.” The agent then autonomously deconstructs this goal into a multi-step workflow. It will search for relevant topics and targets; identify potential programs; compare and contrast current and potential offerings with those at competing institutions; generate a ROI over time analysis, synthesize the findings; draft the briefing document; access the provost’s calendar; identify available meeting times; and send a calendar invitation with the briefing attached.

That’s just one example. Agentic AI will be useful in many aspects of the university operation. It will promote efficiency, accuracy and save significant money through its round the clock productivity. Here are some key areas where agentic AI may be useful in the year ahead.

  • Student Recruitment, Admissions and Support: We are already seeing agentic AI transforming recruitment from a high-volume, non-personalized process into a deeply individualized and proactive process. Engaging prospective students 24/7 across multiple communication channels, agents tailor their outreach with the promise of personalized learning that has been a central goal of educational technology. Agentic AI is poised to make this vision a reality at scale.
  • Teaching and Learning: At last, agentic AI can personalize the learning process. These systems function as autonomous, 24/7 AI tutors that adapt to each student’s unique learning pace and style. The agentic tutor can assess a student’s understanding of a concept, identify any knowledge gaps, and adapt the materials for each learner to create a personalized learning path. By employing techniques such as Socratic questioning, an agent can guide a student through a problem-solving process, adapting to the learner’s understanding of the topic and prompting them to think critically, rather than simply providing the correct answer. This can lead to mastery learning where all learners master the key concepts of a class before they are awarded credit. No learner is left behind.
  • Administrative Support: Agentic AI can create enhanced, annotated gradebooks and continuously updated, enhanced course plans for faculty; predictive analytic reports for deans and directors; individualized retention and advancement recommendations; marketing and public relations materials and plans; library recommendations for acquisitions and student engagement; and many more functions across the spectrum of administration.

AI Agents will offer the next level of Artificial Intelligence to higher education. We can anticipate embodied agents becoming available in a year or so. Meanwhile, I encourage us all to experiment with agentic AI as it becomes available. In doing so, we can begin to create our own personalized, proactive, professional assistant that can anticipate our needs and implement our preferences. Who at your university is leading the move to agentic AI? Perhaps you may be in a position to model the efficiency and professionalism of AI agents.

 

This column was originally published in Inside Higher Ed.

 

A person (Stacy Chiaramonte) smiling

By Stacy Chiaramonte

Now, possibly more than ever, it is critically important for colleges and universities to engage with employers for the benefit of our students. Higher education is facing an unprecedented time. The demographic cliff is upon us, the current political environment has led to policy whiplash and has upended funding sources for research. Our campuses have long appreciated and sought to develop further employer partnerships but now it is imperative for sustained student success.

The question for most is not why to partner but how, however, let us briefly touch upon the benefits of university to business relationships. Institutions must be proactive in helping students to transition from academia to successful careers by providing relevant skills and practical experiences. Employer partnerships offer a strategic opportunity to enhance career readiness in many ways, explored further in this blog. Employer partnerships are an opportunity to create a mutually beneficial ecosystem that supports student success, enhances workforce development, and fosters innovation and economic growth.

The Benefits of Fostering University-Employer Partnerships
Enhanced Student Employability

Institutions have employer relationships today, in areas such as career services and institutional advancement offices as examples. However, employer partnerships can offer many more opportunities for students. Specifically, internships and co-op programs with employers allow students to gain practical experience in the work environment. Students can develop industry-relevant skills, explore career opportunities, and build their professional network through these experiences. Employers benefit from having student talent and perspectives in their workplace and students gain skills to increase their employability upon graduation.

Workforce Development

Employers often engage with institutions to offer workforce development for their employees. Continuing and professional education units have been collaborating with companies for decades to offer targeted, skills-based training to help employers to increase retention, develop their pipeline of talent, and address skills gaps. With the jobs of the future changing so rapidly, this just-in-time skills-based training is a necessity to help employers to remain competitive. Partnerships between employers and institutions allow for collaboration to develop and design targeted training programs for the workforce that can be delivered in flexible formats for the employer.

Innovation and Knowledge Exchange

Academic departments benefit from collaboration with industry partners to foster innovation. Often the various colleges on our campuses will have targeted advisory boards made up of representatives from key corporate partners and targeted potential partners. These advisory boards help to inform and support knowledge exchange and research. In some cases, research is conducted both at the institution and at the partner’s location, leveraging the strengths and resources available at each. This research can lead to the discovery of novel solutions that can be commercialized.

Driving Local Economic Growth Through Community Partnerships

Institutional and employer partnerships benefit the local community as well. These partnerships often lead to programming that is open to the community, such as youth events and education fairs. These relationships can also take the form of public private partnerships, with the potential to spur economic development in various ways. For example, an institution in central Massachusetts worked with the city as well as corporate partners to develop and build a new mixed-use building on the school’s campus. This provided space for expansion for several larger companies into the region and led to the creation of new job opportunities for the local community.

Strategies for Building Effective Employer Partnerships

Identifying Potential Partners

It is important for institutions to develop a strategy for employer engagement. There will be industries that align well with the institution and others that do not. Developing a strategy for targeting those companies that align with the institutional mission, values, student’s career aspirations, and programs is critical to long-term success. It also helps the institution to target outreach and best utilize their resources for maximum impact. Colleges and Universities must be careful not to try to be all things to all partners and focus on their core strengths.

Building Relationships

The work of building lasting, collaborative relationships with employers is often underestimated by institutions. A 2023 snap poll conducted with UPCEA members identified that 53% of respondents had staff members that dedicated at least 50% of the time to developing and cultivating employer/corporate relationships. That same poll identified that 65% of respondents had increased the number of employer partnerships over the past fiscal year. While these are great statistics to see, the average FTE responsible for cultivating employer relationships was only 2.1.

It takes a significant amount of time and focus to nurture these relationships. This is a critical point where partnerships can often fail to meet expectations. Employers will need regular engagement, including opportunities for feedback loops. Often institutions meet with employers, gather valuable input, and then fail to follow up on the actions identified or move too slowly to respond to employer needs. The institution’s employer engagement strategy must include regular mechanisms for collecting feedback and provide status updates on initiatives. Employers will also want opportunities to engage with students and faculty through networking events. Regular communication around joint initiatives must be a priority and structured. Relationships are built on trust and strengthened over time through regular collaboration.

Understanding Employer Needs

The first step to building relationships with employers is to take the time to understand their needs by asking questions such as:

  • What are the pain points that they are facing?
  • What skills gaps are they seeing with their team members?
  • Are they struggling to find the right talent?
  • What will help them to move the needle in their organization?

This requires institutions to ask questions and listen rather than start by offering existing programs and courses. This is known as a solution selling approach, which is a concept that is common in industry but less so in academia. Colleges and Universities must invest in dedicated staff who can explore employer needs in depth. These individuals should be empowered to collaborate across departments to identify solutions tailored to employer priorities.

Types of Employer Partnerships

Partnerships with employers can take several forms. One of the most common is through the career services center on campuses, with employers participating in career fairs and hiring graduating students.

Internships, Co-ops, and Apprenticeships

Internships, co-ops, and apprenticeship programs are another very common way for employers to engage. These offer employers an opportunity to provide students with firsthand experience and mentorship opportunities while giving them exposure to real-world work experience. The added benefit for employers is that they have the opportunity to work with future talent and this often leads to employment opportunities for the student upon graduation.

Tuition Reimbursement and Custom Training Programs

In many cases, employer engagement will lead to custom training programs. These can take the form of an existing degree program or may lead to the development of a unique program targeted at addressing the specific skills gap in the workforce. Employees can often leverage tuition reimbursement programs to support their participation in degree programs. Those degrees can typically be targeted to the employers’ needs by the choice of elective courses that align best. In my experience, employers have “customized” an existing degree program by curating specific courses for their employees to take within the approved curriculum.

When it comes to developing a specific skills-based training program, consider involving the employer as a subject matter expert. Research has shown that employers want to be engaged in the process of developing custom training programs but colleges and universities do not typically offer this. Co-development and the use of the subject matter expertise of the employer partner will strengthen the outcome and further cement the partnership.

Joint Research

Lastly, there is potential for the employer partner to engage in joint research projects, innovation initiatives, and the development of new technologies and solutions. These types of partnerships are beneficial because they provide the institution with resources to explore new solutions while providing the employer partner with shared intellectual property.

Developing Mutually Beneficial Agreements

With the range of potential employer partnerships, it is critically important to establish clear agreements that outline the roles, responsibilities, and expectations of both the institution and the employer. Whether placing students in internships/co-ops/apprenticeships, conducting joint research, or co-development of a program, the details and logistics must be clearly documented. Each of these ways to engage will strengthen the partnership and help to ensure the solution is well aligned to the employer’s need. However, this can create questions about ownership of intellectual property, use of the content for other partners, or coordination of student employment. Clear agreements that benefit both the institution and employer will allow for the most effective collaboration.

Engaging Students and Faculty

Identifying the opportunity and engaging the employer are just the first steps of the partnership. The work then shifts to engaging students and faculty to promote and cultivate the partnership. The success of the relationship is contingent upon the alignment of student and faculty interests and meeting their needs, as well as the employers. A key first step is to highlight the benefits and potential of the relationship for each.

Facilitating Student-Employer Connections

Organize networking events, career fairs, and mentorship programs to connect students with employer partners. This allows each to meet and explore opportunities directly. Each party is essentially interviewing each other, ensuring that each finds the best match.

Faculty Involvement

Several types of partnerships rely on highly engaged faculty. Faculty may be conducting research with the employer or developing custom curriculum. This requires alignment of vision and goals. Provide faculty with ways to engage the employer partner through things such as industry advisory boards and guest lectures. Include the faculty member in key conversations when the details of the project are being discussed. This will help to build that collaboration and alignment.

Alumni Engagement

An often-untapped resource is the institution’s alumni network. Alumni want to be engaged and can be an invaluable resource to identify potential employer partners and provide mentorship and career guidance to current students. Reach out to alumni, invite them to be a part of partnership exploration and working with students and you will be rewarded with loyal, dedicated resources eager to assist.

Measuring and Evaluating Success

How do you ensure that your employer partnerships are yielding the desired results for your students and your institution? What are some of the ways that you can evaluate the results of your efforts? There are several opportunities, some already in place at your institution, to measure success.

Tracking Student Outcomes

The Career Services office on your campus will have key metrics, such as internship and job placement rates, graduate salaries, and employer satisfaction, in place to measure the impact of employer partnerships on student success. These are very common metrics, though they do often rely on students responding to post-graduation surveys, which are captured and reported as a standard. This is a great source of information on the impact of student facing partnerships.

Collecting Feedback

In addition to the Career Services metrics, consider gathering feedback from students, faculty, and employer partners to continuously improve partnership programs and enhance the overall experience. This can be done through an annual or biannual survey, focus group, or listening session with each key stakeholder. In my former institution, we initiated and managed annual satisfaction surveys with all three groups to collect feedback. The questions were different for each group, with the focus for employers on how well our programs met their needs, how responsive they felt we were, and if they would consider partnering again in the future.

Assessing Partnership Effectiveness

It will be important to assess the impact of the partnership honestly and holistically for both your institution and the employer. The surveys used to collect feedback can help to evaluate the effectiveness of employer partnerships, identifying areas for improvement and ensuring alignment with institutional goals. Industry Advisory Boards facilitated by the Deans can also provide an opportunity to meet with employer partners and hear their feedback about the characteristics of an effective partnership for you to conduct an internal assessment. Lastly, it is also important to evaluate the financial impact of the partnership. Is the revenue generated off-setting the costs to develop and implement the partnership? Are there opportunities to generate additional return on investment (ROI) for both parties? We do not consistently evaluate ROI in higher education, but this is an important aspect in assessing partnership effectiveness. We have finite resources and must ensure we utilize those precious resources most effectively.

Share Success Stories

One of the most impactful ways to demonstrate the value of employer partnerships is by showcasing student success stories and tangible partnership outcomes. These help to promote the value of collaboration and attract new employer partners, as well as to reinforce the power of employer partnerships for faculty and students. These success stories can be an excellent tool for student recruitment and retention as well.

Key Takeaways

  • There are significant benefits of employer partnerships for supporting student success, enhancing workforce development, and fostering innovation and economic growth.
  • The key to unlocking these benefits is to build strong relationships, understand employer needs, and develop mutually beneficial partnerships.
  • Institutions must prioritize employer partnerships as a strategic initiative to enhance student outcomes, bridge the gap between education and the workforce, and contribute to a thriving economy.


Stacy Chiaramonte is the Senior Vice President of Operations and Strategy for UPCEA’s Research & Consulting division. Prior to joining UPCEA, she spent 13 years at Worcester Polytechnic Institute, most recently as the Associate Vice President of Graduate and Professional Studies.

A person (Emily West) smiling

By Emily West

Why Institutional Leaders Can No Longer Afford to Wait on AI adoption
The clock is ticking for higher education institutions that haven’t fully embraced AI. What was once an experimental advantage in marketing and enrollment has quickly become an urgent necessity. AI has firmly established itself as an operational imperative across diverse industries, with the global AI software market projected to reach $126 billion by the end of 2025. A recent study by UPCEA and EducationDynamics highlights this transformation, revealing that for higher education, the question is no longer whether institutions should use AI in marketing, but how quickly institutions must adapt to remain competitive. The report, “Marketing and Enrollment Management AI Readiness Report 2025,” underscores a critical message: a significant gap persists between institutional optimism about AI and actual operational readiness, and the cost of delaying adoption is rapidly increasing.

AI’s Proven Impact in Higher Education

AI’s widespread adoption is undeniable, with 78% of organizations reporting AI usage in 2024, a notable jump from 55% in 2023. Generative AI alone saw usage in at least one business function leap from 33% to 71% in the same period. Higher education is not immune to this transformation. Institutions are actively integrating AI into their operations, and the benefits are clear:

  • Embedded Tools Drive Efficiency: Nearly two-thirds (65%) of institutions are utilizing AI-enhanced creative and design tools, while over half (51%) employ social media management tools with embedded AI. Customer Relationship Management (CRM) systems and data analytics platforms also frequently incorporate AI features (31% each), streamlining workflows and automating routine tasks.
  • Rising Effectiveness and Quality: The perceived effectiveness of AI-powered tools is on the rise, particularly in areas like content generation (rated most effective by 47% in 2025), content optimization (41% effective), and customized ad and message delivery (39% effective). Imagine admissions counselors spending less time on manual data entry and more time on high-value, personalized student interactions, leading to a smoother application process and faster follow-ups. From crafting perfectly tailored email campaigns to generating compelling website content in minutes, AI is enabling marketing teams to produce higher-caliber materials with speed.
  • Tangible Gains and Measurable ROI: Institutions adopting AI-driven technologies are reporting measurable gains in efficiency, quality, and return on investment (ROI). Specifically:
    • 69% reported improved efficiency in marketing and enrollment workflows.
    • 52% noted an increase in the quality of their work.
    • Nearly half (48% believe AI integration has positively impacted their enrollment funnel).

AI is delivering significant returns in customized ad messaging, lead generation, and creative content development. Content optimization also ranks high for ROI.

Where Higher Ed is Falling Behind

Despite these clear benefits and accelerating staff adoption (65% of respondents use emerging tech in marketing/enrollment, up from 40% in 2024), a “significant disconnect” remains between staff receptivity and institutional readiness.

Lagging Pace

A substantial portion of institutions do not consider themselves leaders in AI implementation (56%). When compared to peers, 36% felt their institution was behind, and only 21% believed they were ahead.

Persistent Barriers

Key hurdles continue to impede AI adoption, with many growing more pronounced since 2024:

  • Budget constraints (cited by 76% of respondents).
  • Technical infrastructure limitations (64%).
  • Data privacy and security concerns (52%).
  • Staff readiness (50%) and resistance to change (47%).
  • A concerning 44% of respondents reported their institution lacks a plan to upskill or support staff in adopting AI-driven technologies.

Impact on Staff Retention

The cost of inaction is also affecting personnel. In 2025, 34% of respondents stated that their institution’s stance on AI would impact their likelihood to stay at that institution. This suggests that embracing AI is becoming a critical factor for attracting and retaining talent.

The Path to Rapid Implementation

The report offers clear implications for leadership to convert receptivity into strategic action:

Invest Where Impact Is Proven

Focus resources on AI applications that have already demonstrated high ROI, such as content creation, personalized ad delivery, and lead generation. This approach can accelerate returns and free up capacity for further innovation.

Upskill Teams

Targeted training is crucial, encompassing both technical skills and change management. Providing clear growth pathways tied to AI fluency can significantly improve staff engagement and retention. While 90% of respondents see AI as useful for their growth, 44% report no current plan for staff AI training. This gap must be addressed.

Align Leadership with Operational Readiness

Leaders must move beyond passive support and actively integrate AI into strategic plans, benchmarking adoption progress, and allocating necessary resources. The nearly doubled rate of respondents citing “lack of alignment with strategic priorities” (from 18% in 2024 to 33% in 2025) highlights this urgent need.

Establish Institutional AI Governance

Creating robust governance structures involving marketing, enrollment, IT, and data privacy leaders is essential. These groups should collaborate to develop responsible AI use policies, ethical guidelines, and transparent data privacy practices communicated to prospective students. Students themselves expect transparency (58%) and increasingly demand personalized communication (74%) and faster response times via AI tools (90%). Institutions must ensure their AI-accessible content aligns with student needs.

AI is the Central Pillar for Institutional Success

AI is no longer on the periphery of higher education; it is rapidly becoming a central pillar for institutional competitiveness, staff retention, and the student experience. The study concludes that institutions no longer need convincing of AI’s potential, but rather a “purposeful path to rapid implementation”. Those that adopt AI with intentionality, foster cross-departmental collaboration, and embrace a sense of urgency will be best positioned to meet today’s evolving expectations and shape the future of student engagement and institutional growth. Delaying action, however, risks leaving institutions permanently behind.

Every year, the Voice of the Online Learner report offers a window into the motivations, preferences, and challenges of today’s online students. Now in its 14th year, the 2025 edition provides timely insights for UPCEA members seeking to design courses and programs that meet the needs of adult learners, employers, and communities.

At Risepoint, we’re proud to provide this research and support the institutions that use it to shape the future of higher education.  I recently shared these findings at UPCEA’s 2025 SOLAR: Summit for Online Leadership and Administration + Roundtable, and I’m excited to highlight them here for the broader UPCEA community.

Are adult learners attracted to stackable alternative credentials?

Download the report to find out

Key findings from the 2025 Voice of the Online Learner

Online learners are balancing complex lives

Most online learners are working professionals juggling multiple professional and personal responsibilities. They are career-driven and believe the quality of an online education is comparable to or better than an on-campus degree and also believe that their employers feel the same way.  Notably, 80% of learners pick modality first (online vs. hybrid or in-person) and then look for programs to match.

Affordability remains the top decision factor, but modern learners also expect programs to fit into their busy lives without sacrificing quality.

Learners want to grow in their current roles
Rather than seeking new careers, a larger percentage of prospective, enrolled, and recently graduated online students are focused on in-role growth—seeking promotions, skill upgrades, or salary increases. Three in four agree that an advanced degree is necessary to improve career prospects.

This insight reinforces the need for programs that are tightly aligned with real-world job functions and employer expectations.

Gen AI is a growing concern and opportunity
Technology is reshaping the workforce, and 67% of learners recognize the growing importance of Gen AI for future job success. However, only 19% say their online program teaches them how to use Gen AI as a tool in the workplace. Compounding this concern is their uncertainty about the impact Gen AI will have on their future job prospects.

These findings present a critical opportunity for UPCEA institutions to lead workforce-aligned curriculum design that incorporates career-relevant Gen AI tools and competencies.

Learners are seeking opportunities for support and connection
Online learners want the flexibility inherent in the modality. However, they are increasingly open to additional opportunities to receive academic support and foster social connections, which can include on-campus activities. This year, 73% of online learners said they would visit their program’s campus, up from 58% in 2024. And about two-thirds of students expressed interest in logging in synchronously at least once per course.

This shift signals an opportunity for institutions to offer flexible online programs that also invite meaningful, optional engagement—on campus or in real time.

Alternative credentials offer immediate value, unclear pathways
In an expanded section on lifelong learning and alternative credentials, we saw that learners are availing themselves of such offerings in increasing numbers. However, they’re doing so primarily to gain specific, in-the-moment skills to accelerate in-role growth or to pursue an area of interest, rather than long-term academic stacking. Lack of employer recognition drives skepticism, while learners may simply be unaware of the option to stack non-degree courses into a degree. Only 11% cited stackability as a key reason for pursuing alternative credentials.

This suggests a need for better communication around stackable pathways and stronger employer recognition to increase perceived value.

Actionable Takeaways for UPCEA Members

  • Design with flexibility first: Modality is a primary decision factor.
  • Offer optional in-person touchpoints: Students want connection, not requirements.
  • Integrate Gen AI into curricula: Learners know they are underprepared.
  • Align programs with in-role advancement: Focus on practical, promotable skills.
  • Clarify the value of alternative credentials: Emphasize stackability and employer relevance.

Download the full report for more data and strategies to inform your program development.

 

Dr. Tekoya Boykins is a passionate educator who promotes growth and positive change through education. Currently serving as the Director of Academic Program Strategy at Risepoint, Tekoya is an advocate for education who has led in various capacities including serving as a business and education faculty, curriculum and instructional designer, assessment writer, and faculty trainer for professional development. Her research focuses on competency-based education.

Risepoint (formerly Academic Partnerships and Wiley University Services) is an education technology company that provides trusted expertise and partnership to more than 100 universities and colleges. We primarily work with regional universities, helping them develop and grow their high-ROI, workforce-focused online degree programs in critical areas such as nursing, teaching, business, and public service. Risepoint is dedicated to increasing access to affordable education so that more students, especially working adults, can improve their careers and meet employer and community needs.