Convergence 2024: All Learning Matters

The recent Convergence Conference in New Orleans brought together thought leaders from across the higher education spectrum, offering profound insights on how institutions can evolve to better meet the needs of learners in an era of rapid change. This was our fourth UPCEA-hosted event and the second time at Convergence, but my first time attending. As the educational landscape shifts, key voices like Bob Hansen and Melanie Gottlieb stressed the urgency of moving beyond traditional models and embracing flexible, learner-focused alternatives like micro-credentials and stackable courses. The biggest takeaway was that all learning matters, whether part of a degree or a short course, and institutions must be prepared to support learners throughout their lifelong learning journeys.

Addressing Non-Traditional Learners

Bob Hansen, CEO of UPCEA, set the tone by addressing the growing number of individuals in the U.S. who have completed some college but do not hold a degree. An astounding 42 million people are in this position and find themselves caught in a system that still relies heavily on the binary notion of “degree or no degree.” Hansen urged institutions to recognize the shifting tide, where non-traditional learners are becoming the new norm, demanding more flexible, skills-based educational pathways. According to Hansen, online learning will play a critical role in scaling these opportunities, serving as a “laboratory for the future of learning,” where innovation can flourish and learning can be tailored to specific career and personal goals.

The Importance of Flexibility

Melanie Gottlieb, CEO of AACRAO, echoed this call for flexibility, highlighting how the Convergence Conference had doubled in attendance this year—a clear indication of growing interest in alternative credentials and learning pathways. Gottlieb emphasized the importance of learner mobility, particularly through the lens of quality credentials. These micro-credentials and stackable courses enable learners to showcase their competencies in a way that resonates with employers. However, this only works if institutions are willing to “bend and stretch” without fear of breaking their established norms. She cautioned that while institutions are uniquely positioned to keep learner records secure, they must now address the challenge of making these records more adaptable and accessible for non-traditional learners.

Exploring Micro-Credentials

In her recent post, “Addressing the Real Challenges of micro-credentials“, Glenda Morgan offers an insightful exploration of these same challenges. She argues that while micro-credentials are an exciting development in higher education, their true value will only be realized when institutions can address practical issues such as program coherence, quality assurance, and seamless alignment with employer expectations. Her reflections align with the conversations at Convergence, emphasizing that innovation alone isn’t enough—there must be structural and cultural shifts within institutions to accommodate these new learning pathways.

Collaboration and Shared Vision

At the conference, it was stressed that universities and institutions must collaborate more closely to develop a shared language and vision around credentials. The true value of micro-credentials lies not just in their issuance but in how well they align with employer needs, helping learners advance in their careers. Institutions should act as enablers of success, listening intently to the needs of learners and employers alike and holding themselves accountable for creating flexible, scalable solutions. Whether through non-credit courses, for-credit offerings, or degree enrichment, every educational product should be a stepping stone toward meaningful career outcomes.

Panel Insights: Approaches from the University of St Andrews and Online Workforce College

This theme of institutional collaboration and flexibility was particularly evident during the panel presentation Eduframe co-hosted with representatives from the University of St Andrews and OWC at Jones College. Despite their differences—one a prestigious, centuries-old university in Scotland, the other a U.S. community college focused on workforce training—both institutions shared surprising commonalities in how they approach the design and delivery of their educational offerings. Each institution has embraced the stackable credential model, allowing learners to accumulate skills incrementally and demonstrate them through micro-credentials.

The progress made by OWC in this space is awe-inspiring. They have awarded over 106,500 micro-credentials to 4,000 learners, a testament to their commitment to workforce development through short, stackable courses. Their collaboration with local governments and companies has accelerated their course offerings, ensuring that their micro-credentials directly meet employer needs. This partnership has been essential in creating stackable courses that provide tangible career opportunities.

St Andrews, while catering to a different demographic, is also exploring how stackable credentials can enhance the value of its prestigious programs. They recognize the growing demand for alternative credentials that can complement or substitute for a full degree, especially for learners looking to upskill or reskill quickly. Both institutions underscored the importance of creating educational offerings that are accessible and recognized by employers.

One key lesson from our panel discussion was the need for institutions to focus on proof of learning. The digital wallets and Learning and Employment Records (LERs) that accompany micro-credentials will be crucial in making the skills and competencies learners acquire more transferable and understandable. These tools will help bridge the gap between what learners know and what employers seek, making acquired skills more visible and valued in the marketplace.

Speed-to-Market and Learner Expectations

The breakout sessions also reinforced that speed-to-market is one of the most significant advantages of short, stackable courses, whether for-credit or non-credit. Learners today are not just asking, “What should I learn?” but increasingly, “Why should I learn this?” Institutions must be prepared to answer this “why” by offering courses that are relevant, timely, and directly aligned with career goals. The traditional model of long, degree-based education does not always meet the needs of today’s learners, who expect one-click access, flexibility in when and where they learn, and the ability to start and stop learning as their schedules allow.

Challenges Ahead for Micro-Credentials

Despite the clear advantages of short courses and micro-credentials, some challenges still need to be addressed. As Glenda Morgan pointed out, the coherence of micro-credentials within a larger educational framework is critical. Instructors and institutions must work to ensure that these shorter credentials complement, rather than compete with, traditional degrees. As Gottlieb noted at the conference, appreciation equals acceptance. The more instructors, administrators, and employers experience the value of micro-credentials firsthand, the more they understand their potential to transform lives and careers.

Conclusion: All Learning Matters

The overarching message of the conference was that all learning matters, and learners should not be judged solely by whether they have completed a degree. Whether pursuing micro-credentials, non-credit courses, or traditional degrees, the goal should be to help learners build a personal learning pathway to success. In this new era of education, institutions must be prepared to support learners at every stage, offering a combination of stackable credentials, micro-credentials, and traditional degrees that allow them to continue growing, adapting, and thriving in an ever-changing world.

Looking Ahead to UPCEA Annual Conference 2025

We cannot wait to join the UPCEA annual conference in March to see how other topics evolve. Will Convergence triple in size by next year? We certainly hope so—this year’s event was truly inspiring. A special thanks to UPCEA for hosting us and to those who attended our session or visited our stand. Special gratitude goes to Michael Trest and Andrew Wilson for their insights during the panel session.