The viability of online competency based education: An organizational analysis of the impending paradigm shift

Abstract

Over the past several decades, workplace demands have changed from having an industrial emphasis on physical inputs and natural resources, to a knowledge based economy with a reliance on intellectual capabilities (Block, 1990; Ronchi, 1985; Sum & Jessop, 2013). The knowledge economy is defined as “production and service based on knowledge-intensive activities that contribute to an accelerated pace of technological and science advance, as well as equally rapid obsolescence” (Powell & Snellman, 2004, p. 201). This definition highlights that employers and the economy at large will rely on higher-level skills possessed by those with advanced training and certifications. This shift is embodied by competency based education (CBE), as students demonstrate what they know and have learned in a way that clearly connects learning and work.

Although CBE itself is not a new model, online CBE has gained attention as a response to traditional education for adult learners and those with “some college” and no degree. The national need to increase degree completion is illustrated by declarations from former President of the United States (U.S.), Barack Obama, who in the midst of the 2009 recession, set a national goal for educational attainment: by 2020, the U.S. will lead the world in the share of its population with a college degree (Cynamon, Fazzari, & Setterfield, 2013; Nodine & Johnstone, 2015). This paper will examine barriers to adopting online CBE for institutions of higher learning using contingency theory as a lens to prepare a conceptual analysis that develops new insights into the challenges faced by traditional institutions considering implementation.

Organizational change is best explained using theories that account for the interdependence of organizations, institutions' reaction to shifting resources, and the evolution of organizations. For these reasons, contingency theory was selected for this analysis. As organizations attempt to maximize their performance, they sequentially seek to minimize the effects of environmental and internal constraints. Contingency theorists believe organizations are all different because of the unique environments in which they operate. Thus, organizations are structured to accommodate different problems and opportunities that are specific to their environment (Scott & Davis, 2007). One enduring characteristic of open systems is their ability to continue functioning despite a failure in one subsystem (Scott & Davis, 2007). This further supports the validity of the contingencies identified because postsecondary institutions will not make organizational adjustments in their faculty structure or pedagogy unless the environment is favorable for them to make these changes, nor will they fail entirely by not adapting to these environmental circumstances.

While there is no one best approach to do things because each situation requires a different solution, organizations are adaptable and institutions will change to increase their survivability. CBE programs themselves are highly variable, which is a testament to the adaptability of this learning program and indicates CBE implementation can be successful in a number of different settings and environments. Changing consumer preferences is one example of an environmental contingency and when many adult learners demand this type of education, postsecondary institutions should consider the design and delivery of higher education. Colleges and universities will continue to resist online CBE implementation until there is an overwhelming interest from consumers, competitors, government, or other postsecondary stakeholders (staff, board, trustees, alumni, community, etc.). Based on contingency theory principles, effective organizations make adjustments to accommodate changes in their environment, and as the preferences of students lean towards more vocational education, postsecondary institutions may be forced to adapt to ensure their survival (Gumport, 2012).

No conflicts declared.