Failure to launch: Obstacles to developing a graduate executive leadership degree in a competency-based education format

Abstract

Competency-based education (CBE) is an approach that evaluates the mastery of learning from a performance basis, rather than a seat-time basis. A CBE learner can capitalize on his or her experience from educational settings, work environments, or avocational background to demonstrate proficiency through prescribed academic and industrial outcomes. Utilizing a case study approach, this paper explores the obstacles to implement a graduate executive leadership CBE program at a faith-based, adult-learner institution in California. Budget implications, psychometric structures, assessment protocols, and competency identification are evaluated and described. In particular, this disruptive innovation highlights the topics of senior-level support, infrastructural investment, and faculty and staff involvement.