Perceptions and Judgements

As individuals and organizations, we make inferences about the value of academic credentials; where one obtains them, the cost to obtain them, the use of them; and the necessary time-commitment to move to completion or not based upon our own perceptions, knowledge and experience. In other words, we are not in a black box, isolated from influences. We compare to what we know and have been influenced by our environment. We are not in control groups isolated from inputs and outputs. Our perceptions and judgments are often compromised by evidence that is rooted in assumptions and shallow information about the real value of what was achieved by someone earning such a credential. Without testing, our assumptions and recognition of learning should be qualified and noted.

Our perceptions are impacted daily by the public persona of an institution or corporation; how it makes the news and where we rank in generalized comparisons. “Oh, that is the best school in the country for X,” or “That is one of the top retail firms in the country.” Whether we are checking someone’s resume or evaluating a prospective student’s transcript, we all make judgments about the data we have available to us and how it is presented. We need a means to respect the views and requirements of individual institutions that seek to reinforce their standards and, at the same time, help create a flow of data to support and improve prior learning assessment.

We usually think of formal learning as a series of gates or steps. Most would call these gates “courses” or “classes.” And, courses vary based upon instructor, teaching method, subject, class participants, location, technology and other factors. Yet, in essence, courses are exposures in time focused on a topic or subject that is part of an overall curriculum. To balance the subjectivity inherent in the process, we could add the assessment of learning based on the outcome of taking courses. One objective of education is to gain the competencies and knowledge of the subject, helping the student to overcome the associated intellectual and personal-learning challenges the subject presents.

What is the meaning of academic credentials to consumers or employers or academic institutions? The basis of achieving credentials implies some form of accomplishment. If I complete a course in biology, does it mean I can use a microscope? Overcoming the challenges and persevering through whatever learning obstacles arise in order to master -- or at least comprehend -- a subject is also part of the learning process. Learning how to learn is an outcome. Self actualization and persevering through learning challenges enables us to grow as individuals, build confidence in our abilities and helps motivate us for what’s next in life, whether that is contributing to a venture or pursuing our life’s passions.

To Infinity and Beyond

“To infinity and beyond!” is a captivating phrase that Buzz Light-year from the popular movie “Toy Story” expresses before he flies into action. “That’s not flying, you are falling with grace,” observes his skeptical co-star, Woody. 

Not to make light of the complexity of the higher education system, but perceptions do matter. The value we place on academic credentials, and credentials in general, are at the root of many issues, challenges and opportunities we face as a society and as individuals. To the impressionable college student with limited work experience, these credentials are crucial to success. They have not yet had the opportunity to learn that credentials are simply the dues they pay to enter the increasingly competitive, world labor market. It’s not what others think of us that stops us from achieving greatness though. It’s what we think of ourselves and our abilities that encourage us to reach beyond our grasp for new frontiers or overcome life’s obstacles.

We each have a view of problems and concerns with how the educational system has evolved and been impacted by the convergence of issues outside the control of any one institution. As an entrepreneur I am, by necessity, a realist. We have limited time and resources. While it’s impossible to address all the problems and concerns in the short term, I believe we can and must address academic credit mobility, which in turn will initiate a series of cascading influences capable of producing a positive outcome for all stakeholders of our postsecondary education system.

To address academic credit mobility, I believe we need to focus on the implications and issues revolving around learning recognition. What is it? How is it affected? What influences it? When are we doing it? Why do we have to?