LONG LIFE LEARNING
Preparing for Jobs that Don't Even Exist Yet
We are all going to be working learners—always looping continuously in and out of learning and work and navigating more job transitions than we ever dreamed possible. But the tools and knowledge we rely on today will not be sufficient for the jobs of tomorrow.
Lifelong learning is a concept we intuitively understand, but we're not doing any of the important work today to build the infrastructure we will all need for constant returns to learning throughout our longer work lives.
This book concentrates on the perspectives of the people who are already being left behind by our rapidly evolving economy and labor market. If we solve for the pain points of those who are experiencing the most obstacles now, we'll be able to make job transitions easier for ALL of us as we navigate twenty or thirty more in a lifetime.
2021 Phillip E. Frandson Award for Literature*
*The Phillip E. Frandson Award for Literature recognizes the author and publisher of an outstanding work of continuing higher education literature.
Mastery, Modularization, and the Workforce Revolution
Co-authored with Clayton Christensen
Whether colleges and universities like it or not, students are now beginning
to question the return on their higher
education investments, particularly as
the price of a college degree continues
to rise and as the gulf continues to widen
between degree holders and the jobs
available today. This book illuminates the great disruptive potential of online competency-based education aimed at a growing set of students who are looking to develop skillsets that are portable and meaningful to employers.
THE UNIVERSITY NEXT DOOR
What Is a Comprehensive University, Who Does It Education, and Can It Survive?
In the final chapter of this edited collection, "Learning to Do: Anchoring a State Comprehensive University in Mission Drift," Michael B. Horn, Michelle R. Weise, and Lloyd Armstrong use the theory of disruptive innovation to outline the disruptive threat to state comprehensive universities (SCU) from online innovators. Leveraging Christensen's Jobs to Be Done theory, the authors show how SCUs can return to their regional and vocational roots and develop stronger relationships with industry clusters in the area to make themselves indispensable to their regions.