| The cost ofa college degree has causedstudents, higher education institutions, and government representatives to investigate alternative education designs that are advertised as cheaper, more flexible, and based on skills rather than classroom seat time. Students question the risingcost oftuition, increased time to degree completion, and the value of a degreewith traditionaleducational designs. This has created anincrease ininterest by students to enroll in competency-based education(CBE) programs due to their affordability and flexibility.Students see the advantage of faster progress towards their academic goal through CBE and therefore,a lower cost of acollegeeducation(Kelchen, 2015; Klein-Collins, 2013).Higher education institutions are underpressure from lawmakers, industry, and students to moreclosely examine implementationofcompetency-based programs butare challenged bythe perceived limitations and restrictions of an adoption. Colleges struggleto implement a CBE program and seekguidance to address the existing organizational constraints and hurdles such as students’ financial aid and assistance, accreditationrequirements, transcribing credit, and faculty workloads(Garret & Lurie, 2016; Kelchen, 2015; Klein-Collins, 2013).This qualitative study examinedand describedthe strategies used to overcome identified obstacles toimplement a CBE model,referred to as open-entry, closed-exit, at
2amountain west region community college. This studyalso providesrecommendations for the implementation of an open-entry, closed-exit model.The findings suggest that based on the CBE model implemented for this case study, accreditation and financial aid were not obstacles. The added workload in the admissions registration department, student management systems, and faculty were found to be obstacles for which the college created solutions. Other factors that appeared to influencethe open-entry, closed-exit model was the exclusion of the accreditation, veterans, and advising departments in any design or implementation strategies. Additional considerationsthat appeared to influenceprogram design were the resources available from the college’s Trades Adjustment Assistance Community College and Career Training (TAACCCT)grant to fund the design, purchase curriculum, and pay for additional staffing. Additionally,the strategy of visiting a similar program at another college was very useful in creating a shared vision for those departments who sent representation. (Finally), this case study found CBE programs wereuniquely designed to serve the needs of their college. Key Words: competency-based education, community college, higher education, leadership, faculty role. |