Saving Higher Education: The Integrated, Competency-Based Three-Year Bachelor's Degree Program

Saving Higher Education: The Integrated, Competency-Based Three-Year Bachelor's Degree Program


By (author) Martin J. Bradley, By (author) Robert H. Seidman, By (author) Steven R. Painchaud

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  • Publisher: John Wiley & Sons Ltd
  • Format: Hardback | 240 pages
  • Dimensions: 155mm x 231mm x 25mm | 113g
  • Publication date: 18 November 2011
  • Publication City/Country: Chichester
  • ISBN 10: 0470888199
  • ISBN 13: 9780470888193
  • Sales rank: 1,134,381

Product description

Colleges and universities are under pressure from the government, students, and parents to make higher education more efficient and cost-effective. Based on Southern New Hampshire University's highly successful competency-based three-year bachelors degree program-the longest running in the country-this book provides a blueprint for creating, sustaining, and growing such a program at an institution of any type and size. The book offers a proven model that not only cuts student costs by 25%, but significantly reduces program delivery costs. The 120-credit six-semester competency-based integrated curriculum approach focuses on student learning as opposed to "seat-time," and research shows above average academic student success.

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Author information

Martin J. Bradley is a professor of organizational leadership at Southern New Hampshire University (SNHU). He was the first director of the three-year program and then the dean of the SNHU School of Business, where the program resides administratively, and has taught in the program since its inception. Robert H. Seidman is a professor of computer information technology at Southern New Hampshire University and executive editor of the Journal of Educational Computing Research. He was a member of the grant team that created the three-year degree program at SNHU and has taught in the program since its inception, as well as being a member of the three-year degree steering committee. Steven R. Painchaud is a professor of organizational leadership at Southern New Hampshire University. He is a long-standing member of the three-year degree steering committee and has taught in the program since its inception.

Review quote

"While the central focus of the book is on the three-year baccalaureate degree, one of its major strengths is a highly focused, research-based discussion of innovative approaches to curriculum and program design. These innovations, such as competency-driven curricula, collaborative learning, and course management systems, hold promise for improving both efficiency and quality. For example, applying the technique shown in the book for identifying duplication among courses and treating curriculum as an interconnected system for facilitating the attainment of program competencies could likely bring significant benefits for many postsecondary institutions and their students. Owing to the strength of such contributions, this book would be of value not just to those who may be interested in the adoption of three-year baccalaureate degrees, but to others with broader interests in the reform of education in universities and colleges." --Michael L. Skolnik, OISE, University of Toronto, for the Canadian Journal of Higher Education (Revue canadienne d'enseignement superieur), Volume 42, No. 3

Back cover copy

Praise for Saving Higher Education"At last a book that answers one of higher education's most burning questions: How do we provide America a cheaper, faster undergraduate experience without cheating on the old family recipe and compromising standards? At a time when challenges of college value, quality, and mission are high on the public agenda and an unprecedented number of institutions are exploring three-year degree programs, we are provided a road map that maintains academic integrity by focusing on learning outcomes rather than process inputs. Bravo and about time. This book will add value and inform the thinking of all stakeholders, even the most skeptical of faculty. A three-year baccalaureate aligns the academy with the needs and aspirations of the future. While enhancing effectiveness, it affords students what they want and need while meeting the national agenda for socially and economically productive citizens."--Stephen Joel Trachtenberg, president emeritus and University Professor of Public Service, George Washington University"This book provides a powerful model of how to redesign a university in the interests of student learning. The authors' proposed curriculum model addresses many of the fundamental dysfunctions of higher education--the fragmentation, incoherence, and unfocused activity that produces the dispiriting results of our enormous investment. They offer an evidence-based framework for reshaping our institutions to serve the goals we all wish to achieve while beginning to address the pervasive financial challenges that undermine our efforts. This book provides a vivid and stimulating analysis of how to think about and execute constructive change. Anyone concerned about the future of higher education should read it and learn from it."--John Tagg, professor emeritus, Palomar College, and author, The Learning Paradigm College"This book offers one thoughtful approach to a high-quality education at a significantly lower cost. If educators respond, students will win." --Margaret L. Drugovich, president, Hartwick College

Flap copy

With colleges and universities under pressure from thegovernment, students, and parents to make higher education moreefficient and cost-effective, there is a pressing need forinstitutions to adopt a three-year bachelor's degree program.Based on Southern New Hampshire University's highly successfulintegrated, competency-based three-year bachelor's degreeprogram--the longest running in the country--Saving HigherEducation provides administrators a blueprint for creating, sustaining, and growing such a program at higher educationinstitutions of all types and sizes. The book compares compressedand accelerated three-year degree programs with its integratedprogram to reveal how the model cuts student costs by 25 percentand significantly reduces program delivery costs to colleges anduniversities, saving schools and their students time, money, andresources without sacrificing learning.The 120-credit six-semester competency-based integratedcurriculum approach focuses on student learning as opposed to"seat-time," and research shows above average academic studentsuccess. The book also addresses retention and graduation rates, student experiences, employer reactions, accreditation reviews, andachievement on standardized tests.The authors answer university leaders' frequently askedquestions and debunk commonly held myths about three-year degreeprograms. They include handy forms that can be used for curriculumdesign, academic planning, and data collection.

Table of contents

List of Tables and Figures vii Preface ix Acknowledgments xvii About the Authors xix 1. The Need for Change: Why Some Institutions Will Embrace New Pathways to the Bachelor's Degree 1 2. Core Components of Integrated Three-Year Programs 23 3. Curriculum Reformulation: Courses into Modules 45 4. The Case for an Integrated Three-Year Model 63 5. Results, Analysis, and Proof of Concept 81 6. Value-Added Dimensions of Integrated Three-Year Degrees 103 7. Comparing Three-Year Degree Models 127 8. Stakeholders' Questions and Answers 139 9. The Three-Year University 151 Appendix A: Colleges and Universities Offering Three-Year-Degree Programs 165 Appendix B: National Graduation and Retention Statistics 167 Appendix C: Academic Plan for Three-Year Communications Module 169 Appendix D: Academic Plan for Three-Year Management Module 175 Appendix E: Model Syllabus for Three-Year Human Relations Module 185 Appendix F: Flowchart of the Three-Year Bachelor of Science in Business Administration Development Activities 195 Appendix G: The SNHU Three-Year Program Mission Statement 197 References 201 Index 211 Additional Resources (available at ): Appendix 1: Sample Data Collection Course Form - Course Topics/Learning Outcomes by Program-Level Competencies Appendix 2: Sample Tabulation of Topics/Learning Outcomes by Course and Program Competencies Appendix 3: Sample Meta-analysis of Course Topics/Learning Outcomes by Program Competencies and Distribution Appendix 4: Examples of SNHU Yearlong Integrating Experience Projects Appendix 5: Comparison of Results of the ETS Major Field Test in Business Administration