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Principles for Building a Modular
Global Christian Educational Ecosystem
Dr. Andrew SearsPresident, City Vision University
www.cityvision.eduandrew@cityvision.edu
https://www.linkedin.com/in/andrewsears This talk is at: https://youtu.be/BdbfvMWl-_o
Slideshare: https://goo.gl/aZGDDp
The Need 1: Rapid Growth of Higher Education Globally
100 MillionStudentsin 2000
263 MillionStudentsin 2025(84% of growth in the developing world)
Sources Karaim, R. (2011). Expanding higher education: should every country have a world-class university. CQ Global Researcher, 5(22), 525–572.Lutz, W., & KC, S. K. (2013). Demography and Human Development: Education and Population Projections. UNDP-HDRO Occasional Papers, (2013/04). Retrieved from http://hdr.undp.org/sites/default/files/hdro_1304_lutz_kc.pdf
137 Million New Students Per Year in Developing Countries by 2025
The Need 2: The Rise of Non-Western Christianity
1800 1900 1970 2000 2007 2025 -
200,000,000
400,000,000
600,000,000
800,000,000
1,000,000,000
1,200,000,000
1,400,000,000
1,600,000,000
1,800,000,000
2,000,000,000
Christian Membership by Region
West SouthStatus of Global Mission 2014, Todd Johnson http://www.gordonconwell.edu/resources/documents/statusofglobalmission.pdf
1900 1970 2000 2007 20250%
20%
40%
60%
80%
100%
120%
21%
59%
86%91%
99%
79%
41%
14%9%
1%
Growth of Christianity by Region
Status of Global Mission 2014, Todd Johnson http://www.gordonconwell.edu/resources/documents/statusofglobalmission.pdf
The Need 3: Consolidation & Christian Mega-universities
Liberty U43%
Grand Canyon U39%
All of CCCU19%
Estimated Christian Higher Education Growth Since 2005Total Growth: 175,808 students
Sources: Grand Canyon & Liberty U self-reporting, CCCU Enrollment Report.
Will Education Consolidation follow Media Consolidation?
Possible Future of Higher Education in 2030?Consolidation & Platform Coopetition
Image Source: Wikimedia
State Owned Mega-universities with 1 million+ Students
Technology PlatformEducational Networks
Global Christian Education Platform
Three Possible FuturesTechnology PlatformDominant Future(40% decline in CHE)
State Mega-UniversitiesDominant Future(40% decline in CHE)
Christian Global EducationalPlatform Growth Future(400% growth in CHE)
Framing the Challenge
In the face of these trends, how can CHE achieve the preferred future of dramatic global growth?
Global HE Growth
Consolidation
Growth of Christianity
in the MajorityWorld
10 million+ studentsat $1,000/student
Radically Affordable Mobile Education
The Need for Disruptive Innovation
TraditionalChristianHigher
Education(A few million students
At $10,000/student)
10 xMore Users
1/10th
Cost
Radically AffordableBlended Education
100 million+ studentsat $50/student
Mobile Vision: Accredited Mobile Courses to Millions
Courses
Global Christian College Credit Consortium (GC4)
The Bible App Quality Mobile Courses
+
Accreditation
+
Concept 1: Role of Modularity & Unbundling in Disruptive Innovation
Unbundled (Modular) vs. Interdependent Architectures Over Time
Image Source: Wikimedia
Interdep
enden
t
Archite
cture
Unbundled Architecture
Modular Universities =
Lego Cities
Monolithic Bundled Degrees Today
Unbundled Education = Lego Blocks
Modular Degrees & Credentials =Lego KitsInteroperable
Standards
Source: http://www.christenseninstitute.org/unlocking-stackable-global-credentials/http://www.christenseninstitute.org/a-standards-strategy-for-stackable-global-credentials/
Unbundling & Rebundling Strategy for Christian Higher Ed
TransformativeExperience
Access toOpportunity
Metacognition& Skills
Knowledge Acquisition(content)
Univ.Microcampus
es
OpenEducation
IndustryCertificatio
nsLinkedIn & ePortfolios
MOOCs& Apps
Univ. Accepting Alt.
Credit
Univ. Top-Up Degrees
University
CoursesBooks & PaidCourseware
ChristianCoursewa
re
Internships
Alternative Ed Providers
Alternative Credit
Pathways
Transformative Courses
Church & Ministry
Microcampuses
Vocational Qualifications
(EQF)
Student Coaches
Christian Worldview Program
Designers
• Course market becomes more like book and software markets • Reduce cost & improve quality through outsourcing and partnerships• Christian content becomes more modular and less interdependent where possible• University becomes system integrator of content and tech platforms.
Online Faculty
Employer Partnerships
Specialization increases productivityand reduces costsCourse mentors often can be Church-based
Partnerships with modular providers (especially in underdevelopedcommunities) creates jobs, reduce cost & improve quality
Improve signaling & networking of “bottom half” to new value networks
Vertically IntegratedUniversity
Virtually Integrated UniversityTransformativeExperience
Access toOpportunity
Metacognition& Skills
Knowledge Acquisition(content)
Transformation is a core competency of the Church
Mentoring
Small Groups
Dead Capital$9.3 trillion
400 million in India with No Identification
UndocumentedAlternativeEducation
Trillions of $ of lost value?
Concept 2: Technology Presents an Unprecedented Opportunity to Expand and Document Alternative Education
Is Education More Secular or Christian Globally?
Perry L. Glanzer, "Dispersing the Light: The Status of Christian Higher Education around the Globe," Christian Scholar's Review 43 (2013): 321-43.Status of Global Mission 2014, Todd Johnson http://www.gordonconwell.edu/resources/documents/statusofglobalmission.pdf
It depends on how you frame the question
The Majority of Christian Education is Alternative Education
© Copyright Showeet.com
ACCREDITED EDUCATION
NONTRADITIONAL, BUTACCREDITABLE EDUCATION(GROWING DRAMATICALLY)
Bible Colleges
Christian Liberal ArtsColleges
Christian Universities
Seminaries
Bible Institutes Ministry Experience
Professional ExperienceAlternative Education Courses
Bible Studies
Sermons
Educational Discipleship Programs
Christian Radio,TV, Websites, Books & Apps
Small Groups
NONTRADITIONAL, NON-ACCREDITABLE EDUCATION
PRIMARILYPARACHURCH
PRIMARILYCHURCH
Correspondence & Continuing Ed
Conferences
Industry Map: Supporting a Healthy Christian Tertiary Educational Ecosystem
ACCREDITED HIGHEREDUCATION
NONTRADITIONAL, BUTACCREDITABLE EDUCATION
MOOCs & Open EdUdemy, Coursera, EdX, Futurelearn, Open2study,Open University, Udemy, Khan Academy, DuolingoAlison, YouTube, iTunesU, Open Learn, OLI
Christian Mega UniversitiesLiberty, Grand Canyon
Christian UniversitiesCCCU, IAPCHE, Overseas Council
Paid CoursewarePearson, Mcgraw-Hill, Lynda.com, Skillshare, Pluralsight, Dream DegreeAcrobatiq, Cengage, CogBooks, Flat World
Bible CollegesABHE Schools, ICETE, ATS
Online Christian UniversitiesCCCU, TRACS, DEAC, IAPCHE, ICHE
Alternative Credit ProvidersStraighterline, Saylor, Ed4OnlineEdX, JumpCourse, Pearson, SofiaUC Irvine Extension, Modern States
Christian Free & Open CoursesThirdMill.org, ChristianUniversity.org, Harvestime.org, Global University Global Reach, Aqueductproject.orgOpen Biola, Covenant Seminary, Regent Luxvera, Christian Leaders Institute, TransformingtheChurchOpenSeminary.com, BiblicalTraining.org, Coram Deo, Multiply Movement, Truthfortheworld.org
Commercial Christian CoursewareRight Now Media, Lumerit, Logos Mobile Ed, Zondervan, BibleMesh.com, Ligonier Connect
Bible Institutes10’s of thousands globally
Open Textbookssaylor.org/books, openstaxcollege.org, courses.candelalearning.com/catalog/lumen collegeopentextbooks.org, open.umn.edu/opentextbooks/
Missions/Ministry Trainingi.e. YWAM U Nations
Vocational Qualification Providers>50% of global market, 10’s of thousands of Training Centers
Ministry & Professional ExperiencePrior Learning Assessment
Christian Continuing EducationInsight.org, Lifepointemedia.com, Lifeway.com, Livingontheedge.org, Precept.org, Sampsonresources.com, Sampson.ed.com, Walkthru.org, Answersingenesis.org, Bsfinternational.org, Christiancounselingceu.com
Sec
ular
P
artn
ers
SeminariesATS
TER
TIA
RY E
DU
CAT
ION
Home School College Creditveritycollegeeducation.org, creditsbeforecollege.com Unaccredited Ordination Training
Berean School, Lamp Seminary
Church & Ministry Micro-CampusesSoutheastern, Northwest, Kings University, Kirkland, Beulah Heights,
CaCHE, Virtues Campus, Foundation University
Secular Micro-campusesKepler, Minerva, Coursera Learning Hubs, edX U.Lab, Khan Lab School, Bridge International Academies
We can’t repeat the mistakes of the past by expecting the majority world to wear the “suits” of Western accreditation, but there still must be appropriate standards and signals needed.
Source: Wikipedia Article on Assimilation of Native Americans
Higher Education vs. Tertiary Education vs. Vocational Education
Components of a Global Christian Educational Ecosystem
Church & Ministry Micro-campusesUnaccredited Christian Models: CaCHE, Virtues Campus, Foundation University
Accredited Christian Models: Southeastern, Northwest, Kings University, Kirkland, Beulah Heights, etc.Secular Models: Kepler, Minerva, Coursara Learning Hubs, edX U.Lab, Khan Lab School, Bridge International, African
Virtual University
Accredited Degree Pathways Any Accredited Institution Accepting Alternative Credit: City Vision, Secular (Thomas Edison,
Excelsior), etc.Alternative Credit MechanismsGC4, ICHE, GlobalAccreditation.com, ACE Credit, Vocational Qualifications, Standardized Tests, PLA,
Articulation AgreementsSee: Christenson Institute Articles (part 1, part 2)
CoursewareChristian Free: ThirdMill.org, ChristianUniversity.org, Harvestime.org, BiblicalTraining.org, Open Biola, Aqueductproject.org,
TransformingTheChurch.org, Covenant Seminary, Regent Luxvera, Christian Leaders Institute, Global Reach, Coram Deo, Truthfortheworld, Open Church
Christian For Fee/Commercial: BibleMesh.com, Right Now Media, Lumerit, Logos Mobile Ed, Zondervan, Ligonier Connect “Secular” Courseware: Udemy, Coursera, EdX, Futurelearn, Open2study, Open University, Udemy, Khan Academy, Duolingo, Alison, Open Learn,
OLI, LyndaDigital Distribution: Apps, Web/LMS, MOOC platform, Bible App, YouTube, iTunes, digital devices, print, church & ministry partnerships, corporate
partnershipsDelivery Method: offline-only, blended, online-only, mobile-only
Bible Schools
Christian Liberal Arts
Colleges
Christian Universities
Seminaries
Unbundled Disruptive EcosystemBundledTraditional Consultants/System Integrators/Solution Providers: Nonprofit (CaCHE); Commercial: (BibleMesh.com, Lumerit)
Students (2016): 5 millionProjected Annual Growth: -5% to +5%
Non-Credit Students (2016): 1 million For Credit Students (2016): 10,000Projected Annual Growth: 50% to 1,000%
DominantBusiness Model:For Fee
$10 to$5,000/yr
DominantBusiness Models:Fremium or Donor-Based
What we can influence
Global Christian College Credit Consortium (GC4)Path to a $5,000 degree
Bachelor’s DegreeCity Vision University Business, Addiction Studies, Missions,
Nonprofit Management or other InstitutionCity Vision University, Vision International Ministry or Qualifi Business or Other Level
5GC4 Level 4
(Vision International Ministry or Saylor Academy Business)
GC4 Level 3(Vision International Ministry, Saylor Academy Business or CaCHE Global Transformational Entrepreneurship)
Level 3Freshman
Level 4Sophomore
$3,500
$3,500 (CVU)or $100 +partner tuition
$100 +partner tuition
$100 +partner tuition
City VisionDEAC Accredited University
GC4 (in TechMission) as Qualifi Qualification
UniversityDegree(1 year)
Level 5Junior
GC4 Plan: Provide a Global Alternative Path for Course Level Accreditation Global Christian College Credit Consortium (GC4) is work area of
CHIEA to provide course level accreditation to ministry schools◦ We are doing this under Qualifi, which offers accreditation under the vocational
frameworks structure of Ofqual in the UK. Level 3, 4 & 5 certificates/diplomas may be recognized in many commonwealth countries, and are considered accredited for transfer credit evaluation.
◦ May also develop multilateral alliance of Christian articulation agreements similar to CASE
◦ GC4 legally resides as a program of the Christian nonprofit TechMissionProcess and Requirements
◦ Review of curriculum by TechMission and Qualifi to ensure that it meets standards
◦ Requires that faculty graders have accredited award at the same level as those they are grading (rather than a level above as most accreditation)
◦ Partner must provide documentation trail of assignments and grading. Right now this means tracking assignments and grading in an online or mobile system.
www.globalchristiancollege.org Theoretical Framework: Video, my Clayton Christensen Institute blog post (Part 1, Part 2)
Lean Startup Hypothesis Testing on Christian EcosystemWhat’s the best strategy for Christian Courses?
◦ Long Tail vs. World’s Best or both with long tail dominatingWhat will be the Dominant Distribution Platform for Christian
Courses?◦ World’s Best Distribution: Existing MOOC platforms, Christian MOOC platform,
other◦ Long Tail Distribution: open courses Web, app stores, traditional online
education, media platforms (iTunes/YouTube), long tail MOOCs (Udemy/iTunesU)◦ Delivery Method: offline-only, blended, online-only, mobile-only, all
What is the Dominant Business Model for Christian Courses?◦ Philanthropy Driven: Bible App, Third Millennium, Khan Academy ◦ University Marketing Investment (Global Branding/Recruitment): Existing
MOOCs, Open Courses◦ Fees/Subscription: Lynda.com, Logos, Bible Mesh, Udemy, Right Now Media
What mechanisms will be used to provide credit and how important will they be? ◦ Mechanism for Credit: Traditional College Credit, GC4, In Country Qualifications, ACE (or
similar)
Note: Items in bold or crossed out represent the author’s best guess, but only experiments can accurately tell.
Steps of Quality Improvement in Disruptive Innovation
Image Source: Wikimedia
2. Complete Open Courses
1. Open Videos/Books
3.Certificate Courses
4. Microdegrees
5. Alternative Credit Courses
6. Blended Learning at Microcampuses for Accredited Vocational Diplomas
7. Blended Learning at Microcampuses for University Degrees
8. Blended Personalized Learning from Millions of Modular Adaptive Courses for University Degrees
Concept 3: The Long Tail: The 80/20 Rule becomes the 60/40 Rule after the Internet
80% of profit comes from 20% of products
60% of profit comes from 40% of products
Pop
ular
ity
Products
The Long Tail
Blockbuster Hits
UnpopularYouTube Content
Effects of the Long Tail & Higher EducationLong Tail Increases Diversity of Content
◦Video Stores (Blockbuster): 80% of rentals were recent “blockbusters,” only carried 75 documentaries
◦Amazon: carries 17,061 documentaries (of a possible 40,000)◦Long Tail of Search Terms (Website Example): Top 500 search
terms provide 19.5% of visitors 604,916 search terms provide 80.5% of visitors
Non-Western culture voices are largely on the long tail.◦The Internet extends the long tail. It decreases the proportion
controlled by big media and traditional universities from 80% to around 60% which gives more room for non-Western voices.
◦Open strategy maximizes visibility of non-Western voices.
Concept 3: The Long Tail & the Hollowing of the MiddleNewspaper Consolidation as a Case Study for Higher Education
Pre-Internet, some papers were great, some were terrible, most were average.Source: Thompson, B. (2014, March 17). FiveThirtyEight and the End of Average. Retrieved February 16, 2016, from https://stratechery.com/2014/fivethirtyeight-end-average/
Num
ber o
f Com
pani
es
Concept 3: The Long Tail and the Hollowing Out of the Middle Post-Internet: Only two business models as average content is a commodity
2. Long Tail Aggregators1. Best in the WorldSource: Thompson, B. (2014, March 17). FiveThirtyEight and the End of Average. Retrieved February 16, 2016, from https://stratechery.com/2014/fivethirtyeight-end-average/
Num
ber o
f Com
pani
es
Tech Creates Two Tiered Markets with No Middle
Wor
ld’s
Bes
tLo
ng T
ail
Journalism Video Publishing Talks Courses Credentialing
AdaptiveCompetencyBased EducationEcosystem
Traditional Degree
Image Source: Wikimedia
Concept 4: Develop Lean Startup Experiments to Test Options How to Develop a Global Christian Education Platform
Build
MeasureLearnProduct(start with minimum viable product)
Data
PivotMaximizeLoopIteration Speed
Ries, E. (2011). The Lean Startup: How Today’s Entrepreneurs Use Continuous Innovation to Create Radically Successful Businesses (First Edition). Crown Business.
Lean Startup Hypothesis Testing on Christian EcosystemWhat’s the best strategy for Christian Courses?
◦ Long Tail vs. World’s Best or both with long tail dominatingWhat will be the Dominant Distribution Platform for Christian
Courses?◦ World’s Best Distribution: Existing MOOC platforms, Christian MOOC platform,
other◦ Long Tail Distribution: open courses Web, app stores, traditional online
education, media platforms (iTunes/YouTube), long tail MOOCs (Udemy/iTunesU)◦ Delivery Method: offline-only, blended, online-only, mobile-only, all
What is the Dominant Business Model for Christian Courses?◦ Philanthropy Driven: Bible App, Third Millennium, Khan Academy ◦ University Marketing Investment (Global Branding/Recruitment): Existing
MOOCs, Open Courses◦ Fees/Subscription: Lynda.com, Logos, Bible Mesh, Udemy, Right Now Media
What mechanisms will be used to provide credit and how important will they be? ◦ Mechanism for Credit: Traditional College Credit, GC4, In Country Qualifications, ACE (or
similar)
Note: Items in bold or crossed out represent the author’s best guess, but only experiments can accurately tell.
Mapping Best Practices for Christian Courseware
ThirdMill Harvestime
Logos Mobile
Open Biola ChristianUniversity.org
BiblicalTraining.org
BibleMesh
Multiplatform Mobile App, LMS, Web
Web Web, Mobile Web, iTunes Mobile, Web, LMS
Web, App Web
Unbundled All components
Yes No Some components
No. Bundled with Our Daily Bread
No. Bundled as course
No. Bundled as course
Open License Yes, not Creative Commons
Yes No Creative Commons
No No No
Delivery Methods
Online, Blended, Less Designed for Offline
Blended, Offline, Not effective online
No Online Online Online Online
Course Solution
Yes only through LMS
Very limited quizzes
No No Only for fee No quizzes Yes
StandardizedContent
Moderately standardized
Not very standardized
Moderately standardized
Limited packaging as complete courses
Standard topics. Non-standard lengths
Standard topics
Standard topics
Affordability Free Free $300-700/course
Free Free Fee for credit
Free $50-200/course
Quality Excellent Ok Excellent Excellent Excellent Good Excellent
Languages English, Arabic, Mandarin, Russian, Spanish, Indonesian
English, ChineseFrench, Russian, Sinhala, Spanish, Tagalog, Tamil, Thai, Urdu, Portuguese
English English English, Spanish, Portuguese, Chinese, Russian, Arabic
English, Hindi, Swahili, Spanish, Arabic
No exams
Denominations Evangelical & reformed
Pentecostal Varies by course Evangelical Evangelical Evangelical Evangelical
Questions for DiscussionAssume Christian Higher Education (CHE) is about 5% of the global market. As the global market grows from 100 million students (5 million in CHE) in 2000 to 263 million in 2025, just to keep pace and not lose market share, CHE would need to grow globally to 13.25 million (163% growth)…
What role can we play to help global CHE grow to that level?
What would we have to do differently?
How do we take steps toward that goal?
How do we grow all components of the ecosystem?
What are other key assumptions in building an ecosystem we need to test?
Is this the best way to frame the challenge?
Outline of Free Course in Disruptive Innovation in Higher Education1. Disruptive Innovation Theory Applied to Higher Education2. Understanding What’s Driving Change in Traditional Higher
Education3. Economics of Traditional Online Education4. Emerging Markets and Courseware Platforms5. Unbundling and Rebundling Strategies in Higher Education6. Unbundling and the Changing Role of Faculty7. Lean Startup for Education8. Demographic and Economic Trend Analysis9. College Access & the Race between Technology and Education10. Change Agents & Diffusion of InnovationAvailable on Udemy, iTunes U, YouTube & SlideshareJoin the Christian Higher Education Innovation Alliance email group at: groups.google.com/forum
Asset Mapping, Gap Analysis and Strategy to Expand Christian Higher
Education GloballyView Prezi Presentation at: http://prezi.com/dew6-xudm7jg/
View Mindmap at: https://atlas.mindmup.com/2016/11/611c25c0a28a11e6818d4941b123936e/innovation_in_christian_higher_education/index.html
A Moonshot Vision for Growth of Global Christian Higher
EducationDr. Andrew Sears
President, City Vision Universitywww.cityvision.edu
andrew@cityvision.eduhttps://www.linkedin.com/in/andrewsears
Three Possible FuturesTechnology PlatformDominant Future(40% decline in CHE)
State Mega-UniversitiesDominant Future(40% decline in CHE)
Christian Global EducationalPlatform Growth Future(400% growth in CHE)
Image Source: Wikimedia
Adoption Cycle for Post-Secondary Degrees
Degree Market Penetration Globally6.7% (2016)
Traditional Higher Education New Models for Post-Secondary Education
ASU’s as a Model for a Global Christian Educational Ecosystem
The 5,000
12 Disciples
120 Disciples
Jesus’ TieredMinistry Model
The 3Disciples
MicroCampuses& Unbundled Models
Alternative Credit10-50 million
On CampusChristianHigher
Education5 million
ModularBlended Education
5-20 million
GC4, etc.
Courseware 100’s of millions
Global Digital Ecosystembillions
ThirdMil, MOOCS, etc.
Moonshot Vision: 25 Million Students in Accredited Degree Programs by 2030 (400% growth)
Christian DigitalEcosystem
Strategy to Achieve Moonshot Vision: 25 Million Students in Accredited Degree Programs By 2030
(400% growth)
Bachelor’s5-20 million
Alternative Credit10-50 million
Courseware100’s of millions
Christian Digital EcosystemBillions
• College Years 1-3• Average Cost: $100/year• Building on Christian and secular courseware• Microcampus, online and mobile delivery
• Free• First Year Bible Courses• Christian Integration Courses• “Secular” courseware in Christian programs
• Average Cost: $1,000/year• Full range of university degrees
• Christian Use of “Secular” platforms• Bible App• Christian Subscription Services• Platforms to be identified?
• Average Cost: $2,000/year• Transformational Campus Community
Assumptions and Design Parameters for Moonshot Vision 80%+ of growth of CHE will happen in developing countries
◦ Will require price points of $100 to $1,000 per year for CHE◦ Accredited credentials will continue to be important to this market through
2030 and will be essential for access to jobs◦ Primary growth market will be the middle class (4.9 billion by 2030), of which
almost all have affordable broadband mobile internet access by 2030Other Design Parameters
◦ Need to design for online, mobile, blended and offline delivery methods◦ Majority of growth in global CHE will happen in the alternative education
ecosystem models as attendance traditional CHE will either decline or have slight growth
◦ Free, open, unbundled courseware will be foundational for growth◦ Integration between components to provide solutions will be essential
Sources Lutz, W., & KC, S. K. (2013). Demography and Human Development: Education and Population Projections. UNDP-HDRO Occasional Papers, (2013/04). Retrieved from http://hdr.undp.org/sites/default/files/hdro_1304_lutz_kc.pdfOffline and falling behind: Barriers to Internet adoption | McKinsey & Company. http://www.mckinsey.com/industries/high-tech/our-insights/offline-and-falling-behind-barriers-to-internet-adoptionKaraim, R. (2011). Expanding higher education: should every country have a world-class university. CQ Global Researcher, 5(22), 525–572.
Components of a Global Christian Educational Ecosystem
Church & Ministry Micro-campusesUnaccredited Christian Models: CaCHE, Virtues Campus, Foundation University
Accredited Christian Models: Southeastern, Northwest, Kings University, Kirkland, Beulah Heights, etc.Secular Models: Kepler, Minerva, Coursara Learning Hubs, edX U.Lab, Khan Lab School, Bridge International, African
Virtual University
Accredited Degree Pathways Any Accredited Institution Accepting Alternative Credit: City Vision, Secular (Thomas Edison,
Excelsior), etc.Alternative Credit MechanismsGC4, ICHE, GlobalAccreditation.com, ACE Credit, Vocational Qualifications, Standardized Tests, PLA,
Articulation AgreementsSee: Christenson Institute Articles (part 1, part 2)
CoursewareChristian Free: ThirdMill.org, ChristianUniversity.org, Harvestime.org, BiblicalTraining.org, Open Biola, Aqueductproject.org,
TransformingTheChurch.org, Covenant Seminary, Regent Luxvera, Christian Leaders Institute, Global Reach, Coram Deo, Truthfortheworld, Open Church
Christian For Fee/Commercial: BibleMesh.com, Right Now Media, Lumerit, Logos Mobile Ed, Zondervan, Ligonier Connect “Secular” Courseware: Udemy, Coursera, EdX, Futurelearn, Open2study, Open University, Udemy, Khan Academy, Duolingo, Alison, Open Learn,
OLI, LyndaDigital Distribution: Apps, Web/LMS, MOOC platform, Bible App, YouTube, iTunes, digital devices, print, church & ministry partnerships, corporate
partnershipsDelivery Method: offline-only, blended, online-only, mobile-only
Bible Schools
Christian Liberal Arts
Colleges
Christian Universities
Seminaries
Unbundled Disruptive EcosystemBundledTraditional Consultants/System Integrators/Solution Providers: Nonprofit (CaCHE); Commercial: (BibleMesh.com, Lumerit)
Students (2016): 5 millionProjected Annual Growth: -5% to +5%
Non-Credit Students (2016): 1 million For Credit Students (2016): 10,000Projected Annual Growth: 50% to 1,000%
DominantBusiness Model:For Fee
$10 to$5,000/yr
DominantBusiness Models:Fremium or Donor-Based
What we can influence
Church & Ministry Micro-campuses $1 million to get 500 students to complete an one year alternative
degree program ($2,000/student)
Accredited Degree Pathways$1 million to accept alternative credit with 1,000 degrees completed
($1,000/degree)Alternative Credit Mechanisms$1 million to get 2,000 students with credit accepted by accredited Christian
institutions ($500/student)Courseware Providers$2 million to get 10,000 students in alternative credit programs
($50/student)
Goal: Scale Alternative Credit Ecosystem to add 10,000 students ($50/student)Proposed $5 Million Funding Pilot
Who are potential funders that might support this vision?
Why Take This Approach for a Funding Pilot?The most significant “gap” is to get the components of the Christian
educational ecosystem to work together◦ It is critical to invest in all components of the ecosystem as well as the
connections between them to create solutionsWe need a pilot to “cross the chasm” into mainstream adoption of
alternative education ecosystem◦ We need to conduct “lean startup” experiments to find out how to scale the
alternative Christian education ecosystem◦ We don’t yet know what models will become the dominant solution
“Solutions to many of the world's most difficult social problems don't need to be invented, they only need to be found, funded and scaled”◦ See next presentation on business models
Quote Source: Judith Rodin, president of the Rockefeller Foundation
Characteristics of an Alternative CHE Ecosystem that Crosses the ChasmFree Courseware
◦ B2C: highly usable, mobile-first design, probably built on Open edX (or similar highly-usable, mobile-friendly platform)
◦ B2B: Highly usable mechanisms that enable church-centered distribution
Business Model◦ Will build on free courseware with long-term sustainable funding model◦ Probably less than 10 major Christian players globally, targeting various niches,
each with an investment of $10 to $100 million to achieve critical mass◦ Usability will require tight integration between layers of an unbundled model,
but unclear which layers will be re-bundled in dominant business models◦ Will offer non-credit and for-credit paths
Content ◦ Representing major denominational distinctives (Pentecostal, Reformed, etc.)
and languages ◦ Christian integration into specific fields to get jobs: business, tech, etc.
targeting majority world
Business Model Examples of Unbundling & Rebundling in Christian
Education“Solutions to many of the world's most difficult social problems don't need to be invented, they only need to be found, funded and scaled”
- Judith Rodin, president of the Rockefeller Foundation
Modular Universities =
Lego Cities
Monolithic Bundled Degrees Today
Unbundled Education = Lego Blocks
Modular Degrees & Credentials =Lego KitsInteroperable
Standards
Source: http://www.christenseninstitute.org/unlocking-stackable-global-credentials/http://www.christenseninstitute.org/a-standards-strategy-for-stackable-global-credentials/
Unbundling & Rebundling Strategy for Christian Higher Ed
TransformativeExperience
Access toOpportunity
Metacognition& Skills
Knowledge Acquisition(content)
Univ.Microcampus
es
OpenEducation
IndustryCertificatio
nsLinkedIn & ePortfolios
MOOCs& Apps
Univ. Accepting Alt.
Credit
Univ. Top-Up Degrees
University
CoursesBooks & PaidCourseware
ChristianCoursewa
re
Internships
Alternative Ed Providers
Alternative Credit
Pathways
Transformative Courses
Church & Ministry
Microcampuses
Vocational Qualifications
(EQF)
Student Coaches
Christian Worldview Program
Designers
Online Faculty
Employer Partnerships
Vertically IntegratedUniversity
Virtually Integrated UniversityTransformativeExperience
Access toOpportunity
Metacognition& Skills
Knowledge Acquisition(content)
Mentoring
Small Groups
Model 1: Christian Students at 4 Year Secular Universities Campus Groups: Cru, Intervarsity, etc. + Digital Ecosystem
LocalChurc
h
Christian Courseware
Christian Campus Groups
Missions Trips & Ministry
Volunteering
SecularUniversity
TransformativeExperience
Access toOpportunity
Metacognition& Skills
Knowledge Acquisition(content)
Articulation Agreements for
Christian Courses
• Pros: Christians can achieve higher access to opportunity, avoids abandoning secular academia• Cons: Christians in secular universities more likely to lose faith• Gap Analysis & Needs: articulation agreements for Christian courses, Christian courseware targeting this market,
Effectiveness determined by tightness of integration with student experience• Examples: Cru, Intervarsity, etc.
Christian Campus Ecosystem
Model 2: Church/Ministry Microcampus as Alternative to 4 Year University
Microcampus at Local
Church/Ministry
Christian College Courses
Internship Practicum at Ministry or Church
Secular or ChristianUniversity Graduate School
TransformativeExperience
Access toOpportunity
Metacognition& Skills
Knowledge Acquisition(content)
Articulation Agreements for Christian Associate’s
• Pros: Combines complete Christian undergraduate education with ministry involvement, megachurches will have strong offerings here• Cons: Decreased access to opportunity relative to more established universities• Gap Analysis & Needs: scale of organizations pursuing this model, established training & framework for microcampuses• Unbundled Examples: CaCHE, Virtues Campus, Foundation University,
Traditional Examples: Southeastern, Northwest, Kings University, Kirkland, Beulah HeightsSecular Models: Kepler, Minerva, Coursara Learning Hubs, edX U.Lab, African Virtual University
Christian Coursewar
e
Alternative Credit
MOOCs& Apps
Transformative Courses
Christian Worldview Program Design
JobLocal Church or Ministry Teaching
MinistryMentorin
gSmall Groups
Microcampus Bachelor’s Degrees
Model 3: Church/Ministry Microcampus as Alternative to Community College
Microcampus at Local
Church/Ministry
Christian College Courses
Internship Practicum at Ministry or Church
Secular or ChristianUniversity
TransformativeExperience
Access toOpportunity
Metacognition& Skills
Knowledge Acquisition(content)
Articulation Agreements for Christian Associate’s
• Pros: Combines Christian general education with improved access of secular university• Cons: Christians in secular universities more likely to lose faith, challenges in accepting credit transfer, less integration between years• Gap Analysis & Needs: articulation agreements, courses & organizations focused on this model, established framework for microcampuses• Examples: City Vision’s Associate’s Degrees• Secular Examples: Straighterline, Saylor Academy
Christian Associate’s Degree
Christian Coursewar
e
Alternative Credit
MOOCs& Apps
Transformative Courses
Christian Worldview Program Design
Last 2 Years
Local Church or Ministry Teaching
MinistryMentorin
gSmall Groups
Model 4: Unbundled Online Degree Completion University (Top-Up Degree Program)
Christian College Courses
Internship Practicum at Ministry or Church
Secular or ChristianUniversity Graduate School
TransformativeExperience
Access toOpportunity
Metacognition& Skills
Knowledge Acquisition(content)
Industry Certifications
• Pros: Provides affordable convenient Christian education as last year or few years of program• Cons: Limited transformation because of lack of physical community• Gap Analysis & Needs: scale of organizations pursuing this model• Examples: City Vision, Secular (Thomas Edison, Excelsior)
Christian Coursewar
e
Alternative Credit
MOOCs& Apps
Transformative Courses
Christian Worldview Program Design
JobTransfer Credit
Model 5: Theological Institutes Using Coursewareto Become Christian Universities (or Launch Online Colleges)
Transformative Experience on Campus
Locally Developed Courses
Internship Practicum at Ministry, Church or
Marketplace
TransformativeExperience
Access toOpportunity
Metacognition& Skills
Knowledge Acquisition(content)
• Pros: Decreases costs to become Christian University and online college and add degrees beyond theology and Bible• Cons: Outsourcing content will mean less local contextualization, limited languages of courseware• Gap Analysis & Needs: training for schools making this change, organizations supporting this model, pilot models• Examples: unknown
Christian Courseware
GC4 & OtherAlternative Credit
MOOCs& Apps
Christian Worldview Program Design
Job
Bachelor’s Degrees Online or in other Fields
CampusTheology &Bible Bachelor’s
Global Degree Partnerships
Vocational Qualifications
1-3 Years Theology &Bible Courses
Secular or ChristianUniversity Graduate School
Church/Ministry Job
Marketplace Job
Model 6: Christian Educational Outsourcing, Consulting & Multisided Courseware Market
Courseware from Partner Schools
TransformativeExperience
Access toOpportunity
Metacognition& Skills
Knowledge Acquisition(content)
• Pros: Decreases start up cost, effective for low volume, acquire outside expertise, can also help with student recruitment• Cons: Can increase per student cost, dependent on outside expertise• Examples: Christian (Lumerit, BibleMesh), Secular (Pearson, Wiley, Bisk, Learning House, Academic Partnerships, 2U)• Gap Analysis & Needs: scalable cost-effective multisided courseware markets
Courseware Developed by
Consultant
Articulation Agreements
Other Coursewa
re
Accreditor Approval
Other Partner Schools
Outsourced Student Services
Outsourced Christian Program
Designers
Outsourced Online
Faculty by Consultant
Partner School Faculty
Partner School Courses
Provided by Consultant
Univ. Courses
Univ. Faculty & Services
Univ. Degree
Univ. Experience
Provided by Your University
Partner School Course
Accreditation
Model 7: Christian Digital Subscription Services, Church Curriculum & Lifelong Learning
Christian Courseware
Subscriptions
TransformativeExperience
Access toOpportunity
Metacognition& Skills
Knowledge Acquisition(content)
• Pros: Extremely affordable subscriptions $10-50/month, church-centric distribution• Cons: If there is lack of integration of content with local church community then transformation could be limited• Courseware Subscription Examples: Logos Mobile Ed, ChristianUniversityCertificates.org, Secular (Lynda.com, Great Courses, Skillshare)• Non-Courseware Digital Church Curriculum: RightNow Media, Open Church (free), Group Online• Christian Consumer Digital Subscriptions: Dove, Pureflix, Up Faith, JellyTelly, iBethelTV, Parables TV, Christian Games• Traditional Church Curriculum: Saddleback Pastors.com, Group Publishing, Lifeway Publishing
Alternative Credit
Christian Program Designers
LocalChurch
Top-up Degree
Christian Consumer Digital Subscriptions
Traditional ChurchCurriculum
Program DesignTools
Digital ChurchCurriculum
Ordination
Church-Centric Digital Ecosystem
SundaySchool
Small Groups
Model 8: Dual Enrollment, Early College & Homeschool College
Homeschool
Christian College Courses
Homeschool Mentoring
Traditional Christian orSecular University orUnbundled Degree Completion Programs
TransformativeExperience
Access toOpportunity
Metacognition& Skills
Knowledge Acquisition(content)
• Pros: Shorten Bachelors time/cost allowing faster access to graduate school that might provide higher access• Cons: Increased expectations on high school students• Gap Analysis & Needs: scale of organizations pursuing this model, established training & frameworks• Examples: Credits Before College, Veritycollegeeducation.org, Lumerit, Dual Enrollment Programs at Most Christian Colleges
Christian Coursewar
e
Alternative Credit
MOOCs& Apps
Christian Worldview Program Design
Homeschool or High School
Courses
YouthGroup
College Credit
Secular or ChristianUniversity Graduate School
Job
Course Mentors (SME)
Credit by Exam & Prior Learning
Degree
PaidCourseware
Credit by Exam orCompetency Evaluation
Documented Competencies
IndustryCertifications
No Offering
Student Mentors Evaluators Program
Faculty Practicum
TransformativeExperience
Access toOpportunity
Metacognition& Skills
Knowledge Acquisition(content)
LocalChurc
h
Christian Coursewar
e
Western Govenor’s Rebundled Program
Optional Self Assembled Components By Individual
Secular Model 1: Western Governors University and Similar CBE Programs
• Pros: Cost effective way for Christians to get credentials needed for jobs• Cons: No mechanism to integrate Christian components, Christian education is an added “cost” to stripped down unbundled model• Gap Analysis & Needs: Christian courseware targeting this market, churches supporting this model
Secular Model 2: Coding Boot Camps
Coding Boot Camp’s Rebundled Program
Mentored Project-Based Learning
Most Current, Highest Demand Contentfrom Top Practitioners
Relationships to
EmployerEmploymentGuarantees
Brand for Recruiting
Raw Brainpower
No OfferingTransformativeExperience
Access toOpportunity
Metacognition& Skills
Knowledge Acquisition(content)
LocalChurc
h
Christian Coursewar
e
Optional Self Assembled Components By Individual
• Pros: Cost effective way for Christians to get credentials needed for jobs• Cons: No mechanism to integrate Christian components, Christian education is an added “cost” to stripped down unbundled model• Gap Analysis & Needs: Christian courseware targeting this market, churches supporting this model
Secular Model 3: Vocational Qualifications
Vocational Qualifications Rebundled Program (EQF, RQF, etc.)
No Offering
Level 3
Level4
Top-up Bachelor’s
Degree
Level8
Level5
Level 7
Master’s
Prior Learning Assessment
Doctorate
Vocational Learning Centers
Internships& Externships
Employer
Networks
IndustryCertificatio
ns
On-the-jobTraining
TransformativeExperience
Access toOpportunity
Metacognition& Skills
Knowledge Acquisition(content)
LocalChurc
h
Christian Coursewar
e
Optional Self Assembled Components By Individual
• Pros: Cost effective way for Christians to get credentials needed for jobs• Cons: No mechanism to integrate Christian components, Christian education is an added “cost” to stripped down unbundled model• Gap Analysis & Needs: Christian courseware targeting this market, churches supporting this model
Principles from Rebundled Business ModelsThe effectiveness of rebundled business models will depend on the
strength of integration between components◦ Campus groups, churches, secular & Christian courseware
Megachurch microcampuses could become dominant rebundling business model for Christian transformation
Some people will assemble unbundled components on their own, but most will prefer to buy predesigned bundles (like Lego kits)
Mashups between business models will be commonIn an unbundled world, getting people to pay for bundled Christian
transformation in CHE may be more challengingWhat will be the dominant business models for CHE in an
unbundled world is yet to be determined
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