Book chapter 2020

Case study: Rethinking the credit-non-credit balance in career training at polytechnics

LJ
Lambert, Jacqueline M.
Enhancing Learning Design for Innovative Teaching in Higher Education
Journal · pp. 138-160
Abstract

Focusing on the challenges faced by polytechnic institutions in Alberta, Canada, this chapter explores the rationales, challenges, and solutions encountered in choosing between investment credit and non-credit program offerings to meet the needs of adult learners and industry partners. Drawing on inter-provincial and international perspectives, this chapter discusses ways to provide the benefits of credential education access, alongside the flexibility and responsiveness of non-credit learning design. © 2020 by IGI Global. All rights reserved.

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Author Affiliations
Southern Alberta Institute of Technology, Calgary, AB, Canada
Funding & Acknowledgements
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References 10 References
1 Roles and Mandates Policy Framework for Alberta S Adult Learning System, (2019)
2 Campus Alberta Grant Funding, (2019)
3 Post Secondary Program Standards and Oversight, (2019)
4 Alberta S Occupational Demand and Supply Outlook 20152025, (2015)
5 Ashe Higher Education Report, (2014)
6 Value of Education Blog Post, (2018)
7 Arena, Meaghan L., The Crisis in Credit and the Rise of Non-Credit, Innovative Higher Education, 38, 5, pp. 369-381, (2013)
8 Axelrod, Paul, People, processes, and policy-making in Canadian post-secondary education, 1990-2000, Higher Education Policy, 24, 2, pp. 143-166, (2011)
9 An Avalanche is Coming Higher Education and the Revolution Ahead, (2013)
10 Bidner, Chris, A spillover-based theory of credentialism, Canadian Journal of Economics, 47, 4, pp. 1387-1425, (2014)
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