Student-Centered Program Design Case Studies

Adult-serving degree completion programs at the University of Mount Olive (UMO) demonstrate that under-served student segments exist even in crowded markets. By designing a convenient, completion-focused, and less selective offering, the University enrolled nearly four thousand students. The program aligned to an audience of professionals seeking promotion, specifically public servants in the region.

Operating from satellite locations reduced commuting to main campus and brought education to their students. Condensed terms decreased the risk a schedule change, additional responsibility, etc. would derail students’ attendance before a course ended. Subjects aligned to professional needs, such as criminal justice for police officers completing a bachelor’s for promotion, in order to ensure a return on students’ educational investment.

Case 2: Accelerated career advancer master’s degree completion

Embry-Riddle Aeronautical University’s MS in Aeronautics provides Air Force students the opportunity to leverage prior experience for a faster completion time. The MS in Aeronautics allows students to earn prior credit for military experience and match their skills with a relevant field. Students can also choose a faster thesis-based option instead of the longer capstone-based degree. This quick completion timeframe helps Air Force service members complete their degrees in time for officer promotions.

Additionally, Embry-Riddle offers multiple start dates and easy course drops to support military students’ potential need to pause pursuit if deployed.

MS in Aeronautics tailored to become student-centered program design

Case 3: Accelerated skill development via non-degree program

The University of Wisconsin-Milwaukee’s (UW-Milwaukee) School of Continuing Education offers a certificate teaching introductory management skills, largely intended for those new to management positions and aiming to improve in that current role. UW-Milwaukee defines a “new manager” as someone with five or fewer years of management experience, attracting students from their mid-20s to their late 40s.

This student-centered program design successfully straddles the divide between the “typical 35- to 45-year-old PAE student and younger Millennials; it appeals to both groups without alienating either one. Successful completion of the certificate requires that students attend eight one-day-long courses, all of which occur once a semester. This creates a “fast lane” for motivated Millennials, who can complete the program in as little as six months. Generation X and Boomer students typically require two or three years to finish this program because they savor the experience and do not intend to change jobs quickly.

This audience will also need continued education over the coming years, which the university addresses. Students who complete the Emerging Leaders Certificate qualify for an Advanced Leadership Certificate, and courses in the Emerging Leaders program are also cross-listed with other adult and professional certificates.

Case 4: MBA basics in a fraction of the time

In the early 2000s, administrators at the University of Richmond Robins School of Business realized that despite their world-class MBA faculty and program, there were a significant number of local professionals who needed these skills but would never have the time or money to enroll in an MBA program. In response to that observation, the business school created a non-credit certificate called the “Mini MBA®.”

To create their student-centered program design, the program director asked full-time MBA faculty to condense the top lessons of each semester-long MBA course into a four-hour module. The program consists of 14 modules offered over one semester and includes an orientation session and final case presentation.

The majority of students were late Millennial career advancers, with a few career starters in each cohort.

Target population and beyond

Case 5: Prior learning translated to in-demand, adjacent field careers

The nursing program at the University of South Florida (USF) aligns military students’ prior experience with careers in a high-demand field. Additionally, USF offers flexible options that allow veterans with an interest in nursing to study the topic at a pace and level that matches their needs.

Military students with medical training (e.g., medics, EMTs) learn how to translate their military skills into the nursing profession in the Veteran to Bachelor’s (VCARE) program. Students without medical training (e.g., field service technicians) pursue either the Upper Division Program (first bachelor’s degree) or the Second Degree Program.