Readers of this publication will be all too familiar with the challenges facing higher ed: compounding fiscal, regulatory and demographic complexities creating a “perfect storm” that by some estimates, may force hundreds of US institutions to close in the next decade alone.
For institutions looking to take action now to shore up finances ahead of the demographic cliff, collaboration has emerged as a promising path forward. Collaboration has permeated our research environment, with widespread recognition that the most important discoveries today are the products of teams of scholars—often multi-institutional.
We have also seen successful collaborations in areas of administrative and academic support services. Yet, institutional collaboration is still much less common in one of our most fundamental activities—teaching and learning.
But the combination of financial pressures and a need to improve student outcomes may create a chink in this traditional academic armor. Higher ed systems and individual institutions have begun exploring course sharing as a tool to simultaneously improve the student experience, propel students to completion, and unlock additional revenue by filling seats that would otherwise be unfilled in existing courses.
Course-sharing eliminates barriers
Course-sharing enables a student from one institution to access a course or program of study, either in person or online, offered by another institution and receive academic credit at their home institution. Course-sharing can keep students on track to graduate by allowing them to access off-cycle courses whenever needed, as well as enabling students to access a wider array of offerings than would otherwise be possible.
Some systems are even exploring how course-sharing can enable cross-campus programs, allowing each campus to specialize in one aspect of the program, while also consolidating demand across multiple campuses to make the programs viable.
In some cases, students are already seeking needed courses at other campuses. When institutions collaborate on course-sharing, they can eliminate administrative barriers for students such as application for admission, financial aid, and challenges transferring credits. They can also proactively advise students on the courses that will keep them on track to graduate.
In addition to the student-facing value, course-sharing can create fiscal and operational efficiencies for institutions. Empty seats in existing courses mean lost revenue opportunities, but course sharing done at a system level can allow institutions to more efficiently match students with available seats.
Powerful guidance
While the value of course-sharing is clear, there are complexities, such as financial arrangements, ensuring support services, complex student financial aid considerations, and aligning academic policies where necessary. Early adopters’ experiences can inform new course-sharing initiatives by institutions, systems, and consortia.
The National Association of Higher Education Systems has supported many of these pilot programs, and recently released a guide to support systems or institutions considering a course sharing initiative, informed by the experiences of nine systems or consortia—including the two university systems we previously led.
The University of Hawai’i System, which runs one student information system for all 10 campuses, has built a powerful student guidance and course registration system, STAR GPS, that identifies the fastest path to graduation and helps students find the courses they need at any UH campus.
The system has a policy that allows students to take courses at any of the state’s seven community colleges. If a student enrolls in a course they need for their STAR GPS pathway that is not formally articulated to their primary (or “home”) institution, the system prompts the registrar at the student’s home college to articulate the course.
This simple real-time solution allows students to receive course credit and financial aid and continue without interruption along their chosen credential pathway.
Securing the future
Similarly, the Pennsylvania State System of Higher Education for years allowed students to take courses at other universities in the system. But in recent years, the system has moved to streamline the course sharing process by migrating all universities to a common, cloud-based student information system, which allows campuses to quickly, easily, and securely share the information necessary to support course and program sharing.
To further simplify the process, PASSHE created a systemwide financial aid consortium so a student’s home campus handles financial aid and students receive just one bill each semester. Both of these are important pillars of their course sharing program.
Higher education institutions regularly compete with one another for students, faculty, scientific grants and in athletics. Increased collaboration, in shared services, research and especially instruction, is the new watchword for institutions seeking to adapt to new demographic and economic realities.
Course-sharing is one way in which institutions can work together to better serve students, create efficiencies, enhance their value, and secure their futures.
This op-ed is a modified version of the forward to the National Association of Higher Education Systems white paper, “Course Sharing in Action: A Practical Guide for Higher Education Systems.”
