GC4 and Alternative Models for Christian Accreditation

GC4 and Alternative Models for Christian
Accreditation for the Majority World
“The Role of the Accreditation Agency in the Task of Global Pastoral Training”
Aqueduct Project Webinar
Friday, April 21, 2017
Dr. Andrew Sears
President, City Vision University
www.cityvision.edu
andrew@cityvision.edu
https://www.linkedin.com/in/andrewsears
Slideshare: https://goo.gl/8cuVXa

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
ACCREDITED EDUCATION
NONTRADITIONAL, BUT
ACCREDITABLE EDUCATION
(GROWING DRAMATICALLY)
Bible
Colleges
Christian
Liberal Arts
Colleges
Christian
Universities
Seminaries
Bible Institutes Ministry Experience
Professional Experience
Alternative Education Courses
Bible Studies
Sermons
Educational Discipleship Programs
Christian Radio,
TV, Websites,
Books & Apps
Small Groups
NONTRADITIONAL, NON-
PRIMARILY
PARACHURCH
PRIMARILY
CHURCH
Correspondence & Continuing Ed
Conferences

Dead Capital
$9.3 trillion
400 million in India with
No Identification
Undocumented
Alternative
Education
Trillions of $ of lost value?
Why Now? Technology Is Enabling Centralized Record Keeping
Needed to Document Alternative Education

Why Now? What’s driving this opportunity?
1. Increase in bi-vocational pastors globally
◦ Increased importance of government recognition of education credentials in second
vocation
2. Growth of accreditation systems for vocational qualifications
◦ Growth in globally transferable priced affordably for the masses in the majority world
◦ 150 countries around the world now have national qualifications frameworks or NQFs
3. Growth of unbundled education and accreditation
◦ Increased opportunity for combining national education and transnational education into
globally recognized credentials
◦ See my Clayton Christensen Institute article (Part 1, Part 2) & accreditation reform
bibliography
Source: http://www.universityworldnews.com/article.php?story=20170328000916417

Global Christian College Credit Consortium (GC4)
Path to a $5,000 degree
Level 3
Freshman
Level 4
Sophomore
$3,500
$100 +
partner tuition
$100 +
partner tuition
$100 +
partner tuition
City Vision
DEAC US Accredited
University
GC4 (in TechMission)
as Qualifi Qualification
Ofqual UK Accredited
University
Degree
(1 year)
Level 5
Junior
www.globalchristiancollege.org

Summary of Key Requirements for GC4 Accreditation
1. Requires centralized system for transcript information
◦ Preferred to have a centralized system for all grading & assessments
unless controls are in place to standardized quality of assessments
◦ Modules need to be mapped into standards for credit hours
2. Instructors doing grading need to have completed the program
they are teaching or have a Bachelor’s or above
◦ In locations without credentialed faculty can use online grading
◦ Need to provide letter validating prior learning for faculty

Policy Recommendations for Majority World Accreditation
1. Revise Faculty Requirements for Accreditation. Only require that faculty have the same level of education that
they are teaching (not one level above). “See one. Do one. Teach one.”
◦ ABHE, ICETE
2. Government Recognized Transnational Accreditation. Develop an international network of radically affordable
accredited vocational education institutions that can delegate their accreditation to institutions within other countries
and top up degree universities.
◦ GC4, TOPIC
3. Majority world pricing models. Provide accreditation pricing on a per student basis with minimal up front cost to
accommodate capital-poor institutions.
◦ ABHE, ICETE, GC4, TOPIC
4. Indigenous Leadership Development. Develop radically affordable accredited programs to train majority world
leaders in online and blended education.
◦ BGU, City Vision, Overseas Council
5. Christian MOOCs & Courseware. Develop accredited global courseware platforms for online and blended
education translated and culturally contextualized for the majority world.
◦ Imagination Summit
6. Democratize Instruction. Use online/remote faculty and courseware to enable wider base of local coaches/tutors
with limited training to teach and contextualize (as is widely done with Christian small group curriculum with DVDs
and RightNowMedia.com-Netflix of small groups)
◦ BGU, City Vision, Overseas Council
7. Articulation Agreement Consortium. Develop a Christian consortium to enable articulation agreements to happen
on a many-to-many basis rather than one-to-one (possibly with tiers). Similar to CASE.
◦ ABHE, ICETE building an interface of standards to groups like TOPIC

Program is pending accreditation review.
Only $2,400 for majority world students who transfer in 18 credits

Biola x
Education
Lay the foundation in skills and Christian
worldview you need to become a
transformative teacher.
X
Trinity Education
Social Entrepreneurship
Learn how to transform the world
through social enterprises based in a
Christian worldview.
City Vision x
Business Administration
Get real-world experience from a biblical
perspective to succeed as a Christian in
business.
ORUx
Ministry & Leadership
Learn to lead others in transforming lives
in Jesus name and the power of the Holy
Spirit.
Third Millennium
Old Testament Survey
Accredited Through GC4 Accredited Through GC4
ChristianUniversity.org
Church Leadership
Free, Accredited Through GC4 Free
Biola x
Christian Worldview
$40
BibleMesh
Greek
$40
Proof of Concept Mockup
for Higher Education
Committee of Imagination
Summit on Global
Christian Higher Education

Mobile Vision: Accredited Mobile Courses to Millions
Courses
Global Christian
College Credit
Consortium (GC4)
The Bible App Quality Mobile Courses
+
Accreditation
+

Appendix
Aqueduct Project Presentation

Unbundled Christian Educational Ecosystem
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 Agreements
See: Christenson Institute Articles (part 1, part 2)
Church & Ministry Micro-campuses & Study CentersUnaccredited 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, Knod, African Leadership
University, One University, and Akilah Institute.
Courseware & DistributionChristian 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, Lynda
Digital Distribution: Apps, Web/LMS, MOOC platform, Bible App, YouTube, iTunes, digital devices, print, church & ministry partnerships, corporate partnerships
Delivery Method: offline-only, blended, online-only, mobile-only
Bible Schools
Christian
Liberal Arts
Colleges
Christian
Universities
Seminaries
Bundled
Traditional Consultants/System Integrators/Solution Providers: Nonprofit (CaCHE); Commercial: (BibleMesh.com, Lumerit)
Students (2016): 5 million
Projected Annual Growth: -5% to +5%
Non-Credit Students (2016): 1 million For Credit Students (2016): 10,000
Projected Annual Growth: 50% to 1,000%
Dominant
Business
Model:
For Fee
Services
(need seed
funding)
$50/yr to
$5,000/yr
Dominant
Business
Models:
Freemium
or Donor-
Based
Products
What we can influence

What is the Global Christian College Credit Consortium (GC4)
 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 TechMission
◦ Have initial approvals, but still in pilot stage
 www.globalchristiancollege.org
Theoretical Framework: Video, my Clayton Christensen Institute blog post (Part 1, Part 2)

New Models of Transnational Education
US Accredited Degree
Final Year as Online
or Blended Learning
• Online Faculty
UK Vocational
Accreditation for
First 3 Years
• Online Faculty
(as needed)
Indigenously Led
Education in
Unaccredited
Local Institution
• Local Coaches &
Grading Faculty
Radically Affordable US University Degree
Recognized by National Government & Local Institutions

Industry Map: Supporting a Healthy Christian Tertiary Educational Ecosystem
ACCREDITED HIGHER
EDUCATION
NONTRADITIONAL, BUT
MOOCs & Open Ed
Udemy, Coursera, EdX, Futurelearn, Open2study,
Open University, Udemy, Khan Academy, Duolingo
Alison, YouTube, iTunesU, Open Learn, OLI
Christian Mega Universities
Liberty, Grand Canyon
Christian Universities
CCCU, IAPCHE, Overseas Council
Paid Courseware
Pearson, Mcgraw-Hill, Lynda.com,
Skillshare, Pluralsight, Dream Degree
Acrobatiq, Cengage, CogBooks, Flat World
Bible Colleges
ABHE Schools, ICETE, ATS
Online Christian Universities
CCCU, TRACS, DEAC, IAPCHE, ICHE
Alternative Credit Providers
Straighterline, Saylor, Ed4Online
EdX, JumpCourse, Pearson, Sofia
UC Irvine Extension, Modern States
Christian Free & Open Courses
ThirdMill.org, ChristianUniversity.org, Harvestime.org, Global University Global Reach, Aqueductproject.org
Open Biola, Covenant Seminary, Regent Luxvera, Christian Leaders Institute, TransformingtheChurch
OpenSeminary.com, BiblicalTraining.org, Coram Deo, Multiply Movement, Truthfortheworld.org
Commercial Christian Courseware
Right Now Media, Lumerit, Logos Mobile Ed,
Zondervan, BibleMesh.com, Ligonier Connect
Bible Institutes
10’s of thousands globally
Open Textbooks
saylor.org/books, openstaxcollege.org,
courses.candelalearning.com/catalog/lumen
collegeopentextbooks.org,
open.umn.edu/opentextbooks/
Missions/Ministry Training
i.e. YWAM U Nations
Vocational Qualification Providers
>50% of global market,
10’s of thousands of Training Centers
Ministry & Professional Experience
Prior Learning Assessment
Christian Continuing Education
Insight.org, Lifepointemedia.com, Lifeway.com, Livingontheedge.org, Precept.org,
Sampsonresources.com, Sampson.ed.com, Walkthru.org, Answersingenesis.org,
Bsfinternational.org, Christiancounselingceu.com
Secular
Partners
Seminaries
ATS
TERTIARYEDUCATION
Home School College Credit
veritycollegeeducation.org,
creditsbeforecollege.com Unaccredited Ordination Training
Berean School, Lamp Seminary
Church & Ministry Micro-Campuses
Southeastern, Northwest, Kings University, Kirkland, Beulah Heights,
CaCHE, Virtues Campus, Foundation University
Secular Micro-campuses
Kepler, Minerva, Coursera Learning Hubs,
edX U.Lab, Khan Lab School,
Bridge International Academies

The Need 1: Rapid Growth of Higher Education Globally
100 Million
Students
in 2000
263 Million
Students
in 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
4.9 billion middle class globally by 2030

10 million+ students
at $1,000/student
Radically Affordable
Mobile Education
The Need for Disruptive Innovation
Traditional
Christian
Higher
Education
(A few million students
At $10,000/student)
10 x
More
Users
1/10th
Cost
Radically Affordable
Blended Education
100 million+ students
at $50/student

Unbundling & Rebundling Strategy Getting Indigenous
Theological Education to work with Accreditation
YWAM
UofN Courses
Open
Education
Industry
Certifications
MOOCs
& Apps
Top-Up Degrees
(City Vision, etc)
University
Courses
Books & Paid
Courseware
1.Christian
Courseware
Internships &
Missions Trips
Alternative
Ed Providers
YWAM UofN Campuses
(Microcampuses/Study Centers)
Vocational
Qualifications
(GC4)
4. Uncredentialed
Local Coaches
3. Christian Worldview
Program Designers
• Course market becomes more like book and software markets to reduce costs & improve quality
• Christian courses become more modular and less interdependent where possible
• University becomes system integrator of content and tech platforms.
2. Credentialed
Online Faculty
Ordination
Vertically
Integrated
University
Virtually Integrated
University
Transformation is a core
competency of the YWAM
Horizontally Integrated Rebundled University
Unbundled
Christian Programs
Faculty role is unbundled into
4 specialized positions
Access to
Opportunity
(branding, licensing
& quality assurance)
Transformative
Experience
(primarily affective)
Metacognition
& Skills
(psychomotor &
high-level cognitive)
Knowledge &
Content
(low-level cognitive)
Access to
Opportunity
Transformative
Experience
Metacognition
& Skills
(psychomotor &
Knowledge &
Content
YWAM PartnershipsDEGREE

Innovation in Christian Higher Education
YWAM University of the Nations
Core International Leadership Team Conference
March 9,2017
Geneva, Switzerland
Dr. Andrew Sears
www.cityvision.edu
Slideshare: https://goo.gl/tQqUI2

GC4 Online SBS Accreditation Partnership
 UofN’s Online SBS is now accredited under GC4 as a Level 4 in
Biblical Studies
◦ Partnership also includes a 50% discount to City Vision ($3,500/year)
◦ https://onlinesbs.org/uofn-partnership-gc4/ & www.globalchristiancollege.org
 Global Christian College Credit Consortium (GC4) provides course
level accreditation to ministry schools
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.

Key Requirement Summary for GC4 Accreditation
1. Provide centralized system for transcript information
◦ Preferred to have a centralized system for all grading & assessments
unless controls are in place to standardized quality of assessments
◦ Modules need to be mapped into standards for credit hours
2. Instructors doing grading to have either a Bachelor’s or to have
completed the program they are teaching
◦ In locations without credentialed faculty can use online grading
◦ Need to provide letter validating prior learning for faculty without transcripts
3. Students must apply for GC4 certificate within 90 days after
completing one course ($100)

Global Christian College Credit Consortium (University of the Nations Online SBS)
These References
Tie to UK Accreditation
(see link)
Certificate in Biblical Studies
Level 4
Level 4 Certificate in Biblical Studies

100 Million
Students
in 2000
263 Million
Students
in 2025
(84% of growth in
137 Million New Students in Developing Countries by 2025
4.9 billion middle class globally by 2030

The Need 2: The Rise of Non-Western Christianity

-
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
1800 1900 1970 2000 2007 2025
Christian Membership by Region
West South
Status of Global Mission 2014, Todd Johnson
http://www.gordonconwell.edu/resources/documents/statusofglobalmission.pdf

1900 1970 2000 2007 2025
South 21% 59% 86% 91% 99%
West 79% 41% 14% 9% 1%
21%
59%
86%
91%
99%
79%
41%
14%
9%
1%
0%
20%
40%
60%
80%
100%
120%
Growth of Christianity by Region
Status of Global Mission 2014, Todd Johnson
http://www.gordonconwell.edu/resources/documents/statusofglobalmission.pdf

The Need 3: Consolidation & Platform Coopetition
Possible Future of Higher Education in 2030?
Image Source: Wikimedia
State Owned Mega-universities
with 1 million+ Students
Technology Platform
Educational Networks
Global
Christian
Education
Platform

Three Possible Futures
Technology Platform
Dominant Future
(40% decline in CHE)
State Mega-Universities
Dominant Future
Christian Global Educational
Platform 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 Majority
World

Mobile Vision: Accredited Mobile Courses to Millions
Courses
Global Christian
College Credit
Consortium (GC4)
YouVersion Bible App Quality Mobile Courses
+
Accreditation
+

Why Now? 1: Modularity & Unbundling is Enabling Disruptive Innovation
Unbundled (Modular) vs. Interdependent Architectures Over Time

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
Getting YWAM UofN’s Modularity to work with Accreditation
YWAM
UofN Courses
Open
Education
Industry
Certifications
MOOCs
& Apps
Top-Up Degrees
(City Vision, etc)
University
Courses
Books & Paid
Courseware
1.Christian
Courseware
Internships &
Missions Trips
Alternative
Ed Providers
YWAM UofN Campuses
(Microcampuses/Study Centers)
Vocational
Qualifications
(GC4)
4. Uncredentialed
Local Coaches
3. Christian Worldview
Program Designers
• Course market becomes more like book and software markets to reduce costs & improve quality
• Christian courses become more modular and less interdependent where possible
2. Credentialed
Online Faculty
Ordination
Vertically
Integrated
University
University
competency of the YWAM
Unbundled
Christian Programs
Faculty role is unbundled into
4 specialized positions
Access to
Opportunity
Transformative
Experience
Metacognition
& Skills
(psychomotor &
Knowledge &
Content
YWAM Partnerships
Automated training with
minimal faculty requirement
Access to
Opportunity
Transformative
Experience
Metacognition
& Skills
(psychomotor &
Knowledge &
Content

Dead Capital
$9.3 trillion
No Identification
Undocumented
Alternative
Education
Why Now? 2: Technology Is Enabling Centralized Record Keeping
Needed to Document Alternative Education

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
Accredited Degree PathwaysAny Accredited Institution Accepting Alternative Credit: City Vision, Secular (Thomas Edison, Excelsior), etc.
Church & Ministry Micro-campusesUnaccredited Christian Models: UofN, Trinity Education, Virtues Campus, Foundation University
Secular Models: Kepler, Minerva, Coursara Learning Hubs, edX U.Lab, Khan Lab School, Bridge International, African Virtual University
Alternative Credit Mechanisms
GC4, ICHE, GlobalAccreditation.com, ACE Credit, Vocational Qualifications, Standardized Tests, PLA, Articulation
Agreements, Non Governmental Theological Accreditation (ICETE)
CoursewareChristian Free: ThirdMill.org, ChristianUniversity.org, Harvestime.org, BiblicalTraining.org, Open Biola, Aqueductproject.org, TransformingTheChurch.org, Covenant
Bible Schools
Christian
Liberal Arts
Colleges
Christian
Universities
Seminaries
Unbundled Disruptive EcosystemBundled
Dominant
Business
Model:
For Fee
$10 to
$5,000/yr
Dominant
Business
Models:
Fremium
or Donor-
Based

Path 1: UofN Online to UofN Campus
UofN Senior Year (on Campus)
UofN Junior Year (on Campus)
UofN Online SBS Sophomore
DTS
No need for GC4 in this path.

Path 2: UofN to Government Recognized Accredited Bachelor’s
Level 3
Freshman
Level 4
Sophomore
$3,500
$3,500 (CVU)
or $100 +
partner tuition
$100 +
UofN tuition
$100 +
UofN tuition
City Vision
DEAC Accredited
University
University
Degree
Level 5
Junior

Path 3: UofN to City Vision Associate’s Degree
Level 4
$3,500 (CVU)
$100 +
UofN tuition
City Vision
DEAC Accredited
University
University
Degree
Note: Our Accreditor (DEAC) requires that 25% of credits for a degree must come from City Vision

Path 4: UofN to Third Party Level 5 Diplomas
(for international students)
Level 3
Freshman
Level 4
Sophomore
$200-$2,000
$100 +
UofN tuition
$100 +
UofN tuition
Level 5
Note: While UK Accreditation may ease process of credit transfer to Level 5 programs,
acceptance of credit is determined by each school.

Path 5: Online SBS Paths with Other GC4 Partners
GC4 as an Academic “App Store” of Partner Modules
Bachelor’s Degree
City Vision University Business, Addiction Studies, Missions,
Ministry Nonprofit Management or other Institution
UofN Validated, City Vision University, Vision
International Ministry, Saylor Academy or Other Level 5
Online SBS GC4 Level 4
GC4 Level 3
(UofN Validated, Third Millennium, Vision International Ministry,
Saylor Academy Business or Trinity Global Academy)
Level 3
Freshman
Level 4
Sophomore
$3,500
$3,500 (CVU)
or $100 +
partner tuition
$100 +
partner tuition
$100 +
partner tuition
City Vision
DEAC Accredited
University
University
Degree
(1 year)
Level 5
Junior

Strategic Considerations for YWAM
 Accreditation Strategy
◦ GC4 could expand accreditation to other UofN programs that have the
strongest assessment and documentation paper trails
◦ YWAM Australia can validate and transcript other UofN credit to improve
transferability to government recognized accredited institutions
◦ Pursue vocational qualification accreditation in of your more of your training
centers where possible.
 Modular Partnership Strategy
◦ Develop “top up” degree partnerships with schools like City Vision, etc.
◦ Promote pathways to government recognized accreditation to greatly
expand UofN’s competitiveness
◦ UofN pathways can “plug in” other modules based on local needs (ThirdMil)

Principles for Building a Modular
Global Christian Educational Ecosystem
Dr. Andrew Sears
www.cityvision.edu
This talk is at: https://youtu.be/BdbfvMWl-_o
Slideshare: https://goo.gl/aZGDDp

100 Million
Students
in 2000
263 Million
Students
in 2025
(84% of growth in
137 Million New Students Per Year in Developing Countries by 2025

The Need 3: Consolidation & Christian Mega-universities
Liberty U
43%
Grand Canyon U
39%
All of CCCU
18%
Estimated Christian Higher Education Growth Since 2005
Total Growth:
175,808 students
Sources: Grand Canyon & Liberty U self-reporting, CCCU Enrollment Report.

The Need 3: Consolidation & Christian Mega-universities
Total Growth:
122,645 students
Sources: IPEDS
Liberty
39%
Grand
Canyon
40%
CCCU
21%
Christian Higher Education Growth 2010-16
5-Year Cumulative Growth
CCCU: 7.7%
Liberty: 74.9%
Grand Canyon: 91.8%

Will Education Consolidation follow Media Consolidation?

Possible Future of Higher Education in 2030?
Consolidation & Platform Coopetition
State Owned Mega-universities
with 1 million+ Students
Technology Platform
Educational Networks
Global
Christian
Education
Platform

Concept 1: Role of Modularity & Unbundling in Disruptive Innovation
Unbundled (Modular) vs. Interdependent Architectures Over Time

Unbundling & Rebundling Strategy for Christian Higher Ed
Transformative
Experience
Access to
Opportunity
Metacognition
& Skills
Knowledge
Acquisition
(content)
Univ.
Microcampuses
Open
Education
Industry
Certifications
LinkedIn &
ePortfolios
MOOCs
& Apps
Univ. Accepting
Alt. Credit
Univ. Top-Up
Degrees
University
Courses
Books & Paid
Courseware
Christian
Coursewar
e
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
Online
Faculty
Employer
Partnerships
Specialization increases productivity
and reduces costs
Course mentors often can be
Church-based
Partnerships with modular providers (especially in underdeveloped
communities) creates jobs, reduce cost & improve quality
Improve signaling & networking of
“bottom half” to new value networks
Vertically
Integrated
University
University
Transformative
Experience
Access to
Opportunity
Metacognition
& Skills
Knowledge
Acquisition
(content)
competency of the Church
Mentoring
Small
Groups

Dead Capital
$9.3 trillion
No Identification
Undocumented
Alternative
Education
Concept 2: Technology Presents an Unprecedented Opportunity
to Expand and Document Alternative Education

Components of a Global Christian Educational Ecosystem
Church & Ministry Micro-campusesUnaccredited Christian Models: CaCHE, Virtues Campus, Foundation University
Secular Models: Kepler, Minerva, Coursara Learning Hubs, edX U.Lab, Khan Lab School, Bridge International, African Virtual University
Any Accredited Institution Accepting Alternative Credit: City Vision, Secular (Thomas Edison, Excelsior),
etc.
Agreements
CoursewareChristian Free: ThirdMill.org, ChristianUniversity.org, Harvestime.org, BiblicalTraining.org, Open Biola, Aqueductproject.org, TransformingTheChurch.org, Covenant
Bible Schools
Christian
Liberal Arts
Colleges
Christian
Universities
Seminaries
Unbundled Disruptive EcosystemBundled
Dominant
Business
Model:
For Fee
$10 to
$5,000/yr
Dominant
Business
Models:
Fremium
or Donor-
Based

What is the Global Christian College Credit Consortium (GC4)
 Global Christian College Credit Consortium (GC4) is work area of
CHIEA to provide course level accreditation to ministry schools
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
 UofN’s Online SBS is now accredited under GC4 as a Level 4 in
Biblical Studies

Bachelor’s Degree
City Vision University Business, Addiction Studies, Missions,
Nonprofit Management, Christian Ministry or other Institution
City Vision University, Vision International
Ministry or Qualifi Business or Other Level 5
GC4 Level 4
(Vision International Ministry, Saylor Academy Business,
Third Millennium, University of the Nations Online SBS)
GC4 Level 3
(Vision International Ministry, Saylor Academy Business
or CaCHE Global Transformational Entrepreneurship)
Level 3
Freshman
Level 4
Sophomore
$3,500
$3,500 (CVU)
or $100 +
partner tuition
$100 +
partner tuition
$100 +
partner tuition
City Vision
DEAC Accredited
University
University
Degree
(1 year)
Level 5
Junior

Associate’s Degree (5 courses)
City Vision University Business or Christian Ministry or other
Institution
GC4 Level 4
(Vision International Ministry, Saylor Academy Business,
Third Millennium, University of the Nations Online SBS)
GC4 Level 3
(Vision International Ministry, Saylor Academy Business
or CaCHE Global Transformational Entrepreneurship)
Level 3
Freshman
Level 4
Sophomore
$3,500
$3,500 (CVU)
or $100 +
partner tuition
$100 +
partner tuition
$100 +
partner tuition
City Vision
DEAC Accredited
University
University
Degree
Level 5
Junior

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
 Process 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.

Lean Startup Hypothesis Testing on Christian Ecosystem
 What’s the best strategy for Christian Courses?
◦ Long Tail vs. World’s Best or both with long tail dominating
 What 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
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
Popularity
Products
The Long Tail
Blockbuster
Hits
Unpopular
YouTube Content

Effects of the Long Tail & Higher Education
 Long 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 Middle
Newspaper 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/
NumberofCompanies

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 World
Source: Thompson, B. (2014, March 17). FiveThirtyEight and the End of Average. Retrieved February 16, 2016, from https://stratechery.com/2014/fivethirtyeight-end-average/
NumberofCompanies

Tech Creates Two Tiered Markets with No MiddleWorld’sBestLongTail
Journalism Video Publishing Talks Courses Credentialing
Adaptive
Competency
Based Education
Ecosystem
Traditional
Degree

Concept 4: Develop Lean Startup Experiments to Test Options
How to Develop a Global Christian Education Platform
Build
MeasureLearn
Product
(start with minimum viable product)
Data
Pivot
Maximize
Loop
Iteration
Speed
Ries, E. (2011). The Lean Startup: How Today’s Entrepreneurs Use Continuous
Innovation to Create Radically Successful Businesses (First Edition). Crown Business.

Mapping Best Practices for Christian Courseware
ThirdMill Harvestime Logos Mobile Open Biola Christian
University.or
g
Biblical
Training.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
Standardized
Content
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, Chinese
French, Russian,
Sinhala, Spanish,
Tagalog, Tamil,
Thai, Urdu,
Portuguese
English English English, Spanish,
Portuguese,
Chinese, Russian,
Arabic
English, Hindi,
Swahili, Spanish,
Arabic
No exams

Questions for Discussion
Assume 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 Education
1. Disruptive Innovation Theory Applied to Higher Education
2. Understanding What’s Driving Change in Traditional Higher Education
3. Economics of Traditional Online Education
4. Emerging Markets and Courseware Platforms
5. Unbundling and Rebundling Strategies in Higher Education
6. Unbundling and the Changing Role of Faculty
7. Lean Startup for Education
8. Demographic and Economic Trend Analysis
9. College Access & the Race between Technology and Education
10. Change Agents & Diffusion of Innovation
Available on Udemy, iTunes U, YouTube & Slideshare
Join the Christian Higher Education Innovation Alliance email group at:
groups.google.com/forum

Asset Mapping, Gap Analysis and Strategy to
Expand Christian Higher Education Globally
View 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

Moonshot Vision for Christian Higher
Education Globally
Presented to Imagination Summit on Global Christian Education Steering Committee
November 15, 2016
Fort Lauderdale, Florida
Dr. Andrew Sears
www.cityvision.edu

Adoption Cycle for Post-Secondary Degrees
Degree Market
Penetration Globally
6.7% (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’ Tiered
Ministry Model
The 3
Disciples

MicroCampuses
& Unbundled Models
Alternative Credit
10-50 million
On
Campus
Christian
Higher
Education
5 million
Modular
Blended Education
5-20 million
GC4, etc.
Courseware
100’s of millions
Global Digital Ecosystem
billions
ThirdMil, MOOCS, etc.
Moonshot Vision:
25 Million Students
in Accredited Degree
Programs by 2030
(400% growth)
Christian Digital
Ecosystem

The Need: Three Possible Futures for CHE in 2030
Technology Platform
Dominant Future
State Mega-Universities
Dominant Future
Christian Global Educational
Preferred Growth Future
(400% growth in CHE)
Global demand for higher education is projected to grow by 163% from 100 million students in
2000 to 263 million students by 2025 with 84% of growth in developing countries
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

The Opportunity: 25 Million Students in Accredited
Christian Degree Programs By 2030 (400% growth)
Campus
5-10 million
Bachelor’s
5-20 million
Alternative Credit
10-50 million
Courseware
100’s of millions
• College Years 1-3
• Average Global 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 Global Cost: $1,000/year
• Full range of university degrees
• Online or microcampus delivery
• Christian Use of “Secular” platforms
• Bible App & other Christian platforms
• Christian Subscription Services
• Radio/TV
• Transformational campus community
• Average Global Cost: $2,000/year
• Primary growth will be microcampuses
Christian Digital Ecosystem (Billions)
Target Market
84% of HE growth in developing countries
4.9 billion middle class by 2030

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 2030
 Other 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.pdf
Offline 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-adoption
Karaim, R. (2011). Expanding higher education: should every country have a world-class university. CQ Global Researcher, 5(22), 525–572.

What Exists Today: Asset Map of Initiatives to Scale
Church & Ministry Micro-campusesUnaccredited Christian Models: CaCHE, Virtues Campus, Foundation University
Secular Models: Kepler, Minerva, Coursara Learning Hubs, edX U.Lab, Khan Lab School, Bridge International, African Virtual University,
Knod, African Leadership University, One University, and Akilah Institute.
Any Accredited Institution Accepting Alternative Credit: City Vision, Secular (Thomas Edison, Excelsior),
etc.
Agreements
Courseware & DistributionChristian Free: ThirdMill.org, ChristianUniversity.org, Harvestime.org, BiblicalTraining.org, Open Biola, Aqueductproject.org, TransformingTheChurch.org, Covenant
Bible Schools
Christian
Liberal Arts
Colleges
Christian
Universities
Seminaries
Unbundled Disruptive Christian Educational EcosystemBundled
Dominant
Business
Model:
For Fee
Services
(need seed
funding)
$50/yr to
$5,000/yr
Dominant
Business
Models:
Freemium
or Donor-
Based
Products

Steps of Quality Improvement in Disruptive Innovation
2. Certificate Courseware/MOOCs
1. Open Videos, Books & Partial Courses
3. Alternative Credit
Courses
4. Microdegrees for credit
5. Unbundled Online University Degrees
with Alternative Credit Transfer
6. Blended Learning at Microcampuses for University Degrees
7. Blended Personalized Learning from Millions of
Modular Adaptive Courses for University Degrees

What’s Needed: Project to Scale Solutions for Majority World
1. Organizational project centered approach
◦ Fund Open Biola, CaCHE, City Vision, BibleMesh, etc.
2. Outcomes centered approach
◦ Outcomes-based grant program to scale alternative CHE to 10,000 students at price-levels
appropriate to the developing world
3. Gap analysis centered approach
◦ Fund projects on specific identified needs: courseware for Christian AA, Christian
vocational courseware (Business, IT), Pentecostal counterpart to ThirdMil, scalable
microcampus franchise model, migrating Christian courseware to mobile-first design,
language translation
4. Other approaches?
◦ Funder Centered, One Big Project
“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, Rockefeller Foundation

Potential Structure to Affordable Degree for Majority World:
10,000 students for $10 million
Online or Blended Bachelor’s Degree
City Vision (Business, Ministry, CS), Biola (Teaching, Ministry…), Others
500 completions
Applied Degree Courseware
(Business, Ministry, Teaching, Computer Science)
1,000 Completions
One Year Bible School Courseware
Third Millennium + ORU (targeting Pentecostal/Charismatic)
5,000 students completing 1 course
First Year Christian General Education Courseware
Open Biola Modeled on ASU’s Global Freshman Academy, Dream Degree,
Trinity Global Education, 5,000 students completing 1 course
Level 3
Freshman
Level 4
Sophomore
GC4,
VocationalQualification
AlternativeCredit
University
Degree
(1 year)
Level 5
Junior
Microcampus Partners: CaCHE, Bible Mesh, David Rodriguez, Semeon Mulatu, Others
Target Market: 84% of HE growth in developing countries and 4.9 billion middle class by 2030
4 Year Pricing Total: $2,000 to $10,000
Dominant
Business
Model:
For Fee
Services
(need seed
funding)
$50/yr to
$5,000/yr
Dominant
Business
Models:
Freemium
or Donor-
Based
Products

Church & Ministry Micro-campuses
$1 million to get 500 students to complete an one year alternative degree program
($2,000/student)
$1 million to accept alternative credit with 1,000 degrees completed
($1,000/degree)
$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 solutions
 We 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 Chasm
 Free 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

Unbundling & Rebundling Strategy for Christian Higher Ed
Transformative
Experience
Access to
Opportunity
Metacognition
& Skills
Knowledge
Acquisition
(content)
Univ.
Microcampuses
Open
Education
Industry
Certifications
LinkedIn &
ePortfolios
MOOCs
& Apps
Univ. Accepting
Alt. Credit
Univ. Top-Up
Degrees
University
Courses
Books & Paid
Courseware
Christian
Coursewar
e
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
Integrated
University
University
Transformative
Experience
Access to
Opportunity
Metacognition
& Skills
Knowledge
Acquisition
(content)
Mentoring
Small
Groups

Model 1: Christian Students at 4 Year Secular Universities
Campus Groups: Cru, Intervarsity, etc. + Digital Ecosystem
Local
Church
Christian Courseware
Christian
Campus
Groups
Missions Trips &
Ministry Volunteering
Secular
University
Transformative
Experience
Access to
Opportunity
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 Christian
University Graduate School
Transformative
Experience
Access to
Opportunity
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 Heights
Secular Models: Kepler, Minerva, Coursara Learning Hubs, edX U.Lab, African Virtual University
Christian
Courseware
Alternative Credit
MOOCs
& Apps
Transformative
Courses
Christian Worldview
Program Design
Job
Local Church or
Ministry Teaching
Ministry
Mentoring
Small
Groups
Microcampus Bachelor’s Degrees

Model 3: Church/Ministry Microcampus as Alternative to
Community College
Microcampus at Local
Church/Ministry
Christian
College
Courses
Ministry or Church
University
Transformative
Experience
Access to
Opportunity
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
Courseware
Alternative Credit
MOOCs
& Apps
Transformative
Courses
Christian Worldview
Program Design
Last 2
Years
Local Church or
Ministry Teaching
Ministry
Mentoring
Small
Groups

Model 4: Unbundled Online Degree Completion University
(Top-Up Degree Program)
Christian
College
Courses
Ministry or Church
Transformative
Experience
Access to
Opportunity
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
Courseware
Alternative Credit
MOOCs
& Apps
Transformative Courses
Christian Worldview
Program Design
Job
Transfer Credit

Model 5: Theological Institutes Using Courseware
to Become Christian Universities (or Launch Online Colleges)
Transformative Experience on Campus
Locally Developed Courses
Ministry, Church or Marketplace
Transformative
Experience
Access to
Opportunity
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 & Other
Alternative Credit
MOOCs
& Apps
Christian Worldview
Program Design
Job
Bachelor’s Degrees Online or in other Fields
Campus
Theology &
Bible
Bachelor’s
Global Degree
Partnerships
Vocational
Qualifications
1-3 Years
Theology &
Bible Courses
Church/Ministry Job
Marketplace Job

Model 6: Christian Educational Outsourcing, Consulting &
Multisided Courseware Market
Courseware from
Partner Schools
Transformative
Experience
Access to
Opportunity
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
Coursewar
e
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
Transformative
Experience
Access to
Opportunity
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
• B2C: Courseware Subscription Examples: Logos Mobile Ed, Secular (Lynda.com, Great Courses, Skillshare)
• B2C: Christian Consumer Digital Subscriptions: Dove, Pureflix, Up Faith, JellyTelly, iBethelTV, Parables TV, Christian Games
• B2B: Digital Church Curriculum Builder: RightNow Media, ChristianUniversity.org/pathways Open Church (free), Group Online (diginapp)
• B2B: Traditional Church Curriculum: Saddleback Pastors.com, Group Publishing, Lifeway Publishing
Alternative
Credit
Christian Program
Designers
Local
Church
Top-up Degree
Christian Consumer
Digital Subscriptions
Traditional Church
Curriculum
Program Design
Tools
Digital Church
Curriculum
Ordination
Church-Centric Digital Ecosystem
Sunday
School
Small
Groups
Church Digital Curriculum
Building Tools

Model 8: Dual Enrollment, Early College & Homeschool College
Homeschool
Christian
College
Courses
Homeschool Mentoring
Traditional Christian or
Secular University or
Unbundled Degree
Completion Programs
Transformative
Experience
Access to
Opportunity
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
Courseware
Alternative Credit
MOOCs
& Apps
Christian Worldview
Program Design
Homeschool or
High School
Courses
Youth
Group
College Credit
Job

Course Mentors
(SME)
Credit by Exam &
Prior Learning
Degree
Paid
Courseware
Credit by Exam or
Competency Evaluation
Documented
Competencies
Industry
Certifications
No Offering
Student
Mentors
Evaluators
Program
Faculty
Practicum
Transformative
Experience
Access to
Opportunity
Metacognition
& Skills
Knowledge
Acquisition
(content)
Local
Church
Christian
Courseware
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 Content
from Top Practitioners
Relationships
to Employer
Employment
Guarantees
Brand for Recruiting
Raw Brainpower
No Offering
Transformative
Experience
Access to
Opportunity
Metacognition
& Skills
Knowledge
Acquisition
(content)
Local
Church
Christian
Courseware

Secular Model 3: Vocational Qualifications
Vocational Qualifications
Rebundled Program (EQF, RQF, etc.)
No Offering
Level
3
Level
4
Top-up Bachelor’s
Degree
Level
8
Level
5
Level
7
Master’s
Prior Learning
Assessment
Doctorate
Vocational
Learning Centers
Internships
& Externships
Employer
Networks
Industry
Certifications
On-the-job
Training
Transformative
Experience
Access to
Opportunity
Metacognition
& Skills
Knowledge
Acquisition
(content)
Local
Church
Christian
Courseware

Principles from Rebundled Business Models
 The 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 common
 In an unbundled world, getting people to pay for bundled Christian
transformation in CHE may be more challenging
 What will be the dominant business models for CHE in an unbundled world is
yet to be determined

Slides in Development
Dr. Andrew Sears
www.cityvision.edu

• Structural: Layoffs, Mergers, Strategy & Policy Shifts
• Short Term: Property Sale, Fundraising
• Investment: Marketing, New Programs, Online
Debt Funded
Survival
• Long Term:Enrollment
Loss/Deficit Spiral
Modest Growth
Significant Growth

Strategies
 Organizations in Deficit
◦ Structural: Layoffs, Mergers, Strategy & Policy Shifts
◦ Short Term: Property Sale, Fundraising, Online Program Managers
◦ Long Term: Marketing, New Programs, New Core Competencies
 Organizations in Growth
◦ Structural: autonomy to online division, create disruptive skunkworks, make
cuts needed for 30-40% investment in growth
◦ Short Term: Invest 20-30% of revenue into revenue growth
◦ Long Term: Invest 10% of revenue into disruptive, missional growth

Core Competencies of Future CHE
 Digital marketing
◦ Enrollment management, marketing automation, online marketing, analytics, big data
 Remote faculty and staff management
◦ Student coaches: online coaching, remote in-person coaches
◦ Faculty: Adjunct faculty, Faculty coaches, Department Chairs, Deans
 Global partnership development
◦ Study center/Microcampus management
 Content Curation and System Integration for Transformational Christian
Programs
◦ Program development through content curation and system integration
◦ Cost efficiencies through backoffice integrations and scale
 Cross-cultural management
◦ Across Global cultures
◦ Org cultures traditional vs. disruptive innovation

GC4 and Alternative Models for Christian Accreditation

Recommended

Recommended

More Related Content

What's hot

What's hot (20)

Similar to GC4 and Alternative Models for Christian Accreditation

Similar to GC4 and Alternative Models for Christian Accreditation (20)

More from City Vision University

More from City Vision University (20)

Recently uploaded

Recently uploaded (20)

GC4 and Alternative Models for Christian Accreditation

Editor's Notes