How did we get here? A brief history of competency‐based higher education in the United States

Abstract

Background: Competency- based education (CBE) programs have spread briskly in higher education over the past several years and their trajectory continues to rise. In light of the spread of competency- based models, this article provides a brief history of CBE in the United States. Methods: This article is based on a review of the literature of competency- based programs in higher education and an analysis of current trends. Findings: Competency- based approaches have been integrated in US higher educa- tion programs for half a century, since reforms of teacher training and vocational education first established the early contours of CBE in the 1960s and 1970s. Prior to that, several developments in K- 12 education—regarding outcomes- based learning and mastery learning—set the stage for CBE implementation in postsec- ondary education. The current phase of CBE development is characterized by a wide range of colleges and universities planning or implementing CBE programs, many of which are taking advantage of online or hybrid models, advances in adap- tive learning technology, or direct assessment. Conclusion: The recent increases in CBE programs can be traced to both supply- side and demand- side dynamics. Most of the models have been in operation less than 5 years and there remains a substantial variety of approaches, suggesting that the current phase of CBE development is transitional.