Failure to launch: Obstacles to developing a graduate executive leadership degree in a competency‐based education format

Abstract

Competency‐based education (CBE) is an approach that evaluates the mastery of learning from a performance basis, rather than a seat‐time basis. A CBE learner can capitalize on his or her experience from educational settings, work environments, or avocational background to demonstrate proficiency through prescribed academic and industrial outcomes. Utilizing a case study approach, this paper explores the obstacles to implement a graduate executive leadership CBE program at a faith‐based, adult‐learner institution in California. Budget implications, psychometric structures, assessment protocols, and competency identification are evaluated and described. In particular, this disruptive innovation highlights the topics of senior‐level support, infrastructural investment, and faculty and staff involvement.