Once again, the institutions that survive by adaptation will have to refit themselves for the new world of the global, digital, knowledge economy. They will need to adopt the fundamentals of the new higher education model—become outcome-based with time and process variable curricula; trade Carnegie units for competencies; award both degrees and certificates; and diversify their faculties to include learning designers, instructors, assessors, and technologists that reflect the demographics of the nation. In short, they will take on the characteristics of higher education in the global, digital,
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