I was in Regina last week speaking to the university’s senior management team about challenges in Canadian post-secondary education, when someone asked a really intriguing question.
“Given the changing demographics of Canada, with fewer traditional-aged students, are there any examples of good practice of universities altering their programming serving non-traditional students instead”?
I have to admit, I was stumped.
You’d think, for instance, that maritime universities, who have been facing demographic decline for quite some time, would have some experience of this, but they don’t, really. Think about it: when Memorial started hurting for students because of Newfoundland’s awful demographics, the main response was to lower tuition fees and begin raiding other nearby provinces for traditional-aged students. In the rest of the maritimes, they’ve been sucking traditional-aged students out of Ontario for a couple of decades now, and the primary solution to any shortfall now is to go looking for traditional-aged students in other parts of the world.
There have, admittedly, been some advances recently in attracting non-traditional-aged students in Northern Ontario and the Prairies – specifically, Aboriginal students, who tend to arrive at university in their mid- to late-20s (often after having had children). But even here, what they are doing for the most part is trying to put in as many supports as possible so that they can be taught as if they were traditional, full-time students. One might conclude that universities are going to great lengths to avoid re-engineering themselves to serve older populations.
Taking demographics seriously means that some universities are going to have to move towards much more modular delivery of courses, more e-learning alternatives, and more evening courses. There are pockets of this, of course, but it hardly constitutes a major trend. Generally speaking, community colleges and polytechnics have been doing much better on this front than universities.
As the demographic shift continues, what happens if governments conclude that they should put more resources on lifelong learning and less on traditional-aged students? That possibility may open up some big opportunities for those institutions (mostly colleges) who have already invested heavily in this kind of delivery, and leave those institutions (mostly universities) who have not politically quite vulnerable.