Part 2: Sitting Down with CSU-Global President, Dr. Becky Takeda-Tinker

CSU Global:  What is the biggest challenge online universities are facing now? How is CSU Global addressing that challenge?

BTT:  Interestingly enough, the age-old struggle around retention and graduation of students for all types of institutions is still the first and foremost challenge. I see that the struggle has a lot to do with student priorities. There are so many things that can distract students, and college isn’t easy. If they have to weigh out where they’re going to spend their time and money, they are going to do so where they get the highest financial or emotional return.

At CSU Global we have above-industry retention rates for our students and really positive salary trajectories post graduation for our alumni. As staff and faculty, we are absolutely focused on the return-on-investment for our students’ time and money. Starting from their enrollment experience, to their classes, which are focused on applying the theories they learn in their workplace, to 24/7 free student-centered learning resources, like live tutoring , tech support, and career coaching.

We know that our students are constantly evaluating the value of the time they spend with us and whether or not it’s worth it. Fortunately, our data tells us that most students think the education they receive is well worth the investment.

CSU Global:  When looking at the future of online education, what do you think universities need to be aware of for the next 3 years? 10 years?

BTT:  Keeping up with the needs of students who have grown up with technology is going to be increasingly challenging. The technology lifecycle is about 18 months to two years long, so today’s and tomorrow’s students expect their technology-driven lives to be replicated in the online classroom for ease of use and individualized learning experience.

If we think about 10 years in the future, institutions today need to be getting ready for the most diverse student bodies they’ve ever experienced. Students will likely be more racially diverse, expect that their individual learning styles will be met, and that online access to course materials and instructional support be on-demand and completely intuitive. I believe that within the decade we will see online institutions and entities either grow large and survive, or cease to exist simply based on the intensive resources required to keep up with dynamic, and technologically-driven needs.

Fortunately, CSU Global has a lean structure and an efficiency-based culture. We have a healthy reserve position and manage our budget to ensure student services come first, followed by allocations for innovation. It is a necessary model for our future sustainable success.

CSU Global:  What educational models in the U.S. and internationally do you look to for inspiration? Who is doing what right, and how can we apply those principles to advancing students in the U.S.?

BTT:  I am currently very interested in how we might be able to utilize apprenticeship models for university credit opportunities. Both nontraditional adult students and high school students would benefit from “test driving” the industries and jobs they’re considering for their future careers. An apprenticeship would help determine if what they’ve been considering really is the right fit. The experience would also make students more immediately effective in new jobs and positions, which goes back to our return-on-investment paradigm. Providing learning experiences that are worth the time and money for our students will be increasingly important as the next generations seek organizations and higher education institutions that meet their needs. 

I’ve looked at the Swiss model, and CSU Global has been working with a Colorado organization solely focused on creating apprenticeship models for high school students. CSU Global’s career center has also been chartered with creating experiential pilots that integrate internship and apprenticeship practices, with faculty oversight for possible credit awards, so we’ll see what transpires this fall.

CSU Global:  The international schools market has tripled since 2000, how does CSU Global stay competitive in this fast growing industry?

BTT:  At CSU Global, working with institutions abroad fits our mission. The coming together of different cultures and best practices for student success, with international exposure for all students, is so compelling. CSU Global currently works with a state institution in Saudi Arabia, and we have students from China, and 53 other countries.

The staff and faculty really enjoy the level of interaction that happens when we all work together. It’s about getting to the same goals no matter the nationality or language differences. When I see the communication going on in the classroom, and between students and faculty of different nationalities, it gives me hope that exposure between races and cultures in education can provide a more peaceful future. Perhaps that’s idealistic, but it inspires me to see what a difference CSU Global is having in lives across the globe.

CSU Global:  How does CSU Global accommodate international students better or differently than our competitors or peers?

BTT:  CSU Global evaluates international student readiness in real terms. While we do have Test of English as a Foreign Language, or TOEFL, score requirements, we run our own proctored writing assessment to ensure international students have the English reading and writing skills needed to be successful in our online environment.

For all CSU Global students, we look holistically at their enrollment applications and even evaluate work history to see their level of grit and achievement. We never want to accept student tuition dollars if we don’t believe they will be successful online students. It personally pains me to see students disengage because we know from our data that generally students who leave don’t go elsewhere to complete their goals. Unfortunately, that means the student used some of their savings, or added to their loan balance, and still don’t have a degree or a certificate.

CSU Global:  You often travel internationally as the president of CSU Global, what upcoming trip are you most looking forward to and why? What past trip has been the most influential and why?

BTT:  I’m really excited to be heading to Shenzhen, China in April. I’ll be able to get out and share what we’ve learned regarding U.S. and CSU Global online higher education.

It’s interesting to me the differences between business and public higher education. I know from my prior business background that trade secrets are paramount to competitive success, but in public higher education, it’s about sharing best practices and outcomes.

As a nonprofit state institution, CSU Global cares greatly about all students and their academic and workplace success. Now having the opportunity to bring what we do to the university leaders in China is personally and professionally quite meaningful.

I have also enjoyed my recent trips to Jordan and Saudi Arabia. Jordan is grappling with the expense of refugees who have found safe haven there making money very tight. Online education could help educate and advance their growing populace less expensively.

In Saudi Arabia we helped to open up a women’s university a few years ago in addition to the programs we’ve been providing to their male students. Last year they graduated their first cohort and invited CSU Global to attend, which was an awesome experience. The world really is shrinking and I’m thrilled to be a part of the expanding educational improvements and innovations happening globally.