Having done a lot of strategy work with organizations over the years, one commonality I have found is that nearly all organizations make strategy more complicated than it needs to be. Indeed, I suspect that a view of strategy as being something time-intensive and complex is one of the key factors that keeps many organizations […]

I think most education businesses could do a lot worse than to have these two aims at the foundation of their vision and mission. Fluency suggests a high level of competence. Indeed, it is competence in action. When we are “fluent,” we feel deeply familiar with the knowledge and skills related to our chosen field

What if you enrolled in a graduate program and then never really graduated? Instead, after an initial immersive experience, you are able to access “mini-courses” and other resources as they actually apply throughout your career. As a result, you are able to move from “learn-learn-learn-certify-wait-wait-wait-deploy” – often not very effective as a way of transferring

I see this as a “beautiful question” that can spark some very productive discussion when asked of the right stakeholders in you organization. It’s a question that can fundamentally impact both your education business strategy and your ongoing operations.

As a complement to our free report paper on social learning in the association space, I thought I’d share some thoughts on social learning for associations and why it is so important. (For how I define social learning, see “Defining Social Learning”.) The following points certainly aren’t exhaustive, but hopefully they will be enough to prompt some