Improving educational and financial effectiveness through innovation: A case study of Southern New Hampshire University’s College for America.

This article explores an innovative student-centric learning model to more fully understand the compatibility of education quality improvement and sustainability. More specifically, this paper discusses findings from qualitative, case study research that investigates Southern New Hampshire University’s direct assessment competency-based education model: College for America. Competency-based education asserts the value of its credentials through the assurance of proficiency in employer-defined competencies and adherence to academically rigorous quality standards. Through mission-driven integration of principles of disruptive innovation in the strategic development of College for America, SNHU has realized a learning model with significant implications for students, employers, and institutional sustainability. The findings of this study suggest it is possible and advantageous for institutions to balance academic and business perspectives in the pursuit of educational and financial effectiveness. [ABSTRACT FROM AUTHOR]