This implies reintegration of content specialists in the recruitment, counseling and support process. It also implies a second process of evaluation based on competencies and skill demonstration that allow students to assess their career paths. It implies a combination of virtual and on-campus activities, tailored to the student needs. How universities carry this out depends on the institution, its faculty and student population and the world outside of the institution. Thus, it will be difficult for institutions to not only evaluate a student's portfolio, but even harder to explain what a particular institutional imprimatur provides.
Technology asks the hard questions.
The rush to this medium is an avoidance of looking beyond the horizon, at least one to two iterations. When I began reading this piece, I wondered what role technology was going to have in this article. I also think the author's reference to an academic record being evaluated by a prospective employer naive. Most employers I have known ask whether an applicant has a college degree or not and may ask for the degree date and institutiton. To assume employers are actually going to review an academic record borders on ludicrous unless the candidate has applied for a teaching position.