Micro-credentials: An interview with George Ubachs

Massive Open Online Courses - Current Practice and Future Trends, 2023

Massive Open Online Courses (MOOCs) are often framed as providing affordable, flexible ways to deliver education on a global scale. However, opportunities for further study are often neither massive nor open. This leads to questions about how MOOCs fit within the broader landscape of online education. The particular focus of this chapter is the role of accredited micro-credentials in the evolution of MOOCs and their potential to offer a pathway from the open online course to further study that leads to credentialed and stackable higher qualifications. These reflections stem from the experience of a higher education institution in New Zealand delivering both free short courses and accredited micro-credentials on a MOOC platform. Data gathered from end-of-course surveys is used to reflect on the motivation of students to engage in further study. While the data reinforce known motivational factors for learners, they reveal limited motivation to progress to micro-credentials from shorter, free courses, despite these micro-credentials successfully recruiting from other pathways. This suggests that perhaps MOOC platforms need to make a greater effort to standardize their definitions and presentation of micro-credentials, while providers need to be aware that potential students are looking for institutional credibility, affordability, content quality, and relevant topics.

Education and New Developments 2022 – Volume 2, 2022

This paper 1 analyses various approaches to micro-credentials, one of the most recent trends in higher education. Micro-credentials represent an "alternative" to traditional study programmes for acquiring independent formal qualification in higher education, whereas higher education institutions use it to achieve their mission of supporting adult education, i.e. lifelong learning in higher education. Even though a consensus regarding the definition of the term micro-credentials does not exist at either EU or national level, it can be stated that they represent small-scale and short learning programmes designed to offer specific knowledge, skills and competencies that satisfy social, personal, cultural as well as labour market needs. Apart from different interpretations of the term, the challenges of micro-credentials in higher education are identified in regard to regulatory frameworks, integration into national qualification frameworks, recognition and accumulating of micro-credentials as well as application of quality assurance mechanisms. Similar to other programmes, micro-credentials are not equally assessed. They can be understood in regard to their purpose and structure, as a mean of flexibility in higher education through the development of individual learning paths, as a mean of supporting higher education in an attempt to become more accessible to non-traditional students as well as an initiative to strengthen adult education in higher education. On the other hand, as the abovementioned education form is oriented towards specific set of knowledge, which is, despite emphasizing other needs, in neoliberal politics predominately oriented towards labour market needs, fragmentation in higher education can be identified. This state is in contrast with holistic nature of study programmes which have to be designed to enable students to acquire well rounded and complementary, theoretical and practical set of knowledge and skills during their respective studies. Despite numerous challenges of micro-credentials, learning programmes designed for the acquisition of micro-credentials deserve systematic consideration in higher education by respecting not only their specific context and structure and higher education system, but also the characteristics of the complete education system.

Higher Education Evaluation and Development

PurposeMicro-credentials, which have been widely used in re-skilling and skills development, provide advantages for improvement in the professional career. As a complementary approach to career and professional development in formal education, it can be said that micro-credentials are preferred for supporting professional development and/or to acquiring new skills to find a job in a new field (Fisher and Leder, 2022). This study aims to provide a detailed perspective on conceptual framework and the use of micro-credentials in higher education.Design/methodology/approachMany questions have arisen regarding micro-credentials, applicability, quality assurance, inclusion in formal educational settings and how to include them in traditional education systems, especially in higher education institutions. Oliver (2019) emphasizes that there is little research on micro-credentials or their derivatives in the literature. There is still uncertainty on micro-credential on behalf of students, e...

A Report for the European Commission, 2021

This report provides a state-of-the-art review of the burgeoning literature in the field of micro-credentials and their relationship to lifelong learning, employability, the changing nature of work, new models of digital education and many other related drivers. It provides a comprehensive account of the field, including policy texts, academic publications and relevant grey literature along with a detailed interpretative analysis of the rapidly evolving global micro-credential landscape, with particular relevance to the European context. Anchored in a number of guiding assumptions, the brief and research objective was to investigate what the literature currently says about micro-credentials. To achieve this objective, the literature review and ensuing discussion is structured around 10 research questions: (1) What is the problem that micro-credentials are seeking to address? (2) What are the underlying drivers and attractors of the micro-credential movement? (3) How are micro-credentials being positioned within the credential ecology? (4) How are different stakeholders responding to the micro-credentialing movement? (5) What are the main benefits arising from the development of micro-credentials? (6) What are the benefits of adopting a European-wide approach to micro-credentials? (7) What are the major barriers for the successful implementation of micro-credentials? (8) What are the major enablers for the successful implementation of micro-credentials? (9) What evidence is there that further development of micro-credentials will contribute to a more future-fit education system? (10) What evidence is there that further investment on micro-credentials will lead to tangible individual and societal benefits? The methodology is described in detail, including the search strategy, sample selection, inclusion and exclusion criteria and data extraction template. The findings based on a sample of n=148 selected publications worldwide and then a secondary analysis of n=45 publications deemed to be of high relevance are presented in two parts. In the first part, a descriptive analysis of the literature provides an overview of the type, focus and distribution of publications along with how they generally support micro-credential development. Geographically, approximately half of publications arise from North America, where more recently there has been a growing body of literature coming out of Canada. Australia is the most prolific region from Asia-Pacific. From a European perspective, approximately half of the literature related to individual countries and the remainder gave a cross-European perspective. This section is followed by an interpretative analysis of the literature which is structured around five thematic sections ‘why?’, ‘what?’, ‘who?’, ‘how?’ and ‘where?’ of micro-credentials. A diverse range of drivers and attractors associated with the micro-credentialing movement were identified in the literature but employability and life-long learning-related drivers were most prevalent. The analysis also shows that micro-credentials can be defined and positioned in a number of different ways depending on the context and particular drivers. Many different actors and stakeholders have a vested interest in micro-credentials, although educators have been the main focus of empirical studies to date. Accordingly, the literature reveals that more attention needs to be given to understanding the full range of stakeholder concerns, perspectives and requirements as part of a better connected credential ecosystem. While the literature suggests that there are many different ways in which micro-credentials can be implemented, and they are not new, sole institutional initiatives arising from universities and those offered by major MOOC platforms appear to be most prevalent. There are many other short courses and industry training initiatives that could be deemed to fit the definition of a micro-credential, but higher education institutions appear to be leading current developments. Notably, there are relatively few examples of the successful implementation of micro-credentials even in more mature policy environments and co-constructed initiatives between higher education institutions and industry partners are rare. An overview of three countries from three global regions is provided within a broader social systems critique. The report then provides a synthesis of the key lessons and takeaways from the literature and shifts attention to the future. It critically reflects on the research questions and finishes with a number of recommendations for the European context. The importance of asking the right people the right questions is highlighted along with the need to design a more connected credential ecosystem. Such an ecosystem requires increased education of key stakeholders and a stronger community of practice. Both the national Governments and the European Commission have an important role to play. There is also an urgent need for more macro-level evidence for policy-makers on the private and public benefits of credentials that currently fall outside of the scope of data collection. Overall, the literature review identified many gaps in our knowledge and demonstrated the dearth of quality research on the development of micro-credentials. Finally, we conclude that increasingly leading universities, quality assurance agencies, and government policy-makers are giving more serious attention to new recognition frameworks and digital models of higher education. While the global micro-credential landscape is currently disconnected across national boundaries, the report concludes that in the European context more clarity and coherence will emerge as governments in partnership with the European Commission work to align new credentialing developments with existing national qualification frameworks. We argue for three major pillars in understanding and furthering micro-credentials, encompassing systems of recognition and regulation, a focus on identifying and servicing demand for micro-credentials, and the generation of valued learning and life outcomes. These three pillars are in turn operationalised into 10 specific recommendations (see Table 1.1). The micro-credentialing movement provides opportunities for European governments, higher education institutions and industry partners to work together to harness new digital models of education beyond the pandemic, while being aware of the limitations of same. The question is: will micro-credentials catalyse the further modernisation and connect up the credential ecology for today’s rapidly changing world or will they flounder? The answer to this question depends to a great extent on what we do next to shape the way micro-credentials are positioned in the current credential ecology. This state-of-the-art literature review provides evidence of the need for a call to action if the potential of micro-credentials is to be realised in the future. To quote from Beverley Oliver's keynote address at the Quality Insights Conference on 23 February 2021: By 2025, depending on how we proceed, micro-credentials will be seen as a fad that disappointed us, or a key step towards reimagining lifelong learning for thriving and surviving (Quality Assurance Agency, 2021, p.2) “If you want to go fast go alone, if you want to go far, go together.”

NESET - Network of Experts working on the Social dimension of Education and Training, 2020

The growing use of micro-credentials is an outcome of the changing nature of the labour market and of growing uncertainty as to what work will look like in the future. Fewer ‘jobs for life’ now exist, and employers demand flexibility and quick reactions to changing circumstances. Micro-credentials are particularly useful in this situation, as they allow for tailored, quick and accessible skills (re)development. The main objective of this report is to provide a background analysis that will inform the European Commission with regard to the development, provision and recognition of micro-credentials. This will feed into a wider consultation and analysis for a European approach to micro-credentials. The report focuses on the higher education sector, but where relevant, it also extends to other sectors. The report finds that the common characteristics shared by the majority of currently available micro-credentials are that they are acquired after a relatively short period of learning, are expected to be relevant in the labour market, and may recognise the development of wider transversal skills. Despite these shared characteristics, micro-credentials differ in terms of their modes of delivery, content, providers, the possibility of receiving credits, the time period for learning, objectives, usefulness, prerequisites, assessment and validation process, integration and stackability options, as well as in the types of certificates received. For micro-credentials to become better integrated into higher education systems, they must be well designed and understandable to all interested parties. Having easily accessible, informative and comparable information can create greater trust and transparency with regard to micro-credentials among stakeholders. The study suggests a list of critical information items that should be provided for micro-credentials operating within the framework of a European approach.

International Journal of Education and Development using ICT, 2019

Micro-credentials represent an alternative approach to career and professional development whereby an individual's skills, achievements, and accomplishments are recognised. They offer the possibility to enhance skills, to manage career pathways as well as adding practicality in the academic content. Moreover, micro-credentials are cost-effective professional development strategies that significantly minimise employees training cost and time. Also, micro-credentials in higher education institutions (HEIs) allows for the integration of digital badges within university curricular and community engagement activities to inspire connected and lifelong learning for the professional development of students, educators and communities in formal learning settings. This paper explores ways in which micro-credentials can be offered in Tanzanian universities. Specifically, we explore educators' perception, readiness and implementation strategies. Indepth interviews with thirty-one lecturers, fifty-four students and twelve educational technologists were deployed. Purposive sampling was used to identify the four Tanzanian universities involved in the study, and theoretical sampling was used to identify lecturers, students and educational technologists. Data were analysed using NVIVO software in accordance with the Strauss and Corbin Grounded Theory. The results suggest that university lecturers and students are optimistic that micro-credentials will stimulate lifelong and connected learning as well as expand the scope of the universities' mandate. However, to leverage from these potentials, multi-level interventions are needed. We recommend the creation of a micro-credentials ecosystem, formulation of strategies and policies, deployment of necessary infrastructure as well as building relevant skillbase. Implications, contributions and limitations of the study are discussed in line with the findings. Finally, the paper contributes to the literature on the implementation of micro-credentials in higher education (HE).

Journal of applied learning and teaching, 2024

This article examines the literature on micro-credentials within the context of higher education and vocational education. It considers whether they are an innovative force for good or a disruptive force for evil. Are they, as the literature suggests, a means of creating agency, affording equity, access, and participation in higher and vocational education for those who otherwise lacked the time, money, opportunity, or confidence to apply for further study or/and felt disenfranchised from the learning experience, or/and found the whole concept of a qualification daunting? Are they, as posited in the literature, an excellent conduit to higher and vocational education for those wishing to sample an academic or vocational subject without committing to a full degree course? Or are they, as presupposed in other literature, an over-simplistic alternative to the traditional academic credential, a cynical attempt to dumb down knowledge, turning higher and vocational education into a series of stackable credentials aimed at satisfying the job market, and the neoliberal thirst for more and more dollars to fund our institutions, but failing to meet the finer subtleties of the academic experience? I examine and critique the literature around this debate and argue how we might harness micro-credentials to sustain innovation and disruption positively, leveraging them to move forward within education in general and higher and vocational education in particular.

International journal of educational technology in higher education, 2023

Micro-credentials are gaining traction as viable vehicles for rapid upskilling of the workforce in the twenty-first century and potential pathways for gaining employment for some students. The primary purpose of the current systematic review was to understand the current conceptions and discourses of micro-credentials in higher education and to identify the opportunities and challenges in adopting micro-credentials in higher education. The review also aimed to develop a need-driven micro-credentials framework that demonstrates the value of micro-credentials to stakeholders, i.e., learners, higher education institutions, employers, and government agencies. Key findings revealed that there are various stakeholders' needs and expectations. The learner wants short, practical, and up-to-date courses for their chosen career path, education institutions emphasise accreditation for building trust, employers want clarity regarding the competencies gained through micro-credentials, and government bodies expect higher graduate employability with lower tuition fees. Key findings revealed that implementing micro-credentials can be disruptive in the higher education sector and present several challenges. However, these challenges are likely to be mitigated by increased collaboration among stakeholders. The review has revealed several outstanding research questions critical for the success of micro-credentials as significant pathways to supplement traditional degree programmes. The research presented in the article has implications for policy development to guide the implementation of micro-credentials in the higher education sector.

International Conference on Computer Supported Education, CSEDU - Proceedings, 2022

Interest in and demand for micro-credentials in higher education institutions is on the rise. Although the concept of micro-credentials is still evolving, they can be seen as short learning opportunities that are accompanied by digital credentials that capture the proofs of the learning. These digital proofs of learning range from skills and competences acquired to information whether such skills were acquired via formal or non-formal learning activities. Micro-credential platforms are used for multiple purposes including issuing, viewing, and storing the digital credentials. Despite the growth in the number of micro-credential platforms in the recent years, literature is limited on the features offered by the platforms and how they are helpful for higher education institutions and learners. To address this gap in research, we employed a qualitative approach by semi-structured interviews and group discussions with platform providers and education experts. Our findings resulted in 38 features that can help higher education institutions, learners, and providers understand what kind of features are emphasized in micro-credential platforms and how they can be helpful for different use purposes. As practical implications, the findings of this study can help higher education institutions in considering adoption and usage of micro-credential platform.

Journal of Economics

Industry 4.0-the new order that reflects today's technological reality has only opened the "infinite Universe" of various possibilities and satisfaction of practical and business needs, so that the challenges in this sphere still exist, both in terms of improving and increasing the overall system of micro-credentials. Such changes have undoubtedly opened new industry sectors and professional disciplines and created some professions in more specific subspecialties, creating a greater need for continuous upskilling and improvement. Micro-credentials as a modern concept of designing an educational-practical mix of knowledge and skills strengthens competitiveness in every industry and business environment. The concept of Micro-credentials also means setting up an adequate number of courses, practical skills within the academic and business community, or institutions that are accredited to combine such practical trainings, without having to invest in an expensive long-term educational and teaching process. Some typical examples of micro-credentials can be find in intermodal domains as well as to acquired knowledge in ICT, digital entrepreneurship, digital marketing, data analytics, finance, corporate planning etc. Micro-credentials can also play an active role and support the professional development and mobility of workers, including people in non-standard forms of work, such as those in the platform economy (all economic activity arising out of actual or intended commercial transactions in the internal market and facilitated directly or indirectly by online platforms, in particular online-intermediation services and online search engines), and who may have difficulties accessing training depending on their work status. In that regard, the institutions in the EU give an appropriate place to the concept of micro-credentials. According to the EU recommendation, the support is aimed to the development, implementation, and recognition of micro-credentials across institutions, businesses, sectors, and borders. An effective culture of lifelong learning is key to ensuring that everyone has the knowledge, skills, and competences they need to thrive in their personal and professional lives. The aim of this paper is to explain key concepts and provide description and specific position of the micro-credentials in academic and business sector as a stackable certification and a flexible way to address the demand for continuous learning and the need for agile, targeted education and skills development in response to rapidly changing job requirements and employability.