A strategic reset: micro-credentials for higher education leaders

Abstract

This article provides university leaders an introduction to the emerging micro-credentials field, including a snapshot of the global landscape. Despite the accelerated interest in micro-credentials, this article also raises a fundamental strategic question for leaders at the outset: Are micro-credentials right for our university? Part I discusses the basic elements of mcro-credentials, definitions, types of micro-credentials, and affordances and barriers and various providers of micro-credentials. Part II presents a snapshot of what is happening on the global playing field and the challenges inherent in trying to standardise micro-credentials globally. The final section of the article provides some general observations by the authors, lessons from practice, and brief example of how institutions may implement a strategic reset using micro-credentials. The authors close by emphasising micro-credentials are not a panacea for resolving institutional challenges and they are unlikely to become a major revenue enhancement. They may provide strategic value in their integration with other major institutional initiatives.

A systematic review of the opportunities and challenges of micro-credentials for multiple stakeholders: learners, employers, higher education institutions and government

“…There exists a tendency now to believe that every institution will participate in this developing market. McGreal and Don ( 2022 ) disagree, arguing that institutions must analyse and assess the environment to enter the market strategically, including an inventory of their institutional capability. Tables 5 and 6 below list the opportunities and challenges of implementing micro-credentials from educational institutions’ perspectives, respectively.…”

“…This is followed by an assessment of credits at 23% (n = 14). These assessment challenges can be inclusive of issues such as assessment on credit hours or notional time to complete a micro-credentials course, and valuation of credits from external sources for continuation into traditional formal credential (McGreal & Don, 2022 ). Fifteen per-cent of the articles reviewed express concern that the extensive review process by the faculty to implement micro-credentialing to be a challenge (n = 9).…”

Micro-Credentials – Improvement or Fragmentation in Higher Education?

“…By respecting universities' educational policies, it can be stated that micro-credentials do not represent the newest trend of fragmentation in science and higher education, but rather even stronger market orientation (Marginson, 2006;Walsh, 2021;McGreal & Olcott, 2022). Micro-credentials are based on attributes of graduated students, employability and 21st century skills which leads to a logical conclusion; the purpose of learning is to prepare individuals for labour market, something which can be done in small pieces (Wheelahan & Moodie, 2021).…”

inDICEs: a MOOC on Developing Digital Transition Strategies for Cultural Heritage Institutions

“…It needs to be acknowledged that similar criticisms are being forwarded towards micro-credentials as were advanced against MOOCs during their introduction and hype in the period 2008-2012 (Daniel 2012;Boullier 2012;Holton 2012), such as that it doesn't solve structural problems in formal education (Boud & Jorre 2021), that it has too much of a focus on employability than on Bildung (Wheelahan & Moodie 2021), that its impact on the Higher Education business model is limited (McGreal & Olcott 2022). However, in this case registered university students are also invited to join the MOOC as part of their formal classes, to attract better dialogue between students, aspiring professionals and professionals.…”