The role of ‘knowledgeable others’ in supporting academics’ professional learning: implications for academic development

Barry, Wayne

doi:10.1080/13603108.2022.2131650

Cited by 1 publication

(1 citation statement)

References 85 publications

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“…Those who exhibit proficiency in technical writing are given badges by the organization such as TechWriter Certification (De Monte, 2017). Education groups have also seen that teachers are becoming more interested in using technology to interact with their colleagues and access improved professional learning opportunities, such as Twitter conversations, online courses and EdCamps (Barry, 2022; Singh et al ., 2023). The investigation of micro-credentials for teacher professional development probably benefited from the industry's and adult learning advocates' increased interest in and experimentation with digital badges.…”

Section: Literature Reviewmentioning

confidence: 99%

Achieving professional qualifications using micro-credentials: a case of small packages and big challenges in higher education

Raj,

Singh,

Kumar

et al. 2024

IJEM

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PurposeThis study examined the factors impeding the implementation of micro-credentials and accepting it as a credible source of earning professional qualifications and certifications necessary for pursuing higher education or other career goals.Design/methodology/approachThe factors were identified by reflecting on the recent literature and Internet resources coupled with in-depth brainstorming with experts in the field of micro-credentials including educators, learners and employers. Two ranking methods, namely Preference Ranking for Organization Method for Enrichment Evaluation (PROMETHEE) and multi-objective optimization based on ratio analysis (MOORA), are used together to rank the major challenges.FindingsThe results of this study present that lack of clear definitions, ambiguous course descriptions, lack of accreditation and quality assurance, unclear remuneration policies, lack of coordination between learning hours and learning outcomes, the inadequate volume of learning, and lack of acceptance by individuals and organizations are the top-ranked and the most significant barriers in the implementation of micro-credentials.Research limitations/implicationsThe findings can be used by educational institutions, organizations and policymakers to better understand the issues and develop strategies to address them, making micro-credentials a more recognized form of education and qualifications.Originality/valueThe novelty of this study is to identify the primary factors influencing the implementation of micro-credentials from the educators', students' and employers' perspectives and to prioritize those using ranking methods such as PROMETHEE and MOORA.

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Section: Literature Reviewmentioning

confidence: 99%