Authors,Author full names,Author(s) ID,Title,Year,Source title,Volume,Issue,Art. No.,Page start,Page end,Page count,Cited by,DOI,Link,Abstract,Author Keywords,Index Keywords,Document Type,Publication Stage,Open Access,EID
"Mitchell, S.; Hart, J.; Gharaibeh, M.; McMahon, G.T.; Rhoda, A.; Fitzpatrick, S.; Wuliji, T.; Janczukowicz, J.","Mitchell, Sharon (36659528400); Hart, John (59565464800); Gharaibeh, Muntaha K. (7003714008); McMahon, Graham T. (23492831600); Rhoda, Anthea J. (55224303000); Fitzpatrick, Siobhan Mairead (57215045070); Wuliji, Tana (55676046200); Janczukowicz, Janusz (6506286864)",36659528400; 59565464800; 7003714008; 23492831600; 55224303000; 57215045070; 55676046200; 6506286864,Principles to award learning achievements for lifelong learning in health using micro-credentials: an international Delphi study,2025,Human Resources for Health,23,1,7,,,0,0,10.1186/s12960-024-00969-y,https://www.scopus.com/inward/record.uri?eid=2-s2.0-85218291195&doi=10.1186%2Fs12960-024-00969-y&partnerID=40&md5=696f1511d69d004aed22f41806fbdb58,"Background: This research investigates micro-credentialing as an approach to recognise learning achievements in health. Establishing international standards can ensure consistency, promote equity, and enhance quality of recognition systems. Achieving stakeholder consensus on the key topic areas is an important precursor to lead to relevant topics from which to build appropriate standards. This research supports the efforts by UN agency representatives and experts in qualification systems, medical education, the health and care sector, regulation, and accreditation, to build foundations from which to launch normative work on the application of micro-credentials to award learning achievements for health and care workers. Methods: A modified Delphi study following methodological steps was conducted. From April to May 2021, a literature review investigated existing standards in continuing professional development and the use of micro-credentialing in health. Results from the review informed the initial draft of statements that were then refined through three iterative Delphi rounds between May to September 2021. The process culminated in a final workshop in March 2023. Results: A total of 53 participants completed the Delphi, with results analysed by researchers using qualitative analysis. Consensus was achieved on the core principles to recognise learning achievements. The expert panel agreed on the need for standards that are competency-based, and require evidence of learning indicating what a learner can do. There was also consensus that the characteristics of a valid digital award or micro-credential should be portable, standardised, secure, interoperable, stackable and verifiable. Conclusions: The growing body of literature on micro-credentialing highlights its potential as a method to recognise learning achievements. The interest in alternative pathways to award health practitioners, through short competency-based micro-learning opportunities, has spurred discussions on the practical application of micro-credentials. This research outlines the categories and principles for a proposed framework to implement micro-credentialing to recognise learning achievements within the health and care sector. © 2025 Elsevier B.V., All rights reserved.",Competency-based education; Continuing professional development; Learning achievement; Learning recognition; Micro-credentials,"accreditation; achievement; article; awards and prizes; competency-based education; consensus; controlled study; Delphi study; health practitioner; human; learning; lifelong learning; medical education; professional development; qualitative analysis; workshop; clinical competence; continuing education; education; health care personnel; Awards and Prizes; Clinical Competence; Consensus; Credentialing; Delphi Technique; Education, Continuing; Health Personnel; Humans; Learning",Article,Final,All Open Access; Gold Open Access; Green Accepted Open Access; Green Open Access,2-s2.0-85218291195
"Yılık, M.A.","Yılık, Mehmet Ali (57190751442)",57190751442,The rationales and values of micro-credentials in higher education,2025,Thinking Skills and Creativity,58,,101951,,,0,0,10.1016/j.tsc.2025.101951,https://www.scopus.com/inward/record.uri?eid=2-s2.0-105012967994&doi=10.1016%2Fj.tsc.2025.101951&partnerID=40&md5=82fb970566d3e8716240ef859e14bf82,"This study depicts the perceptions and experiences of key stakeholders in the USA to analyze the growing phenomenon of micro-credentials. In a qualitative design, this phenomenological study uses semi-structured interviews and content analysis to reveal the purposes behind micro-credentials uptake in higher education and the values stakeholders attach to micro-credentials. Commodifying higher education curricula into stackable bite-size credentials in line with neoliberalism and instant employability rhetoric of knowledge economy ideals pose some threats to a rewarding adoption of micro-credentials. Demands for a post-pandemic, online, and flexible higher education experience and a fitting workplace make online and industry-aligned micro-credential programs more appealing. Additionally, building quality human capital necessitates competency-based curricula where information literacy, critical thinking skills, and communication form a prime skills set for employability as well as soft skills, high-tech skills, empathy, adaptability, and collaboration which are high in demand in the current job market. Micro-credentials are attributed a social role in lifting educational barriers to access and equity for disadvantaged groups and integrating them into the workplace and society. Micro-credentials also have an economic role in supplementing career readiness and return on career investment. As for implications, adopting nationwide and regional frameworks, using digital stacking tools, and operating on decentralized blockchain-like verification technologies to realize the recognition and quality assurance of micro-credentials would best serve the interests of the micro-credential stakeholders, including higher education itself as a scientific and institutional actor. Thus, a more diverse, reliable, inclusive, and promising micro-credential ecosystem can be maintained. © 2025 Elsevier B.V., All rights reserved.",Critical thinking skills; Employability; Higher education; Knowledge economy; Micro-credentials; Neoliberalism,,Article,Final,,2-s2.0-105012967994
"McGreal, R.","McGreal, Rory (6507436970)",6507436970,Perspectives on Implementing Micro-credentials in the Commonwealth Caribbean: A Survey of Stakeholders; Perspectives sur l’implantation des micro-crédits dans les Caraïbes du Commonwealth: une enquête auprès des parties prenantes,2025,Canadian Journal of Learning and Technology,51,1,,,,0,0,10.21432/cjlt29000,https://www.scopus.com/inward/record.uri?eid=2-s2.0-105010636139&doi=10.21432%2Fcjlt29000&partnerID=40&md5=870dbd84563a3d545b13d0dd216ac613,"Micro-credentials (MCs) have emerged as a transformative tool in education and workforce development, offering flexible, targeted learning opportunities that align with the principles of lifelong learning. This paper presents the findings of a survey conducted among stakeholders in the Commonwealth Caribbean in a baseline study to gauge their awareness, experiences, and attitudes toward MCs. The study reveals that while a majority of respondents are familiar with MCs, significant barriers such as lack of awareness, resistance to change, and limited access to technology hinder their widespread adoption. The paper highlights the potential of MCs to address regional flexible learning and skills gaps, support workforce development, and promote social inclusion, while also emphasizing the need for clear policies, quality assurance frameworks, and stakeholder collaboration. By applying the Lifelong Learning Paradigm, the paper provides a comprehensive framework for understanding the role of MCs in supporting continuous learning, skill development and adaptability. The findings underscore the importance of aligning MCs with industry needs, leveraging technology, and fostering a supportive ecosystem to ensure their successful implementation in the Caribbean. The paper concludes with actionable recommendations for policymakers, educators, and employers to integrate MCs into the region’s lifelong learning landscape. © 2025 Elsevier B.V., All rights reserved.",Caribbean; labour force; micro-credentials; policies; sustainable development,,Article,Final,All Open Access; Gold Open Access,2-s2.0-105010636139
"Prosen, M.; Ličen, S.","Prosen, Mirko (55797361300); Ličen, Sabina (55377458000)",55797361300; 55377458000,Bridging competency gaps for newly graduated nurses through micro-credentials: an interpretative descriptive qualitative study,2025,BMC Medical Education,25,1,843,,,0,0,10.1186/s12909-025-07419-w,https://www.scopus.com/inward/record.uri?eid=2-s2.0-105007531221&doi=10.1186%2Fs12909-025-07419-w&partnerID=40&md5=805a3fb0a6df0aff87ba8c4c3337e779,"Background: Continuous professional development is crucial for maintaining the competence of health professionals. However, traditional nursing education often leaves graduates with gaps between acquired competencies and those required in clinical practice. This discrepancy affects patient care quality, as well as nurses' professional growth and job satisfaction. The aim of this study was to explore the perceptions of nursing alumni regarding their professional competencies post-graduation and the potential of micro-credentials to address perceived gaps. Methods: This interpretative descriptive study examined the perceptions of 24 bachelor's degree nursing graduates through five focus group interviews. Thematic analysis was used to identify competency gaps and assess the potential role of micro-credentials. Results: Thematic analysis revealed four key themes: (1) Initial perceived competencies, (2) Perceived competency gaps, (3) Role of micro-credentials, and (4) Challenges in professional development and identity formation. Results confirmed that newly graduated nurses often feel underprepared for the realities of clinical practice, experiencing a significant transition shock. They identified specific gaps in practical skills, critical thinking, and emotional preparedness, which were not fully addressed during their education. Conclusions: Results show newly graduated nurses often feel underprepared transitioning to clinical practice. Micro-credentials offer targeted educational tools that enhance specific competencies, support career advancement, and promote lifelong learning. Integrating micro-credentials into lifelong learning could improve readiness for clinical practice, support professional growth, and enhance patient care quality. © 2025 Elsevier B.V., All rights reserved.",Ccurriculum; Competence; Higher education; Interprofessional collaboration; Life-long learning; Patient care quality,"adult; clinical competence; female; health personnel attitude; human; information processing; male; nurse; nursing education; psychology; qualitative research; Adult; Attitude of Health Personnel; Clinical Competence; Education, Nursing, Baccalaureate; Female; Focus Groups; Humans; Male; Nurses; Qualitative Research",Article,Final,All Open Access; Gold Open Access; Green Accepted Open Access; Green Open Access,2-s2.0-105007531221
"Lokey-Vega, A.; Callahan, B.E.; Doehling, A.A.; Head, M.","Lokey-Vega, Anissa (55642332400); Callahan, Brendan E. (56769327900); Doehling, Ashley Archer (59286172000); Head, Michelle L. (23666990300)",55642332400; 56769327900; 59286172000; 23666990300,Lessons learned in establishing an institutional micro-credential initiative,2025,Journal of Applied Research in Higher Education,17,5,,1756,1771,0,3,10.1108/JARHE-12-2023-0590,https://www.scopus.com/inward/record.uri?eid=2-s2.0-85201717606&doi=10.1108%2FJARHE-12-2023-0590&partnerID=40&md5=d6154cd6c2f52276c24f82b2177d92ea,[No abstract available],Credentialing; Design case; Innovation; Micro-credentials; Workforce development,,Article,Final,,2-s2.0-85201717606
"Hanshaw, J.","Hanshaw, Jeremy (59206398200)",59206398200,"The Multiple Affordances, Complexities and Limitations of Micro-credentials – Practitioner Voices",2025,Journal of University Teaching and Learning Practice,22,4,,,,0,0,10.53761/xsdd8366,https://www.scopus.com/inward/record.uri?eid=2-s2.0-105016519661&doi=10.53761%2Fxsdd8366&partnerID=40&md5=e42533ecc7629e8898b8015594f8c30a,"In this paper I analyse the voices of practitioners and stakeholders in the micro-credentials arena to answer the research question: What are the possible affordances, complexities and limitations of micro-credentials? There is much written on the potential of micro-credentials as an agent of change for better or worse (Desmarchelier & Cary, 2022, Gibson et al., 2016, Hanshaw, 2024, McGreal & Olcott, 2022, Pollard & Vincent, 2022, Ralston, 2021, Wilson et al., 2016). However, there is little literature on the affordances, complexities and limitations of micro-credentials experienced in practice – research documenting events and utilising the voices of practitioners. My data collection involved developing a data set of practitioner voices through semi-structured interviews. By using Qualitative Descriptive Research with Reflexive Thematic Analyses, I uncover themes indicating the affordances of micro-credentials, as well complexities and limitations. Following the voices of practitioners’ lived experience points can bring us to understanding new ways of doing things (Clandinin & Connelly, 2000). By heeding the voices of practitioners, stakeholders may understand how better to leverage micro-credentialing to the betterment of the human experience. Practitioner Notes 1. This paper explores the multiple affordances and numerous related complexities of micro-credentials through the voices of practitioners and one learner in the micro-credentialing spaces. 2. It identifies some of the concomitant key affordances of micro-credentials, which speak of their potential, as well as numerous complexities and limitations, which hinder the buildout of them. 3. The multiple affordances of micro-credentials can be seen as catalysts to change the education landscape, and the numerous complexities and limitations are related inhibitors that stymy such change. © 2025 Elsevier B.V., All rights reserved.",affordances; complexities; disruption; knowledge; Micro-credentials; power,,Article,Final,All Open Access; Gold Open Access,2-s2.0-105016519661
"Lip, R.; Salam, S.; Mahfuzah Mohamad, S.N.M.; Yusoff, A.M.; Shabarudin, M.S.; Musa, M.K.; Dewi, L.; Khoirunnisa, A.N.","Lip, R. (57215713153); Salam, Sazilah Binti (17346694200); Mahfuzah Mohamad, Siti Nurul (56225536900); Yusoff, Azizul Mohd (57196418417); Shabarudin, Syahmie Syahmie (58309490000); Musa, M. K. (57197288002); Dewi, L. (57223020747); Khoirunnisa, Azizah Nurul (57193867127)",57215713153; 17346694200; 56225536900; 57196418417; 58309490000; 57197288002; 57223020747; 57193867127,Issues and challenges in the implementation of micro-credential language courses: educators’ perspectives,2025,Journal of Education and Learning,19,3,,1678,1686,0,0,10.11591/edulearn.v19i3.21820,https://www.scopus.com/inward/record.uri?eid=2-s2.0-105006978800&doi=10.11591%2Fedulearn.v19i3.21820&partnerID=40&md5=6403d5e68ecf009a701cf6bfa1f15ac6,"Micro-credential language courses have gained significant attention in the field of language education due to their potential to offer targeted and flexible learning experiences. However, the successful implementation of these courses relies on understanding the perceptions of language educators and addressing the associated issues and challenges. This study aims to identify language educators’ perceptions of online language learning platforms and micro-credential online language learning platforms and explore the issues and challenges in developing micro-credential language courses. Employing a quantitative approach, data was collected from 30 respondents from language educators at the centre for language learning, in a public university in Malaysia. Through survey questionnaires, quantitative insights into educators’ perceptions and experiences were gathered. The survey questionnaire gathered quantitative data on educators’ perceptions and experiences. This research sheds light on language educators’ perceptions of online language learning platforms and micro-credentials while identifying the challenges inherent in developing such courses. The findings underscore the significance of addressing these challenges to ensure the effective implementation of micro-credential-based language courses within online education contexts. © 2025 Elsevier B.V., All rights reserved.",courses; Issues and challenges; Language educators; Micro-credential; Micro-credential language; Online language learning; Perception,,Article,Final,All Open Access; Hybrid Gold Open Access,2-s2.0-105006978800
"Ahad, M.T.; Ahmed, F.; Bhowmik, A.C.; Mim, Z.M.; Anu, A.D.; Busch, P.","Ahad, Md Taimur (56580036100); Ahmed, Faruk (58722450500); Bhowmik, Auvick Chandra (58754282300); Mim, Zannatul Maoya (59550087700); Anu, Aunirudra Dey (59358057400); Busch, Peter A. (7006822665)",56580036100; 58722450500; 58754282300; 59550087700; 59358057400; 7006822665,Exploring micro-credential affordances in Bangladeshi higher education,2025,Education and Information Technologies,30,10,,13565,13597,0,0,10.1007/s10639-025-13317-x,https://www.scopus.com/inward/record.uri?eid=2-s2.0-85217418040&doi=10.1007%2Fs10639-025-13317-x&partnerID=40&md5=86a63cf4ae7aafdec40f1b130ab7809f,"The concept of affordance is helpful to understand the advantages that can be offered to users. However, little is known about the affordable Micro-Credential courses (MC) offered by Higher education (HE) providers. This study utilizes Gibson's affordance theory as a lens and aims to validate the affordances of MCs for HE. Furthermore, this study provides an MC implementation plan in HE. Utilizing two focus group studies, this study explores micro-meso-macro-centric affordances. These affordances include financial governance of the guardian, flexibility in education, lower course fees, more certificates and recognition, the opportunity to gain in-depth industry-related knowledge, industry networking and expansion of job opportunities, the ability to fulfill employer needs, rapid skill acquisition, the lifelong learning system, competitive advantages of HE, the opportunity to improve HE courses, industry-university collaboration, country-wide dynamic learning environment creation and the opportunity of joint research opportunities. Among these, the affordance of guardians and countries is rarely identified in prior studies. The novelty of this study is that the affordances are observed from student-centric—rather than micro-centric student to macro-level employer and country-level affordances; this approach is rarely identified in prior studies. The study presented here offers significant practical value, as the identified affordances can aid the education system in contemplating how MC can be created and used to promote engagement and smooth integration into contemporary HE systems. From a national perspective, the findings are expected to contribute to sustainable development goals, particularly emphasizing high-quality education. © 2025 Elsevier B.V., All rights reserved.",Advantages of micro-credential courses; Affordance theory; Education; Education in developing countries; Micro-credential courses,,Article,Final,All Open Access; Hybrid Gold Open Access,2-s2.0-85217418040
"Harizan, S.H.M.; Ally, M.","Harizan, Siti Haslina Md (57214131650); Ally, Mohamed (7003506405)",57214131650; 7003506405,ARTIFICIAL INTELLIGENCE IN MICRO-CREDENTIALS FOR OPEN AND DISTANCE LEARNING: A TECHNOLOGICALLY ENHANCED SYSTEMATIC REVIEW,2025,Turkish Online Journal of Distance Education,26,3,1,1,24,0,0,10.17718/tojde.1552001,https://www.scopus.com/inward/record.uri?eid=2-s2.0-105016484506&doi=10.17718%2Ftojde.1552001&partnerID=40&md5=e279ad2bb154ea388da26413dcdf7df6,"Micro-credentials are increasingly meeting the growing need for a flexible workforce and are particularly well suited to the open and distance learning (ODL) environment. While artificial intelligence (AI) is driving educational advancements, its integration into micro-credentials for ODL remains fragmented, hindering further growth. This research seeks to address this issue through a systematic review using specialised software to comprehensively analyse the relevant literature. Employing a hybrid approach that combines bibliometric and thematic analyses, this study examines 46 articles on AI’s role in micro-credentials within ODL contexts. This review identifies significant research gaps and offers suggestions for future directions in this emerging field. The findings provide valuable, updated insights with theoretical and practical implications. For industry practitioners, the review serves as a comprehensive resource, helping to bridge the gap between academic research and real-world applications. Ultimately, this study contributes to the existing body of knowledge and paves the way for further exploration of AI integration into micro-credentials in ODL, thus offering new opportunities for future research and development. © 2025 Elsevier B.V., All rights reserved.",Artificial intelligence; bibliometric analysis; micro-credentials; open and distance learning; SPAR-4-SLR; systematic review.,,Article,Final,All Open Access; Gold Open Access,2-s2.0-105016484506
"Bobrytska, V.; Reva, T.; Krasylnykova, H.; Protska, S.; Krasylnykov, S.; But, I.","Bobrytska, Valentyna I. (57217392231); Reva, T. D. (57199343009); Krasylnykova, Hanna V. (57203241511); Protska, Svitlana M. (57217386821); Krasylnykov, Sergii R. (58963940900); But, Iryna O. (58069385900)",57217392231; 57199343009; 57203241511; 57217386821; 58963940900; 58069385900,Enhancing higher education: Integrating micro-credentials and digital badges into university curricula in Ukraine,2025,Ricerche di Pedagogia e Didattica,20,1,,63,79,0,0,10.6092/issn.1970-2221/20293,https://www.scopus.com/inward/record.uri?eid=2-s2.0-105010361028&doi=10.6092%2Fissn.1970-2221%2F20293&partnerID=40&md5=7b01851510af3d4fb24ae2e900799635,"This study investigates the impact of integrating digital badges and micro-credentials into university curricula on student engagement, motivation, and employability. Using a mixed-methods approach, both quantitative data (Wilcoxon signed-rank tests for pre-and post-intervention assessments) and qualitative data (focus groups with students, course trainers, and employers) were analyzed. Findings reveal that micro-credentials significantly enhanced student engagement and motivation, as well as improved perceived employability. Course trainers noted the effectiveness of digital badges in providing structured feedback and fostering goal-oriented learning. Employers valued the skills demonstrated by micro-credentials but recommended incorporating emerging industry skills and soft skills for greater relevance. Challenges related to system navigation and technical integration highlight the need for clearer guidance and technological support. Further research is needed to explore the long-term impact of micro-credentials on career advancement and to assess their broader applicability across various sectors. © 2025 Elsevier B.V., All rights reserved.",digital badges; higher education; micro-credentials; student employability,,Article,Final,,2-s2.0-105010361028
"Cheng, J.K.; Yong, I.S.-C.; Ch’ng, C.K.; Lim, H.T.","Cheng, Jack Kie (56558981600); Yong, Irene Seokching (57213353131); Ch’ng, Chee Keong (58186418000); Lim, Huai Tein (56442664800)",56558981600; 57213353131; 58186418000; 56442664800,Micro-credentials in Malaysian higher education: a comprehensive case study approach,2025,Education and Information Technologies,30,8,,10751,10775,0,0,10.1007/s10639-024-13278-7,https://www.scopus.com/inward/record.uri?eid=2-s2.0-85212467140&doi=10.1007%2Fs10639-024-13278-7&partnerID=40&md5=03fef098a096bc0283a83c533de198af,"Micro-credentials have become increasingly popular in the modern job market due to the ability to address rapid changes in various industries. These credentials offer flexibility, targeted and tailored learning experiences that fill specific skill gaps while preparing learners for job roles. In the hope of capitalizing on the advantages of this flexible education, higher education institutions in Malaysia are increasingly adopting micro-credentials. Although all micro-credentials offered in Malaysia’s higher education institutes must conform to the Malaysian Qualifications Agency’s standards and regulations, the set-ups and implementation, however, are flexible depending on the institution’s ecosystem. As micro-credentials are relatively new in Malaysia and the references to success stories are usually from overseas universities, which have different settings and environment. Therefore, there is a need for a comprehensive overview of micro-credentials implementation in the context of Malaysian higher education institutions. This study adopted a qualitative case studies approach on three universities in Malaysia, which represent the public and private universities with different micro-credentials implementation competence. Collation of insights, which includes comparisons on the composition of the working committee, sustainability strategies, and collaboration efforts are documented. An elaborate suggestion for micro-credentials newcomers is also included in this study through a proposed core team composition and detailed implementation pathway. Ultimately, this study contributes to providing potential micro-credentials providers in Malaysia with a reference to micro-credentials best practices. © 2025 Elsevier B.V., All rights reserved.",Education innovation; Education leadership; Higher education learning; Lifelong learning; Micro-credentials,,Article,Final,,2-s2.0-85212467140
"Johan, R.C.; Rullyana, G.; Susilana, R.; Emilzoli, M.","Johan, Riche Cynthia (57215525467); Rullyana, Gema (57215527769); Susilana, R. (57208124694); Emilzoli, Mario (57223225703)",57215525467; 57215527769; 57208124694; 57223225703,Micro-credentials in higher education: a review and bibliometric,2025,Journal of Education and Learning,19,2,,1103,1116,0,1,10.11591/edulearn.v19i2.21281,https://www.scopus.com/inward/record.uri?eid=2-s2.0-85212219146&doi=10.11591%2Fedulearn.v19i2.21281&partnerID=40&md5=215c0cdb92f22c8eedc8f7769bfac05e,"The objective of this study is to conduct a comprehensive review of research on “Micro-credentials in higher education” by doing a bibliometric analysis of 85 journal articles published between 2015 and 2023, obtained from the Scopus database. This study focuses on quantifying the number of publications and citations, as well as examining subject areas, connections, universities, countries, and identifying the most productive and prominent researchers. Apart from that, this research also identifies research topics that researchers have been working on in recent years. The findings show that publications and citations have increased in the last three years. The United States, Australia, and Canada are the most productive countries on this topic. T. J. Newby is the most productive researcher, while the most influential writer is D.-K. Mah. TechTrends and The International Journal of Information and Learning Technology are the journals that publish the most research. The university that made the top contribution was Purdue University (United States). The results of data analysis show that collaboration between authors researching “Micro-credentials in higher education” still needs improvement. This research contributes as a basis for further research in enriching and developing knowledge about micro-credentials, especially in higher education. © 2024 Elsevier B.V., All rights reserved.",Bibliometric analysis; Co-citation analysis; Co-word analysis; Higher education; Micro-credentials,,Article,Final,All Open Access; Green Accepted Open Access; Green Open Access; Hybrid Gold Open Access,2-s2.0-85212219146
"Ibanez-Ayuso, M.J.","Ibanez-Ayuso, María José (58481856600)",58481856600,Decoding Micro-Credentials: Analysis of Initial Intentions and Early Implementations in the Erasmus+ Framework,2025,Journal of Learning for Development,12,1,,33,46,0,0,10.56059/jl4d.v12i1.1355,https://www.scopus.com/inward/record.uri?eid=2-s2.0-105001443363&doi=10.56059%2Fjl4d.v12i1.1355&partnerID=40&md5=cf7270c19d1c98c0932602c4ffc37666,"Micro-credentials have gained significant interest due to their potential to create flexible learning pathways and offer real-time, up-to-date training for the rapidly evolving labour market. Additionally, international organisations have highlighted their capacity to elevate the value of non-formal education and foster inclusive higher education ecosystems involving diverse stakeholders. This research critically examined the initial conceptualisation of micro-credentials, as presented in foundational OECD and European Commission documents, emphasising their objectives, their role in formal and non-formal education, and the inclusion of diverse actors. A systematic review of completed Erasmus+ projects integrating micro-credentials was conducted using the PRISMA protocol to explore their practical application, including the types of competencies developed, delivery frameworks, and actors involved. Findings reveal a disconnect between the initial intentions and real-world implementations, with a predominant focus on professional competencies, limited engagement with non-formal education, and insufficient involvement of diverse stakeholders. The study concludes with recommendations to harness the full potential of micro-credentials to revitalise higher education by embracing a holistic, inclusive, and equity-driven approach. © 2025 Elsevier B.V., All rights reserved.",micro-credentials; non-formal education; soft-skills; university,,Article,Final,All Open Access; Gold Open Access,2-s2.0-105001443363
"Charles, T.; Hill, C.","Charles, Tendai (58241614500); Hill, Christopher (57213750890)",58241614500; 57213750890,Micro-credentials and AI in higher education: Transforming professional development,2025,,,,,1,14,0,1,10.4018/979-8-3693-7332-3.ch001,https://www.scopus.com/inward/record.uri?eid=2-s2.0-105002938196&doi=10.4018%2F979-8-3693-7332-3.ch001&partnerID=40&md5=90feb34fedeedefbc5a970e5c34afd56,"The rapid evolution of technology and the shifting demands of the workforce have catalysed significant changes in professional development, particularly through the rise of micro-credentials. This chapter explores the transformative role of Artificial Intelligence (AI) in enhancing micro-credential education, emphasising its potential to revolutionise personalization, scalability, and alignment with labour market needs. By integrating AI-driven technologies such as adaptive learning systems, predictive analytics, and intelligent tutoring, educational institutions can offer highly personalised learning experiences that cater to individual learner profiles and dynamically adjust to market trends. The chapter also discusses the benefits of AI in automating administrative tasks and enabling continuous curriculum development, which ensures micro-credentials remain relevant and effective. Moreover, it examines the implications of these innovations for policy-making and ethics, highlighting the need for robust regulatory frameworks to manage data privacy, fairness, and accessibility. © 2025 Elsevier B.V., All rights reserved.",,,Book chapter,Final,,2-s2.0-105002938196
"Zhang, S.; Hutchins, N.M.; Barrett, J.R.; Botelho, A.F.; Israel, M.","Zhang, Shan (57205323139); Hutchins, Nicole M. (57202792954); Barrett, Joanne R. (58136425800); Botelho, Anthony F. (56597707600); Israel, Maya (55781226100)",57205323139; 57202792954; 58136425800; 56597707600; 55781226100,Introducing K-12 Teachers to Computer Science Education through an Online Micro-credential: An Experience Report,2025,,1,,,1316,1322,0,0,10.1145/3641554.3701855,https://www.scopus.com/inward/record.uri?eid=2-s2.0-86000238473&doi=10.1145%2F3641554.3701855&partnerID=40&md5=21437408ed737d2d32c897a090a9e0ab,"As efforts to incorporate Computer Science (CS) and Computational Thinking (CT) into K-12 classrooms continue to expand, there is a growing need for programs that prepare teachers for the effective teaching and integration of CS and CT into their instruction. An ongoing challenge is preparing current and future teachers to develop the skills and confidence needed to teach and integrate CS and CT. Micro-credentials, designed as a short, focused course, offer opportunities for teachers to build skills and confidence through targeted study. This experience report examines a self-paced online micro-credential developed and implemented within a university-based college of education. The micro-credential was designed to equip both pre-service and in-service teachers with the skills and knowledge necessary to teach and integrate CS and CT into K-12 teaching and learning. We describe the micro-credential, including its structure, sequencing, and content. We then present an exploration of teachers’ experiences in the micro-credential. Findings from surveys and CS autobiographies show increases in participants’ attitudes, beliefs, and perceptions toward the conceptual and technical aspects of teaching CS, with a particular focus on designing clear and actionable plans for integration. The results from this study provide valuable insights for the development of future CS- and CT-focused micro-credentials. © 2025 Elsevier B.V., All rights reserved.",Computational Thinking; Computer Science Education; K-12 Teacher; Micro-credential; Teacher Preparation,Curricula; Economic and social effects; 'current; Computational thinkings; Computer Science Education; Effective teaching; Experience report; K-12 teachers; Micro-credential; Teacher preparation; Teachers'; Teaching and learning; Teaching,Conference paper,Final,,2-s2.0-86000238473
"Iucu, O.; Carțiș, A.","Iucu, Oana (36543983900); Carțiș, Alexandru (57940279000)",36543983900; 57940279000,COMPETENCY PROFILES IN ADMINISTRATIVE SCIENCES. AN ANALYSIS OF THE STUDENTS’ PERCEPTIONS AND POSSIBLE CURRICULAR RESHAPES THROUGH MICRO-CREDENTIALS,2025,Transylvanian Review of Administrative Sciences,2025,74,,5,29,0,0,10.24193/tras.74E.1,https://www.scopus.com/inward/record.uri?eid=2-s2.0-86000074832&doi=10.24193%2Ftras.74E.1&partnerID=40&md5=0b22ef7ade652be4f587095711ccd1f2,"This study explores the potential of micro-credentials to address the evolving competency needs within administrative sciences. A survey of 258 undergraduate and graduate students revealed a significant gap between the perceived importance of skills such as digital literacy and adaptability, and students’ self-assessed proficiency levels. Respondents demonstrated a clear preference for short-term, targeted training programs, reflecting the increasing relevance of micro-credentials. The findings suggest that micro-credentials can effectively bridge this competency gap, enhance student engagement, and promote lifelong learning. Practical recommendations are offered for higher education institutions to integrate micro-credentials into their curricula, develop partnerships with employers, and provide flexible learning pathways. Academics are encouraged to embrace micro-credentialing by designing engaging, competency-based content, collaborating with sectoral partners, and fostering self-directed learning. Students are similarly urged to seek out relevant micro-credentials proactively to enhance their employability and career prospects. This research contributes to the growing body of literature on micro-credentials, offering specific insights into their application within administrative sciences and highlighting their potential to trans-form education and professional development in this field. © 2025 Elsevier B.V., All rights reserved.",administrative sciences; competency profiles; higher education; micro-credentials,,Article,Final,All Open Access; Gold Open Access,2-s2.0-86000074832
"Irizarry-Quintero, A.; Meléndez-Ramos, G.","Irizarry-Quintero, Anamari (56461422600); Meléndez-Ramos, Grisel (59544268900)",56461422600; 59544268900,Learning Through Micro-Credential Experiences in Puerto Rican Students: An Exploration of the Perceived Value of the Bank of America (BofA) Jobs Initiative,2025,Journal of Continuing Higher Education,73,2,,163,179,0,0,10.1080/07377363.2024.2439516,https://www.scopus.com/inward/record.uri?eid=2-s2.0-85217037629&doi=10.1080%2F07377363.2024.2439516&partnerID=40&md5=0479a498b3c7aab93f322b80f0639710,"This study uncovers students’, professors’, and employers’ micro-credential programs perceived value. Using a phenomenological methodology, we unveiled the meaning of participants’ shared experiences. We performed a narrative analysis of students’ written assessments and built a robust information-gathering structure with professors’ and employers’ interviews. The construction of the micro-credential program’s perceived value was based upon the affective domain of learning, producing connected responses from participant students, professors, and employers. For students, those perspectives included empowerment, effort, nourishment, and closeness. Professors emphasized the teachers’ perceptions and freedom, whereas employers emphasized the benefits and construction/deconstruction categories. Those interpretations built a construction of value perceived by the participants, consisting of knowledge, development tools, and affective connections. © 2025 Elsevier B.V., All rights reserved.",active learning; affective domain; Micro-credentials; student learning,,Article,Final,,2-s2.0-85217037629
"Raghavan, S.; Subramaniam, N.K.; Awang, A.I.","Raghavan, Santhi (22980772000); Subramaniam, Nantha Kumar (14034425800); Awang, Ahmad Izanee (59525661500)",22980772000; 14034425800; 59525661500,UNBOXING MICRO-CREDENTIALS FOR ODL UNIVERSITIES: COMPETENCY DEVELOPMENT FOR HUMAN CAPITAL,2025,Turkish Online Journal of Distance Education,26,1,1,1,15,0,1,10.17718/tojde.1408308,https://www.scopus.com/inward/record.uri?eid=2-s2.0-85215847187&doi=10.17718%2Ftojde.1408308&partnerID=40&md5=8d570657e91c36226d7a0da61b2b4fe7,"The rising prominence of micro-credentials started during the COVID-19 pandemic, where online resources offered competency-building opportunities for the work-from-home (WFH) human capital. During this pandemic, traditional universities faced total halt to face-to-face lectures, but ways paved for open and distance learning (ODL) universities to showcase their prowess in higher education by successfully continuing to offer programmes digitally. Lesson learnt from the lockdown, higher education institutions (HEIs) have begun implementing online programmes, including micro-credentials. This paper investigates the role of micro-credentials in competency development and employment opportunities and the trends and challenges in offering micro-credentials. This study employed a triangulation approach for data collection from the workforce, universities, employers and statutory bodies. The findings indicated that the workforce desired more options to upgrade and upskill themselves, opting for shorter durations and lower fees. Employers surveyed, prefer employees with high-value skills and competencies. The findings also indicated that conventional HEIs have started to actively engage in short-term programmes for adult learners via ODL too. The implication of these findings indicates that ODL universities implementing micro-credentials must consider the acceptance and stackability of micro-credentials from different HEIs, with clear validation metrics, and allow transferability among ODL institutions in different countries, through AAOU as an international consortium. © 2025 Elsevier B.V., All rights reserved.",competency development; human capital; Micro-credentials; ODL; open and distance learning,,Article,Final,All Open Access; Gold Open Access,2-s2.0-85215847187
"Destyanto, T.Y.R.; Kurnianingtyas, C.D.","Destyanto, Twin Yoshua R. (57219978389); Kurnianingtyas, Chandra Dewi (57222900117)",57219978389; 57222900117,Micro-credentials Framework Design for Ready-to-Use Industrial Engineering Internship Students and Fresh Graduates,2025,Springer Series in Design and Innovation,56,,,3,9,0,0,10.1007/978-981-95-0289-9_1,https://www.scopus.com/inward/record.uri?eid=2-s2.0-105018200904&doi=10.1007%2F978-981-95-0289-9_1&partnerID=40&md5=114aafc8a570654884ab6e610d761df1,"The gaps between skills trained to Industrial Engineering (IE) internship level students and fresh graduates in a university with needs in industry were found. Certain basic skills need to be trained by the users in their entry period as interns or fresh graduates. Therefore, this study aimed to design a framework of micro-credential training for IE students based on the needs of their prospective users. The framework was designed by following the usability engineering lifecycle involving ten stakeholders, including students/alumni users (human resources and other department staff and managers), students who pass internship programs, fresh graduates, and IE curriculum experts. This study results in a framework of micro-credentials for IE students with three main scopes of skills comprising IE body of knowledge skills, communication and critical thinking skills, and attitude-related skills. The findings may help both the IE department and the industry to maintain harmony between the outcome of learning and the needs of the industry. This study is a case study in an IE department in a university; in the future, the framework needs to be tested in IE departments across some universities to improve the current framework prototype. © 2025 Elsevier B.V., All rights reserved.",industrial engineering; micro-credential; usability engineering,,Book chapter,Final,,2-s2.0-105018200904
"Trede, F.; McEwen, C.; Mueller, B.","Trede, Franziska Veronika (6506539131); McEwen, Celina (55892949800); Mueller, Beate (57195515519)",6506539131; 55892949800; 57195515519,The role of agency in social justice education: insights from a practising inclusion in higher education micro-credential,2025,Higher Education Research and Development,,,,,,0,0,10.1080/07294360.2025.2548277,https://www.scopus.com/inward/record.uri?eid=2-s2.0-105017019282&doi=10.1080%2F07294360.2025.2548277&partnerID=40&md5=5a327b082b68e10d0ba8e164fedb337a,"Progress towards more inclusive practices and social justice remains high on the agenda of the higher education sector globally. Although there are many professional development offerings for academic teachers, this paper adds to the growing body of research examining what it takes to practise inclusion from a social justice perspective. This study explored the role of agency for academics in a practising inclusion micro-credential. The study was guided by the question: ‘What enables or hinders academics' capacity to act for positive change?’ Research involved two rounds of semi-structured interviews with seven participants, conducted within a month of course completion and followed up three to six months later. Findings highlighted diverse assumptions about social justice, motivations for enrolling, and varying impacts on inclusive practices. As enablers, five entry points to agency crystallised which aided participants to act for positive change. Key barriers included unexamined assumptions of social justice and a lack of nuanced understanding between equality and equity. The study underscores the importance of fostering confidence and a sense of permission to act for inclusive and socially just practices in higher education. © 2025 Elsevier B.V., All rights reserved.",Agency; critical pedagogy; inclusion; microcredential; professional development; social justice education,,Article,aip,,2-s2.0-105017019282
"Keoy, K.K.; Yen, C.L.; Mcxin, T.; Yanan, W.","Keoy, Kay Hooi (14054280900); Yen, Chaw Lee (60092131100); Mcxin, Tee (60091797600); Yanan, Wang (60091690800)",14054280900; 60092131100; 60091797600; 60091690800,From Degrees to Skills: Are Micro-Credentials the Future of Workforce Development?,2025,Journal of Information and Knowledge Management,,,2550084,,,0,0,10.1142/S0219649225500844,https://www.scopus.com/inward/record.uri?eid=2-s2.0-105015520311&doi=10.1142%2FS0219649225500844&partnerID=40&md5=99a4055cf30763d4ca76ae612c63dc48,"The past three years of devastating experience with the COVID pandemic have compelled higher education providers to adopt online platforms as the predominant mode of education delivery. This move, as part of the broader education reform, presents formidable challenges. It serves as a litmus test for adaptability to meet the industries' requirements and the evolving technology and social change for industry-relevant skills. This study intends to unveil the key determinants that shape employers' expectations of competency-based learning, explicitly focusing on micro-credentials. A quantitative survey method was employed, collecting 360 valid data points from employers across different industries in Malaysia. The Partial Least Squares Structural Equation Modelling (PLS-SEM) approach was utilised to test the research framework. The findings reveal significant impacts of employability skills, regulatory support and perceived performance on employers' expectations to accept micro-credentials. In contrast, teaching staff, teaching design and technical skill set were found to be insignificant on employers' expectation to accept micro-credentials. This study explores competency-based education, focusing on designing and adopting micro-credentials to meet dynamic workforce demands. The findings stress the need for industry acceptance of micro-credentials as valid indicators of skill-based learning, which is crucial for aligning education with industry needs and enhancing employability. © 2025 Elsevier B.V., All rights reserved.",acceptance; competency-based learning; Education reform; employability; intention; micro-credentials,E-learning; Learning systems; Teaching; Acceptance; Competency-based learning; Education reforms; Employability; High educations; Intention; Litmus test; Micro-credential; Online platforms; Workforce development; Personnel,Article,aip,,2-s2.0-105015520311
"Yao, W.; Qian, S.; Xie, W.","Yao, Wei (57199717800); Qian, Shengfan (60028059700); Xie, Wengang (59644143000)",57199717800; 60028059700; 59644143000,Exploring the effectiveness of micro-credentials in artificial intelligence teaching and learning: an empirical study based on AI+X program in China,2025,Cogent Education,12,1,2536528,,,0,1,10.1080/2331186X.2025.2536528,https://www.scopus.com/inward/record.uri?eid=2-s2.0-105012466155&doi=10.1080%2F2331186X.2025.2536528&partnerID=40&md5=ee7466a2e826e64826535e11d4cf8442,"This empirical study investigates the effectiveness of micro-credentials (M-Cs) in artificial intelligence (AI) education through a mixed-methods approach. A systematic literature review (SLR) of 357 articles from the Web of Science Core Collection (2017-2024) identified 44 eligible studies, revealing growing global interest in M-Cs for computer science and interdisciplinary fields. A survey of 100 participants from six East China universities in the AI+X M-Cs program utilized Likert-scale questionnaires adapted from the Course Experience Questionnaire and National College Student Learning Survey. Factor analysis (KMO = 0.859) and multiple linear regression (SPSS v25) demonstrated that teaching resources (β = 0.522, p < 0.001) and learning communities (β = 0.619, p < 0.001) significantly enhanced teaching effectiveness, explaining 70.3% and 64.9% of variance in theoretical–practical outcomes and technical competencies, respectively. While course instruction and assessment showed limited impacts, the findings validate M-Cs’ potential for bridging AI talent gaps through modular, industry-aligned curricula. The study proposes actionable strategies for curriculum integration, university-industry collaboration and competency-based evaluation systems. © 2025 Elsevier B.V., All rights reserved.",AI in Education; AI+X; artificial intelligence (AI); CBE; Higher Education; micro-credentials (M-Cs); teaching & learning; Teaching & Learning,,Article,Final,All Open Access; Gold Open Access,2-s2.0-105012466155
"Ngoc Ha, N.T.; Van Dyke, N.; Spittle, M.","Ngoc Ha, Nguyen (57224967658); Van Dyke, Nina (56672732200); Spittle, Michael (16425117500)",57224967658; 56672732200; 16425117500,Micro-credentials in higher education: perceived benefits for graduate employability and interest levels in micro-credentials for training employability skills,2025,Studies in Higher Education,,,,,,0,0,10.1080/03075079.2025.2516709,https://www.scopus.com/inward/record.uri?eid=2-s2.0-105011166021&doi=10.1080%2F03075079.2025.2516709&partnerID=40&md5=0f8446c16ea8535a6ad435fa6410eb49,"The changing nature of education and work that demands more flexible, personalised, and manageable learning options has resulted in increased interest in micro-credentials for increasing employability. Higher education institutions have begun to consider whether to include micro-credentials as part of their offering. This study investigates two issues with regards to micro-credentials in higher education: ‘what are the perspectives of employers and students on the benefits of micro-credentials in higher education for increasing graduate employability?’, and ‘what is their level of interest in micro-credentials designed to train employability skills?’ Tomlinson, M. [2017. “Forms of Graduate Capital and Their Relationship to Graduate Employability.” Education+ Training 59 (4): 338–52]. graduate capital model is employed to analyse and discuss results from a student survey and an employer survey that yielded 213 and 83 responses, respectively. We found that employers tended to perceive micro-credentials primarily as a means to increase human capital, whereas students were more likely to view micro-credentials foremost as contributing to their identity capital and making them more unique in the labour market. The top benefit chosen by employers was ‘gaining new knowledge’, while for students it was ‘being useful for CVs’. Overall, students were more positive in evaluating the benefits of micro-credentials for graduate employability than employers were. When it came to interest levels in micro-credential offerings for training employability skills, both employers and students expressed high levels of interest in training for the skills of communication and leadership. The findings suggest that micro-credentials could be an effective vehicle for universities to enhance graduate employability and potentially serve as transferable qualifications to meet emerging skill needs. © 2025 Elsevier B.V., All rights reserved.",digital badges; graduate employability; higher education; massive open online courses; Micro-credentials; short courses,,Article,aip,,2-s2.0-105011166021
"Zamin, N.; Savita, K.S.; Navanitha, M.","Zamin, Norshuhani (24734465500); Savita, K. S. (36806725100); Navanitha, M. (58081937400)",24734465500; 36806725100; 58081937400,The Learners' Motivation on Digital Badges Attainment for Micro-Credentials Computing Programs: A Comparative Study between Philippines and Malaysia,2025,,,,,375,379,0,0,10.1109/ICIET66371.2025.11046287,https://www.scopus.com/inward/record.uri?eid=2-s2.0-105010687353&doi=10.1109%2FICIET66371.2025.11046287&partnerID=40&md5=d224c8de9b8ee38029b934aff926dea8,"The integration of digital badges in microcredentials computing programs is gaining global traction, yet empirical research focusing on learners' intentions to attain these badges remains scarce, particularly in the Philippines. This study aims to address this gap by investigating the motivations behind Filipino learners' intentions to pursue digital badges, assessing both technological and non-technological factors. A secondary objective involves conducting a comparative study between learners in the Philippines and Malaysia to understand contextual differences. Survey data were collected in the Philippines using a survey research methodology. The findings provide a design reference for micro-credential computing courses in the Philippines. Internet self-efficacy and psychological engagement were the key influencers in badge attainment in Malaysia but not in the Philippines. Gamification has emerged as a critical element in enhancing learner motivation across both countries, with digital badges serving as tangible markers of skill and achievement. By highlighting these differences and similarities, the research aims to provide actionable strategies for the effective implementation of micro-credential programs in the Philippines. © 2025 Elsevier B.V., All rights reserved.",Digital Badge; Education; Gratification; Learners; Micro-credential; Motivation; Online; Recognition,Education computing; Learning systems; Computing programmes; Digital badge; Gratification; Learner; Learner's motivations; Malaysia; Micro-credential; Online; Philippines; Recognition; Motivation,Conference paper,Final,,2-s2.0-105010687353
"Delgado-Kloos, C.D.; Alario-Hoyos, C.; Kemcha, R.; Moreno-Marcos, P.M.; Estévez-Ayres, I.; Callejo-Pinardo, P.; Muñoz-Merino, P.J.; Ibáñez, M.-B.; Munoz-Organero, M.","Delgado-Kloos, Carlos (56997681300); Alario-Hoyos, Carlos (35179059300); Kemcha, Rebiha (57209976445); Moreno-Marcos, Pedro Manuel (57201465612); Estévez-Ayres, Iria (57198802287); Callejo-Pinardo, Patricia (59225543500); Muñoz-Merino, Pedro J. (15136847800); Ibáñez, María Blanca (36606107800); Munoz-Organero, Mario (26030525600)",56997681300; 35179059300; 57209976445; 57201465612; 57198802287; 59225543500; 15136847800; 36606107800; 26030525600,How Challenges Become Opportunities: Micro-credentials and Artificial Intelligence,2025,"IEEE Global Engineering Education Conference, EDUCON",,,,,,0,1,10.1109/EDUCON62633.2025.11016509,https://www.scopus.com/inward/record.uri?eid=2-s2.0-105008220043&doi=10.1109%2FEDUCON62633.2025.11016509&partnerID=40&md5=d26c6b00aaafb39d13ce329f16d5c0f6,"As we move from the Information Age to the Intelligence Age, universities must redefine themselves taking into account recent challenges. Two of these challenges are Micro-credentials and Artificial Intelligence (AI). Micro-credentials certify the learning outcomes of short-term learning experiences, which are typically more flexible and tailored to specific, job-relevant skills, meeting the increasing demand for continuous education. These learning experiences are normally referred to as micro-credential courses or micro-credential programs and disrupt traditional degree models. On the other hand, Artificial Intelligence is disrupting every single aspect of our life and work. Artificial Intelligence tools can work as assistants helping in all kinds of tasks that were previously reserved for humans. Artificial Intelligence can be used in education in many ways, such as to create personalized learning paths, create and optimize educational multimedia content such as text, voice, image, or video, tutor students, and monitor student progress in real-time, contributing to the acquisition of learning outcomes. Putting the two challenges together, Artificial Intelligence can also contribute to generate micro-credentials by ensuring learners demonstrate competence in practical, job-specific skills, enhancing their credibility for employers. Therefore, Artificial Intelligence can playa pivotal role in advancing micro-credential courses and programs, helping universities redefine their offerings to provide personalized, adaptable, and industry-relevant learning experiences. Artificial Intelligence can help in designing the content and the learning experience as with courses in general, but it can also help in designing the specificities of micro-credential courses. The specific 'skills' provided by Artificial Intelligence for defining micro-credentials range from clerical work related to mastering formats such as ELM or OpenBadges that are needed to construct digital credentials to creative sug-gestions that aid in designing the details of the micro-credential course. Alternatively, the micro-credentials designed can include topics about Artificial Intelligence, helping the workforce on this important area. This paper analyzes the interplay of these two challenges and how they can help each other, making opportunities out of challenges. © 2025 Elsevier B.V., All rights reserved.",Artificial Intelligence; Digital Credentials; Large Language Models; Learning Outcomes; Micro-credentials; Personalized Learning,Computer aided instruction; Curricula; Education computing; Learning systems; Multimedia systems; Students; Teaching; Continuous educations; Digital credentials; Information age; Language model; Large language model; Learning experiences; Learning outcome; Micro-credential; Personalized learning; Short term learning; Artificial intelligence,Conference paper,Final,,2-s2.0-105008220043
"Narong, D.K.","Narong, David Kongpiwatana (58198499100)",58198499100,Research trends on micro-credentials: a keyword co-occurrence analysis and science mapping,2025,Journal of Further and Higher Education,49,7,,919,937,0,0,10.1080/0309877X.2025.2509578,https://www.scopus.com/inward/record.uri?eid=2-s2.0-105007448532&doi=10.1080%2F0309877X.2025.2509578&partnerID=40&md5=53067b0f73b3a4d63156ec7d51fa8bdf,"The transformation of the labour market has posed significant challenges, particularly for the higher education sector, as traditional degree programmes struggle to keep pace with evolving professional development needs. In response, micro-credentials have emerged as a promising solution to bridge the skills gap. Despite growing interest in micro-credentialing, no bibliometric reviews have examined the literature across educational levels and academic disciplines beyond 2020, despite the unprecedented surge in micro-credentials during and after the COVID-19 pandemic. Consequently, scholars and practitioners lack a comprehensive and up-to-date view of micro-credentials as a knowledge base. This study systematically analysed 401 Scopus-indexed documents through descriptive statistics, keyword co-occurrence analysis, and science mapping to establish empirical benchmarks and provide scholarly insights into the expansion and thematic evolution of the literature on micro-credentials. The results show that research on micro-credentials is still in its early stages. The knowledge base demonstrates a global reach, though only one-fifth comes from developing countries. Key research areas include digital credentials, blockchain technology, online learning, and competency-based education, with a significant focus on higher education, STEM fields, and healthcare. The research frontier and direction are largely driven by industrial revolutions, exploring long-term prospects in human-centricity, sustainability, and societal resilience. © 2025 Elsevier B.V., All rights reserved.",bibliometric review; keyword co-occurrence; Micro-credentials; professional development; science mapping,,Article,Final,,2-s2.0-105007448532
"LaRue Keeley, K.","LaRue Keeley, Krista (59911338400)",59911338400,The Scope and Depth Micro-Credential Framework: Aligning Education With Evolving Industry Demands,2025,,,,,49,86,0,0,10.4018/979-8-3693-9496-0.ch002,https://www.scopus.com/inward/record.uri?eid=2-s2.0-105005912872&doi=10.4018%2F979-8-3693-9496-0.ch002&partnerID=40&md5=1b12afd9df2ff58af41f67be143d5630,"This paper explores the Scope and Depth Micro- Credential Framework, a tiered approach designed to provide industry- relevant skills through micro- credentials. The framework, which includes Essentials, Applied, and Comprehensive levels, integrates both technical expertise and 21st- century competencies such as problem- solving and collaboration. While micro- credentials offer a flexible, cost- effective alternative to traditional education, challenges such as inconsistent standardization and recog nition still hinder their widespread adoption. The paper discusses the importance of collaboration between educational institutions, industry partners, and governing bodies to ensure the relevance and transferability of these credentials. The integration of clear learning outcomes, rigorous assessments, and the inclusion of Continuing Education Units (CEUs) are key components of the framework that enhance its value for both learners and employers. © 2025 Elsevier B.V., All rights reserved.",,Continuing education; Cost effective; Educational institutions; Governing bodies; Learning outcome; Problem-solving; Technical expertise; Traditional educations; Public relations,Book chapter,Final,,2-s2.0-105005912872
"Ironsi, C.S.; Solomon Ironsi, S.S.","Ironsi, Chinaza Solomon (57222227071); Solomon Ironsi, Sarah (59239731800)",57222227071; 59239731800,Efficacy of micro-credential learning environments for developing students’ 21st century skills: toward achieving sustainable development goals,2025,International Journal of Educational Management,,,,,,0,4,10.1108/IJEM-07-2024-0379,https://www.scopus.com/inward/record.uri?eid=2-s2.0-105003917974&doi=10.1108%2FIJEM-07-2024-0379&partnerID=40&md5=0a55d4f4b81d82690cd38f3cb1e1628b,"Purpose: This study investigates the effectiveness of micro-credential learning environments in fostering students’ 21st-century skills, specifically emphasizing artificial intelligence (AI) and Sustainable Development Goals (SDGs). Design/methodology/approach: The study utilized a mixed-methods research methodology, which involved analyzing 21st century skill improvements quantitatively and gathering qualitative insights from student experiences. The study sample consisted of 150 undergraduate students currently enrolled in micro-credential programs. The programs integrated online modules, interactive projects and collaborative activities designed to replicate real-world situations and their corresponding answers. Findings: Evidence indicates that students engaged in the micro-credential programs significantly enhanced critical thinking, problem-solving and digital literacy. The study indicates that micro-credential learning environments successfully transmits essential 21st-century abilities to students. It implies that educational institutions and policymakers should include micro-credentials in their programs to better equip students to tackle future societal problems and maximize opportunities. Originality/value: This study provides insights into the potential of micro-credentials in developing students’ critical thinking and problem-solving skills and provides a pedagogical strategy for actualizing SDG 4 mandates. © 2025 Elsevier B.V., All rights reserved.",Education; Micro-credentials; Quality education; SDG 4; Sustainable Development Goals; Technology,,Article,aip,,2-s2.0-105003917974
"Zhang, K.; Alasmari, T.","Zhang, Ke (55345411700); Alasmari, Talal M. (57205471875)",55345411700; 57205471875,Micro-credentials in Saudi higher education: stakeholder perceptions and policy implications for economic transformation and bridging skills gaps,2025,Journal of Professional Capital and Community,,,,,,0,2,10.1108/JPCC-10-2024-0171,https://www.scopus.com/inward/record.uri?eid=2-s2.0-105003738614&doi=10.1108%2FJPCC-10-2024-0171&partnerID=40&md5=ad041cb6e9970380fce8feff4750d2bb,"Purpose: This study explores how aware college students and employers in Saudi Arabia are of micro-credentials and how much value they place on them. It also examines how micro-credentials affect students’ motivation for professional growth, addressing the country’s need to reskill and upskill the workforce. Design/methodology/approach: A quantitative method using survey was conducted with 178 college students and 18 employers. The data analysis looked at awareness levels and how participants perceived the value of micro-credentials, along with correlations between these factors. It also examined differences across various academic fields and genders. Findings: The study found that both students and employers had low awareness of micro-credentials. However, there was a moderately positive link between awareness and perceived value, with no differences across academic disciplines and genders. Students showed moderate motivation to pursue micro-credentials, seeing them as a potential benefit for career advancement. Practical implications: The study recommends that higher education institutions work closely with industries to develop custom micro-credentials that address the evolving skill needs of the workforce. Incorporating micro-credentials into educational programs can improve students’ employability and ensure a closer match between education and job market demands. Originality/value: This research offers fresh insights into how stakeholders in Saudi higher education view micro-credentials. It underscores the pressing need for stronger partnerships between universities and industries, the creation of a national micro-credential framework, and better alignment of educational outcomes with the skills that employers value. © 2025 Elsevier B.V., All rights reserved.",Higher education; Human capital theory; Micro-credentials; Motivation; Saudi Arabia; Value,,Article,aip,,2-s2.0-105003738614
"Bruguera, C.; Pagés, C.; Peters, M.; Fitó, À.","Bruguera, Carles (57212601001); Pagés, Carmen (59465518000); Peters, Mitchell (57208740414); Fitó, Àngels (59465199600)",57212601001; 59465518000; 57208740414; 59465199600,Micro-credentials and soft skills in online education: the employers’ perspective,2025,Distance Education,46,1,,56,76,0,2,10.1080/01587919.2024.2435645,https://www.scopus.com/inward/record.uri?eid=2-s2.0-105001963104&doi=10.1080%2F01587919.2024.2435645&partnerID=40&md5=ae5a90e9890bc4e7e98531d95718703f,"This paper explores the potential of online micro-credentials, a novel learning approach that awards credentials after short educational experiences, as a viable solution to bridging the soft skills gap in the workforce. Using a qualitative foresight research design, the study analyzes and synthesizes insights gathered from 85 in-depth interviews with key labor market stakeholders. The results emphasize how employers generally view online micro-credentials as a feasible and flexible way for professionals to engage in training, although employers underscore various challenges associated with online micro-credentials in soft skills that distance education must take into consideration. The article concludes with recommendations for strategic micro-credential course designs which should be developed with a practical orientation for real-world simulation and application using novel pedagogical approaches. Accordingly, micro-credentials tailored to soft skills development need to be designed and implemented in settings that closely resemble real-life scenarios. © 2025 Elsevier B.V., All rights reserved.",higher education institutions; industry 5.0; micro-credentials; online education; soft skills,,Article,Final,,2-s2.0-105001963104
"Ferguson, R.","Ferguson, Rebecca (36843894700)",36843894700,Micro-credentials and wellbeing,2025,Distance Education,46,1,,123,129,0,0,10.1080/01587919.2025.2460008,https://www.scopus.com/inward/record.uri?eid=2-s2.0-105001950643&doi=10.1080%2F01587919.2025.2460008&partnerID=40&md5=448d947662cf17eee898e00489b72d52,"Although short, accredited courses have existed in various forms for many years, it is only recently that universities have begun to offer micro-credentials. These courses are typically offered as a precursor or an adjunct to a full graduate or postgraduate programme and only rarely fully integrated within those programmes. As a result, micro-credential learners may not have access to the full range of support services available to registered students. This is a potential problem at a time when, in the wake of Covid, concerns about the mental health and wellbeing of students are increasing. This critical commentary identifies some of the barriers and enablers associated with the wellbeing of those studying micro-credential and suggests ways in which universities could provide support at different stages of the learner journey. © 2025 Elsevier B.V., All rights reserved.",environment; learner journey; mental health; micro-credentials; wellbeing,,Article,Final,,2-s2.0-105001950643
"Patterson, L.; Hepburn, G.","Patterson, Lena (59501804100); Hepburn, Gary (6603137299)",59501804100; 6603137299,Implementing a competency-based assessment approach to micro-credentials,2025,Distance Education,46,1,,95,112,0,0,10.1080/01587919.2024.2441247,https://www.scopus.com/inward/record.uri?eid=2-s2.0-105001928611&doi=10.1080%2F01587919.2024.2441247&partnerID=40&md5=66be4f9fee02fa6f034176cb39d11ac9,"Although there is no globally accepted definition to guide micro-credential activity in higher education, many seek to boost the employability prospects of earners. To do this well, micro-credentials need to indicate skills and competencies. Assessment ensures those skills and competencies are verified, enabling trust and communication in the labor market. But, what type of assessment best addresses the career-oriented goals of micro-credential initiatives and learners? This study focuses on a single case in a Canadian university school of continuing education. The purpose of the case is to support practitioners and leaders through a detailed account of one approach to micro-credential program development and the context that surrounds it. The case describes a competency-based approach to micro-credentials with a focus on authentic assessment design with the goal of improving employment outcomes. Operational implications are outlined including policy development, community consultation, backward design processes, team composition, and branding. © 2025 Elsevier B.V., All rights reserved.",authentic assessment; competency-based assessment; distance education; higher education; Micro-credentials,,Article,Final,,2-s2.0-105001928611
"Varadarajan, S.; Koh, J.H.L.; Daniel, B.K.","Varadarajan, Soovendran (58120430700); Koh, Hwee Ling Joyce (36486598100); Daniel, Ben Kei (7102039840)",58120430700; 36486598100; 7102039840,Institutional readiness for the implementation of micro-credentials in higher education,2025,Distance Education,46,1,,36,55,0,1,10.1080/01587919.2024.2442017,https://www.scopus.com/inward/record.uri?eid=2-s2.0-105001926421&doi=10.1080%2F01587919.2024.2442017&partnerID=40&md5=c8525c9083d049045e1817e983121c07,"Micro-credentials (MCs) are gaining traction in higher education, aligning with Open, Flexible, and Distance Learning (OFDL) ideals. Despite the growing interest, their full impact on academia is still being debated. This highlights the need for research into the institutional factors essential for integrating MCs successfully, particularly as they bridge traditional education with OFDL modalities. Our study utilized the Delphi method, engaging 12 experts on MCs in higher education. These professionals shared their experiences and the challenges of implementing these programs. A thematic analysis yielded an Institutional Readiness for MC Implementation (IRMI) framework with 12 dimensions, revealing key internal and external factors that offer both operational and strategic approaches for successful MC implementation. These include human and financial resources, infrastructure, accreditation, governance, curriculum, transferability, competitor, partnership, market demands, industry standards, and government policies. This framework can help institutions evaluate their readiness for integrating MCs and facilitate deployment within OFDL environments. It holds considerable implications for educational policy and practice, offering a systematic approach to help institutions adapt to emerging educational advancements The findings presented in the article lay the foundation for broader discussions about the strategic adoption of MCs, reinforcing their establishment as a core feature of modern higher education. © 2025 Elsevier B.V., All rights reserved.","higher education; implementation factors; micro-credential; open, flexible, and distance learning; readiness assessment",,Article,Final,,2-s2.0-105001926421
"Datta, A.; Coates, S.; Rossiter, A.; Krishnamoorti, R.","Datta, Aparajita (57214418919); Coates, Stephanie (59309411600); Rossiter, Alan (59308901500); Krishnamoorti, Ramanan (7006147473)",57214418919; 59309411600; 59308901500; 7006147473,Reskilling and Upskilling for Decarbonization: Analyzing Micro-Credential Programs for Energy Workforce Development,2025,Journal of Continuing Higher Education,73,1,,64,83,0,3,10.1080/07377363.2024.2377777,https://www.scopus.com/inward/record.uri?eid=2-s2.0-105001583022&doi=10.1080%2F07377363.2024.2377777&partnerID=40&md5=bac764177b7a138d4e642186b480b2d7,"Decarbonization and the energy transition require many workers in the incumbent energy industry to transform their knowledge base and skills. Upskilling and reskilling programs that address the skills gap and offer opportunities for continued education are critical for workforce development and social equity. We evaluated if six online energy transition-related micro-credentialing programs met students’ expectations for augmenting foundational knowledge and skills. Additionally, we assessed the role of energy companies in supporting reskilling and upskilling opportunities for their workforce and the potential of micro-credentialing programs for addressing interdisciplinary and continued education needs. The students, predominantly mid- to senior-level energy professionals, were surveyed through a pre-study upon enrollment, a post-study upon completion, and a panel study that measured learning outcomes over six months. Our results evidenced that the programs were successful in supporting continued education by offering new areas of knowledge and meeting students’ expectations of increased foundational knowledge and skills. Most students were also able to apply the acquired knowledge and skills to their jobs while still enrolled in the programs. Moreover, members of the workforce were self-motivated to augment their foundational knowledge and develop their skills through continued education without inducement from their employers. © 2025 Elsevier B.V., All rights reserved.",Energy transition; human capital theory; micro-credentials; skill acquisition theory; skills gap,,Article,Final,,2-s2.0-105001583022
"Hou, A.Y.C.; Tao, C.H.-Y.; Su, E.H.C.; Zhou, K.Z.-W.; Chen, Y.; Lin, A.F.Y.; Hill, C.","Hou, Angela Yung Chi (36677361200); Tao, Christopher Hong Yi (59172037900); Su, Edward Hung Cheng (59418050000); Zhou, Ziwei (58083784200); Chen, Ying (57222020795); Lin, Arianna Fang Yu (57402060000); Hill, Christopher (57213750890)",36677361200; 59172037900; 59418050000; 58083784200; 57222020795; 57402060000; 57213750890,"Does quality assurance matter for micro-credentials in higher education? Legitimacy, regulatory framework, and challenges in four Asian contexts",2025,Studies in Higher Education,,,,,,0,0,10.1080/03075079.2025.2482833,https://www.scopus.com/inward/record.uri?eid=2-s2.0-105001165593&doi=10.1080%2F03075079.2025.2482833&partnerID=40&md5=e6fffb01f5235b182364da5752cf444f,"As a form of alternative credentials, the growth of micro-credentials (MCs) is seen as a significant manifestation of global higher education in the post pandemic era. Following global development, Asian governments have encouraged universities to provide a variety of MCs to existing students and workers. Given that non-traditional or short learning programs in most Asian contexts have not been incorporated into national qualification frameworks and quality assurance systems, it becomes difficult to recognize the value of MCs. Through document analysis and semi-interviews, the study explores quality assurance mechanisms of MCs in New Zealand, Malaysia, Hong Kong, and Taiwan. Three major findings are presented as follows. First, there was no common EQA approach due to contextualization; second, most universities attempted to incorporate MCs into internal QA mechanisms; third, differentiation, no common standards, and recognition are three key challenges from EQAA’s perspectives, but limited faculty engagement and student incentives for universities. © 2025 Elsevier B.V., All rights reserved.",Asia‌; higher education; Micro-credentials; qualification recognition; quality assurance,,Article,aip,,2-s2.0-105001165593
"Haron, M.H.; Razali, N.; Kamarudin, S.N.; Azis, N.A.; Abdul Nasir, N.A.A.; Ismail, N.M.; Hanipah, N.F.A.","Haron, Mohd Huzaimi (59692617400); Razali, Norhafiza (56490397200); Kamarudin, Siti Norsyafika (57215969675); Azis, Norasikin Abdul (57205467990); Abdul Nasir, Nurul Alimah (55984413800); Ismail, Nafeeza Mohd (57209597295); Hanipah, Noor Fahitah Abu (57211296712)",59692617400; 56490397200; 57215969675; 57205467990; 55984413800; 57209597295; 57211296712,Developing an Online Micro-credential Course on Good Prescribing Skill for Undergraduate Medical Students,2025,Asian Journal of University Education,21,1,,216,226,0,0,10.24191/ajue.v21i1.5629,https://www.scopus.com/inward/record.uri?eid=2-s2.0-105000063984&doi=10.24191%2Fajue.v21i1.5629&partnerID=40&md5=2f416815be90fc1e70e019ca9a24be08,"Prescribing errors are known to account for a substantial proportion of all medication errors which could lead to morbidity and mortality of patients in clinical settings. Considering the number of deaths due to prescribing error, many developed countries such as the United Kingdom have commenced educational assessment to enforce good prescribing techniques to all medical graduates before they start their clinical practice. However, in Malaysia, there is no standardised or specific curriculum or programme that enforces the understanding of prescribing skills and its safety to the undergraduates. As a result, high prescribing errors were seen among housemen and junior medical officers. In view of the current curriculum and related problems, an online micro-credential course on ‘Guide to Good Prescribing Skill’ was developed by the members of Department of Pharmacology, Faculty of Medicine, UiTM to fill the gap. This paper describes the course development. The course covers the theory behind the importance of good prescribing skills as recommended by WHO and the steps to prescribe drugs according to patient diagnosis. The development of this prescribing skill module will help in giving a structured learning experience to medical students and may improve their readiness and competency when starting real clinical practice after graduation. It is hoped that this course will be an effective way of learning prescribing skills and serve to prevent errors in clinical practice. © 2025 Elsevier B.V., All rights reserved.",e-learning; Micro-Credential; Prescribing Errors; Prescribing Skill; Safe Prescribing,,Article,Final,All Open Access; Gold Open Access,2-s2.0-105000063984
"Kayyali, M.","Kayyali, Mustafa (57211325680)",57211325680,"Defining micro-credentials: Concepts, theories, and pedagogies",2024,,,,,219,245,0,2,10.4018/979-8-3693-6915-9.ch009,https://www.scopus.com/inward/record.uri?eid=2-s2.0-105009777171&doi=10.4018%2F979-8-3693-6915-9.ch009&partnerID=40&md5=c5c8b101a4da95997bbfb31436945dff,"Micro-credentials have emerged as a versatile tool in education, offering learners the opportunity to acquire specific skills and competencies in a flexible manner. This paper delves into the theoretical underpinnings of micro-credentials, exploring their conceptual framework and theoretical foundations. It examines various pedagogical strategies for the effective implementation of micro-credentials, considering aspects such as assessment, feedback, and instructional design. Furthermore, the role of microcredentials in promoting lifelong learning is explored, highlighting their potential to support continuous skill development and career advancement in an ever-evolving job market. By synthesizing concepts, theories, and pedagogies, this paper aims to provide a comprehensive understanding of micro-credentials and their implications for educational practice. © 2025 Elsevier B.V., All rights reserved.",,Teaching; Career advancement; Conceptual frameworks; Development advancements; Feed-back designs; Instructional designs; Life long learning; Pedagogical strategies; Skills development; Theoretical foundations; Versatile tools; Employment,Book chapter,Final,,2-s2.0-105009777171
"Reed, A.; Kong, Y.; Abramovich, S.","Reed, Anne (57294137800); Kong, Yiren (57006021500); Abramovich, Samuel (51863322600)",57294137800; 57006021500; 51863322600,"Assessment, credential, or both? Higher education faculty’s design principles for micro-credentials",2024,Discover Education,3,1,16,,,0,5,10.1007/s44217-024-00100-2,https://www.scopus.com/inward/record.uri?eid=2-s2.0-85211346375&doi=10.1007%2Fs44217-024-00100-2&partnerID=40&md5=c1e22807dae9a7a259496b756de3b111,"The rise of small, skills-focused credentials, also known as micro-credentials, has garnered considerable attention in recent years. By offering micro-credentials, institutions of higher education can provide additional credential options, thereby attracting more diverse audiences beyond degree-seekers. However, amidst their growth, fundamental questions surrounding their effective design and pedagogical implementation remain. This lack of clarity may inadvertently hinder their effectiveness. To address this gap, there is a need for studies that examine the perspectives and practices of faculty involved in micro-credential development and delivery. This study employed a single-embedded case design to investigate the perceptions and practices of faculty members who implemented micro-credentials for a pilot program at a large public research university. Specifically, this study aimed to identify faculty perceptions of the assessment and credentialing affordances of micro-credentials, and strategies employed to integrate these affordances into the design of micro-credentials. In-depth interviews were conducted with faculty members representing a diverse array of academic disciplines. Findings revealed that faculty need support in recognizing and integrating certain characteristics of quality assessments when designing micro-credentials, including aligning of assessments with a micro-credential’s delivery method, and integrating equity-oriented assessments into the design. These findings underscore the necessity for interventions and training programs aimed at integrating quality assessment practices into micro-credential design. © 2024 Elsevier B.V., All rights reserved.",,,Article,Final,All Open Access; Gold Open Access,2-s2.0-85211346375
"Md Rami, A.A.M.; Ismail, I.A.; Sarman, M.A.; Aziz, M.F.A.; Zulkifly, N.A.","Md Rami, Ahmad Aizuddin (57211403685); Ismail, Ismi Arif Bin (25645661900); Sarman, Mohd Amin (58753129600); Aziz, Faiq (57216389628); Zulkifly, Nurul Afiqah (57193086563)",57211403685; 25645661900; 58753129600; 57216389628; 57193086563,Readiness of higher education leaders to implement micro-credentials in Malaysia,2024,International Journal of Evaluation and Research in Education,13,6,,3983,3992,0,2,10.11591/ijere.v13i6.28220,https://www.scopus.com/inward/record.uri?eid=2-s2.0-85205259545&doi=10.11591%2Fijere.v13i6.28220&partnerID=40&md5=453dda2a6080e9a905c29d8708b5d598,"Higher education institutions (HEIs) have invested considerable effort in integrate micro-credentials into educational systems framework. However, the readiness of middle leaders and lecturers to effectively support these initiatives remains uncertain. Furthermore, research on the preparedness of coordinators as middle leaders in HEIs is still limited. To address this gap, a study was conducted to explore the readiness of middle leaders for implementing micro-credentials in HEIs. This research involved five informants who serve as coordinators and program leaders within their faculties. The study utilized focus group discussions to deeply investigate the readiness of these leaders, providing valuable insights into their current level of preparedness and their ability to effectively support the implementation of micro-credential programs. The analysis of the data resulted in the identification of five major themes: i) the conceptualization of micro-credentials; ii) training and development; iii) infrastructure; iv) quality; and v) institutional readiness, all of which represent challenges faced by university leaders. The study underscores the importance of top university leaders demonstrating a clear vision and unwavering commitment, which are crucial for the implementation of micro-credentials within the higher education institutions landscape. © 2024 Elsevier B.V., All rights reserved.",Educational technology; Higher education; Leadership; Micro-credentials; Public university; University leaders,,Article,Final,All Open Access; Gold Open Access,2-s2.0-85205259545
"Santally, M.I.; Rajabalee, Y.B.; Cooshna-Naik, D.; Greller, W.","Santally, Mohammad Issack (8649940300); Rajabalee, Yousra Banoor (55364705000); Cooshna-Naik, Dorothy (55364550900); Greller, Wolfgang (6506656949)",8649940300; 55364705000; 55364550900; 6506656949,Perception of Education and Industry Leaders on Micro-Credentials and their Potential in Higher Education,2024,Journal of Learning for Development,11,3,,528,539,0,2,10.56059/jl4d.v11i3.1274,https://www.scopus.com/inward/record.uri?eid=2-s2.0-85210452757&doi=10.56059%2Fjl4d.v11i3.1274&partnerID=40&md5=794456f21613a6243a02986bdf8f976b,"Micro-credentials are certifications that evaluate knowledge and skills acquired through specific learning experiences. This research explores the perceptions of education and industry leaders in Mauritius regarding recognition, ease of application, and value of micro-credentials in higher education. Interviews were conducted with 10 education and four industry leaders. The findings indicated that while the respondents lacked a deep understanding of micro-credentials as an educational model, they recognised the need to formalise its adoption within frameworks such as the National Qualification Framework (NQF) and a National Credit System. Additionally, there is a pressing need for reliable, competency-based assessments and structured pathways to map micro-credentials to university credits, leading to recognised qualifications. These insights from Mauritius can provide valuable lessons for other developing nations seeking to integrate micro-credentials into their higher education systems, helping to address skills gaps, promote lifelong learning, and create flexible educational pathways that align with local and global workforce demands. © 2024 Elsevier B.V., All rights reserved.",higher education; Mauritius; micro-credentials,,Article,Final,All Open Access; Gold Open Access,2-s2.0-85210452757
"Bismala, L.; Siregar, G.; Andriany, D.; Handayani, S.; Hafsah; Hasibuan, L.S.; Arda, M.; Putra, Y.A.; Manurung, Y.H.","Bismala, Lila (57215203171); Siregar, Gustina (57205082614); Andriany, Dewi (57215189540); Handayani, Susi (58421236600); Hafsah (59296845300); Hasibuan, Lailan Safina (58018252300); Arda, Mutia (59296845400); Putra, Yudha Andriansyah (58031007900); Manurung, Yayuk Hayulina (57226719534)",57215203171; 57205082614; 57215189540; 58421236600; 59296845300; 58018252300; 59296845400; 58031007900; 57226719534,Customer satisfaction index in Indonesian student micro credentials program,2024,Journal of Education and Learning,18,4,,1553,1561,0,0,10.11591/edulearn.v18i4.21653,https://www.scopus.com/inward/record.uri?eid=2-s2.0-85201974044&doi=10.11591%2Fedulearn.v18i4.21653&partnerID=40&md5=a2251624928dd6bea3d236b53832861d,"The Indonesian Student Micro-Credentials Program implemented by Universitas Muhammadiyah Sumatera Utara (UMSU) carries 5 courses, all of which are carried out online, in a relatively short time within 2 months. The learning objectives, which are intended to create practical skills, require students to master the courses they follow, thus causing many problems, which have an impact on the satisfaction of the participants of this program. This study aims to measure the customer satisfaction index (CSI) of participants in this program. Of the 514 participants who were used as respondents, 279 respondents filled out the google formula, and the response rate was 54%. The results showed that the CSI value of the program was 0.85, which means that the participants were very satisfied with the implementation of this program at UMSU. Based on the assessment of it is quality, the dimension assessment is carried out in order of the highest average value, namely this program (4.48), interaction and flexibility (4.33), managers (4.24), lecturers (4.23), students (4.20), assessment (4.16), process (4.14), content design (4.15), partners (4.11), and technology (4.05). Based on the assessment of the level of importance or expectation of this program, the dimension assessment is carried out in order of the highest average value, namely this program (4.47), interaction and flexibility (4.38), managers (4.23), lecturers (4.22), process (4.17), content design (4.17), students (4.13), peer (4.13), assessment (4.11) and technology (4.04). © 2024 Elsevier B.V., All rights reserved.",Customer satisfaction index; E-learning; Micro credential; Satisfaction; Student,,Article,Final,All Open Access; Green Accepted Open Access; Green Open Access; Hybrid Gold Open Access,2-s2.0-85201974044
"Thi Ngoc Ha, N.; Van Dyke, N.; Spittle, M.; Watt, A.; Smallridge, A.","Thi Ngoc Ha, Nguyen Thi Ngoc (35770708300); Van Dyke, Nina (56672732200); Spittle, Michael (16425117500); Watt, Anthony P. (15064573400); Smallridge, Andrew J. (6604021782)",35770708300; 56672732200; 16425117500; 15064573400; 6604021782,"Micro-credentials through the eyes of employers: benefits, challenges and enablers of effectiveness",2024,Education and Training,66,7,,948,963,0,5,10.1108/ET-08-2023-0340,https://www.scopus.com/inward/record.uri?eid=2-s2.0-85202890776&doi=10.1108%2FET-08-2023-0340&partnerID=40&md5=8b7bea8154ec1e8feac83508a3148e91,"Purpose: This study explores the perceptions of Australian employers regarding the benefits and challenges of micro-credentials within higher education and enablers of their effectiveness. Design/methodology/approach: A qualitative approach that included 11 semi-structured interviews with employers affiliated with an Australian university was used. A deductive thematic approach was employed to analyse the data. Findings: Micro-credentials were generally seen to be beneficial for an array of people, including employees, employers, customers and communities – stakeholders in all environmental layers of micro-credentials’ ecological system. Findings also indicated that both challenges of micro-credentials and enablers of their effectiveness depended heavily on attributes of learners, employers and higher education providers. The conclusion is that, based on the evidence of this study, micro-credentials within higher education are worth trialling. Originality/value: Although research interest in micro-credentials is growing, few empirical studies have investigated micro-credentials’ benefits, challenges and enablers of effectiveness, especially from the perspective of employers. The study carries practical and policy implications for those involved with micro-credential research and development. © 2024 Elsevier B.V., All rights reserved.",Digital badges; Ecological systems theory; Higher education; Massive open online courses; Micro-credentials; Professional certificates; Short courses,,Article,Final,,2-s2.0-85202890776
"Techanamurthy, U.; Ahmad, F.; Kahar, N.; Salahuddin, A.R.P.; Ahmad, Z.","Techanamurthy, Umawathy (57103619900); Ahmad, Fadhlina (58116720500); Kahar, Noorfadhilah (58117889700); Salahuddin, Ana Rohana Pataniah (58116888500); Ahmad, Zanariah (58116888400)",57103619900; 58116720500; 58117889700; 58116888500; 58116888400,Developing a Micro-Credential Curriculum in IoT for Malaysian Community Colleges: Key Topics and Projects,2024,Journal of Technical Education and Training,16,2,,304,316,0,0,10.30880/JTET.2024.16.02.027,https://www.scopus.com/inward/record.uri?eid=2-s2.0-85209814351&doi=10.30880%2FJTET.2024.16.02.027&partnerID=40&md5=b3cb7f8468be3c23c35c5acb496ef320,"The Internet of Things (IoT) is a crucial course in Information Technology programs, merging electronic circuit concepts with programming skills to create interconnected devices. This study aimed to design a Malaysian Community College micro-credential curriculum for IoT by identifying relevant theoretical and practical topics and mini-projects. A need for a micro-credential module with suitable instructional materials was identified, enabling learners to apply theoretical concepts through mini-projects. Using the Fuzzy Delphi (FD) method, data from 19 experts via semi-structured interviews were analyzed to design the Fuzzy Delphi instrument. This instrument was distributed to 30 industry experts and academic practitioners, who ranked the elements on a five-point Likert scale. Fuzzy evaluation to establish consensus for inclusion requires an average expert agreement of 75%, a d-construct threshold of 0.2, and an average fuzzy number of 0.5. Consensus was reached for six out of nine theoretical topics and nine out of 13 practical topics. “Fundamental concepts of IoT” was deemed the most critical theoretical topic with 97% consensus, while ""basic connectivity of IoT hardware"" was the top practical topic with 100% consensus. For mini-projects, experts accepted two out of nine theoretical topics and nine out of 13 hands-on topics. The top authentic projects were “Air Quality Monitoring” and “Smart Home Security”, with 83% and 80% consensus, respectively. This study lays the groundwork for developing learning outcomes and assessment strategies for a micro-credential course on IoT at Community Colleges to equip TVET students with industry-relevant competencies, thus making them more employable. © 2024 Elsevier B.V., All rights reserved.",community college; computer science education; Fuzzy Delphi method (FDM); Internet of Things (IoT); Micro-credential; TVET,,Article,Final,All Open Access; Gold Open Access,2-s2.0-85209814351
"Narayanaswamy, R.; Albers, C.S.; Knotts, T.L.; Albers, N.D.","Narayanaswamy, Ravi (57193327360); Albers, Caitlyn S. (59383397400); Knotts, Tami L. (6603410852); Albers, Nancy D. (58414237100)",57193327360; 59383397400; 6603410852; 58414237100,Sustaining and Reinforcing the Perceived Value of Higher Education: E-Learning with Micro-Credentials,2024,Sustainability (Switzerland),16,20,8860,,,0,1,10.3390/su16208860,https://www.scopus.com/inward/record.uri?eid=2-s2.0-85207337674&doi=10.3390%2Fsu16208860&partnerID=40&md5=653c60d8259f71cc933cb78376299d32,"An important aspect of sustaining higher education is to produce graduates prepared for careers with the expertise and experiences desired by prospective employers. Micro-credentials delivered by higher education can confirm the students’ mastery of demanded skills and knowledge. The use of micro-credentials as an e-learning technology supports sustainability in higher education by reinforcing students’ employability. With hundreds of thousands of these credentials available in the United States, it is predictable that not all are equal. We explored the perceived value of micro-credentials reported by students and employers. Clear differences were found, with employers recognizing their value more than students. Additionally, we considered the source of the credential, which is the organization that creates, brands, and sponsors the award. Results demonstrated that employers used the sources for assessing value. We also tested the differences when higher education was the provider of the micro-credential, and institution type (issuer) was relevant to employers’ value. Finally, this study distinguished between the academic rigor and integrity of university-delivered micro-credentials associated with earning transcripted course credits and credentials that could be earned without course credits (non-transcripted). Employers valued transcripted micro-credentials more. This study found support for the use of micro-credentials to represent the mastery of skills and knowledge in higher education. © 2024 Elsevier B.V., All rights reserved.",e-learning; employers; higher education; micro-credentials; perceived value; students; sustainability,academic performance; higher education; student; sustainability; United States,Article,Final,All Open Access; Gold Open Access,2-s2.0-85207337674
"Iatrellis, O.; Samaras, N.; Kokkinos, K.","Iatrellis, Omiros (56497956400); Samaras, Nicholas S. (55397237600); Kokkinos, Konstantinos K. (6505702343)",56497956400; 55397237600; 6505702343,Towards a Capability Maturity Model for Micro-Credential Providers in European Higher Education,2024,Trends in Higher Education,3,3,,504,527,0,5,10.3390/higheredu3030030,https://www.scopus.com/inward/record.uri?eid=2-s2.0-105010241919&doi=10.3390%2Fhigheredu3030030&partnerID=40&md5=779796e7cc9c56a66a75f5cef6bada6c,"Navigating the complexities of establishing sustainable micro-credentialing programs in European higher education requires a tailored approach for providers. The goal of this research is to develop an assessment tool that enhances the implementation and recognition of micro-credentials in European higher education. This article introduces the INVEST Micro-credentialing Capability Maturity Model (MCMM), designed to assist educational institutions in assessing and enhancing their readiness for micro-credential establishment. Through a systematic six-stage process, we identify supportive conditions, specify levels of process maturity, develop domains and aspects, characterize levels of capability, consult with stakeholders, and finalize the model. The resulting Capability Maturity Model (CMM) outlines five levels of process maturity encompassing educational, administrative, regulatory, and collaborative aspects, aligning with the principles outlined by the European Union (EU) initiatives for micro-credential establishment. Through establishing clear objectives, the model aids in the strategic development and evaluation of micro-credential programs. Stakeholders are offered a comprehensive roadmap to evaluate their progress, identify required resources, and strategize for further advancement in micro-credentialing initiatives. © 2025 Elsevier B.V., All rights reserved.",capability maturity model; European higher education; lifelong learning; micro-credentials,,Article,Final,All Open Access; Gold Open Access,2-s2.0-105010241919
"Azmi, A.; Zubir, H.A.; Farook, F.; Noorafizi, H.; Abd Wahab, A.M.","Azmi, Azila (57208395883); Zubir, Hanani Ahmad (57211459289); Farook, Ferial (57193740181); Noorafizi, Hamizah (59311150600); Abd Wahab, Ahmad Mu’Az (59310709600)",57208395883; 57211459289; 57193740181; 59311150600; 59310709600,The Effectiveness of Micro-credential Programme from the Perspective of Tourism Students,2024,Journal of Ecohumanism,3,4,,377,389,0,1,10.62754/joe.v3i4.3578,https://www.scopus.com/inward/record.uri?eid=2-s2.0-85202960839&doi=10.62754%2Fjoe.v3i4.3578&partnerID=40&md5=e1a35ce97051ad36615f7d22e85e717f,"Tourism micro-credential programmes have gained significant attention in recent years as a means of enhancing the skills and knowledge of students pursuing careers in the tourism industry. However, it is important to evaluate the effectiveness of these programmes from the perspective of tourism students at various universities in Malaysia. These digital proofs of learning serve as evidence of the learner's achievements, knowledge, and experience, which can be utilised to progress towards a more comprehensive certification or degree that focuses on a specific topic of study within a shorter time. Despite the increasing use of this platform in recent years, there are limited studies discussing its impact on students' perceptions and its effectiveness in enhancing their engagement with tourism subjects. Thus, this research was conducted to determine the effectiveness of the micro-credential programmes from the perspective of tourism students so that they can be managed more effectively in higher education institutions. To obtain data, the qualitative technique of interpretive phenomenological analysis (IPA) was applied to thoroughly examine the participants’ actual experiences. The participants were selected among the tourism students from various universities in Malaysia that offer tourism and hospitality courses. The interview data were analysed using thematic analysis, which enabled the identification of four themes and fourteen codes. The findings highlighted that the students have positive experiences following micro-credential programmes. Further research should be carried out to ensure micro-credential programmes stay relevant in a constant tourism industry. © 2024 Elsevier B.V., All rights reserved.",Micro-credential; phenomenology study; qualitative; tourism education,,Article,Final,All Open Access; Hybrid Gold Open Access,2-s2.0-85202960839
"Read, T.; Bruce, A.; Olcott, D.","Read, Timothy D. (7006457924); Bruce, Alan (55952118400); Olcott, Don J. (55329434000)",7006457924; 55952118400; 55329434000,Development for Empowerment: Mobilising Online and Digital Micro-Credentials for Refugees,2024,Journal of Learning for Development,11,2,,253,269,0,0,10.56059/jl4d.v11i2.1357,https://www.scopus.com/inward/record.uri?eid=2-s2.0-85200694384&doi=10.56059%2Fjl4d.v11i2.1357&partnerID=40&md5=01518dcf7146078ec51254c0b15fc571,"Development for empowerment focuses on leveraging education via digital technologies and micro-credentials for training and education as part of the integration, social inclusion and capacity building for displaced persons. Development for empowerment builds upon the previous concepts of development including Amartya Sen’s ‘development as freedom,’ the core concept of education and learning as development, and the use of digital technologies for building human capacity so people can make their own choices and pursue the lives they wish to lead. Development for empowerment for refugees broadens the construct of development and is integral to promoting and nurturing ‘equity, access and success’ amongst refugee populations. The authors highlight critical resources that support the basic tenets of human empowerment such as the UN’s Declaration of Human Rights, the UN’s Basic Needs Approach to Refugees, Maslow’s Hierarchy of Needs, and the key strategies of online delivery and micro-credentials development. Moreover, the authors emphasise that the integration, social inclusion and integration of refugees is a highly complex construct to implement and sustain, thus reflecting the constant tension of refugees’ emotional desire to return home versus rebuilding a new life in a new country. In the final analysis, ‘development for empowerment’ + open and distance learning + digital micro-credentials create a powerful synergy for serving refugees and fulfilling the spirit of preserving human rights through education and the pursuit of one’s chosen life as a precious human ideal. © 2024 Elsevier B.V., All rights reserved.",access; development; equity; human rights; inclusion; integration; micro-credentials; online learning; refugees,,Article,Final,All Open Access; Gold Open Access,2-s2.0-85200694384
"Martín-Gilete, M.; Blanco-García, C.","Martín-Gilete, Marta (58019122100); Blanco-García, Cristina (57197706571)",58019122100; 57197706571,Assessing the impact of micro-credential training in higher education: A pilot study supporting BA dissertations; Evaluación del impacto de la formación en microcredenciales en la educación superior: Un estudio piloto de apoyo a los Trabajos Final de Grado,2024,European Public and Social Innovation Review,9,,,,,0,0,10.31637/epsir-2024-980,https://www.scopus.com/inward/record.uri?eid=2-s2.0-85209808279&doi=10.31637%2Fepsir-2024-980&partnerID=40&md5=040d7cb9128296ba72fa779cff5ccda5,"Introduction: Micro-credentials, endorsed by the European Union for enhancing lifelong learning and employability, offer targeted, flexible learning experiences. This pilot study investigates the impact of integrating micro-credential training into the BA dissertation process for English Studies students at the University of Extremadura. Methodology: The study involved a two-week, in-person micro-credential course, divided into modules on time management, research techniques, and writing skills, supplemented by pre-and post-training surveys to assess students’ needs and the training’s short-term and long-term impact. Seven fourth-year students participated in the study, providing feedback through surveys. Results: The training improved students’ preparedness, confidence, and motivation. Key areas of development included time management, research skills, and emotional resilience. Students reported sustained benefits, applying the skills and strategies learned throughout their dissertation process. Discussion: Findings highlight the training’s positive short-term and long-term impacts, including increased motivation and practical skill application. However, it identifies areas for improvement, such as more training in citation techniques and writing clarity. Conclusions: Micro-credential training effectively addresses gaps in traditional curricula, enhancing students’ readiness for their BA dissertations. Further research with larger cohorts and diverse disciplines is recommended to generalise the findings and refine the microlearning approach. © 2024 Elsevier B.V., All rights reserved.",BA dissertations; English Studies; formal training; higher education; learner-centred courses; lifelong learning; micro-credentials; skill development,,Article,Final,All Open Access; Gold Open Access,2-s2.0-85209808279
"Raj, R.; Singh, A.; Kumar, V.; Verma, P.","Raj, Rohit (58199869100); Singh, Arpit (57209902518); Kumar, Vimal (57202530494); Verma, Pratima (57188641706)",58199869100; 57209902518; 57202530494; 57188641706,Achieving professional qualifications using micro-credentials: a case of small packages and big challenges in higher education,2024,International Journal of Educational Management,38,4,,916,947,0,13,10.1108/IJEM-01-2023-0028,https://www.scopus.com/inward/record.uri?eid=2-s2.0-85181470176&doi=10.1108%2FIJEM-01-2023-0028&partnerID=40&md5=546536d5fe2da69e78696a1bd1d93e38,"Purpose: This 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/approach: The 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. Findings: The 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/implications: The 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/value: The 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. © 2024 Elsevier B.V., All rights reserved.",Barriers; Implementation; Micro-credentials; Online certifications,,Article,Final,,2-s2.0-85181470176
"Wang, Y.; Chaw, L.Y.; Leong, C.-M.; Lim, Y.M.; Barut, A.","Wang, Yanan (58747750800); Chaw, Lee Yen (57189028186); Leong, Choimeng (57194596543); Lim, Yet Mee (37115718600); Barut, Abdulkadir (57827649500)",58747750800; 57189028186; 57194596543; 37115718600; 57827649500,Massive open online courses learners' continuance intention: shaping a roadmap to micro-credentials,2024,International Journal of Educational Management,38,4,,978,1000,0,4,10.1108/IJEM-02-2023-0071,https://www.scopus.com/inward/record.uri?eid=2-s2.0-85177573596&doi=10.1108%2FIJEM-02-2023-0071&partnerID=40&md5=828193db9f0e05ac4d6aa34591eafe51,"Purpose: This study intends to investigate the determinants of learners' continuance intention to use massive open online courses (MOOCs) for personal or professional development. Design/methodology/approach: This study employed quantitative research design. The respondents were individual learners from six selected universities in China who used MOOCs for continuous learning. A purposive sampling technique was employed to obtain 270 valid samples. Data were analyzed and analytical outputs were produced using the techniques of Partial Least Squares Structural Equation Modeling and Importance-Performance Matrix. Findings: Expectation confirmation was found to have a positive relationship with perceived usefulness, flow experience, learning self-efficacy and satisfaction with MOOCs. Perceived usefulness, flow experience and leaning self-efficacy were also found to have a positive relationship with MOOC satisfaction. In addition, perceived usefulness, flow experience, learning self-efficacy and MOOC satisfaction had a positive impact on continuance usage intention. Originality/value: The outcomes of the study can serve as a practical reference for MOOC providers and decision-makers to develop relevant strategies to increase the course completion rates. © 2024 Elsevier B.V., All rights reserved.",Continuance intention behavior; Expectation–confirmation theory; Flow experience; Micro-credential; Perceived usefulness; Satisfaction; Self-efficacy,,Article,Final,,2-s2.0-85177573596
"Tee, P.K.; Cham, T.-H.; Aw, E.C.-X.; Khudaykulov, A.; Zhang, X.","Tee, Poh Kiong (57191344245); Cham, Tat Huei (57035596700); Aw, Eugene Cheng Xi (57203209139); Khudaykulov, Adham (58554557300); Zhang, Xiaoyu (58653560600)",57191344245; 57035596700; 57203209139; 58554557300; 58653560600,Marketing micro-credentials: understanding learners' engagement and willingness to pay more,2024,International Journal of Educational Management,38,4,,1001,1020,0,12,10.1108/IJEM-03-2023-0096,https://www.scopus.com/inward/record.uri?eid=2-s2.0-85174401931&doi=10.1108%2FIJEM-03-2023-0096&partnerID=40&md5=f02dd87f59e585174581bc2446d908d8,"Purpose: Digitalisation is reshaping the learning process, shifting it towards personalisation and online learning, and fuelling the growth of massive open online courses (MOOCs) and micro-credentials. Despite being a popular global trend, limited studies have looked at micro-credentials and their impact on learners' behavioural outcomes. The purpose of this study is to investigate the impact of programme design factors on learning experience, as well as the inter-relationships between programme design, learning experience and behavioural responses (e.g. engagement and willingness to pay more (WTPM)) towards micro-credentials. In addition, the study aims to investigate learning enjoyment as a moderator. Design/methodology/approach: A survey questionnaire was used to collect data from 354 respondents who are working adults living in the major economic states in Malaysia. Data analysis was performed using the analysis of a moment structures (AMOS) statistical software and SPSS (Statistical Package for the Social Sciences) PROCESS macro. Findings: The results show the significance of programme design factors (i.e., flexibility, system quality and content quality) in determining the learning experience. The learning experience is found as a mediator in the relationship between programme design factors and learner engagement and WTPM. In addition, the moderation assessment confirms that enjoyment during learning strengthens the relationship between experience and behavioural responses. Originality/value: This study is amongst a few selected studies that focus on engagement in and WTPM for micro-credentials. In addition, it emphasises the mediating role of the learning experience and the moderating role of enjoyment in understanding the impact of programme design on learners' experiences and behavioural responses. © 2024 Elsevier B.V., All rights reserved.",Emerging economy; Engagement; Experience; Micro-credentials; Online learning; Willingness to pay more,,Article,Final,,2-s2.0-85174401931
"Miao, M.; Ahmed, M.; Ahsan, N.; Qamar, B.","Miao, Miao (59109689300); Ahmed, Mansoora (57201813688); Ahsan, Noman (58616141700); Qamar, Bushra (57207825351)",59109689300; 57201813688; 58616141700; 57207825351,Intention to use technology for micro-credential programs: evidence from technology acceptance and self-determination model,2024,International Journal of Educational Management,38,4,,948,977,0,7,10.1108/IJEM-02-2023-0066,https://www.scopus.com/inward/record.uri?eid=2-s2.0-85172141415&doi=10.1108%2FIJEM-02-2023-0066&partnerID=40&md5=ffe2c876c1149d9f567f3070e6fe1115,"Purpose: The study aims to investigate students' attitudes toward using technology for micro-credential programs (MCPs) and their behavioral intention toward using MCPs for learning and enhancing their skills. The study also intends to investigate the moderating influence of labor market conditions (LMC). Design/methodology/approach: A closed-ended questionnaire is employed to collect data from 474 participants through a convenience sample, from the university students in Karachi. Two theoretical frameworks are used in the study: technology acceptance model (TAM) and self-determination theory (SDT). The partial least squares structural equation modeling (PLS-SEM) technique is used to analyze data. Findings: Findings reveal significant and positive relationships between all variables, except controlled motivation (CM) and perceived challenges. Moreover, the moderation results ascertain that the labor market does not moderate the relationship between attitude toward using technology for MCPs and students' behavioral intention toward using MCPs for learning. Originality/value: The study seeks to understand students' attitudes and behavioral intentions toward using technology for MCPs. Also, the moderating effect of LMC is highlighted in understanding the impact of the attitude to use technology (AT) for MCPs and behavioral intentions in higher educational institutions (HEIs) in Pakistan. The study highlights intuitive practical implications for students of HEIs, universities and digital credential program providers. © 2024 Elsevier B.V., All rights reserved.",Attitude to use technology; Behavioral intention; Higher education institution; Micro-credential program; Self-determination; TAM,,Article,Final,,2-s2.0-85172141415
"Zou, H.; Ullah, A.; Qazi, Z.; Naeem, A.; Rehan, S.","Zou, Haobo (57223149251); Ullah, Asad (57613010800); Qazi, Zubaida (57284627500); Naeem, Amna (58311923000); Rehan, Sofia (58310751900)",57223149251; 57613010800; 57284627500; 58311923000; 58310751900,Impact of micro-credential learning on students' perceived employability: the mediating role of human capital,2024,International Journal of Educational Management,38,4,,897,915,0,13,10.1108/IJEM-01-2023-0002,https://www.scopus.com/inward/record.uri?eid=2-s2.0-85161658671&doi=10.1108%2FIJEM-01-2023-0002&partnerID=40&md5=3c6ec5c9944badf4b6f0f09ad13b9f6c,"Purpose: This paper examines the influence of micro-credential learning on students' perceived employability. In addition, the study aims to explore different components that will help students to gain knowledge, enhance their careers and develop their human capital (social, cultural and scholastic capital). Hence, the study also analyzed the mediating role of human capital on the aforementioned association. Design/methodology/approach: Explanatory research was conducted by utilizing a correlational research design. A questionnaire comprising of closed-ended items was utilized in the study. The data was analyzed by employing PLS-SEM technique. Findings: Our findings stipulate that micro-credential learning is an essential component to improve students' perceived employability. The study identified that micro-credential programs have a positive relationship with students' perceived employability. Moreover, the findings that micro-credential learning significantly impacts students' human capital, i.e. cultural, social and scholastic capital. Additionally, human capital acts as a significant mediator in the relationship between micro-credential learning and students' perceived employability. Moreover, participation in micro-credential learning can ensure that students can identify diverse career directions, seek information about the labor market and educational system, attain relevant qualifications for their vocations, and develop a plan for their future. Originality/value: Micro-credential programs are short and focused educational programs that offer specialized knowledge and skills in a particular area. These programs are becoming increasingly popular in the modern workforce to upskill or reskill quickly and efficiently. However, lack of empirical evidence is the ultimate gap in determining the importance of micro-credential learning; as the limited literature is unable to determine the importance of MCL on students' perceived employability. Thus, the study identifies the impact of micro-credential learning on students' perceived employability. © 2024 Elsevier B.V., All rights reserved.",Cultural capital; Micro-credential learning; Perceived employability; Scholastic capital; Social capital,,Article,Final,,2-s2.0-85161658671
"Alasmari, T.","Alasmari, Talal M. (57205471875)",57205471875,Reshaping vocational training: a study on the recognition of micro-credentials in job markets,2024,Education and Training,66,02-mar,,233,251,0,5,10.1108/ET-07-2023-0282,https://www.scopus.com/inward/record.uri?eid=2-s2.0-85191766585&doi=10.1108%2FET-07-2023-0282&partnerID=40&md5=e8f467ff4c403507e0d80fdb92b7ca69,"Purpose: This study examines the perceptions of human resource (HR) professionals regarding the use of micro-credentials in the job market. The research explores the role of micro-credentials as emerging credentials in job requirements, continuing education, soft skills acquisition, job application evaluation (JAE) processes, qualification preferences in recruitment, salary/pay scale determination and promotional opportunities. Design/methodology/approach: A quantitative research methodology was used to collect data through questionnaires distributed to 124 HR professionals. Findings: The study finds that HR professionals recognize the value of micro-credentials in enhancing a candidate’s resume and aligning with their career objectives, as they offer personalized skill-building opportunities. However, some recruiters question the legitimacy of micro-credentials, perceiving them as informal and questioning their practical transferability. Originality/value: This study highlights the importance for HR professionals to remain updated on emerging trends, adapt to the changing dynamics of the professional workforce and incorporate this into their recruitment and promotion policies. It also emphasizes the need for further investigation into the legitimacy of micro-credentials and their impact on the job market and presents the potential benefits of their integration into HR practices. © 2024 Elsevier B.V., All rights reserved.",HR professionals; Labor market; Micro-credentials; Reskilling; Up-skilling,,Article,Final,,2-s2.0-85191766585
"Scott, A.; Gath, M.E.; Gillon, G.; McNeill, B.; Ghosh, D.","Scott, Amy (57037677000); Gath, Megan E. (57226178932); Gillon, Gail T. (7004643948); McNeill, Brigid (26221856500); Ghosh, Dorian (59195650700)",57037677000; 57226178932; 7004643948; 26221856500; 59195650700,Facilitators of Success for Teacher Professional Development in Literacy Teaching Using a Micro-Credential Model of Delivery,2024,Education Sciences,14,6,578,,,0,5,10.3390/educsci14060578,https://www.scopus.com/inward/record.uri?eid=2-s2.0-85197104325&doi=10.3390%2Feducsci14060578&partnerID=40&md5=40d0a5e4e145c5c9a0db05aec3acb754,"Teachers play a critical role in supporting the early literacy development of students; however, keeping up with evidence-based practice while performing a busy teaching role can be challenging. Micro-credentials are one potential route for keeping teachers up to date with the best practices for literacy teaching due to their ability to provide targeted and flexible professional development opportunities. The current study used a mixed-methods design to evaluate two micro-credential courses being offered through the Better Start Literacy Approach. The Better Start Literacy Approach (BSLA) is an evidence-based, structured literacy approach, targeted at 5–7-year-old children in New Zealand. An online survey was used to collect qualitative and quantitative data from 263 teachers and literacy specialists regarding their experience of completing the BSLA micro-credential training. Overall, respondents reported positive experiences, describing how the micro-credential changed their teaching practice, built their knowledge of effective literacy instruction and led to measurable progress in students’ literacy skills. Several design features were highlighted as useful, including the ability to revisit videos and resources multiple times, the organization into modules and the ‘24/7’ nature of access. Findings from the current research demonstrate the importance of utilizing key course design decisions to ensure accessibility and the potential for the positive impact of micro-credentials in the education sector. © 2024 Elsevier B.V., All rights reserved.",higher education; literacy; micro-credentials; teacher education; teachers’ professional development,,Article,Final,All Open Access; Gold Open Access; Green Accepted Open Access; Green Open Access,2-s2.0-85197104325
"Alasmari, T.; Alzahrani, A.","Alasmari, Talal M. (57205471875); Alzahrani, Abdulrahman Ahmed (58028179300)",57205471875; 58028179300,Leveraging employment with micro-credentials: policy and practice of the Middle East and North African Universities,2024,Educational Technology Research and Development,72,3,,1869,1891,0,4,10.1007/s11423-024-10367-9,https://www.scopus.com/inward/record.uri?eid=2-s2.0-85189620737&doi=10.1007%2Fs11423-024-10367-9&partnerID=40&md5=958bb9aab6e89cc6461b0ac47903313b,"The purpose of this study is to explore the current status of micro-credentialing policies and practices in Middle Eastern and North African universities. Using a quantitative approach and a comprehensive questionnaire based on recent work by the Australasian Council on Open, Distance, and e-Learning (as reported by ACODE, Survey of micro-credentialing practice in Australasian universities 2021: An ACODE Whitepaper—October 2021, 2021), the study investigates areas such as standards, policies, adoption rates, integration into the curriculum, credentialing engines, and professional development. The findings indicate that micro-credentialing is still in its early stages in the region, with most universities initiating micro-credentialing within the past four years. The lack of a favorable policy ecosystem and standards for learning design, content, delivery, assessment, sizing, and issuance are identified as significant hindrances to the adoption of micro-credentials. To advance the micro-credential market, the study recommends that stakeholders collaborate and create quality standards, accountability mechanisms, financing strategies, and documentation frameworks that promote interoperability. The study suggests that improving policies for micro-credentials could help legitimize them and promote a more unified vision of micro-credentials as a crucial component of the national educational strategy. © 2024 Elsevier B.V., All rights reserved.","Micro-credentialing; Middle East, North Africa; Policies; Practice; Universities",,Article,Final,,2-s2.0-85189620737
"Fennelly-Atkinson, R.; Pakhira, D.","Fennelly-Atkinson, Rita (57970311200); Pakhira, Deblina (55646924200)",57970311200; 55646924200,Revealing Hidden Proficiencies: An Intersectional Journey into Learners’ Realities with Micro-Credentials,2024,TechTrends,68,3,,561,572,0,0,10.1007/s11528-024-00956-z,https://www.scopus.com/inward/record.uri?eid=2-s2.0-85189644956&doi=10.1007%2Fs11528-024-00956-z&partnerID=40&md5=dff462dde26c0f797bc6c6746f6c5618,"Intersectionality and positionality can be used to examine how various aspects of identity are analyzed in the context of learners’ lived experiences. When examining how learners are recognized for their skills and competencies, there are several ways in which education and credentials can be leveraged. Autoethnographies were used to examine the lived experience of how the authors used micro-credentials and digital badges to verify skills that were unrecognized in traditional contexts. Lessons from these lived experiences will be derived from a co-reflection process. Further, these lessons will be used to provide suggestions for how learning ecologies can be designed to support historically and systematically excluded learners with ways to have their skills recognized and verified. © 2024 Elsevier B.V., All rights reserved.",Competencies; Identity; Lived experience; Micro-credentials; Skill recognition,,Article,Final,,2-s2.0-85189644956
"Šarčević, I.","Šarčević, Ivan (55203091700)",55203091700,A New Agenda on Micro-credentials: Filling the Gaps in the European Approach,2024,Journal of Learning for Development,11,1,,181,186,0,2,10.56059/jl4d.v11i1.1143,https://www.scopus.com/inward/record.uri?eid=2-s2.0-85188699523&doi=10.56059%2Fjl4d.v11i1.1143&partnerID=40&md5=02d9c1fe267f3f0a562474c3e5655fa8,"This paper analyses the potential of micro-credentials in adult education through upcoming EU policies and initiatives, bearing in mind the increasing use of online learning platforms globally. Understanding national and international approaches to micro-credentials allows undergraduate programmes and teaching practices to flourish in economically less developed countries. The Republic of Serbia welcomes new approaches in the search for acceptable models of distance learning and equality in the labour market. © 2024 Elsevier B.V., All rights reserved.",adult education; EU policies; higher education; micro-credentials,,Article,Final,All Open Access; Gold Open Access,2-s2.0-85188699523
"Xu, W.; Xie, X.; Fan, B.; Huang, Y.; Zhu, X.; Yang, Y.","Xu, Wenxian (57723054400); Xie, Xiaoge (58929434900); Fan, Bingjie (58831040300); Huang, Yiru (58112142400); Zhu, Xuebo (58885299200); Yang, Yeqin (55232841200)",57723054400; 58929434900; 58831040300; 58112142400; 58885299200; 55232841200,Developing geriatric nursing micro-credentials for undergraduate nursing students based on training objectives: A modified Delphi study,2024,Nurse Education in Practice,76,,103910,,,0,5,10.1016/j.nepr.2024.103910,https://www.scopus.com/inward/record.uri?eid=2-s2.0-85187252278&doi=10.1016%2Fj.nepr.2024.103910&partnerID=40&md5=66dca2b0ad7d7f4a443343b9d4c58c43,"Background: China's population has begun to age rapidly in the past several years and this trend is predicted to continue. In the face of this growing older population, the existing number of aged care personnel, especially medical care professionals, can hardly meet the demand for aged care services. Aim: To develop geriatric nursing micro-credentials (MCs) for undergraduate nursing students based on standardized training objectives and to specify the learning goals and course modules that correspond to each specific MC. Design: Modified Delphi study. Methods: An initial set of geriatric nursing MCs were developed based on the training objectives. Expert group discussion (n=13) reviewed the clarity and intelligibility of the statements' wording and supplemented the framework. A three-round Delphi survey (n=15) was then employed to obtain a consensus on the learning goals and course modules via an online questionnaire. Descriptive statistics were used to analyze the data. Results: The final geriatric nursing MCs consisted of six courses, namely fundamentals of geriatric nursing (8 modules), geriatric sociology (6 modules), geriatric clinical nursing (3 modules), geriatric psychological nursing (8 modules), geriatric rehabilitation nursing (8 modules) and geriatric hospice care (10 modules). Conclusion: Nursing faculty can use the geriatric nursing MCs developed in this study to train current undergraduate nursing students to become backups for current, fully credentialed geriatric caregivers. © 2024 Elsevier B.V., All rights reserved.",Curriculum; Geriatric Nursing; Micro-credentials; Modified Delphi method; Nursing education,"aged; article; caregiver; China; curriculum; Delphi study; geriatric nursing; geriatric rehabilitation; hospice care; human; human experiment; male; nursing education; nursing student; questionnaire; rehabilitation nursing; speech intelligibility; training; psychology; Aged; Curriculum; Delphi Technique; Education, Nursing, Baccalaureate; Geriatric Nursing; Humans; Students, Nursing",Article,Final,,2-s2.0-85187252278
"McGreal, R.","McGreal, Rory (6507436970)",6507436970,Empowering micro-credentials using blockchain and artificial intelligence,2024,,,,,75,90,0,5,10.4018/979-8-3693-0343-6.ch006,https://www.scopus.com/inward/record.uri?eid=2-s2.0-85189061154&doi=10.4018%2F979-8-3693-0343-6.ch006&partnerID=40&md5=2991c52e8257b8abee0212317af7391f,"The recognition and transfer of credits is becoming essential for students, as an increasing number of them are studying at different institutions, often at the same time online, in both traditional and unconventional settings. Micro-credentials can aid in this process by providing easily accessible and transparent evidence of skills or knowledge, certified by an authority, based on small units of learning. The development of blockchain technology holds promise of becoming a useful enabler for supporting the storage and dissemination of micro-credentials on a global scale. Because of its immutability, blockchain can be used to attest to students' accomplishments securely and privately. Artificial intelligence (AI) can facilitate the maintenance and dissemination of micro-credentials, while ensuring that access is readily available for students under their control. So, AI can play a role in supporting blockchain-enabled micro-credentials. For educators, a basic understanding of the development of all three technologies is becoming essential. © 2024 Elsevier B.V., All rights reserved.",,,Book chapter,Final,All Open Access; Hybrid Gold Open Access,2-s2.0-85189061154
"Omona, K.; Mbabazi, S.G.","Omona, Kizito (57223127143); Mbabazi, Scovia Ginny (57748767800)",57223127143; 57748767800,Introduction to micro-learnings and micro-credentials in Higher Education Institutions,2024,,,,,1,9,0,0,10.4018/979-8-3693-0343-6.ch001,https://www.scopus.com/inward/record.uri?eid=2-s2.0-85189059198&doi=10.4018%2F979-8-3693-0343-6.ch001&partnerID=40&md5=6e37736457f80c3f32c844100b53efef,"Higher education is in a state of constant adaptation because of a variety of societal conditions and technological innovations. Changing demographics of learners, the rise in enrollment, increasing tuition, and the demands for an educated workforce appear to be at the forefront of this constant adaptation. Using a segmented approach, such as microlearning, provides the opportunity for institutions to offer an effective solution for a changing clientele. Conclusively, on one hand, higher educationists need to understand the relevance of utilizing new technologies in the classroom and their direct correlation with skill sets and competency. On the other hand, globally, micro-credentials are gaining traction as viable vehicles for rapid upskilling of workforce in the 21st century and potential pathways for gaining employment for many learners. © 2024 Elsevier B.V., All rights reserved.",,,Book chapter,Final,,2-s2.0-85189059198
"West, E.K.; Nelson, R.; Chesnutt, K.; Beeler, J.","West, Erin K. (57943751500); Nelson, Rachel (58985159200); Chesnutt, Katherine M. (57193902114); Beeler, James (58047705600)",57943751500; 58985159200; 57193902114; 58047705600,Supporting beginning teachers in STEM content areas through self-directed learning and micro-credentials,2024,,,,,86,110,0,1,10.4018/978-1-6684-5939-3.ch005,https://www.scopus.com/inward/record.uri?eid=2-s2.0-85190357639&doi=10.4018%2F978-1-6684-5939-3.ch005&partnerID=40&md5=193e810d59bbb5c5cd0d043adfc8ae37,"North Carolina teachers provide an important learning foundation for students. As teacher candidates complete their education requirements and begin working in schools, they are faced with many challenges. This discussion focuses on beginning teachers (BTs), or teachers with less than three years of teaching experience. After leaving their educator preparation programs (EPPs), BTs are required to complete onboarding programs and professional development plans while simultaneously learning to manage their daily workloads, plan and assess lessons, and manage their classroom. This can feel overwhelming for many BTs and may contribute to an early exit from the teaching profession. According to the North Carolina Department of Public Instruction (NCDPI) BTs in the state are much more likely to leave the classroom as compared to teachers that are not BTs, with the attrition rates for BTs and non BTs reported as 12.71% and 6.80%, respectively (NCDPI, 2023). © 2024 Elsevier B.V., All rights reserved.",,,Book chapter,Final,,2-s2.0-85190357639
"Keoy, K.K.; Koh, Y.J.; Iqbal, J.; Anjum, S.S.; Yeo, S.F.; Cherukuri, A.K.; Teoh, W.Y.; Piut, D.A.A.","Keoy, Kay Hooi (14054280900); Koh, Yung Jing (57828613900); Iqbal, Javid (58563731500); Anjum, Shaik Shabana (57021222700); Yeo, Sook Fern (56489745300); Cherukuri, Aswani Kumar (57396278900); Teoh, Waiyee (58637458500); Piut, Dayang Aidah Awang (58688938200)",14054280900; 57828613900; 58563731500; 57021222700; 56489745300; 57396278900; 58637458500; 58688938200,Streamlining Micro-Credentials Implementation in Higher Education Institutions: Considerations for Effective Implementation and Policy Development,2024,Journal of Information and Knowledge Management,23,1,2350069,,,0,21,10.1142/S0219649223500697,https://www.scopus.com/inward/record.uri?eid=2-s2.0-85176337652&doi=10.1142%2FS0219649223500697&partnerID=40&md5=0f5c82b8ad99b9cae2523758749d8931,"The rise of online learning has brought about a close connection between micro-credentials and lifelong learning, employability, and new models of digital education. Micro-credentials are considered instrumental in transforming higher education today. This study aims to examine the extent to which micro-credentials have been adopted in Malaysia, focussing on the viewpoint of Higher Education Providers (HEPs). It seeks to identify the challenges faced by HEPs when offering micro-credentials, encompassing technological, organisational, and people-related obstacles. By analysing empirical data, this research intends to propose a conceptual framework that can guide the successful adoption and implementation of micro-credentials within educational institutions. By addressing these recommendations, HEPs in Malaysia can successfully adopt and implement micro-credentials within their institutions. This will not only enhance the learning experience for students but also contribute to the overall transformation of higher education, keeping pace with the demands of the digital age and fostering a culture of continuous learning and skill development. © 2024 Elsevier B.V., All rights reserved.",adoption readiness; educational system; higher education providers; Micro-credentials; quality education; technological management,E-learning; Education computing; Adoption readiness; Educational systems; High education provider; High educations; Higher education institutions; Malaysia; Micro-credential; Policy development; Quality education; Technological management; Students,Article,Final,All Open Access; Hybrid Gold Open Access,2-s2.0-85176337652
"Hanshaw, J.","Hanshaw, Jeremy (59206398200)",59206398200,Micro-credentials in higher and vocational education: An innovation or a disruption? A review of the literature,2024,Journal of Applied Learning and Teaching,7,1,,256,265,0,2,10.37074/jalt.2023.7.1.39,https://www.scopus.com/inward/record.uri?eid=2-s2.0-85197639947&doi=10.37074%2Fjalt.2023.7.1.39&partnerID=40&md5=9708f2cbc1cc3063995539d034b74b71,"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 pre-supposed 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. © 2024 Elsevier B.V., All rights reserved.",Disruption; higher education; innovation; micro-credentials; vocational education,,Article,Final,All Open Access; Gold Open Access,2-s2.0-85197639947
"Masahiro, M.; Maruyama, T.; Yamada, T.; Ikeda, K.; Ashizawa, S.","Masahiro, M. (59641335100); Maruyama, Tomoko (57213521453); Yamada, T. (59643040300); Ikeda, K. (59640783100); Ashizawa, Shingo (57572557400)",59641335100; 57213521453; 59643040300; 59640783100; 57572557400,MICRO-CREDENTIAL ARCHITECTURE THAT HIERARCHICALLY STRUCTURES EDUCATIONAL SYSTEMS AND INFORMATION TECHNOLOGIES,2024,,,,,1549,1558,0,0,10.5281/zenodo.14256727,https://www.scopus.com/inward/record.uri?eid=2-s2.0-85218643159&doi=10.5281%2Fzenodo.14256727&partnerID=40&md5=dd2c106adb6275840894c8d119e627d3,"Micro-credentials offer flexible and targeted approaches to skill development. However, their international exchange and utilization are hindered by a lack of standardization. Herein, we propose a hierarchical architecture and reference framework for Micro-credentials. The hierarchical architecture integrates educational systems with information technology for secure storage, issuance, and exchange of learning records. The framework establishes a common definition of Microcredentials, reference descriptors for describing them, and quality assurance guidelines. By standardizing these elements, the framework enables learners to compare credentials, employers to evaluate skills, and institutions to design high-quality Micro-credentials. This comprehensive approach paves the way for a global learning ecosystem in which Micro-credentials empower lifelong learning and workforce mobility. © 2025 Elsevier B.V., All rights reserved.",Architecture; Digital Badges; Framework; Micro-credential,Educational technology; Hierarchical systems; Architecture frameworks; Digital badge; Educational systems; Framework; Hierarchical architectures; Hierarchically structure; International exchange; Micro-credential; Skills development; Systems and information; Economic and social effects,Conference paper,Final,,2-s2.0-85218643159
"Romasanta, J.K.N.; Malimata, C.A.; Alino, E.M.; Santiago, C.L.; Terrible, J.B.M.","Romasanta, Joan Katherine N. (58630511300); Malimata, Charlyn A. (59239797100); Alino, Elmer M. (59490221400); Santiago, Cedirick L. (59491500900); Terrible, Jozel Bryan M. (59509618200)",58630511300; 59239797100; 59490221400; 59491500900; 59509618200,Conquer or Crumble: A Study of Student Experiences in Micro-Credential Examinations Using Text Mining Approach,2024,"Proceedings - International Conference on Education and Technology, ICET",,,,238,241,0,0,10.1109/ICET64717.2024.10778470,https://www.scopus.com/inward/record.uri?eid=2-s2.0-85214665744&doi=10.1109%2FICET64717.2024.10778470&partnerID=40&md5=f52bd00e5d43e0ce3d1d132e5de256a7,"Embedding micro-credential examination in the curriculum of students is a new approach to 21st century educational system. Micro-credentials are a series of courses that grant certification to the students which can culminate in a digital badge from an accredited institution. This study aims to explore the perspectives of students who have participated in micro-credential examinations through text mining analysis. A total of 454 students were surveyed about their experiences with these examinations and their responses were analyzed using the RapidMiner app. The results show that the respondents show a slightly positive emotional content on taking the examination it also revealed that a significant number of students expressed positive sentiments and suggesting overall satisfaction with the examination process however a notable number of neutral and negative sentiments also highlighted. The study also utilized Word Cloud to visually represent the most common words that the respondents use to describe their experiences in micro-credential examination. This suggests that most of the respondents indicate a positive response towards the micro-credential examinations. However, there are noticeable number of respondents who showed neutral and negative response towards their examination experience. This implies that micro-credential examinations offer valuable learning experiences but emphasized that there are areas that need to improve. © 2025 Elsevier B.V., All rights reserved.",micro-credential; sentiment analysis; text mining,Accreditation; Curricula; Mine surveys; Sentiment analysis; Students; Text mining; Educational systems; Embeddings; Examination process; Micro-credential; Negative sentiments; New approaches; Student experiences; Text mining analysis; Text-mining,Conference paper,Final,,2-s2.0-85214665744
"Cavanaugh, C.; Humphrey, B.; Pullen, P.","Cavanaugh, Catherine S. (23484251700); Humphrey, Bryn (59500814000); Pullen, Paige Cullen (6701314021)",23484251700; 59500814000; 6701314021,AI-Automated Assignment Scoring to Scale a Professional Development Micro-Credential Program,2024,"International Journal on E-Learning: Corporate, Government, Healthcare, and Higher Education",23,3,,335,345,0,1,,https://www.scopus.com/inward/record.uri?eid=2-s2.0-85214098467&partnerID=40&md5=4360bb0dc1e88a0387a8b13ed6e9010a,"To scale a professional development micro-credential program for educators in one US state, we automated the assignment scoring process by creating an AI model designed to scan, evaluate, and score submitted assignments using a comprehensive rubric. This article outlines the AI model development process and pilot outcomes. The AI system employs a combination of pre-built machine learning models and custom reinforcement learning algorithms to evaluate and enhance learners’ capabilities through a continuous active feedback loop. Trials of the AI assignment scoring system in the course showed that the model became more accurate, learner mastery rates in courses using the system were equivalent to or better on average compared to mastery rates in courses not using the system, and instructor time saved in scoring can reduce the cost of scoring by one third. © 2025 Elsevier B.V., All rights reserved.",artificial intelligence; micro-credential; online learning; professional development,,Article,Final,,2-s2.0-85214098467
"Ward, R.; Grant, S.; Larsen, M.W.; Giovacchini, K.","Ward, Rupert R.A. (36238475600); Grant, Sheryl L. (55924668100); Larsen, Megan Workmon (59480258100); Giovacchini, Kate (59480393500)",36238475600; 55924668100; 59480258100; 59480393500,"The Universal Micro-Credential Framework: The Role of Badges, Micro-Credentials, Skills Profiling, and Design Patterns in Developing Interdisciplinary Learning and Assessment Paths for Computing Education",2024,IEEE Transactions on Education,67,6,,897,906,0,3,10.1109/TE.2024.3486016,https://www.scopus.com/inward/record.uri?eid=2-s2.0-85212552413&doi=10.1109%2FTE.2024.3486016&partnerID=40&md5=099219837bf7a5358084a590b6865415,"The purpose of this article is to share worked examples of skills profiling within the universal micro-credential framework, a novel approach designed to further the enablement of 21st century skills which are defined here as a generalized series of competencies gained by a learner that enable them to self-reflect, self-regulate and self-optimize their capabilities within highly emergent contexts. This approach improves interdisciplinary learning and assessment paths for computing education by providing personalized learning and assessment options and by enabling curricula to better accommodate both internal and external interdisciplinary content. Through these worked examples, this article addresses potential solutions to fundamental and persistent structural issues in today's learning-earning ecosystem. Most significant of these issues is what the authors refer to as a ""capability-competency chasm,""a term used to describe an enduring gap that creates problematic deficits for learners as they transition between education and employment. At the core of the universal micro-credential framework is skills profiling, which can leverage micro-credential pathways and badge catalogues, both within the context of computing education in particular and across higher education in general. Accounting for the complexity of implementing system-wide redesign in highly variable higher-education contexts, this article also briefly references the role of design patterns to enable such implementation. Collectively, these flexible credentialing innovations offer a globally innovative solution to systemic challenges, explaining both the importance of addressing such challenges and the opportunities arising from them. © 2024 Elsevier B.V., All rights reserved.",Career paths; computing skills; employability; employment; innovation; interdisciplinary; lifelong learning; student assessment,Employment; Career paths; Computing education; Computing skills; Design Patterns; Employability; Innovation; Interdisciplinary; Interdisciplinary learning; Life long learning; Student assessment; Economic and social effects,Article,Final,,2-s2.0-85212552413
"Nic Giolla Mhichil, M.N.G.","Nic Giolla Mhichil, Mairéad (56708717800)",56708717800,Micro-credential mountains and molehills,2024,,,,,251,259,0,0,10.4337/9781035311293.00046,https://www.scopus.com/inward/record.uri?eid=2-s2.0-85212004519&doi=10.4337%2F9781035311293.00046&partnerID=40&md5=f5b3e89c71c794868d38bae489ee7d27,"Micro-credentials are an international topic in higher education, policy and industry circles purporting to address employability, lifelong and life-wide agendas through short-form learning. Many higher education institutions and systems are attempting to navigate a path for their micro-credential engagement. To facilitate their journey, some of the key questions and issues such as quality assurance, stackability and learner status are discussed in this chapter with reference to ongoing national and international micro-credential developments, projects and initiatives. What is clear, however, is that although micro-credentials are not new in higher education, they are posing some major questions for a myriad of higher education and quality actors particularly if awareness, recognition, transparency and scalability of this offering type is to be systematically and institutionally supported. © 2024 Elsevier B.V., All rights reserved.",Certification; International frameworks; Life long learning; Micro-credentials; Standards,,Book chapter,Final,,2-s2.0-85212004519
"Kiriakos, D.; Kotsifakos, D.; Psaromiligkos, Y.","Kiriakos, Dimitrios E. (58802546600); Kotsifakos, Dimitrios (57191836892); Psaromiligkos, Y. (6505901309)",58802546600; 57191836892; 6505901309,"Predicting, Modeling, and Designing for a Bitcoin's Technical Administrator's Micro-Credentials Skills",2024,,,,,75,80,0,0,10.1109/SEEDA-CECNSM63478.2024.00022,https://www.scopus.com/inward/record.uri?eid=2-s2.0-85210841681&doi=10.1109%2FSEEDA-CECNSM63478.2024.00022&partnerID=40&md5=d0d9224d0bf3a5255fecba3c94485580,"Nowadays blockchain studies have become quite popular, especially among the new generation of technicians, as they pave the way for important and interesting careers in an ever-growing and changing interdisciplinary landscape of technology and finance. The popularity of blockchain studies is particularly due to the uses and applications of financial services, to the extent that their applications are involved with other remote or decentralized applications, smart contracts, or even in the field of data protection and security. The pedagogical observations of the analysis of this article are integrated into a Predicting, Modeling, and Designing for blockchain's Technical Administrator's Micro-Credentials Skills that combine the multiple knowledge bases of cryptocurrencies and include elements of stochastic analysis and cryptography linked to micro-credentials. The paper is interdisciplinary and education-oriented, and it addresses the institutional framework for blockchain establishment and inclusion in education structures with Vocational Education and Training Schools and Institutes. © 2024 Elsevier B.V., All rights reserved.",and Designing; blockchain's Technical Administrator's Micro-Credentials Skills; Modeling; Vocational Education and Training,Apprentices; Bitcoin; Blockchain; Decentralized finance; And designing; Block-chain; Blockchain technical administrator micro-credential skill; Decentralised; Financial service; Modeling; Predicting models; Protection and security; Stochastic analysis; Vocational education and training; Stochastic systems,Conference paper,Final,,2-s2.0-85210841681
"Osborne, S.; Thirlaway, K.","Osborne, Steven (57897007700); Thirlaway, Katie (58674782300)",57897007700; 58674782300,35: Developing micro-credential provision with industry stakeholders,2024,,,,,356,369,0,0,10.4337/9781035316809.00052,https://www.scopus.com/inward/record.uri?eid=2-s2.0-85207569584&doi=10.4337%2F9781035316809.00052&partnerID=40&md5=1346df00e7278b26274bbfe3ce6c799f,"The United Nations currently advocate that national governments should prioritise lifelong learning as a critical solution to addressing a broader set of challenges facing society, employers, and global citizens. Higher education institutions (HEIs) need to consider how they can consolidate their position as lifelong learning institutions in this geo-political landscape. Micro-credentials are emerging as one solution in supporting this lifelong learning agenda, typically promoted as credit- bearing learning provisions focused on specific learning outcomes in a narrow field of learning and achieved over a shorter period. Embedding flexible lifelong learning and micro-credential solutions has implications for HEI strategies, organisational structures, curricula design, pedagogic approaches, learning pathways and employer engagement strategies. HEIs must develop a deep and critical understanding of workforce planning and development issues across industrial sectors to ensure the effective development of micro-credentials. This chapter will highlight how higher education providers can develop a civic, moral, and economic case for establishing alliances with industry stakeholders to develop targeted and sustainable micro- credential solutions. © 2024 Elsevier B.V., All rights reserved.",Civic case; Economic case; Industry stakeholders; Lifelong learning; Micro-credentials; Moral case,,Book chapter,Final,,2-s2.0-85207569584
"Tatt, K.T.; Chan, J.I.L.; Arumugam, P.V.; Lee, H.W.","Tatt, Tan Koon (55566130000); Chan, Josephine Ie Lyn (59638527000); Arumugam, Prakash V. (57209777945); Lee, Heng Wei (36988146500)",55566130000; 59638527000; 57209777945; 36988146500,CLOSING THE TALENT GAP: A PROPOSED MICRO-CREDENTIAL MODEL IN MALAYSIAN FORMAL EDUCATION,2024,Turkish Online Journal of Distance Education,25,4,5,67,80,0,2,10.17718/tojde.1400152,https://www.scopus.com/inward/record.uri?eid=2-s2.0-85205757509&doi=10.17718%2Ftojde.1400152&partnerID=40&md5=92872e16a12e6274568e6dcf7f1d62c2,"The global talent gap is a consequence of skills mismatch among job seekers. Although micro-credentials appeared to be a potential solution to narrow the talent gap, it is unclear how they can be effectively implemented in a structured academic pathway. The purpose of this study is to explore the potential of a proposed micro-credential model for formal education via the Accreditation of Prior Experiential Learning Micro-credentials (APEL.M), to support the talent gap challenges faced by companies in Malaysia. The study used a qualitative case study method with data collected mainly from a focus group discussion among relevant faculty heads, administrators, and senior management team members. The findings indicated that despite potential challenges and issues towards implementing the new micro-credential model, the proposed model is significant for policymakers, higher education providers, and industry stakeholders interested in addressing the talent gap and creating alternative pathways to formal academic qualifications. © 2024 Elsevier B.V., All rights reserved.",APEL.M; formal academic qualification pathways; higher education providers; Micro-credentials; MQA; talent gap,,Article,Final,All Open Access; Gold Open Access,2-s2.0-85205757509
"Tee, P.K.; Song, B.L.; Ho, M.K.; Wong, L.C.; Lim, K.Y.","Tee, Poh Kiong (57191344245); Song, Bee Lian (57191404082); Ho, Mingkang (59334535200); Wong, Ling Chai (57982971200); Lim, Kim Yew (57214124321)",57191344245; 57191404082; 59334535200; 57982971200; 57214124321,"Bridging the gaps in digital skills: Employer insights on digital skill demands, micro-credentials, and graduate employability",2024,"Journal of Infrastructure, Policy and Development",8,9,7313,,,0,1,10.24294/jipd.v8i9.7313,https://www.scopus.com/inward/record.uri?eid=2-s2.0-85204347272&doi=10.24294%2Fjipd.v8i9.7313&partnerID=40&md5=4c3304e8bcbef8446312412fab6d7fac,"The integration of new technologies and digitalisation causing significant changes in the skills demanded, leading to skills shortages and skills gaps in digital context. Undoubtedly, the employees’ digital skills and knowledge need to be aligned with the ongoing technological changes. This study obtains inputs from the employers from professional services sector regarding the demand for digital skills and the existence of gaps in digital skill among the employees. The impact of digital skills and willingness to pay for the micro-credential on the employability was investigate. 308 responses from the employers reside in Klang Valley, Johor and Penang collected via online survey. The five areas of digital skills adopted from Digital Competence 2.0, and the pair-sample t-test in SPSS was used to identify the present of skill gaps. Besides, PLS-SEM was used to test the hypotheses with regard to impacts of digital skills and micro credential on employability. The findings indicate that problem-solving and safety skills were ranked as highly demanded digital skills in the future. The skill gaps were found in all areas of digital skills except information and data literacy. The employers agreed that digital skills did affect their decision in hiring the graduate employees and they are willing to pay for micro-credentials to address the skills gaps. Yet, willingness to pay for micro-credentials did not affect the employability directly and indirectly. This study provides insights into the demand of digital skills and the digital skills gaps. Implications of the study from theoretical and practical perspectives are discussed. © 2024 Elsevier B.V., All rights reserved.",digital skills; employability; entry-level graduate employees; graduate employability; micro-credential; skill gaps,,Article,Final,All Open Access; Gold Open Access,2-s2.0-85204347272
"Rodríguez-Valido, M.R.; Carballo, P.P.; Hernández-Fernández, P.; Núñez, A.","Rodríguez-Valido, Manuel (23006484800); Carballo, Pedro P. (6602499289); Hernández-Fernández, Pedro (55813327100); Núñez, Antonio (7103279517)",23006484800; 6602499289; 55813327100; 7103279517,Micro-Credentials as an Environment for Teaching the RISC-V Ecosystem,2024,,,,,,,0,0,10.1109/TAEE59541.2024.10605008,https://www.scopus.com/inward/record.uri?eid=2-s2.0-85201279327&doi=10.1109%2FTAEE59541.2024.10605008&partnerID=40&md5=105010cd2732be81b21fc85b03eb1991,"This paper presents a training programme based on micro-credentials (short courses) for the RISC-V hardware-software ecosystem. Micro-credentials are a way, proposed by the European Union and adopted by the member countries, to meet the needs for lifelong re-qualification of working people. We propose a training programme around this ecosystem based on the needs (knowledge and skills) of job seekers related to Systems on Chip (SoC) design. © 2024 Elsevier B.V., All rights reserved.",chip design; job re-skilling; micro-credentials; RISC-V; SoC; technology sovereignty,Hardware-software codesign; Integrated circuit design; Personnel training; Teaching; Chip design; Hardware/software; Job re-skilling; Micro-credential; RISC-V; Short course; Software ecosystems; Systems-on-Chip; Technology sovereignty; Training program; System-on-chip,Conference paper,Final,,2-s2.0-85201279327
"Scahill, J.; O’Donnell, F.; Comerford, C.; Heaney, C.","Scahill, John (58171675700); O’Donnell, Frances C. (57218611144); Comerford, Ciaran (59252160700); Heaney, Carmel (59252160800)",58171675700; 57218611144; 59252160700; 59252160800,Co-creating an SDG focused micro-credential,2024,International Conference on Higher Education Advances,,,,748,755,0,0,10.4995/HEAd24.2024.17334,https://www.scopus.com/inward/record.uri?eid=2-s2.0-85200718789&doi=10.4995%2FHEAd24.2024.17334&partnerID=40&md5=25c23a2561d73843880e35e08cb15c70,"This project describes the development and co-creation of a micro-credential programme on the UN SDGs by a team of lecturers and instructional designers from an Irish Technological University. The project explores how the programme and module content development process is enhanced and improved through a mutually respectful collaborative co-creation approach that iteratively evolved in response to student feedback and advances in technology and artificial intelligence. The project output is an on-line asynchronous 20 credit programme consisting of 4 x 5 credit modules, all of which are micro-credentials. The project highlights and demonstrates the potential benefits of lecturer/ID co-creation and collaboration, through the use of a structured design approach, storyboarding, continuous review and an openness to embrace and fully engage with student and peer feedback. Mutual respect and a shared understanding of pedagogical approaches enabled the team to transform the challenges of asynchronous material development into opportunities for innovation and enhanced learning experiences. © 2024 Elsevier B.V., All rights reserved.",co-creation; Instructional Design; Microcredential; pedagogy; SDGs,,Conference paper,Final,All Open Access; Gold Open Access; Green Accepted Open Access; Green Open Access,2-s2.0-85200718789
"Tammeleht, A.; Rajando, K.","Tammeleht, Anu (57211577635); Rajando, Kertu (58642810100)",57211577635; 58642810100,Measuring the effectiveness of a micro-credential programme: utilising the Kirpatrick’s model for evaluation. A Case Study,2024,International Conference on Higher Education Advances,,,,1,9,0,0,10.4995/HEAd24.2024.17134,https://www.scopus.com/inward/record.uri?eid=2-s2.0-85200716571&doi=10.4995%2FHEAd24.2024.17134&partnerID=40&md5=d30d9bb5666cc94ae703a71c9272cc33,"The quality of microcredential programmes is mostly based on formal quality assessment standards. Still, even if all formal standards are met, how can the facilitators and learners evaluate the long-term effectiveness and impact of the MC programme? This case study provides an example of how to measure training effectiveness. We describe how to collect data and analyse it following Kirkpatrick’s evaluation criteria (learners’ reactions, learning process/outcomes, behaviour/practices, and results). The personalised approach of collecting learner reactions resulted in quite high satisfaction scores at the end of the programme. Successful completion of coursework as well as the development of competencies displayed in learning diaries provide evidence of the successful learning process. The high quality of submitted work gives proof of effective implementation of knowledge and competencies. Results criteria also indicated a high level of retention as well as implementation of competencies in their institutions. © 2024 Elsevier B.V., All rights reserved.",evaluation criteria; microcredential programme; training effectiveness,,Conference paper,Final,All Open Access; Gold Open Access; Green Accepted Open Access; Green Open Access,2-s2.0-85200716571
"Hanson, J.; Kiernan, A.; Dodd, V.","Hanson, Jill (57218673957); Kiernan, Annabel (59234351300); Dodd, Vanessa (57196074587)",57218673957; 59234351300; 57196074587,36: Collaborating with Business and Local Government to Develop a Successful Micro-Credential Approach,2024,,,,,370,382,0,1,10.4337/9781035316809.00053,https://www.scopus.com/inward/record.uri?eid=2-s2.0-85199580458&doi=10.4337%2F9781035316809.00053&partnerID=40&md5=7aa00d3111c2a25f792962336b8e1a3e,"In this chapter we will outline how micro-credentials (MCs) can address UK government policy by drawing from international case studies from Canada, the Republic of Ireland, Scotland and the United States to determine how policy, providers and employers can work together. We also present a typology of features needed to make MCs work as part of cohesive higher education portfolio to address employer need. Finally, we discuss the range of challenges to implementing a MCs system delivered by universities in the United Kingdom. © 2024 Elsevier B.V., All rights reserved.",Business; higher education partnerships; Microcredentials; Policy; Skills gaps; Social mobility,,Book chapter,Final,,2-s2.0-85199580458
"Howard, H.; Phillips, M.; Zwicky, D.; Berry, F.","Howard, Heather A. (57193064440); Phillips, Margaret L. (55241043800); Zwicky, David A. (55859148800); Berry, Frederick Clayton (7102398210)",57193064440; 55241043800; 55859148800; 7102398210,Scalable competitive intelligence education through micro-learning and micro-credentials,2024,Journal of Business and Finance Librarianship,29,4,,291,308,0,1,10.1080/08963568.2024.2379553,https://www.scopus.com/inward/record.uri?eid=2-s2.0-85198627681&doi=10.1080%2F08963568.2024.2379553&partnerID=40&md5=adb5064849b2e210dd3367abd045f2cd,"It is essential for students, both inside and outside the business school, to learn business information literacy skills to make ­evidence-based decisions. To address this need, faculty from a large public university developed a competitive intelligence digital module using micro-learning and micro-credentialing concepts designed to be scalable for use in many disciplinary areas. During the pilot, students in a first-year Management course and a senior capstone Engineering Technology course were surveyed to determine their perceptions of the content’s utility and usability. This paper presents the results of this survey to determine student perceptions and if there are any disciplinary differences. © 2024 Elsevier B.V., All rights reserved.",Business information literacy; digital badges; librarians; micro-credentials; micro-learning,,Article,Final,,2-s2.0-85198627681
"Halim, F.S.A.; Luaran, J.E.; Lee, L.S.S.","Halim, Fauziah Saadah Abdul (58530712200); Luaran, Johan Eddy (57192105455); Lee, Sze Seau (57202848761)",58530712200; 57192105455; 57202848761,Unravelling Challenges of Higher Education Institutions in Implementing Effective Micro-Credentials: A Multi-Stakeholder Qualitative Study,2024,Asian Journal of University Education,20,1,,114,126,0,5,10.24191/ajue.v20i1.25698,https://www.scopus.com/inward/record.uri?eid=2-s2.0-85187500035&doi=10.24191%2Fajue.v20i1.25698&partnerID=40&md5=b64a8aeb00f6e0f17f34acc160c799a9,"In response to the evolving educational landscape where employers are searching for individuals with specific skills aligned with the swiftly changing market needs, universities worldwide, including those in Malaysia, are increasingly interested in micro-credentials. Identifying challenges in micro-credential adoption is crucial for various stakeholders, including course developers, policy makers, government agencies, and industry bodies. This research aims to examine the challenges faced by multi-stakeholders in higher education institutions while adopting micro-credential as viable alternatives and formal credentialing systems. This qualitative study employed semi-structured individual interviews involving 20 higher education stakeholders. The interviews were audio-recorded, transcribed, and analysed using structured qualitative content analysis in MAXQDA, with Lincoln and Guba’s criteria guiding the analysis process to ensure rigour. The study identified five factors that challenge the adoption of micro-credentials: learners, developers, organisational, industries, technological factors. Based on these factors, recommendations for addressing these challenges were proposed. It is hoped that a more informed and nuanced understanding of these challenges will enable Malaysian educational institutions and policymakers to devise effective strategies to overcome barriers and create a robust micro-credential ecosystem that addresses the needs of learners and future employers. © 2024 Elsevier B.V., All rights reserved.",Challenges; Higher Education; Malaysia; Micro-Credentials; Stakeholders,,Article,Final,All Open Access; Gold Open Access,2-s2.0-85187500035
"Li, W.; Ironsi, C.S.","Li, Weiqing (22034994900); Ironsi, Chinaza Solomon (57222227071)",22034994900; 57222227071,Efficacy of micro credential learning spaces in developing students’ twenty-first century skills: Towards graduate work readiness,2024,Education and Information Technologies,29,1,,1201,1216,0,11,10.1007/s10639-023-12294-3,https://www.scopus.com/inward/record.uri?eid=2-s2.0-85178476079&doi=10.1007%2Fs10639-023-12294-3&partnerID=40&md5=6e9b6a167463c2f1c15af1bf9f880425,"This paper investigates the efficacy of integrating micro-credentials into teaching 21st-century skills to equip students with soft skills required for optimal productivity in the workplace and industry. A mixed-method research design with an experimental approach was used to elicit information from 90 students on the effectiveness of micro-credentials learning spaces in developing students' critical thinking, problem-solving, and communication skills. After collecting and analyzing data from post-tests and interviews, the paper unveiled that although traditional classrooms improved students' communication skills, micro-credential learning spaces were more effective in improving students' critical thinking, problem-solving, and communication skills. Other novel findings of the study were used to make insightful conclusions on the study’s objective. This paper contributes to ongoing discussions on graduate work readiness. This paper further advances scientific knowledge by providing empirical evidence to support the efficacy of micro-credential as technological support for equipping students with employability skills required in 21st-century workplaces and industries. © 2024 Elsevier B.V., All rights reserved.",21st-century skills; Graduate work readiness; Learning spaces; Micro-credentials; Technology,,Article,Final,,2-s2.0-85178476079
"Cosby, A.; McDonald, N.; Lovric, K.","Cosby, Amy M. (57203567486); McDonald, Nicole (57215459521); Lovric, Kristen (58554800900)",57203567486; 57215459521; 58554800900,Designing a skills training pathway for the agricultural workforce from the employer perspective: skills micro-credentials from seasonal worker to supervisor,2024,Journal of Agricultural Education and Extension,30,4,,535,552,0,3,10.1080/1389224X.2023.2249435,https://www.scopus.com/inward/record.uri?eid=2-s2.0-85169124946&doi=10.1080%2F1389224X.2023.2249435&partnerID=40&md5=68283de81d13b6a56cd75082b76c3be2,"Purpose: To identify a skilled micro-credentialled training pathway for agricultural careers. Design/Methodology/Approach: A survey consisting of open ended and Likert-type ratings questions regarding workforce skills requirements, training priorities and training delivery preferences was administered with 17 agricultural business managers and employers. Data were analysed to understand current workforce structures, compliance and training skills needs for workforce segments including: (a) seasonal workers, (b) entry level workers, and (c) supervisors. Findings: Seventeen compliance and technical skills were identified as training priorities, and preferred approaches to training delivery included blended and on-the-job training, with formal accredited training preferred across all skills domains. Practical Implications: Findings suggest that micro-credentials for these skills domains are of use for industry, with a skills development pathway for different workforce segments identified. Theoretical Implications: It has been argued that micro-credentials may be a mechanism to improve the career motivations of workforce segments that traditionally do not engage in certificate or diploma level courses. The current research reports on an employer-identified need for this type of system, with further research required to explore employee perspectives. Originality/Value: This research contributes a skills map that can be used to inform the design a micro-credentialled training pathway for the agricultural workforce. © 2024 Elsevier B.V., All rights reserved.",Agriculture; digital badges; micro-credentials; training; workforce,,Article,Final,,2-s2.0-85169124946
"Guest, M.A.; Clark-Shirley, L.; Hancock, C.; Newsham, T.M.K.; Nikzad-Terhune, K.; Jenkins, K.","Guest, M．Aaron (58094512400); Clark-Shirley, Leanne J. (55014251900); Hancock, Cynthia Riffe (55649739400); Newsham, Tina M.K. (57220753572); Nikzad-Terhune, Katherina A. (26031627900); Jenkins, Kaylah (57950039500)",58094512400; 55014251900; 55649739400; 57220753572; 26031627900; 57950039500,An environmental scan of aging-related micro-credentials: Implications for gerontology and gerontologists,2024,Gerontology and Geriatrics Education,45,4,,607,617,0,2,10.1080/02701960.2022.2130286,https://www.scopus.com/inward/record.uri?eid=2-s2.0-85141099961&doi=10.1080%2F02701960.2022.2130286&partnerID=40&md5=d035eafd6d5d6137d8df4b97b2dbe583,"The purpose and rise of formal academic programs in gerontology at colleges and universities has been well documented over the last fifty years. What has been less well-documented is the rise of alternative pathways to gerontology training and gerontological competence, including micro-credentialing. Micro-credentials (MCs) are intended to provide quick-to-complete, competency-based education around specific topics to demonstrate relevant skills to employers. Little is known about the prevalence of micro-credentialing related to gerontology. To address this gap, we conducted an environmental scan of existing aging-related micro-credentialing opportunities. We identified 89 MCs with an explicit aging focus, applied strict inclusion criteria (narrowing the sample to 54 MCs included in the analysis), and examined the characteristics of the MCs’ scope and nature. Most MCs focused on aging-related health/disease conditions, highlighting the decline mentality underlies such training. Future efforts should entail analysis of the competencies addressed by MCs as it is critical to ensure alignment between gerontological MCs and established gerontological competencies and standards and to differentiate MCs from formal academic programs. © 2024 Elsevier B.V., All rights reserved.",digital badges; gerontology; higher education; Micro-Credential; workforce development,accreditation; aging; clinical competence; curriculum; education; geriatrics; human; Aging; Clinical Competence; Competency-Based Education; Credentialing; Curriculum; Geriatrics; Humans,Article,Final,,2-s2.0-85141099961
"Miller, K.K.; Jorre de St Jorre, T.","Miller, K. K. (8535023700); Jorre de St Jorre, T. (24338263700)",8535023700; 24338263700,Digital micro-credentials in environmental science: an employer perspective on valued evidence of skills,2024,Teaching in Higher Education,29,4,,1058,1074,0,25,10.1080/13562517.2022.2053953,https://www.scopus.com/inward/record.uri?eid=2-s2.0-85127120050&doi=10.1080%2F13562517.2022.2053953&partnerID=40&md5=21398fccce8fb6d5a31bec37e5ddb384,"To advance the employability agenda in higher education, we need new ideas for embedding career skills into university curricula and novel tools for articulating the capabilities of learners. Situated in the discipline of environmental science, the aim of this study was to examine employer perceptions of the skills needed for a career in the sector and the utility of micro-credentials in recognising and recruiting graduates. Through in-depth interviews with 22 environmental professionals in three Australian states/territories, we found that employers use multiple lines of evidence when recruiting for new positions and that alternative sources of information are highly valued in their decision-making. Questions about the utility of micro-credentials in this process centred around a case study in environmental science. While there was strong support and enthusiasm for the micro-credential and broad approach, employers needed further context about how micro-credentials can be used, and confidence in the rigour and standards applied. © 2024 Elsevier B.V., All rights reserved.",employability; Environmental education; graduate capabilities; recruitment,,Article,Final,,2-s2.0-85127120050
"Brown, S.; Phillips, S.K.; Goring, J.; Kelly, P.","Brown, Seth Earl (50862418700); Phillips, Scott K. (58135208500); Goring, James (57442470000); Kelly, Peter James (56598288700)",50862418700; 58135208500; 57442470000; 56598288700,"Capability Development and Micro-Credentials: A Case Study of Community-Based, Value Creation for Neurodiverse Young People",2024,Global Education in the 21st Century,8,,,197,213,0,0,10.1163/9789004688490_011,https://www.scopus.com/inward/record.uri?eid=2-s2.0-105018764188&doi=10.1163%2F9789004688490_011&partnerID=40&md5=affe8fc455e3f0244b903f7e4a8855b7,"In this chapter, we discuss a place-based action research project with neurodiverse young people, support agencies, governments and businesses in Melbourne’s Outer Northern Suburbs. The aims of the project included developing young people’s capabilities in Co-Design for Diversity and Inclusion, evaluating their progress in a series of capability and capacity-building milestone meetings, and awarding, if appropriate, a community based micro-credential. In identifying and analysing the educational innovation promised by this approach, we discuss how we created and captured shared social, cultural, and economic value for them and their community. © 2025 Elsevier B.V., All rights reserved.","co-design; education and training, innovation, and employment pathways; micro-credentials; neurodiversity; young people",,Book chapter,Final,,2-s2.0-105018764188
"Ataş, A.H.","Ataş, Amine Hatun (58408248400)",58408248400,Flipped Classroom Approach to Incorporate MOOCs as Micro-Credentials Into Higher Education,2024,,,,,313,340,0,1,10.4018/979-8-3693-5488-9.ch0013,https://www.scopus.com/inward/record.uri?eid=2-s2.0-105009583780&doi=10.4018%2F979-8-3693-5488-9.ch0013&partnerID=40&md5=4c30f646167586c01713e22bd9daed3b,"Micro-credentials, which signify the attainment of particular skills, have attracted considerable interest due to their adaptability, alignment with industry requirements, nd congruence with lifelong learning endeavors. While encompassing various types, micro-credentials are often linked with Massive Open Online Courses (MOOCs). Despite the increasing number of MOOCs and the rising enrollment of students acquiring micro-credentials, there is a challenge regarding the recognition of these micro-credentials within formal educational contexts. At this stage, the Flipped Classroom (FC), which involves both online and in-class phases, could present a suitable approach for integrating micro-credentialing into formal educational contexts under the guidance of course instructors. Accordingly, the aim of this chapter is to advance a conceptual proposal for acknowledging and recognizing MOOCs as a source of micro-credentials within the context of higher education environments while accounting for the intricate interactions among micro-credentialing, MOOCs, and the FC approach. © 2025 Elsevier B.V., All rights reserved.",,Curricula; E-learning; Students; Educational context; High educations; Industry requirements; Life long learning; Massive open online course; Teaching,Book chapter,Final,,2-s2.0-105009583780
"Asrifan, A.; Sadaruddin, S.; Ashar, A.; Nonci, J.; Setiawan, T.; Erniati, E.","Asrifan, Andi (57200254488); Sadaruddin, Sadaruddin (59762501700); Ashar, Ashar (59971925300); Nonci, Jusmaniar (59971918100); Setiawan, Trisno (59971921200); Erniati, Erniati (58757203000)",57200254488; 59762501700; 59971925300; 59971918100; 59971921200; 58757203000,Redefining Learning Pathways: The Impact of AI-Enhanced Micro-Credentials on Education Efficiency,2024,,,,,281,312,0,1,10.4018/979-8-3693-5488-9.ch0012,https://www.scopus.com/inward/record.uri?eid=2-s2.0-105009583300&doi=10.4018%2F979-8-3693-5488-9.ch0012&partnerID=40&md5=c19383257ee69535d048bda83d01c60f,"AI-enhanced micro-credentials can optimize learning pathways, improve access to education, and boost workforce skills, according to this report. It addresses traditional education delivery model issues and an increasing requirement for lifelong learning. An AI expert system tool called EDMENTUM validates credentials and customizes learning routes in the quasi-experimental study on AI-enhanced micro-credentials and learning efficiency. Discussing micro-credentials history and integration with AI, case examples show their practical use. The document also emphasizes linking education with industrial demands and addressing fairness, access, data privacy, and security issues for policy and practice. AI-enhanced micro-credentials have many benefits, but careful design and execution are needed to maintain data transparency, trust, and management. © 2025 Elsevier B.V., All rights reserved.",,Data privacy; Information management; Data privacy and securities; Delivery models; Industrial demands; Learning efficiency; Learning pathway; Life long learning; Practical use; Privacy issue; Security issues; Traditional educations; Efficiency,Book chapter,Final,,2-s2.0-105009583300
"Kır, Ş.; Yıldırım, H.; Bozkurt, A.","Kır, Şeyda (58195443000); Yıldırım, Hakan (59971919900); Bozkurt, Aras (56566181600)",58195443000; 59971919900; 56566181600,Exploring the Potential and Future Directions of Micro-Credentials Through the Scenario Archetypes Method,2024,,,,,115,132,0,0,10.4018/979-8-3693-5488-9.ch006,https://www.scopus.com/inward/record.uri?eid=2-s2.0-105009582792&doi=10.4018%2F979-8-3693-5488-9.ch006&partnerID=40&md5=c925960e455dcf0ec733029dd23e3133,"Micro-credentials have emerged as a flexible, skill-based alternative to traditional degrees, meeting the demands of modern education and employment sectors. Using the Four Archetypes Scenario model—continuous growth, collapse, disciplined society, and transformation—this chapter explores their future in higher education. In the continuous growth scenario, micro-credentials integrate with higher education, driving curriculum evolution and industry partnerships. The collapse scenario warns of institutional failures to adapt and employer skepticism, threatening micro-credentials' value. In the transformation scenario, micro-credentials are widely accepted, reshaping higher education by promoting flexibility, upskilling, and lifelong learning. This analysis aims to provide insights into micro-credentials' evolving role in the education landscape, offering a roadmap for their sustainable integration into higher education and industry. © 2025 Elsevier B.V., All rights reserved.",,Curricula; Growth/collapse; High educations; Industry partnerships; Institutional failures; Life long learning; Modern educations; Roadmap; Scenario models; Sustainable integrations; Personnel,Book chapter,Final,,2-s2.0-105009582792
"Galvão, A.; Chumbo, I.; Anes, E.","Galvão, Ana Maria Nunes Português (58532943700); Chumbo, Isabel (58532943800); Anes, Eugénia Maria Garcia Jorge (57210130755)",58532943700; 58532943800; 57210130755,Micro-Credentials in Higher Education: A New Path for Gerontology,2024,,,,,403,427,0,0,10.4018/979-8-3693-5488-9.ch0016,https://www.scopus.com/inward/record.uri?eid=2-s2.0-105009582553&doi=10.4018%2F979-8-3693-5488-9.ch0016&partnerID=40&md5=453a9be2a797255c1f19ec28b0b30b37,"The mission of this chapter is to provide a comprehensive overview of the importance and potential of microcredentials in advancing education and professional practice in Gerontology, emphasising the need for an adaptable, competency- oriented educational approach in this vital field. The following objectives are proposed: to reiterate the value of microcredentials as a strategic educational resource to meet the specific demands of Gerontology in higher education and to emphasise the need for a continued commitment to educational innovation and interdisciplinary collaboration to prepare trained gerontologists to meet the challenges of the Decade of Healthy Ageing 2021- 2030. © 2025 Elsevier B.V., All rights reserved.",,Education practices; Educational approach; Educational innovations; Educational resource; High educations; Interdisciplinary collaborations; Professional practise,Book chapter,Final,,2-s2.0-105009582553
"Galvão, A.; Chumbo, I.; Anes, E.","Galvão, Ana Maria Nunes Português (58532943700); Chumbo, Isabel (58532943800); Anes, Eugénia Maria Garcia Jorge (57210130755)",58532943700; 58532943800; 57210130755,Micro-Credentials in Higher Education and the Learning Compass 2030: Intersections and Reflections,2024,,,,,381,401,0,0,10.4018/979-8-3693-5488-9.ch0015,https://www.scopus.com/inward/record.uri?eid=2-s2.0-105009582363&doi=10.4018%2F979-8-3693-5488-9.ch0015&partnerID=40&md5=5579c16aa1e4afafbfb69c87329e28ae,"Globalization in higher education is embodied in the articulation between micro-credentials and the Learning Compass, especially in the context of the Organization for Economic Cooperation and Development's (OECD) Learning Compass 2030, revealing a promising intersection for the future of education and skills development. Both concepts support the idea that education should be a continuous process, adaptable and aligned with the emerging needs of society and the labor market. The mission of this chapter is to understand how micro- credentials can help teachers sculpt their profile and train skills to help students on their learning path while promoting their well- being, as well as providing students with micro- credentials that enable them to develop knowledge and skills in specific areas and attitudes and values. © 2025 Elsevier B.V., All rights reserved.",,Education computing; Industrial relations; International cooperation; Personnel training; Teaching; Continuous process; Development Learning; Globalisation; High educations; Labour market; Learning paths; Organization for economic co-operation and development; Skills development; Teachers'; Well being; Students,Book chapter,Final,,2-s2.0-105009582363
"Kovilpillai, J.J.S.; Darshan Singh, A.D.; Hamdan, A.; McKenna, K.; Raza, F.A.","Kovilpillai, Jonathan J.S. (59653352500); Darshan Singh, Abtar K. (58263473500); Hamdan, Analisa (55943655400); McKenna, Kelly (57201316037); Raza, Fahd Ali (59971907100)",59653352500; 58263473500; 55943655400; 57201316037; 59971907100,"AI Enhanced Micro-Credentials for Efficiency and Accessibility: Using Gen-AI to Improve the Design, Development, and Delivery of Micro-Credentials",2024,,,,,153,194,0,1,10.4018/979-8-3693-5488-9.ch008,https://www.scopus.com/inward/record.uri?eid=2-s2.0-105009582096&doi=10.4018%2F979-8-3693-5488-9.ch008&partnerID=40&md5=6112ec2e779fb4016ffa5f3cdb2371e1,"This chapter, according to the authors, explores the transformative potential of Generative Artificial Intelligence (Gen-AI) in the design, development, and delivery of micro-credentials, aimed at enhancing efficiency and accessibility in education. By analyzing research from a pilot study conducted at a private university, the chapter delves into AI-driven approaches that improve learner engagement, course completion rates, and learner satisfaction. It addresses the role of AI in personalizing learning experiences, supporting learner success, and ensuring equitable access to educational opportunities. The chapter further examines how AI-powered learning designs can streamline the creation of micro-credentials and deliver them on demand. Additionally, it offers insights into the ethical considerations of integrating AI in education, providing recommendations for educators, technologists, and policymakers on leveraging AI to democratize education effectively. © 2025 Elsevier B.V., All rights reserved.",,Artificial intelligence; Curricula; Engineers; Learning systems; Design development; Educational opportunities; Equitable access; Ethical considerations; Learning designs; Learning experiences; On demands; Pilot studies; Policy makers; Efficiency,Book chapter,Final,,2-s2.0-105009582096
"Öncü, S.; Çolakoğlu, M.; Cigdem, H.","Öncü, Semiral (35339476800); Çolakoğlu, Merve (59971902200); Cigdem, Harun (36714964500)",35339476800; 59971902200; 36714964500,Leveraging AI-Managed Learning Analytics and Micro-Credentials for Enhanced Student Engagement,2024,,,,,133,151,0,0,10.4018/979-8-3693-5488-9.ch007,https://www.scopus.com/inward/record.uri?eid=2-s2.0-105009581884&doi=10.4018%2F979-8-3693-5488-9.ch007&partnerID=40&md5=bff84117b3498f56c3406e3fc7b7f9a8,"This chapter explores how the integration of Artificial Intelligence (AI)-managed learning analytics and micro-credentials can enhance student engagement and retention in higher education. The authors analyze the growing role of AI in monitoring student learning behaviors, providing real-time feedback, and enabling personalized interventions. They discuss the potential of micro-credentials, particularly digital badges, to motivate learners by recognizing their accomplishments and encouraging skill development. While these technologies present transformative opportunities, challenges such as data privacy, lack of standardization, and accessibility issues are addressed. The chapter emphasizes the importance of collaboration between educators, technologists, and policymakers to implement these tools equitably and effectively, with a focus on fostering lifelong learning and student success. © 2025 Elsevier B.V., All rights reserved.",,Artificial intelligence; Data privacy; High educations; Learning behavior; Life long learning; Policy makers; Real-time feedback; Skills development; Student engagement; Student learning; Student retention; Student success; Students,Book chapter,Final,,2-s2.0-105009581884
"Murgatroyd, S.","Murgatroyd, Stephen (59971900000)",59971900000,Micro-Credentials: Not Working as Advertised,2024,,,,,451,464,0,0,10.4018/979-8-3693-5488-9.ch0018,https://www.scopus.com/inward/record.uri?eid=2-s2.0-105009581753&doi=10.4018%2F979-8-3693-5488-9.ch0018&partnerID=40&md5=44c8b324d370372417132d690202f46f,"The explicit intention of governments in making investments in micro-credentials in Canada was to respond to a growing skills gap in the human capital market. Employers complained that they were unable to find potential employees with the skills needed. Given the challenges faced by colleges and universities and the challenges within the Canadian economy, micro- credentials looked like a potentially effective response to the need to upskill and reskill the workforce. The results have demonstrated that this linking of higher education to human capital market needs is not working and is, in fact, a fiction. This chapter explores the state of play of micro- credentials in Canada against a background of institutional precarity, shifting government policies and a larger economic picture. It suggests that not only are micro- credentials a weak response to the labour market needs, they represent system “noise” rather than a reasoned response to a social and economic challenge. © 2025 Elsevier B.V., All rights reserved.",,Employment; Financial markets; Industrial relations; Investments; Personnel; Public policy; Colleges and universities; Economic challenges; High educations; Human capitals; Labour market; Market needs; Skills gaps; Social challenges; System noise; Weak response; Commerce,Book chapter,Final,,2-s2.0-105009581753
"Yilmaz, H.; Yanik, S.","Yilmaz, Hulya (57219879638); Yanik, Seda (36238469500)",57219879638; 36238469500,Exploring Factors Influencing the Structure of Micro-Credentials in Distance Learning From Multiple Stakeholders’ Perspectives,2024,,,,,89,114,0,1,10.4018/979-8-3693-5488-9.ch005,https://www.scopus.com/inward/record.uri?eid=2-s2.0-105009580701&doi=10.4018%2F979-8-3693-5488-9.ch005&partnerID=40&md5=132e7c88e26860fd3ca9826878f815b7,"Distance learning has become more popular during the COVID-19 years and the micro-credentials (MCs) has been accepted widespread as an alternative to traditional degree programs. Higher Education Institutions play a critical role in the creation of MCs, taking into account the needs of learners and industry requirements. Hence, it is important to understand and develop this field due to the complexity and diversity of factors that influence the structuring of MCs in distance learning. Moreover, different stakeholders have various influences and priorities on the design, implementation, and adoption of MCs. Therefore, this chapter aims to explore the factors influencing the structuring of MCs in distance learning, considering multiple stakeholders’ perspectives. Using the MICMAC method, factors are categorized into influential, key, dependent, and autonomous groups, offering a comprehensive factor map. The chapter concludes with recommendations for effectively structuring MCs in distance learning, addressing both challenges and opportunities to enhance their impact and integration. © 2025 Elsevier B.V., All rights reserved.",,Degree program; Design implementation; Distance-learning; Higher education institutions; Industry requirements; Multiple stakeholders; Distance education,Book chapter,Final,,2-s2.0-105009580701
"Durak, G.; Çankaya, S.","Durak, Gurhan (57189252011); Çankaya, Serkan (26656550100)",57189252011; 26656550100,The Rise of Micro-Credentials: A New Certification System for Career Development,2024,,,,,1,18,0,2,10.4018/979-8-3693-5488-9.ch001,https://www.scopus.com/inward/record.uri?eid=2-s2.0-105009580524&doi=10.4018%2F979-8-3693-5488-9.ch001&partnerID=40&md5=409ef03a1b70550373d469f4c56688d5,"Micro-credentials focus on specific skills and competencies, enabling learners to acquire, demonstrate, and validate expertise in a shorter timeframe. Educational institutions, online platforms, and employers increasingly support these certifications, acknowledging their value for career development, workforce adaptability, and lifelong learning. They empower individuals to continuously update their knowledge and skill sets without the need for long-term study commitments, offering cost-effective, modular, and scalable education solutions. Despite their advantages, micro-credentials face challenges, including standardization, quality assurance, and recognition across countries. As educational institutions, employers, and policymakers work to address these barriers, the potential for micro-credentials to reshape education remains significant. Their rise reflects an era where flexible, skills-focused learning pathways are not only desirable but necessary for meeting the demands of a modern workforce and supporting lifelong personal and professional development. © 2025 Elsevier B.V., All rights reserved.",,Cost effectiveness; Employment; Personnel; Professional aspects; Career development; Certification systems; Cost effective; Educational institutions; Knowledge set; Life long learning; Long term study; Modulars; Online platforms; Skill sets; Quality assurance,Book chapter,Final,,2-s2.0-105009580524
"Hassan, S.N.","Hassan, Seharun Nisa (59971901000)",59971901000,Integration of Micro- Credentials With Artificial Intelligence in Open Education: Developments and Challenges for Middle East Countries,2024,,,,,251,279,0,0,10.4018/979-8-3693-5488-9.ch0011,https://www.scopus.com/inward/record.uri?eid=2-s2.0-105009580339&doi=10.4018%2F979-8-3693-5488-9.ch0011&partnerID=40&md5=9d7584adc404b0242bd81309a0335ff3,"The global trends in higher education are moving toward skill- based credentials. Micro-credentials and digital badges are the buzzwords to demonstrate the acquisition of industry- specific skills of the candidates. Integration of AI in open education could enhance the deployment of personalized higher education for everyone and can address several challenges related to retention, assessment, and credibility of micro- credentials in open pedagogy. Timely sharing of these credentials across a wide range of international systems through AI will widen the prospects of continuing education and employment for learners. The Middle East is making timely responses to the digitization of education systems. According to some market forecasts, the market for AI tools in the Middle East region will reach nearly eight billion dollars by the year 2027. There are several ethical dilemmas surrounding use of AI in education and micro- credential programs such as data privacy, biasness and fairness, equity in access, accountability, transparency, cultural sensitivity and the impacts on traditional education models and current review therefore stresses the need for comprehensive ethical guidelines and policies in the Middle East region rather blind adoption. The book chapter offers an analysis of the existing scenario, emerging opportunities and challenges and makes specific recommendations to expand and integrate AI tools in open education in the Middle East region. © 2025 Elsevier B.V., All rights reserved.",,Artificial intelligence; Data privacy; Ethical technology; Continuing education; Development and challenges; Digitisation; Education systems; Global trends; High educations; International system; Market forecast; Middle East; Open educations; Commerce,Book chapter,Final,,2-s2.0-105009580339
"Charles, T.; Zoelfakar, S.; Sebastian, S.","Charles, Tendai (58241614500); Zoelfakar, Soha (59391405900); Sebastian, Suraj K. (57224581545)",58241614500; 59391405900; 57224581545,Micro-Credentials in Vocational and Professional Training,2024,,,,,217,249,0,4,10.4018/979-8-3693-5488-9.ch0010,https://www.scopus.com/inward/record.uri?eid=2-s2.0-105009580002&doi=10.4018%2F979-8-3693-5488-9.ch0010&partnerID=40&md5=632074050c9ef8174dce6a30dfdf4b78,"This chapter explores the integration of micro-credentials within vocational and professional training, emphasising the transformative potential when combined with artificial intelligence (AI). Micro-credentials offer flexible, skill-specific certifications that align closely with the evolving demands of the workforce, providing rapid upskilling and targeted competency development. By leveraging AI, these credentials can be enhanced through personalised learning pathways, efficient assessment methods, and secure validation processes. This synergistic approach not only supports lifelong learning and continuous professional development but also addresses the dynamic needs of the 21st-century job market, fostering a more adaptive and skilled workforce. © 2025 Elsevier B.V., All rights reserved.",,Apprentices; Artificial intelligence; Employment; Professional aspects; Competency development; Continuous professional development; Job market; Learning pathway; Life long learning; Personalized learning; Professional training; Skilled workforces; Validation process; Vocational training; Personnel training,Book chapter,Final,,2-s2.0-105009580002
"Md Harizan, S.H.; Ally, M.","Md Harizan, Siti Haslina (59971930300); Ally, Mohamed (7003506405)",59971930300; 7003506405,Artificial Intelligence in Micro-Credentials for Open and Distance Learning: A Technologically-Enhanced Systematic Review,2024,,,,,341,379,0,0,10.4018/979-8-3693-5488-9.ch0014,https://www.scopus.com/inward/record.uri?eid=2-s2.0-105009579616&doi=10.4018%2F979-8-3693-5488-9.ch0014&partnerID=40&md5=4dbd74519042f0cd43498f7c90ce426f,"Micro-credentials are growing rapidly, meeting the demand for a flexible workforce and aligning well with the ODL environment. The use of artificial intelligence is pushing education to new heights. However, AI's integration in micro-credentials for ODL is fragmented, limiting the field's expansion. This research aims to address this gap by conducting a systematic review using software to analyse the relevant literature comprehensively. Employing a hybrid approach of bibliometric and thematic analysis, the review examines forty-six articles on AI integration into micro-credentials in ODL, identifying research gaps and suggesting future directions. The review provides updated insights, benefiting both theoretical and practical applications. It offers a comprehensive reference for industry practitioners to bridge the gap between theory and practice, contributing new knowledge and identifying future research opportunities. © 2025 Elsevier B.V., All rights reserved.",,Bibliometrics analysis; Distance-learning; Hybrid approach; Open learning; Research gaps; Research opportunities; Systematic Review; Thematic analysis; Theory and practice; Artificial intelligence,Book chapter,Final,,2-s2.0-105009579616
"Stamatakis, A.; Logothetis, I.; Petridis, K.; Kalogiannakis, M.; Vidakis, N.","Stamatakis, Antonios (57205182663); Logothetis, Ilias (57216936125); Petridis, Konstantinos (6603223896); Kalogiannakis, Michail (8533759300); Vidakis, Nikolas (55400158500)",57205182663; 57216936125; 6603223896; 8533759300; 55400158500,Micro-Credentials Establish New Realities in Digital Education,2024,,,,,19,38,0,1,10.4018/979-8-3693-5488-9.ch002,https://www.scopus.com/inward/record.uri?eid=2-s2.0-105009579197&doi=10.4018%2F979-8-3693-5488-9.ch002&partnerID=40&md5=e776092a106232442dd417db69fd03d0,"Micro- credentials are transforming digital education by offering flexible, targeted, and accessible ways for learners to acquire and demonstrate skills. Micro- Credentials are small, specialized certifications following a short learning experience, which recognize the knowledge or skills someone acquires in specific subjects or fields. Since 2011, when the Mozilla Foundation introduced the Open Badges system, the use of Micro- Credentials has grown and is now widely employed by all digital platforms offering distance education (Coursera, edX, Udacity, etc.) to certify learners' knowledge, and they are recognized as additional qualifications by employers. Micro- Credentials are becoming increasingly popular as an alternative or complementary form of education, particularly in fields where skills evolve rapidly, such as technology and digital skills, and represent a significant advancement in the field of non- formal and lifelong learning. © 2025 Elsevier B.V., All rights reserved.",,Curricula; Education computing; Engineering education; All digital; Digital platforms; Digital skills; In-field; Learning experiences; Life long learning; Mozilla; Non-formal learning; Technology skills; E-learning,Book chapter,Final,,2-s2.0-105009579197
"Hamutoğlu, N.B.; Aydemir, M.; De Raffaele, C.","Hamutoğlu, Nazire Burçin (57207942088); Aydemir, Mesut (59125822800); De Raffaele, Clifford (35301793400)",57207942088; 59125822800; 35301793400,Triggering Competitiveness From a Global Perspective: MOOCs and Micro-Credentials,2024,,,,,39,64,0,1,10.4018/979-8-3693-5488-9.ch003,https://www.scopus.com/inward/record.uri?eid=2-s2.0-105009578805&doi=10.4018%2F979-8-3693-5488-9.ch003&partnerID=40&md5=2cb02fe93e6e8320303319de45785dc2,"MOOCs and micro- credentials make high- quality education accessible to people from all backgrounds, leveling the playing field and promoting equitable access to skills and knowledge. These concepts are closely tied to global competitiveness by enabling individuals and economies to rapidly adapt to evolving skill demands, access cutting- edge knowledge, and foster innovation. This chapter aims to incorporate both concepts considering the sections and intersections from a global perspective to shape the future of education and bridge the skills gap. When the term makes it more important than ever to be competitive in a global sense, the chapter emphasizes to be aware of the competencies that the institutions have. Designing the skill- oriented online course contents would be a motivation source within the concept of internationalization. The recommendations for the stakeholders given in the frameworks that triggered the quality assurance, internationalization, and global competitiveness. © 2025 Elsevier B.V., All rights reserved.",,Competition; Cutting edges; Equitable access; Global competitiveness; Global perspective; Higher-quality education; Internationalisation; Levelings; Online course content; Playing fields; Skills gaps; Quality assurance,Book chapter,Final,,2-s2.0-105009578805
"Blaj-Ward, L.; Narang, A.; Garrett, J.","Blaj-Ward, Lia (55115703400); Narang, Amrita (58791945300); Garrett, Jenny (58791944400)",55115703400; 58791945300; 58791944400,Cultivating sustainable mentoring relationships: Micro-credentials and the SDGs,2023,,,,,39,56,0,2,,https://www.scopus.com/inward/record.uri?eid=2-s2.0-85181264171&partnerID=40&md5=8dbddb36c8255f75519f51a4f2e07930,"At the centre of Chapter 2 is higher education that places greater emphasis on lifelong learning journeys and equitable access to quality education at all stages of an individual's life and career. This chapter articulates the relevance of learning outcomes for both the world of work and for citizenship in a global and interconnected world. One way to operationalize this dual emphasis is through micro-credentials, which offer a flexible and modular way to learn new skills and knowledge. The chapter notes current challenges with implementing micro-credentials in a robust and quality assured manner, and suggests ways to overcome these. Mentoring is a valuable support system for academics wishing to implement micro-credentials and contribute to the achievement of all sustainable development goals. Mentors can help nurture initial ideas, guide the design and delivery of micro-credentials and ensure that they are aligned with the needs of students and university external stakeholders. The dialogue included in this chapter illustrates a specific scenario at undergraduate level. There is, however, recognition that a broader range of contexts for micro-credentials exists, where mentoring can provide equally valuable support towards achieving desired goals. With specific reference to mentoring, the chapter discusses ways in which mentoring relationships can develop and be maintained over time. It considers the impact that the setting in which mentoring meetings take place can have on the quality of the learning experience. Equally importantly, discussion touches on digital dimensions of mentoring - the metaverse as a setting and artificial intelligence complementing a real mentor or coach. © 2024 Elsevier B.V., All rights reserved.",Artificial intelligence (AI); Mentoring; Microcredentials; Settings for mentoring meetings; Sustainable Development Goals (SDGs),,Book chapter,Final,,2-s2.0-85181264171
"Eltahir, M.E.; Annamalai, N.; Zyoud, S.H.; Alsalhi, N.R.; Zakarneh, B.","Eltahir, Mohd Elmagzoub (57210316518); Annamalai, Nagaletchimee (57127041900); Zyoud, Samer H. (57220556938); Alsalhi, Najeh Rajeh (57208595993); Zakarneh, Bilal Mohammed (57214988141)",57210316518; 57127041900; 57220556938; 57208595993; 57214988141,Exploring the Adoption of Multiple Intelligences in Micro Credentials by Educators in Malaysian Higher Education,2023,Qualitative Report,28,12,,3514,3535,0,2,10.46743/2160-3715/2023.6093,https://www.scopus.com/inward/record.uri?eid=2-s2.0-85180568946&doi=10.46743%2F2160-3715%2F2023.6093&partnerID=40&md5=0cef6e65c611bbc63f03dbde854f2f98,"This study explored the multiple intelligence representation in the micro-credentials designed by Malaysian educators and the reasons for integrating multiple intelligences in their course materials. The study was guided by the eight indicators of multiple intelligences suggested by Howard Gardner. We conducted in-depth qualitative interviews with 20 educators from a university in the northern region of Malaysia. The thematic analysis guided by Braun and Clarke shows a number of reasons why educators included the indicators in designing their content for micro-credential. Educators generally demonstrated that they used all the multiple intelligences indicators in designing the micro-credentials. The findings are encouraging and suggest that all eight intelligences can be included in designing micro–credentials to enhance students' learning experiences with the help of technology. Finally, the authors suggest a pedagogical framework that can be considered by educators who intend to design the micro-credentials. © 2023 Elsevier B.V., All rights reserved.",educators; higher education institution; micro-credential; multiple intelligence; qualitative study; technology,,Article,Final,All Open Access; Gold Open Access; Green Accepted Open Access; Green Open Access,2-s2.0-85180568946
"Ling, P.; Ling, L.","Ling, Peter (36902255800); Ling, Lorraine M. (36842989000)",36902255800; 36842989000,Micro-credentials and higher education: The bottom line,2023,,,,,149,167,0,3,10.1108/978-1-80382-459-820231009,https://www.scopus.com/inward/record.uri?eid=2-s2.0-85178625055&doi=10.1108%2F978-1-80382-459-820231009&partnerID=40&md5=a95b9a3156dc3b4e696860eee212d242,"The focus of this chapter is on micro-credentials in higher education. In the current complex and fluid context, there is a demand for higher educa¬tion providers to be able to respond with flexible and targeted provision of learning opportunities. Crafting micro-credentials, or disaggregating credentials, can be effective in reaching target audiences. For students, the availability of micro-credentials allows them to satisfy immediate learning needs. For industry, micro-credentials can provide elements of vocational training. On the other hand, it is a challenge to design micro-credentials that provide the cognitive perspective associated with higher education to ensure an appreciation of an associated body of knowledge or field of study. Further, education offered by universities and other higher educa¬tion providers needs to have the potential to support the ongoing academic life of the institution, which is dependent on teaching being informed by research and current understandings in the field, and the research area be¬ing refreshed with talent with an appreciation of their field of study and as-sociated bodies of knowledge. This, therefore, can be seen as something of an eco-system, which is dependent for its sustenance on learners acquiring more than fragments of knowledge or information. There are consequenc¬es for devising policies and procedures for the design, recognition, and pro¬vision of micro-credentials in higher education. Policies and procedures need to explicitly relate micro-credentials to the current and emerging un¬derstandings in an academic discipline or field of study. Academic stand¬ards that apply to offering credentials need to be maintained. Associated staff support and development is a requirement. © 2023 Elsevier B.V., All rights reserved.",Complexity; Credentials; Eco-system; Education; Recognition; Training,,Book chapter,Final,,2-s2.0-85178625055
"Reed, A.","Reed, Anne (57294137800)",57294137800,"Micro-credentials and the role of evidence: increasing the potential for learner-centeredness, inclusivity and an expansive model of assessment and credentialing",2023,International Journal of Information and Learning Technology,40,5,,401,412,0,12,10.1108/IJILT-12-2022-0228,https://www.scopus.com/inward/record.uri?eid=2-s2.0-85150307090&doi=10.1108%2FIJILT-12-2022-0228&partnerID=40&md5=4bf7155d37cc157c864f08d7c4f6b668,"Purpose: This paper examines the innovative potential of micro-credentials which, arguably, is compromised if not for a particular attribute of the digital format: evidence. Evidence allows for an artifact of learning (e.g. project, writing sample) to be included in a digital micro-credential. Micro-credentials that include evidence can support individualized learning; elucidate learners' qualifications; and make assessment and credentialing processes more inclusive. Design/methodology/approach: This conceptual paper explores the subject of higher education micro-credentials which are increasingly being offered as formal (albeit smaller and digital), credit-bearing credentials, far removed from the Open Digital Badge movement from which they originated. This paper presents a case for safeguarding the qualities of micro-credentials that allow for innovative practice, before micro-credentials become entirely subsumed into conventional assessment and credentialing practices. Findings: A review of the literature indicates that evidence, when used effectively, can support the innovative potential of micro-credentials. This subject is examined from the perspective of three categories of evidence, which are identified and illustrated through specific examples from the literature. Originality/value: This paper fulfills a need to address the features of micro-credentials that, if used effectively, can challenge traditional assessment and credentialing paradigms. Evidence is rarely discussed in the literature and has not been thoroughly examined from this perspective. Additionally, faculty who develop and implement micro-credentials face numerous challenges when attempting to include evidence in micro-credentials. This paper explores those challenges and offers several recommendations for practice. © 2023 Elsevier B.V., All rights reserved.",Assessment; Credentialing; Digital credentials; Evidence-based assessment; Micro-credentials,,Article,Final,,2-s2.0-85150307090
"Paul Morrey, C.P.","Paul Morrey, C. (25646398800)",25646398800,A Method for the Integration of Industry Certifications and Micro-Credentials into Information Technology Degrees,2023,,,,,131,135,0,0,10.1145/3585059.3611411,https://www.scopus.com/inward/record.uri?eid=2-s2.0-85176209062&doi=10.1145%2F3585059.3611411&partnerID=40&md5=4cbd5b8751d7f5e54c3f91b812b704f4,"Academic programs struggle to recognize course credit for industry certifications for a variety of reasons. A student with an industry certification who is enrolled in an academic program may benefit from credit toward graduation. A method for an academic program to do this is presented. An example is used to illustrate the method. © 2023 Elsevier B.V., All rights reserved.",academic program; articulation agreement; curriculum; industry certification; IT education,Academic program; Articulation agreement; Industry certification; IT-education; Curricula,Conference paper,Final,,2-s2.0-85176209062
"Md Rami, A.A.M.; Ismail, I.A.; Sarman, M.A.; Zulkifly, N.A.","Md Rami, Ahmad Aizuddin (57211403685); Ismail, Ismi Arif Bin (25645661900); Sarman, Mohd Amin (58753129600); Zulkifly, Nurul Afiqah (57193086563)",57211403685; 25645661900; 58753129600; 57193086563,Execution of Micro-Credentials in Malaysia: The Challenges and Readiness of Higher Education Leaders,2023,Asian Journal of University Education,19,4,,768,780,0,3,10.24191/ajue.v19i4.24782,https://www.scopus.com/inward/record.uri?eid=2-s2.0-85179094100&doi=10.24191%2Fajue.v19i4.24782&partnerID=40&md5=3e250016dbdab934ab6855ddb5b52a9c,"In Malaysia, higher education institutions (HEI) have made significant efforts to integrate micro-credentials into their educational systems. However, the status of micro-credentials among these institutions remains ambiguous. Furthermore, there is a dearth of comprehensive research on university leaders within the context of public universities in Malaysia. The study was conducted to investigate the challenges and readiness in implementing micro-credentials by university leaders within higher education institutions (HEIs) in Malaysia. The research focused on public universities in Peninsula Malaysia and used a qualitative approach through a case study method. The study involved five informants who were university leaders from these institutions. In summary, this study focuses on the challenges and readiness of university leaders in implementing micro-credentials in Malaysian HEIs. The major themes that emerged from the findings represent these challenges. The study aims to shed light on the importance of university leaders' roles and perspectives in the successful integration of micro-credentials. For data collection and analysis, this study used semi-structured interviews and thematic analysis respectively. The data analysis led to the development of the major themes that emerged from findings include (i) application of micro-credentials, (ii) human resources, (iii) facilities and infrastructures, (iv) accreditation, and (v) accountability, referred to challenges faced by university leaders. By addressing these challenges, university leaders can contribute to the advancement of microcredentials within the higher education system in Malaysia. © 2023 Elsevier B.V., All rights reserved.",Educational technology; Higher education; Leadership; Micro-credentials; Public University; University leaders,,Article,Final,All Open Access; Gold Open Access,2-s2.0-85179094100
"Ahsan, K.; Akbar, S.; Kam, B.; Abdulrahman, M.D.-A.","Ahsan, Kamrul (55901241200); Akbar, Suraiyah (56625630500); Kam, Booi Hon (54889698200); Abdulrahman, Muhammad Dan Asabe (55345988900)",55901241200; 56625630500; 54889698200; 55345988900,Implementation of micro-credentials in higher education: A systematic literature review,2023,Education and Information Technologies,28,10,,13505,13540,0,60,10.1007/s10639-023-11739-z,https://www.scopus.com/inward/record.uri?eid=2-s2.0-85151390044&doi=10.1007%2Fs10639-023-11739-z&partnerID=40&md5=4f8756ef42c2db99bdd1b800c60c04f4,"Micro-credential (MC) is an innovative and disruptive technology-based learning model. In higher education (HE), MCs are typically certified in the form of a digital badge (DB) issued to learners upon completion of a credential. The introduction of MCs and DBs has the potential to revolutionise the way in which HE institutions deliver degrees, and how students learn and achieve their tertiary qualifications. To explore this innovative learning, this study investigates the potentials and challenges of implementing MCs in HE. Through a systematic literature review of 56 peer-reviewed articles on MCs and related DBs in HE published between 2015 and 2021, we find that research on MCs in HE is gaining attention. While different aspects of MCs in HE have been studied using various research methodologies and theoretical lenses, further research is needed to capture the influence of technology and to understand different stakeholder perspectives. This study contributes to the growing literature on MCs in HE by synthesising the relevant knowledge areas into key themes and developing a conceptual framework for implementing MCs in HE. This study also identifies critical research gaps to advance the literature on MC implementation in HE. © 2023 Elsevier B.V., All rights reserved.",Digital badge (DB); Digital certification; Higher education (HE); Micro-credential (MC),,Article,Final,All Open Access; Hybrid Gold Open Access,2-s2.0-85151390044
"Felton, S.D.; Whitehouse, G.; Motley, C.; Jaeger, D.; Timur, A.","Felton, Shawn D. (57192237330); Whitehouse, Glenn (26038812900); Motley, Clay (57202967521); Jaeger, Dave (57836045600); Timur, Aysegul (32467525300)",57192237330; 26038812900; 57202967521; 57836045600; 32467525300,How I stopped fearing micro-credentials and began to love digital badging – a pilot project,2023,Industry and Higher Education,37,2,,309,317,0,7,10.1177/09504222221117951,https://www.scopus.com/inward/record.uri?eid=2-s2.0-85135612710&doi=10.1177%2F09504222221117951&partnerID=40&md5=dfab3f39c267a8c9bc5e2c9c39e30e0e,"Higher education faces increasing demands to take a more active and direct role in assuring employability for students. Micro-credentialing and badging is a growing movement, attractive for its flexibility and efficiency in connecting students with careers and jobs. This paper presents a case study of the development and pilot of an industry-specific micro-credential at a regional comprehensive university. Florida Gulf Coast University developed the Fundamentals of Medical Device Industry badge (micro-credential) in response to specific regional workforce needs in partnership with a major area employer. The concept, design, course integration and initial results are detailed, along with the next steps and best practices for institutions implementing similar badges. © 2023 Elsevier B.V., All rights reserved.",digital badging; innovative programming; Micro-credential; skills gap; university–industry partnerships; workforce development,,Article,Final,,2-s2.0-85135612710
"Parsons, D.; Sparks, H.; Vo, D.; Singh, A.","Parsons, David (55516076500); Sparks, Hayley (57876179600); Vo, Darcy (57313754000); Singh, Anzel (58886658100)",55516076500; 57876179600; 57313754000; 58886658100,The student experience of technology-focused micro-credentials as part of a larger learning journey,2023,,,,,,,0,1,10.1109/TALE56641.2023.10398293,https://www.scopus.com/inward/record.uri?eid=2-s2.0-85185004256&doi=10.1109%2FTALE56641.2023.10398293&partnerID=40&md5=08ba001aa8cfbffd8d76ebd426965ba2,"This research-in-progress article discusses the results of an interview study to investigate the outcomes for a group of mature postgraduate students who completed at least one technology-focused micro-credential as part of a larger set of qualifications. The results suggest that these micro-credentials provide a valuable complement to other types of study, either as part of a formal pathway or as an informal combination of study choices. In particular, they provide a platform for rapid updating in technology, a confidence-building experience for mature learners, and a sound platform for enrolment in larger qualifications. Some of the issues raised included the difficulty of providing a consistent micro-credential experience across diverse domains of practice, ensuring that there is sufficient institutional and peer support for mature students, and designing small, focused courses that still provide sufficient depth and breadth to enable students to apply their learning in their practice contexts. © 2024 Elsevier B.V., All rights reserved.",interview; micro-credential; motivation; outcomes; technology,Curricula; Engineering education; Confidence building; Diverse domains; Institutional support; Interview; Interview study; Micro-credential; Outcome; Postgraduate students; Student experiences; Technology; Students,Conference paper,Final,,2-s2.0-85185004256
"Gurjar, P.; Ringo, J.; Waller, M.; Gilliland, S.","Gurjar, Purujit (58883964900); Ringo, Jessica M. (57201550721); Waller, Michael (58884801000); Gilliland, Sandra (58884801100)",58883964900; 57201550721; 58884801000; 58884801100,Skill Badging: Using Micro-Credentials to Improve Holistic Student Development and Career Readiness,2023,College Teaching,,,,,,0,4,10.1080/87567555.2023.2291350,https://www.scopus.com/inward/record.uri?eid=2-s2.0-85184866423&doi=10.1080%2F87567555.2023.2291350&partnerID=40&md5=85c2d8b42fa9bbe4f91bc44740cf0f7c,"Employers are placing increasing value on employee attributes often referred to as soft skills. While some curricula develop inherently discipline specific skills, other curricula emphasize global skill sets. Yet, the development of such global skills is often not directly linked to these valued soft skills. This article demonstrates a program developed at Louisiana State University of Alexandria (LSUA) that encourages the holistic education of students while enhancing their resumes and becoming more desirable for potential employers through skill-based trainings. These trainings are intentionally aligned with NACE identified career readiness competencies. This program also utilized micro-credentialing badging to encourage engagement and track completion. © 2024 Elsevier B.V., All rights reserved.",Career readiness; holistic education; micro-credentials; skill-based training,,Article,aip,,2-s2.0-85184866423
"Kayyali, M.; Calle Muller, C.C.; McKie, M.H.; Kali, M.B.; Coso Strong, A.C.; ElZomor, M.","Kayyali, Mais (57219858189); Calle Muller, Claudia (58349246000); McKie, Morgan Haley (58001225400); Kali, Maimuna Begum (57193915294); Coso Strong, Alexandra Coso (57189994011); ElZomor, Mohamed (57190814645)",57219858189; 58349246000; 58001225400; 57193915294; 57189994011; 57190814645,Micro-Credential Digital Badges in Engineering and Computing at an MSI: The Student's Perspective (Work in Progress),2023,"Proceedings - Frontiers in Education Conference, FIE",,,,,,0,1,10.1109/FIE58773.2023.10343353,https://www.scopus.com/inward/record.uri?eid=2-s2.0-85183008595&doi=10.1109%2FFIE58773.2023.10343353&partnerID=40&md5=de0959cddec4565251bd4b76fd9df1c2,"This Work in Progress (WIP) seeks to examine Micro-Credentials (MCs) as a vehicle for an emerging transformative pedagogical movement in engineering and computing (EC) at a Minority-Serving Institution (MSI). MCs are short and concentrated, personalized, competency-based courses that allow learners to gain proof of qualification by demonstrating their mastery of skills, knowledge, and behaviors deemed essential by various stakeholders. Constant technological advances and changes have resulted in a growing interest in MCs as a means of generating new growth opportunities and addressing gaps in specific competencies and skills. MCs may not only equip students entering the EC workforce with the advanced skills needed, but also offer the transition to more successful and diverse career paths. As such, there is a need for higher education institutions to understand the potential value, explore the offerings, and consider effective MC designs. To gain a deeper understanding of students' motivations and the diverse decision-making factors behind students' decisions to enroll in MCs, this WIP employed the Expectancy-Value Theory. The authors used collaborative inquiry to investigate: (1) who MC courses appeal to and what their motivations to enroll are; (2) when these courses can be taken; (3) how MC digital badges impact the learner's career choices and professional development; and (4) the potential outcomes from acquiring an MC digital badge. The findings of this study highlighted (1) the valuable role of MCs as a vehicle for acquiring skills and competencies; (2) the varying levels of awareness and familiarity with MCs and their benefits to students; (3) the lack of integration of MCs with EC curricula; and (4) lack of dissemination of MC offerings at the academic institution. Results evinced the intrinsic value of MCs in fostering skill enhancement, professional development, and consequently career advancement. To this end, it is crucial to further examine MCs to assess their long-term feasibility and effectiveness in higher educational institutions, as well as to serve students in achieving academic and professional success. © 2024 Elsevier B.V., All rights reserved.",Engineering Education; Entrepreneurship; Innovation; Micro-credential Digital Badges; Workforce Development,Behavioral research; Computation theory; Curricula; Decision making; Decision theory; E-learning; Employment; Engineering education; Motivation; Professional aspects; Entrepreneurship; Growth opportunities; Innovation; Micro-credential digital badge; Minority serving institutions; Professional development; Student perspectives; Technological advances; Technological change; Workforce development; Students,Conference paper,Final,,2-s2.0-85183008595
"Vidric, V.; Treiber, M.; Paulus, C.; Mayr, M.; Grebner, S.; Mandler, A.","Vidric, V. (58765630200); Treiber, Maximilian (57204037832); Paulus, Christina (57880519500); Mayr, M. (58765437800); Grebner, Simon (58295958600); Mandler, Andreas (57880129100)",58765630200; 57204037832; 57880519500; 58765437800; 58295958600; 57880129100,Re/upskilling the agricultural labour force: Micro-credentials as innovative LLL strategy,2023,,,,,3013,3023,0,3,10.21427/BNHC-RF97,https://www.scopus.com/inward/record.uri?eid=2-s2.0-85179852067&doi=10.21427%2FBNHC-RF97&partnerID=40&md5=083a83eecd6746c2440659a9359978ce,"Industry 4.0 had a strong impact on globalization by changing the workforce and increasing access to new skills and knowledge. According to the World Economic Forum, by 2025, 50% of all employees will need reskilling due to new technology. Industry 5.0 addresses long term prospects such as sustainability, resilience and human-centricity regarding efficiency and productivity. Agriculture is the most exposed economic sector to climate change with cascade effects on agro ecosystems. Innovations in the agricultural sector are inevitable to ensure food security and social and environmental sustainability. This paper presents two Erasmus+ projects that highlight the importance of future engineering education in the agricultural sector considering change drivers and challenges (e.g., climate change, labour market needs, digitalization, pedagogical approaches, micro-credentials). The goal is to provide holistic competence-based education that helps learners develop sustainability skills for responsible action. Therefore, we combine innovative pedagogic approaches with substantial content, to allow up/reskilling in a short period of time. We consider opportunities and limitations and how comprehensive agricultural engineering courses must be designed to be effective. We present innovative learning approaches in the realm of agricultural engineering and evaluate the efficiency of short courses (6 ECTS), micro credentials. Analysing the experiences of several courses conducted at different European universities in past years, we can conclude that if the right pedagogic methods are paired with substantial content, up/reskilling is possible in a short period of time (6 ECTS). Main beneficiaries are agricultural professionals, who are interested in innovative, remote learning opportunities. © 2023 Elsevier B.V., All rights reserved.",Digitalization; Engineering Education; Micro Credentials; Re/Upskilling; Smart Agriculture,Agriculture; Climate change; Curricula; Efficiency; Employment; Food supply; Sustainable development; Agricultural labors; Agricultural sector; Digitalization; Globalisation; Human centricities; Labor force; Micro credential; Re/upskilling; Short periods; Smart agricultures; Engineering education,Conference paper,Final,,2-s2.0-85179852067
"Petkov, R.","Petkov, Rosen (57225370351)",57225370351,Two Approaches in Designing the Learning Content and Measurement of Achievements - European Credit System for Vocational Education and Training and Micro-Credentials,2023,,,,,,,0,0,10.1109/ET59121.2023.10279052,https://www.scopus.com/inward/record.uri?eid=2-s2.0-85176148781&doi=10.1109%2FET59121.2023.10279052&partnerID=40&md5=ab9beac798f312b968b03f7aa97cbbfa,"The paper explores the advantages of two European-wide approaches in learning content design and evaluation of achievements- European credit system for vocational education and training (ECVET) and Micro-credentials. The tendencies in more dynamic content design in smaller learning units is also explored. The examples of learning materials design, incorporated in Learning management systems (LMS) developed by a team leaded by the author is presented. © 2023 Elsevier B.V., All rights reserved.",e-learning; ECVET; LMS; Micro-credentials,Apprentices; E-learning; Learning systems; Content design; Credit system; Design and evaluations; E - learning; European credit system for vocational education and training; Learning contents; Learning management system; Measurements of; Micro-credential; Vocational education and training; Human resource management,Conference paper,Final,,2-s2.0-85176148781
"Crumb, L.; Cuthrell, K.; Harris, T.; Knight, J.L.","Crumb, Loni (57144535600); Cuthrell, Kristen Cowan (37032522300); Harris, Tevis (58662206400); Knight, James L. (58662188100)",57144535600; 37032522300; 58662206400; 58662188100,THE GROW SERIES: Educator Micro-Credentials in Race and Rurality,2023,,,,,130,134,0,0,10.4324/9781003446620-12,https://www.scopus.com/inward/record.uri?eid=2-s2.0-85174766186&doi=10.4324%2F9781003446620-12&partnerID=40&md5=dc8e39a878e33e356c4bf8dcd7941686,"Rural school personnel benefit from professional development (PD) opportunities which highlight systemic factors that influence the academic performance of diverse rural students and advance pathways to postsecondary opportunities. Forming sustainable rural school university community collaborations can bring together thought leaders who co-create innovative approaches and leverage resources to address educational disparities in rural communities. University faculty across disciplines (e.g., education, behavioral health) in Rural Education Institute partnered with Black, Indigenous, and People of Color school administrators, educators, and stakeholders in eastern North Carolina to develop the first micro-credential in the Grow PD series. The overall Grow PD series is an exploration of timely topics co-developed by rural stakeholders across the education continuum-creating dialogue and promoting a call-to-action around equity, access, and educational opportunities for rural students. Developers selected race as the first topic in the Grow Series. © 2023 Elsevier B.V., All rights reserved.",,,Book chapter,Final,,2-s2.0-85174766186
"Tammeleht, A.; Rajando, K.; Sutrop, M.","Tammeleht, Anu (57211577635); Rajando, Kertu (58642810100); Sutrop, Margit (6507900933)",57211577635; 58642810100; 6507900933,Development and piloting of a micro-credential programme in research ethics and integrity leadership - an example from Estonia,2023,International Conference on Higher Education Advances,,,,733,740,0,3,10.4995/HEAd23.2023.16220,https://www.scopus.com/inward/record.uri?eid=2-s2.0-85173953741&doi=10.4995%2FHEAd23.2023.16220&partnerID=40&md5=510e2223ac39de0f7610ac37292da136,"Micro-credentials are an emerging format of lifelong learning supporting competence-development as well as deepening knowledge in the field. Still, there is little research on implementing and sustaining micro-credentials in higher education. The current paper aims to share experiences of development and piloting of a micro-credential programme for a specific target group in Estonia. The criteria for setting up a micro-credential programme as well as initial lessons learned are outlined. Experience indicates that it takes some time and sharing best practices to develop the programmes into a feasible form of education. In case a programme is developed for a very specific target group and no degree programme exists in the field, several tailor-made solutions must be invented. By sharing best practices, developing and testing new formats will make micro-credential programmes more effective. © 2023 Elsevier B.V., All rights reserved.",lifelong learning; Micro-credentials; programme development,,Conference paper,Final,All Open Access; Gold Open Access; Green Accepted Open Access; Green Open Access,2-s2.0-85173953741
"West, R.E.; Cheng, Z.","West, Richard Edward (56433927200); Cheng, Zui (57200316366)",56433927200; 57200316366,"Digital Credential Evolution: How Open Microcredentials/Badges Support Learning in Micro-, Meso-, and Macro-levels",2023,,,,,1197,1216,0,7,10.1007/978-981-19-2080-6_71,https://www.scopus.com/inward/record.uri?eid=2-s2.0-85161192303&doi=10.1007%2F978-981-19-2080-6_71&partnerID=40&md5=0719aefb8132f57deb7cb2b96b5fa611,"In this chapter, we discuss open recognition as a key part of the digital learning/ open education revolution, and open microcredentials a method for open recognition to disrupt traditional educational practices surrounding how we recognize and certify learning. We begin with definitions of open microcredentials, badges, verifiable credentials, and similar concepts. Then, we discuss the potential of open microcredentials to impact teaching and learning at the micro-, meso-, and macrolevels. We then conclude with recommendations for practice and the suggestion of a framework to guide research. © 2023 Elsevier B.V., All rights reserved.",Assessment; Badges; Microcredentials; OER; Open badges; Open education; Open recognition; Verifiable credentials,,Book chapter,Final,All Open Access; Hybrid Gold Open Access,2-s2.0-85161192303
"Brown, M.; McGreal, R.; Peters, M.","Brown, Mark E. (55516559200); McGreal, Rory (6507436970); Peters, Mitchell (57208740414)",55516559200; 6507436970; 57208740414,A Strategic Institutional Response to Micro-Credentials: Key Questions for Educational Leaders,2023,Journal of Interactive Media in Education,2023,1,7,,,0,21,10.5334/jime.801,https://www.scopus.com/inward/record.uri?eid=2-s2.0-85160730517&doi=10.5334%2Fjime.801&partnerID=40&md5=bc4986a7f5cacd9b2eb6efe78835fb3a,"This article responds to the rise of the micro-credential movement. It evidences the heightened attention politicians, policy-makers and educational leaders are giving to micro-credentials by framing the discussion in several recent high-level policy developments, an exponential growth in the number of academic publications and the increasing level of interest shown by popular media. It follows that micro-credentials appear to be high on the change agenda for many higher education institutions (HEIs), especially in the post-COVID-19 environment. However, the emergence of the micro-credential raises several crucial questions for educational leaders, set against fear of missing out. Importantly, the paper identifies a significant gap in the literature regarding leadership and strategic institutional responses to micro-credentials. Indeed, there is a dearth of literature. Leadership is crucial to the success of any educational change or innovation, so five key questions are presented for institutional leaders. They challenge institutions to make strategic decisions around how they engage with and position micro-credentials. If micro-credentials are part of an HEI’s change agenda, then serious consideration needs to be given to the type of leadership and internal structures required to develop and execute a successful micro-credential strategy. Consideration must also be given to fit-for-purpose business models and how to mitigate potential risks. We hope to bring these strategic questions to the table as institutions plan, envision and develop their micro-credential strategies. © 2023 Elsevier B.V., All rights reserved.",Educational Change Management; Higher Education Leadership; Micro-credentials,,Article,Final,All Open Access; Gold Open Access; Green Accepted Open Access; Green Open Access,2-s2.0-85160730517
"Ward, R.; Crick, T.; Davenport, J.H.; Hanna, P.; Hayes, A.; Irons, A.; Miller, K.; Moller, F.; Prickett, T.; Walters, J.","Ward, Rupert R.A. (36238475600); Crick, Tom (14032736300); Davenport, James H. (7102649878); Hanna, J. R.Paul (7201367034); Hayes, Alan (57192265714); Irons, Alastair D. (57204408890); Miller, Keith (57407746200); Moller, Faron G. (56235197000); Prickett, Tom (57202535202); Walters, Julie (57204809125)",36238475600; 14032736300; 7102649878; 7201367034; 57192265714; 57204408890; 57407746200; 56235197000; 57202535202; 57204809125,Using Skills Profiling to Enable Badges and Micro-Credentials to be Incorporated into Higher Education Courses,2023,Journal of Interactive Media in Education,2023,1,10,,,0,20,10.5334/jime.807,https://www.scopus.com/inward/record.uri?eid=2-s2.0-85160683820&doi=10.5334%2Fjime.807&partnerID=40&md5=17e99d426cf70a03e36c494be588b284,"Employers are increasingly selecting and developing employees based on skills rather than qualifications. Governments now have a growing focus on skilling, reskilling and upskilling the workforce through skills-based development rather than qualifications as a way of improving productivity. Both these changes are leading to a much stronger interest in digital badging and micro-credentialing that enables a more granular, skills-based development of learner-earners. This paper explores the use of an online skills profiling tool that can be used by designers, educators, researchers, employers and governments to understand how badges and micro-credentials can be incorporated within existing qualifications and how skills developed within learning can be compared and aligned to those sought in job roles. This work, and lessons learnt from the case study examples of computing-related degree programmes in the UK, also highlights exciting opportunities for educational providers to develop and accommodate personalised learning into existing formal education structures across a range of settings and contexts. © 2023 Elsevier B.V., All rights reserved.",badges; higher education; Micro-credentials; skills profiling; skills-based hiring; UK,,Article,Final,All Open Access; Gold Open Access; Green Accepted Open Access; Green Final Open Access; Green Open Access,2-s2.0-85160683820
"Alario-Hoyos, C.; Delgado-Kloos, C.D.","Alario-Hoyos, Carlos (35179059300); Delgado-Kloos, Carlos (56997681300)",35179059300; 56997681300,Experiences with Micro-Credentials at UC3M: Academic and Technological Aspects,2023,,,,,,,0,5,10.1109/EDUNINE57531.2023.10102848,https://www.scopus.com/inward/record.uri?eid=2-s2.0-85158954121&doi=10.1109%2FEDUNINE57531.2023.10102848&partnerID=40&md5=18eccb24900994c5fa9380b850cbb3c5,"Micro-credentials are a trending topic due to the urgent need for reskilling and upskilling numerous professionals through educational programs that are shorter than traditional undergraduate and postgraduate degrees; therefore, many educational institutions are currently working to incorporate micro-credentials in their educational offering. Nevertheless, the adoption of micro-credentials requires considering both academic and technological aspects, e.g., for designing the most appropriate micro-credentials (content, learning outcomes, etc.), and for transitioning from paper-based diplomas to digital credentials (so that credential holders can quickly share them and employers can easily validate them). This article presents the experiences with micro-credentials at Universidad Carlos III de Madrid (UC3M), with two use cases: 1) Diploma in Sustainability applied to the Fashion Industry Vogue-UC3M; and 2) University Digital Backpack. The best practices distilled from these two use cases are expected to guide academic managers and policy makers who are in the process of adopting micro-credentials as part of their educational strategy. © 2023 Elsevier B.V., All rights reserved.",European Digital Credentials for learning (EDC); lifelong learning; micro-credentials; reskilling; upskilling,Digital credentials; Educational program; European digital credential for learning; Life long learning; Micro-credential; Reskilling; Technological aspects; Trending topics; Undergraduate degrees; Upskilling; E-learning,Conference paper,Final,,2-s2.0-85158954121
"Zain, S.","Zain, Sayeda (57816983600)",57816983600,Micro-credentials: need to be benchmarked across institutions,2023,,,,,329,338,0,1,10.1016/B978-0-323-95662-8.00026-6,https://www.scopus.com/inward/record.uri?eid=2-s2.0-85153446486&doi=10.1016%2FB978-0-323-95662-8.00026-6&partnerID=40&md5=7f7ded814b076c96dab91c0cbb866db8,"Micro-credentials are becoming prevalent among learners, educational institutions, employers, and governments as a means of upskilling and reskilling the labor market and for achieving academic advancement and personal development. Higher education institutions have a history of offering short courses for various audiences with or without credit. Most industries will continue to progress rapidly because of collaboration, globalization, and technological advancements. Upskilling with a micro-credential can help workers in tightening the 'skills gap' that continues to grow between themselves and their fast-paced industry, ensuring that their professional growth remains continuous by keeping up to date with relevant and emerging practices. Therefore, the number of course providers is growing rapidly from companies such as edX, 2U, Coursera, and Credly to new players such as LinkedIn, Google, and PwC. However, evidence from various research suggests that the reality is more complex; there is significant variation in the outcome of improved employment and increase in salaries among other outcomes. Mainly, there is a lack of regulation and meaningful quality benchmarking, which will inevitably lead to hidden stratification within the micro-credential market. Employers will place different values on different credentials in ways that may not be apparent to individuals investing in the courses. Given their importance in the market and their continuing popularity among the workforce, there is a clear need for micro-credentials to be regulated and benchmarked across institutions. This chapter will offer some suggestions on how this can be achieved. © 2023 Elsevier B.V., All rights reserved.",benchmarking; higher education; Micro-credentials; short courses; technological advancement; upskilling,,Book chapter,Final,,2-s2.0-85153446486
"Pirkkalainen, H.; Sood, I.; Padron-Napoles, C.; Kukkonen, A.; Camilleri, A.","Pirkkalainen, Henri (36608725900); Sood, Ira (57219227209); Padron-Napoles, Carmen (56415018600); Kukkonen, Arttu (58032110500); Camilleri, Anthony F. (57508628800)",36608725900; 57219227209; 56415018600; 58032110500; 57508628800,How might micro-credentials influence institutions and empower learners in higher education?,2023,Educational Research,65,1,,40,63,0,50,10.1080/00131881.2022.2157302,https://www.scopus.com/inward/record.uri?eid=2-s2.0-85144857820&doi=10.1080%2F00131881.2022.2157302&partnerID=40&md5=3e3912cb2a5698f67feeb1dcd05407d1,"Background: Micro-credentials are increasingly considered a key mechanism through which to empower learners by enabling flexible upskilling and reskilling. Despite their apparent importance for higher education institutions (HEIs) and learners, empirical research is limited. More needs to be understood, particularly about the ways in which micro-credentials can shape institutional practice and provide benefits to learners. Purpose: Using a foresight approach, this study sets out to explore the potential for micro-credential adoption in relation to national and international policy initiatives and rapidly developing technologies. Its intention is to offer findings of interest internationally, particularly to those involved in strategic activities around micro-credentials. Methods: A four-step Delphi study approach was used to explore how micro-credentials may shape higher education (HE) in the next 5–10 years. Educational experts undertook a consensus-building activity utilising workshops and surveys: (1) initial identification of enabling factors (i.e. drivers) and beneficial outcomes (i.e. impacts) of micro-credentials; (2) prioritisation based on importance; (3) identification of enabling factors considered essential for each beneficial outcome and (4) analysis of the extent to which micro-credentials might be accepted in HE, with participants reflecting on the importance of the previously identified enablers and outcomes for alternative scenarios. Findings: The analysis sheds light on three alternative possible futures for micro-credentials. Expert consensus indicated that the potential of micro-credentials lies especially among educational institutions and the networks of institutions innovating beyond, and within, traditional study offerings and programmes. Future wide-scale adoption of micro-credentials was considered unpredictable, due to external factors at the ecosystem level, and beyond institutions’ own strategies and control. Conclusion: The findings suggest that, for the successful uptake of micro-credentials, the same benefits do not need to accrue for institutions and learners: a ‘one-size-fits-all’ approach is not necessary or optimal. In order for the wider-scale influence of micro-credentials to be felt, there is a need for considerable international and national strategy development and implementation to overcome a variety of policy- and technology-related barriers that HEIs cannot influence or tackle on their own. © 2023 Elsevier B.V., All rights reserved.",competences; employment; higher education; learner empowerment; Micro-credentials; skills,,Article,Final,All Open Access; Hybrid Gold Open Access,2-s2.0-85144857820
"Thi Ngoc Ha, N.; Spittle, M.; Watt, A.; Van Dyke, N.","Thi Ngoc Ha, Nguyen Thi Ngoc (35770708300); Spittle, Michael (16425117500); Watt, Anthony P. (15064573400); Van Dyke, Nina (56672732200)",35770708300; 16425117500; 15064573400; 56672732200,A systematic literature review of micro-credentials in higher education: a non-zero-sum game,2023,Higher Education Research and Development,42,6,,1527,1548,0,47,10.1080/07294360.2022.2146061,https://www.scopus.com/inward/record.uri?eid=2-s2.0-85142657230&doi=10.1080%2F07294360.2022.2146061&partnerID=40&md5=c93aa33adfb5953af06db9af35f4af8b,"This systematic review examines academic literature published between 2012 and 2022 on micro-credential research and practices in higher education. A deductive analysis of empirical evidence from the 29 included articles offers insights into awareness, benefits, challenges, effectiveness, and factors influencing effectiveness of micro-credentials in the sector. The results suggest that there are potential benefits for including micro-credentials in higher education. The findings also highlight that micro-credentials are not a micro task for students to complete or for higher education providers to successfully implement. Micro-credentials in higher education, however, are still at the early stage of development, and further research is required to evaluate their viability and effectiveness in the long term. The review carries implications for micro-credential research and practices. © 2023 Elsevier B.V., All rights reserved.",education innovation; higher education; Literature review; micro-credentials; systematic review,,Article,Final,All Open Access; Green Accepted Open Access; Green Open Access,2-s2.0-85142657230
"Reynoldson, M.","Reynoldson, Miriam (57729230200)",57729230200,"Marketing micro-credentials: An analysis of actors, voices and messages in educational innovation discourse",2023,Innovations in Education and Teaching International,60,6,,953,963,0,13,10.1080/14703297.2022.2083657,https://www.scopus.com/inward/record.uri?eid=2-s2.0-85131436996&doi=10.1080%2F14703297.2022.2083657&partnerID=40&md5=57cb49a895914e8afe7fc52558bbb3f5,"Much has been written about the potential of micro-credentials to revitalise and modernise Australian higher education offerings, and to create forms of educational credit linked more meaningfully with industry. Proponents of micro-credentials speak from a range of standpoints: public education institutions, private companies, industry associations, governments, educational technology businesses and more. This review examines the neoliberal reasoning inherent in micro-credential-promoting discourse, both in Australia and globally. It shows that micro-credentials are conceived as a form of product innovation which increase the provider pool to include private companies and technology intermediaries, while students are cast as independent consumers, perpetually responsible for self-managing their own employability education, but this analysis finds student voices and perspectives are absent from the discourse. © 2023 Elsevier B.V., All rights reserved.",credentialism; employability; lifelong learning; neoliberalism; students as consumers; Unbundled education,,Article,Final,,2-s2.0-85131436996
"Woods, K.; Woods, J.A.","Woods, Kathryn (57193814305); Woods, Joseph Andrew (55992181100)",57193814305; 55992181100,Less Is More: Exploring the Value of Micro-Credentials Within a Graduate Program,2023,Journal of Continuing Higher Education,71,2,,215,223,0,17,10.1080/07377363.2021.1966923,https://www.scopus.com/inward/record.uri?eid=2-s2.0-85118137568&doi=10.1080%2F07377363.2021.1966923&partnerID=40&md5=911395fb27b3d784bec96ffe5c1ffebb,"In navigating the current climate of higher education in the United States, university faculty and staff are increasingly tasked with doing more with less. In this article, we explore the value of micro-credentials as a way to benefit both students and universities. We include an account of the successful creation of several graduate certificate programs that exist as subsets of a Master of Science in Leadership program. The authors also share reflections on the challenges and opportunities realized during the process of designing these certificates and suggestions for the application of micro-credentials in various settings. © 2023 Elsevier B.V., All rights reserved.",graduate certificate; Micro-credential; upskilling,,Article,Final,,2-s2.0-85118137568
"Reed, A.; Abramovich, S.","Reed, Anne (57294137800); Abramovich, Samuel (51863322600)",57294137800; 51863322600,Implementing Higher Education Micro-Credentials: Uncovering Challenges to Improve Professional Practice,2023,"Proceedings of International Conference of the Learning Sciences, ICLS",,,,2079,2080,0,0,,https://www.scopus.com/inward/record.uri?eid=2-s2.0-105005937503&partnerID=40&md5=0295aa4c8068e1a19364880986336b5c,"This study employed a survey to identify challenges faced by professionals who implemented higher education micro-credentials. Inferential statistics were used to determine if amount of experience predicts the challenges of professionals involved in this work. The results of this study have implications for the development of both formal and informal support systems for this growing population of higher education professionals who are tasked with creating micro-credentials. © 2025 Elsevier B.V., All rights reserved.",,High educations; Inferential statistics; Professional practise; Support systems; Professional aspects,Conference paper,Final,,2-s2.0-105005937503
"Desmarchelier, R.; Cary, L.J.","Desmarchelier, Renee (57718723500); Cary, Lisa J. (37082924400)",57718723500; 37082924400,Toward just and equitable micro-credentials: an Australian perspective,2022,International Journal of Educational Technology in Higher Education,19,1,25,,,0,53,10.1186/s41239-022-00332-y,https://www.scopus.com/inward/record.uri?eid=2-s2.0-85130988272&doi=10.1186%2Fs41239-022-00332-y&partnerID=40&md5=e95f5e3b23920dbbcf98310cc2f3f67c,"The current historic COVID-19 Pandemic moment has thrown into sharp relief the need for flexible and rigorous higher education that meets upskilling and reskilling needs of global workforces. Discussions of micro-credentialing predate the Pandemic but have received increased focus as potentially assisting in addressing perceived skills gaps. However, not all commentators have been complimentary about the possibilities inherent in micro-credentialing. In this paper we discuss Ralston (Postdigital Science and Education 3:83–101, 2021) criticism of the “microcredentialing craze” as provocation to consider how equitable, thoughtful and just educative aims may be met. We address Ralston’s argument that micro-credentials present an educative “moral hazard” by arguing that micro-credentialing will allow universities to respond quickly to changing worker educational needs rather than only offering full degrees that may not be economically viable or personally desirable for individuals. Rather, we suggest, the potential of micro-credentials lies in their pathways and potential to enhance lifelong learning and suggest that micro-credentials do not stand outside of the pedagogical ethical imperative that learning experiences should be positive and inclusive. © 2022 Elsevier B.V., All rights reserved.",Curriculum; Higher education; Lifelong learning; Micro-credentials,,Article,Final,All Open Access; Gold Open Access; Green Accepted Open Access; Green Open Access,2-s2.0-85130988272
"Kumar, J.A.; Richard, R.J.; Osman, S.; Lowrence, K.","Kumar, Jeya Amantha (57201424499); Richard, Rachel Jasmine (57557826200); Osman, Sharifah Binti (57058673700); Lowrence, Kevin (57557826300)",57201424499; 57557826200; 57058673700; 57557826300,Micro-credentials in leveraging emergency remote teaching: the relationship between novice users’ insights and identity in Malaysia,2022,International Journal of Educational Technology in Higher Education,19,1,18,,,0,39,10.1186/s41239-022-00323-z,https://www.scopus.com/inward/record.uri?eid=2-s2.0-85127443148&doi=10.1186%2Fs41239-022-00323-z&partnerID=40&md5=f41216389ce5edb7301e8a8d997eb117,"Micro-credentials have gained much popularity in recent years, and their popularity has skyrocketed due to emergency remote teaching instigated by the pandemic. It has been defined as a platform that provides credentials based on validated competencies. Nevertheless, in Malaysian HEI, such a concept is still novel and identifying insights on the benefits, challenges, and application are still scarce. Similarly, it was observed that there is a lack of observation on how students’ digital learning identity and their perception of professional relevance are influenced by such platform. Henceforth, based on the adapted enriched virtual model approach, a micro-credentials course was implemented to complement the new “normal” classes for a pre-service teacher’s instructional design course. A mixed-method triangulation design was used to explore the qualitative findings operationalized by open-ended questions (N = 74) with data obtained from the Digital Learning Identity Survey (DLIS) and Constructivist On-Line Learning Environment Survey (COLLES) (N = 72). The findings indicated that respondents had an overall positive perception of the use of micro-credentials to complement and overcome online learning challenges mainly due to substandard internet connectivity; nevertheless, they are unaware of the value of such credentials in their future profession. Conversely, their new identity as digital learners and experiences with a blended approach of online learning, especially with micro-credentials, was successful in shaping their identity as aspiring educators that embrace technology for teaching and learning. © 2022 Elsevier B.V., All rights reserved.",COLLES; Digital badges; Digital learning identity; Higher educational institutions; Malaysia; Micro-credential; OpenLearning; Pre-service teachers,,Article,Final,All Open Access; Gold Open Access; Green Accepted Open Access; Green Open Access,2-s2.0-85127443148
"McGreal, R.; Olcott, D.","McGreal, Rory (6507436970); Olcott, Don J. (55329434000)",6507436970; 55329434000,A strategic reset: micro-credentials for higher education leaders,2022,Smart Learning Environments,9,1,9,,,0,114,10.1186/s40561-022-00190-1,https://www.scopus.com/inward/record.uri?eid=2-s2.0-85124493207&doi=10.1186%2Fs40561-022-00190-1&partnerID=40&md5=3b181a79f5faa27c09c5bcad6503a929,"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. © 2022 Elsevier B.V., All rights reserved.",ADC; Alternative credentials; Competencies; Economic development; Employers; Micro-credentials; Mission; Strategy,,Article,Final,All Open Access; Gold Open Access; Green Accepted Open Access; Green Open Access,2-s2.0-85124493207
"Pollard, V.; Vincent, A.","Pollard, Vikki A. (16647476300); Vincent, Andrew (58361912800)",16647476300; 58361912800,Micro-credentials: A Postdigital Counternarrative,2022,Postdigital Science and Education,4,3,,843,859,0,25,10.1007/s42438-022-00311-6,https://www.scopus.com/inward/record.uri?eid=2-s2.0-85128784114&doi=10.1007%2Fs42438-022-00311-6&partnerID=40&md5=8f22d3eca610944d15b410507464fbcb,"Alternative credentials, such as micro credentials and digital badges, are increasingly being developed in universities. Primarily aimed at employability, these credentials are being scrutinised as it is argued that they are surrounded by ‘great uncertainty’. We contribute to this scrutiny by examining the forms of subjectivity that result from micro-credentials. We argue that, in their current form, they tend to result in a neoliberal subject. Presented is a counter-narrative that examines the current state of micro-credentials and offers an alternative form that refuses instrumentalist logics. In doing so, we draw from Foucault and postdigital research. The result is a recommendation to implement three principles in the design of micro-credentials. The first is the principle of being embedded in the curriculum, the second is alignment with the university mission, and the third is a critical and reflective pedagogy. This recommendation offers further possible subjectivities. © 2022 Elsevier B.V., All rights reserved.",,,Article,Final,All Open Access; Hybrid Gold Open Access,2-s2.0-85128784114
"Wheelahan, L.; Moodie, G.","Wheelahan, Leesa (6507964403); Moodie, Gavin F. (16043124200)",6507964403; 16043124200,Gig qualifications for the gig economy: micro-credentials and the ‘hungry mile’,2022,Higher Education,83,6,,1279,1295,0,96,10.1007/s10734-021-00742-3,https://www.scopus.com/inward/record.uri?eid=2-s2.0-85111806250&doi=10.1007%2Fs10734-021-00742-3&partnerID=40&md5=dfe6411728e9cc24342bda1ae0183f71,"This paper argues that micro-credentials are gig credentials for the gig economy. Micro-credentials are short competency-based industry-aligned units of learning, while the gig economy comprises contingent work by individual ‘suppliers’. Both can be facilitated by (often the same) digital platforms, and both are underpinned by social relations of precariousness in the labour market and in society. They are mutually reinforcing and each has the potential to amplify the other. Rather than presenting new opportunities for social inclusion and access to education, they contribute to the privatisation of education by unbundling the curriculum and blurring the line between public and private provision in higher education. They accelerate the transfer of the costs of employment preparation, induction, and progression from governments and employers to individuals. Micro-credentials contribute to ‘disciplining’ higher education in two ways: first by building tighter links between higher education and workplace requirements (rather than whole occupations), and through ensuring universities are more ‘responsive’ to employer demands in a competitive market crowded with other types of providers. Instead of micro-credentials, progressive, democratic societies should seek to ensure that all members of society have access to a meaningful qualification that has value in the labour market and in society more broadly, and as a bridge to further education. This is a broader vision of education in which the purpose of education is to prepare individuals to live lives they have reason to value, and not just in the specifics required of particular jobs. © 2022 Elsevier B.V., All rights reserved.",Competency-based education; COVID-19; Human capital theory; Labour market precarity; Micro-credentials; Skill-biased technological change,,Article,Final,All Open Access; Green Accepted Open Access; Green Open Access; Hybrid Gold Open Access,2-s2.0-85111806250
"Bal, I.A.; Alvarado-Albertorio, F.; Marcelle, P.; Oaks–Garcia, C.T.","Bal, Irene A. (57218457894); Alvarado-Albertorio, Frances (22984099400); Marcelle, Paula (57241247500); Oaks–Garcia, Chandra T. (57612241200)",57218457894; 22984099400; 57241247500; 57612241200,Pre–service Teachers Computational Thinking (CT) and Pedagogical Growth in a Micro–credential: A Mixed Methods Study,2022,TechTrends,66,3,,468,482,0,13,10.1007/s11528-022-00732-x,https://www.scopus.com/inward/record.uri?eid=2-s2.0-85128772396&doi=10.1007%2Fs11528-022-00732-x&partnerID=40&md5=20b42f7b49592fa0b4bab21ec6c98d12,"Teacher preparation programs are essential to ensure pre–service teachers are equipped with the skills and knowledge necessary to teach in the PK–12 learning environment, but are rooted in a traditional paradigm of a compacted curriculum with little room for more content. The addition of Computational Thinking (CT) becomes one more thing to add to a packed schedule and integration of CT into established courses takes major redesign of courses. One university in Maryland, U.S. developed a CT focused micro–credential for K–8 pre–service and in–service teachers. In examining pre– and post–content surveys, reflection journal entries and lesson plans, pre–service teachers report CT and pedagogical content growth in their awareness and integration of CT in their lives and future classrooms. Results indicate a CT micro–credential could be an innovative solution to adding CT content to an over–packed, pre–service curriculum. In addition, CT micro–credential courses increased pre–service teachers’ knowledge and self–awareness to the feasibility to proficiently implement CT across all courses. © 2022 Elsevier B.V., All rights reserved.",Competency–based; Computational thinking; Computer science; Micro–credentials; Pre–service teachers; Teacher education,,Article,Final,All Open Access; Green Accepted Open Access; Green Open Access; Hybrid Gold Open Access,2-s2.0-85128772396
"Lang, J.; Acquaro, D.; Anderson, M.; Mandouit, L.; Wilson, E.; Favero, E.; Marlow, E.","Lang, Josephine R. (55332571500); Acquaro, Daniela (57188980614); Anderson, Melody (55597874500); Mandouit, Luke (57200387698); Wilson, Eve (58511784000); Favero, Erin (58511089100); Marlow, Emily (58510735400)",55332571500; 57188980614; 55597874500; 57200387698; 58511784000; 58511089100; 58510735400,Value of Mentor Professional Learning Through a Digital Micro-Credential in a School-University Partnership,2022,,,,,109,128,0,3,10.1007/978-981-19-5057-5_8,https://www.scopus.com/inward/record.uri?eid=2-s2.0-85148960987&doi=10.1007%2F978-981-19-5057-5_8&partnerID=40&md5=4a33c4ae3e32831f5e29a42b2095250e,"Effective school-university partnerships not only play an important role in improving the quality of initial teacher education but have the capacity to positively impact practice more broadly in schools. This chapter explores an innovative approach to school-university partnerships through the development of a digital micro-credential professional learning program for mentor teachers aimed specifically at building mentors’ understanding of evidence-based assessment to support differentiated teaching practice. Through a narrative inquiry approach and the reflections from participating mentors and partnership leaders, the data analysed suggest that there are positive impacts across the partnership’s actors and ecosystem. The micro-credential provides upskilling of mentors that then improves the level of support to pre-service teachers when using data to differentiate their teaching, a key aim for the program. Yet, there are broader impacts of the program across the partnership, including changing teaching practices within the participating schools and implications for the university’s academics and their work with teachers and pre-service teachers. © 2023 Elsevier B.V., All rights reserved.",,,Book chapter,Final,,2-s2.0-85148960987
"Reed, A.; Abramovich, S.","Reed, Anne (57294137800); Abramovich, Samuel (51863322600)",57294137800; 51863322600,The Gateway for Optimizing Design of Micro-credentials: Higher Education Faculty,2022,"Proceedings of International Conference of the Learning Sciences, ICLS",,,,1826,1827,0,0,,https://www.scopus.com/inward/record.uri?eid=2-s2.0-85145783780&partnerID=40&md5=0c93c3037cb2df08132c62eaf4147298,"Despite the growing prevalence of micro-credentials in higher education, there is still no consensus on best design practices. To address this, we identified existing design knowledge held by faculty that designed micro-credentials in a pilot program at a large public research university. We found that faculty may know how to design micro-credentials to address credentialing affordances, but may need support in recognizing and designing for assessment affordances. © 2023 Elsevier B.V., All rights reserved.",,E-learning; Affordances; Design knowledge; Design practice; High educations; Optimizing design; Pilot programs; Public research; Research universities; Technology transfer,Conference paper,Final,,2-s2.0-85145783780
"Gregg, A.; Park, J.; Fenton, C.; Lang, D.; Handley, M.","Gregg, Andrea R. (56680900800); Park, John Jongho (57193906520); Fenton, Casey (58001382300); Lang, Dean H. (9640483300); Handley, Meg H. (57190815021)",56680900800; 57193906520; 58001382300; 9640483300; 57190815021,Exploring the 'Why' of Micro-Credentials and Digital Badges: Engineering Students' Motivations for and Perceived Utility of Learning Outside of Class,2022,"Proceedings - Frontiers in Education Conference, FIE",2022-October,,,,,0,4,10.1109/FIE56618.2022.9962376,https://www.scopus.com/inward/record.uri?eid=2-s2.0-85143781087&doi=10.1109%2FFIE56618.2022.9962376&partnerID=40&md5=178d00230521bfc21d91dfa279714bd7,"Educational institutions are working to implement micro-credentials and digital badges to address gaps in formal education and meet workforce demands. Calls from the National Academy of Engineering (NAE) and disciplinary societies like the American Society of Mechanical Engineering (ASME) encouraging institutions to align with workforce needs more closely, despite already tight engineering curriculums, require institutions to explore innovative approaches such as micro-credentials. Micro-credentials are typically represented by digital badges which students can display on personal web portfolios and through networking sites like LinkedIn. As more higher education institutions begin to implement micro-credentials and award digital badges, the student perspective and motivation in this realm warrants exploration.The purpose of this study was to investigate both (1) engineering students' motivation for participation in micro-credential offerings and (2) the value they attribute to the digital badge token itself. Study participants included engineering students who completed at least one of a variety of micro-credentials offered by various departments within a College of Engineering at a large northeastern public university. Micro-credentials were offered as both synchronous and asynchronous opportunities. They required Micro-credential offerings included formal assessment of knowledge and skills for successful completion and the subsequent award of the corresponding digital badge. A survey comprising both the validated Situational Motivation Scale (SIMS) and questions investigating the perception of the digital badge itself were sent to participants immediately upon completion of the micro-credentialing experience.This study finds participants to be both intrinsically and extrinsically motivated to take part in micro-credentialing experiences, attributing some professional values to the digital badge itself. The findings lay necessary groundwork for future research in this evolving domain and also suggest where institutions can better communicate to stakeholders, including students, the value of these relatively new approaches. © 2022 Elsevier B.V., All rights reserved.",digital badge; digital token; extrinsic motivation; intrinsic motivation; micro-credential; situational motivation,E-learning; Engineering education; Students; Digital badge; Digital tokens; Educational institutions; Extrinsic motivation; Formal education; Intrinsic motivation; Micro-credential; Perceived utility; Situational motivation; Student motivation; Motivation,Conference paper,Final,,2-s2.0-85143781087
"Brown, M.; Nic Giolla Mhichil, M.N.G.","Brown, Mark E. (55516559200); Nic Giolla Mhichil, Mairéad (56708717800)",55516559200; 56708717800,"Unboxing micro-credentials: an inside, upside and downside view (Descifrando las microcredenciales: en qué consisten, ventajas e inconvenientes)",2022,Cultura y Educacion,34,4,,938,973,0,20,10.1080/11356405.2022.2102293,https://www.scopus.com/inward/record.uri?eid=2-s2.0-85142152450&doi=10.1080%2F11356405.2022.2102293&partnerID=40&md5=fd28ee636ad944e55fbbb801b0906680,"Micro-credentials are the latest shiny new thing attracting the attention of politicians, policy-makers and educational leaders. This paper endeavours to ‘unbox’ the micro-credential by peeling away inherent tensions in competing definitions and underlying drivers. It reports the tripartite methodology adopted for a state-of-the-art literature review which offers an inside, upside and downside view on the micro-credential. Selected findings illustrate how the growth of the micro-credential needs to be understood in a wider socio-cultural context. The micro-credential movement is part of a complex credential ecology steeped in history, politics and cultural norms. In response to major societal and technological change forces, the paper invites debate on what counts as valued skill and knowledge in today’s rapidly changing digital society. It challenges existing business models for higher and further education and the traditional status of the university degree. Therefore, the micro-credential is not just another passing educational fad, as it brings into question much bigger issues concerning employability, the changing nature of work and new models of life-long learning. © 2022 Elsevier B.V., All rights reserved.",employability; higher education; life-long learning; literature review; micro-credentials,,Article,Final,All Open Access; Hybrid Gold Open Access,2-s2.0-85142152450
"McGreal, R.; Mackintosh, W.; Cox, G.; Olcott, D.","McGreal, Rory (6507436970); Mackintosh, Wayne (57016623800); Cox, Glenda (7402494367); Olcott, Don J. (55329434000)",6507436970; 57016623800; 7402494367; 55329434000,Bridging the Gap: Micro-credentials for Development UNESCO Chairs Policy Brief Form - Under the III World Higher Education Conference (WHEC 2021) Type: Collective X,2022,International Review of Research in Open and Distributed Learning,23,3,,288,302,0,35,10.19173/irrodl.v23i3.6696,https://www.scopus.com/inward/record.uri?eid=2-s2.0-85137645494&doi=10.19173%2Firrodl.v23i3.6696&partnerID=40&md5=dc7e2a721eeb1410553a9dd6551f4f5e,"This paper describes current trends and issues in implementing micro-credentials. The Covid19 epidemic, combined with the increasing cost of higher education; employer concerns about graduate skills and competencies; increasing inequities in access; and student frustrations about lack of job opportunities have all been a catalyst for universities, colleges, independent credentialing agencies, and leaders of national qualification frameworks to rethink the broader credentials continuum in terms of open education and micro-credentials. Students desire more options at lower costs to combine their education and training for jobs. Employers want entry-level employees with better skills and capacity to learn. As a result, major colleges and universities are now actively engaged in granting and/or recognising micro-credentials. Standardising qualifications based on time competencies is an essential requirement for credit transfer among institutions. Micro-credentials are important in ensuring the acceptance and stackability of credentials from different institutions, while providing employers with a secure and unalterable permanent digital record of applicants' abilities to perform skills of high value in the workplace. The OERu (Open Educational Resources universitas) provides an example of how one international consortium is supporting SDG4: Education for All by implementing micro-credentials allowing for maximum transferability among institutions in different countries. The lesson for strategic leaders is simplicity. Micro-credentials should be well Integrated into current institutional programs, rendered easy-to-use with clear validation metrics, providing a value-added benefit for all stakeholders. A list of recommendations to institutions, governments, UNESCO and Non-Governmental Organizations (NGOs) is provided © 2024 Elsevier B.V., All rights reserved.",Micro-credentials; Oer; Open educational resources; Policy,,Article,Final,All Open Access; Gold Open Access; Green Accepted Open Access; Green Open Access,2-s2.0-85137645494
"O’ Leary, P.; Dooley, Z.; McCarthy, K.","O’ Leary, Paul (57200534181); Dooley, Zeta (57866859000); McCarthy, Ken (57865840200)",57200534181; 57866859000; 57865840200,A Quality Framework for HE Micro-Credentials,2022,International Conference on Higher Education Advances,2022-June,,,1321,1328,0,1,10.4995/HEAd22.2022.14673,https://www.scopus.com/inward/record.uri?eid=2-s2.0-85136992470&doi=10.4995%2FHEAd22.2022.14673&partnerID=40&md5=669ac505bb62524b90b988cff709539f,"Micro-credentials are increasing in popularity due to their capacity to offer an award for a small volume of learning that is backed by an academic organization. HE has traditionally offered larger volumes of learning than micro-credentials, such as major and minor awards and has a QA system originally designed for such larger-volume awards. Offering microcredentials along with the more traditional educational offering presents several logistical and QA challenges. QA Framework developments in this space are highly focused on digital awards, where a more holistic approach would be of greater benefit to the broader HE sector. This paper presents a quality framework for a HE to offer micro-credential awards, independent of delivery mode, while still maintaining educational standards and public faith in the quality of all of the HE's awards. © 2022 Elsevier B.V., All rights reserved.",HE quality framework.; micro-credentials,,Conference paper,Final,,2-s2.0-85136992470
"Messaoud, S.B.; Ilahi, M.; Cheniti-Belcadhi, L.","Messaoud, Sami Ben (57703102500); Ilahi, Mounira (35752944600); Cheniti-Belcadhi, Lilia (16229393200)",57703102500; 35752944600; 16229393200,Towards a personalized micro-credentials approach based on learning analytics for reducing the gap university-industry,2022,"IEEE Global Engineering Education Conference, EDUCON",2022-March,,,1448,1454,0,8,10.1109/EDUCON52537.2022.9766585,https://www.scopus.com/inward/record.uri?eid=2-s2.0-85130448783&doi=10.1109%2FEDUCON52537.2022.9766585&partnerID=40&md5=ecce3134de87d493aa30d0619ae6e125,"Higher education still follows a traditional one-size-fits-all, centralized, controlled, and static learning/teaching approach. Moreover, there is a mismatch between the competencies acquired by the student and the industry needs. Addressing the problem should include effective cooperation with industry, better integration with innovative research, and internationalization. We require a move away toward a more personalized, networked, agile, and industry-oriented model for learning. In this research work, we propose a Scenario for using learning analytics to recommend personalized micro-credentials based on a competences score as a solution for reducing the gap between the industry needs and the actual students' skill set. © 2022 Elsevier B.V., All rights reserved.",competence; competency; gap analysis; Learning Analytics; lifelong learning; Micro-credential; personalization; recommendation,Education computing; Competence; Competency; Gap analysis; Industry needs; Learning analytic; Life long learning; Micro-credential; Personalizations; Recommendation; University industries; Students,Conference paper,Final,,2-s2.0-85130448783
"Fisher, R.M.; Leder, H.","Fisher, Richard M. (38361378400); Leder, Harry (57397727500)",38361378400; 57397727500,An assessment of micro-credentials in New Zealand vocational education,2022,International Journal of Training Research,20,3,,232,247,0,20,10.1080/14480220.2021.2018018,https://www.scopus.com/inward/record.uri?eid=2-s2.0-85122279464&doi=10.1080%2F14480220.2021.2018018&partnerID=40&md5=962af410c06c436e007945293733eb64,"In 2018, the New Zealand Qualifications Authority amended its regulatory framework in order to formally recognise micro-credentials. The rules provide a definition, credit value limits, and permission to publish on the NZQA website. The rules apply to Tertiary Education Organisations, leaving universities to establish their own micro-credential recognition schemes. There is provision in the rules for international providers, and non-TEO providers working within New Zealand, to seek equivalency for other micro-credentials. A non-doctrinal policy law framework was adopted to assess the adoption of micro-credentials by the NZQA. It included establishing a timeline of vocational education reform, reviewing currently registered micro-credentials, and identifying unresolved issues that may impact upon their future uptake in New Zealand. They include concerns about disaggregation of qualifications, avoidance of unnecessary replication of learning, and managing expectations about the future recognition and valuation of micro-credentials. © 2022 Elsevier B.V., All rights reserved.",Micro-credentials; non-doctrinal policy law research; qualification framework; qualifications reform,,Article,Final,,2-s2.0-85122279464
"Olcott, D.","Olcott, Don J. (55329434000)",55329434000,Micro-Credentials: A Catalyst for Strategic Reset and Change in U.S. Higher Education,2022,American Journal of Distance Education,36,1,,19,35,0,41,10.1080/08923647.2021.1997537,https://www.scopus.com/inward/record.uri?eid=2-s2.0-85119902110&doi=10.1080%2F08923647.2021.1997537&partnerID=40&md5=0da316edbb97821c79774c88b3937b08,"Micro-credentials vis a vis competency-based certifications of skill domains have existed for decades across vocational-technical education and the professions. What appears to be changing is the priority ascribed to different micro-credentials along a credentials continuum that has focused on formal degrees and certificates. This paper will provide a descriptive analysis of the emerging trend toward micro-credentials by colleges, universities, and other public-private providers in the United States. A major question that emerges for institutional leaders is: Can micro-credentials help position the institution’s academic, public service, and economic and workforce development market positions for the future? Driven by student graduates unable to find good jobs, by employers who cannot find the skill-based workforce they need, by increasing competition, by insurmountable student debt, and by a need for faster pathways from school to work, this aggregate ‘credentials rethink” is forcing colleges and universities to consider reframing their traditional credentials arsenal. The paper will conclude with some observations and key considerations for leaders to navigate their institutions during this period of “strategic reset” for potentially shifting institutional directions to adapt and compete in this new higher education landscape. © 2022 Elsevier B.V., All rights reserved.",,,Article,Final,,2-s2.0-85119902110
"Ahmat, N.H.C.; Bashir, M.A.A.; Razali, A.R.; Kasolang, S.","Ahmat, Nur'Hidayah Che (55331175400); Bashir, M. A.A. (57194127101); Razali, Ahmad Rashidy (35194760100); Kasolang, S. (10938903300)",55331175400; 57194127101; 35194760100; 10938903300,Micro-Credentials in Higher Education Institutions: Challenges and Opportunities,2021,Asian Journal of University Education,17,3,,281,290,0,58,10.24191/ajue.v17i3.14505,https://www.scopus.com/inward/record.uri?eid=2-s2.0-85135473696&doi=10.24191%2Fajue.v17i3.14505&partnerID=40&md5=71dcfc396b9cf66a4e56b234135964b4,"The COVID-19 pandemic has changed the education sector locally and globally especially in teaching and learning delivery methods as most universities have adopted online platforms. The present situation is not only challenging but also tests the flexibility of the existing education system. With the help of technology, the existing traditional education system could be more flexible to enable more individuals from around the world to access education. The latest revolution in online education, micro-credential, is growing interest among public and private universities worldwide, including Malaysia. However, to date, little scholarly work is found related to micro-credentials in higher education. This conceptual paper presents an overview of micro-credential and the challenges and opportunities of offering micro-credential certification in the form of digital badges to the national and global market. Recommendations are made to multiple stakeholders (e.g., higher education providers, employers) to enhance the use of certifications for graduate employability. Ideas for further research are also presented. © 2022 Elsevier B.V., All rights reserved.",Digital badges; Digital credentialing; Higher-education; Micro-credential; Online certification,,Article,Final,All Open Access; Gold Open Access,2-s2.0-85135473696
"Cook, E.","Cook, Emily J. (23395936600)",23395936600,Practice-Based Engineering: Mathematical Competencies and Micro-Credentials,2021,International Journal of Research in Undergraduate Mathematics Education,7,2,,284,305,0,14,10.1007/s40753-020-00128-3,https://www.scopus.com/inward/record.uri?eid=2-s2.0-85108844267&doi=10.1007%2Fs40753-020-00128-3&partnerID=40&md5=c74d7455717faf1e8545d66dd4a59cb2,"A practice-based engineering degree, in which students worked on real-world, team-based projects from day one and throughout their course, was designed to address the need for employability skills in a rapidly changing world. Teaching mathematics in this way required a very different approach to the lecture-exam based model prevalent in most engineering degrees. In order to ensure all students developed the fundamental skills and knowledge required of engineers, a micro-credential based curriculum was developed where micro-credentials were mapped to projects and delivered “just-in-time”. The curriculum contained forty-eight explicit mathematical micro-credentials in the areas of measurement and geometry, algebra, calculus, and statistics and probability as well as many more micro-credentials in other areas of curriculum that contain mathematical skills, from physics to project budgeting. Mathematical competencies were used as a framework in the design and analysis of the micro-credentials. This paper presents a description of, and reflection on the successes and challenges in implementing this model of teaching mathematics in engineering. © 2021 Elsevier B.V., All rights reserved.",Engineering; Mathematical competencies; Micro-credentials; Practice-based; Tertiary study,,Article,Final,All Open Access; Bronze Open Access; Green Accepted Open Access; Green Open Access,2-s2.0-85108844267
"Laughlin, T.","Laughlin, Tara (57573818300)",57573818300,A vision for deeper agency and personalization in micro-credentials,2021,,,,,19,45,0,8,10.4018/978-1-7998-1928-8.ch002,https://www.scopus.com/inward/record.uri?eid=2-s2.0-85128091869&doi=10.4018%2F978-1-7998-1928-8.ch002&partnerID=40&md5=88de7c1abedcba310385bdb42cfd7bbc,"Current systems of education, both KI2 and postsecondary, are leaving learners unprepared for the future of work. Standardized, compliance-oriented approaches to teaching and learning are inequitable and are not responsive enough to meet individual learner needs. A learner-centered educational paradigm has emerged which seeks to disrupt traditional models of education by centering the individual needs of learners in all learning experiences. At the same time, the alternative educational model of micro-credentialing holds great promise to improve workforce readiness. While the fields of learner-centered education and micro-credentials are simultaneously gaining traction, their possible intersections have yet to be fully explored. Micro-credentials have the potential to ready learners for the future of work while providing a deeply relevant, learner-centered experience. This chapter lays out a vision for exactly what this might look like and why it matters for learners. © 2022 Elsevier B.V., All rights reserved.",,,Book chapter,Final,,2-s2.0-85128091869
"Griffith, B.; Beauchamp, S.; Bates, R.","Griffith, Brad (57573628100); Beauchamp, Stephanie (57573628200); Bates, Rachel (57572670100)",57573628100; 57573628200; 57572670100,Growing Oklahoma's workforce readiness through micro-credentials,2021,,,,,1,18,0,0,10.4018/978-1-7998-1928-8.ch001,https://www.scopus.com/inward/record.uri?eid=2-s2.0-85128032169&doi=10.4018%2F978-1-7998-1928-8.ch001&partnerID=40&md5=e11939112a8db9118d8c11bbe1621c14,"The Oklahoma State System of Higher Education is undergoing a rapid transformation which has been accelerated due to the onset of COVID-I9. As the pandemic worsened throughout 2020, Oklahoma's unemployment rate skyrocketed to historic levels. Despite this unfortunate circumstance, numerous job openings are available, particularly among critical occupation areas, such as advanced manufacturing, information systems, technology, healthcare, and management. In order to meet this employment demand, the coordinating board of higher education in Oklahoma, the Oklahoma State Regents for Higher Education (OSRHE), sought additional ways to equip Oklahoma college students, particularly those students with some college and no degree, with the necessary professional capital to compete for these jobs. Concurrent with the national trends, OSRHE staff began researching opportunities to validate the ongoing achievements of students through implementation of micro-credentials and digital badging. © 2022 Elsevier B.V., All rights reserved.",,,Book chapter,Final,,2-s2.0-85128032169
"Martinez-Marroquin, E.; Male, S.","Martinez-Marroquin, Elisa (7401467490); Male, Sally Amanda (6603753705)",7401467490; 6603753705,Micro-credentials for recognition of workplace learning,2021,Journal of Teaching and Learning for Graduate Employability,12,1,,52,57,0,9,10.21153/jtlge2021vol12no1art1513,https://www.scopus.com/inward/record.uri?eid=2-s2.0-86000516464&doi=10.21153%2Fjtlge2021vol12no1art1513&partnerID=40&md5=8945f63c6b64123abf047a4ce8bf8630,[No abstract available],,,Article,Final,All Open Access; Gold Open Access,2-s2.0-86000516464
"Moodie, G.; Wheelahan, L.","Moodie, Gavin F. (16043124200); Wheelahan, Leesa (6507964403)",16043124200; 6507964403,Credentialing micro-credentials,2021,Journal of Teaching and Learning for Graduate Employability,12,1,,58,71,0,3,10.21153/jtlge2021vol12no1art1564,https://www.scopus.com/inward/record.uri?eid=2-s2.0-85184727759&doi=10.21153%2Fjtlge2021vol12no1art1564&partnerID=40&md5=4429e97405f5e5cc5e4d569e29d89a23,"The core purpose of accrediting educational credentials is to establish their conformity with standards established for educational credentials in general, particularly those offered by other institutions and in other fields. Educational accreditation integrates educational credentials within a network of all other educational credentials and their processes for assuring standards and quality. These processes are essentially conservative, being designed to minimise the risk of a failure of standards or quality. There are also pragmatic obstacles to recording multiple credentials from different sources within education’s accreditation system. In contrast, the recognition of expertise in employment is embedded within employment. The core criterion for the recognition of expertise in employment is the practitioner’s integration within a specific field of practice if not a site of employment. Comparability, and still less similarity of practice with other fields and sites, is irrelevant to the recognition of expertise in employment. Inasmuch as micro-credentials seek to develop employability they are markedly different from programs that develop educational knowledge and skills. While such micro- credentials may be recognised in employment, they seem incompatible with educational accreditation. The little evidence available is that micro-credentials do not have strong employment outcomes. Micro-credentials seem unlikely to address inequality in higher education which reflects deep and pervasive inequalities in society, and seem unlikely to strengthen links between education and work which depends as much on the structure of work and the labour market, and the cognitive content of jobs. © 2025 Elsevier B.V., All rights reserved.",accreditation; employability; microcredentials; short courses,,Article,Final,All Open Access; Gold Open Access,2-s2.0-85184727759
"Selvaratnam, R.; Sankey, M.","Selvaratnam, Ratna Malar (57210860202); Sankey, Michael David (55515185500)",57210860202; 55515185500,The State of Micro-Credentials Implementation and Practice in Australasian Higher Education,2021,Open Praxis,13,2,,228,238,0,24,10.5944/openpraxis.13.2.130,https://www.scopus.com/inward/record.uri?eid=2-s2.0-85140654876&doi=10.5944%2Fopenpraxis.13.2.130&partnerID=40&md5=41bc6ae2c1fa6c81ce2a2895a5f4950d,"Micro-credentialing is rapidly growing globally as learning that is both life-long and life-wide and this has only accelerated due to COVID-19. To understand what this means for higher education, The Australasian Council on Open, Distance and eLearning has conducted two surveys on the implementation and practice of micro-credentialing in the Australasian sector. With the surveys conducted a year apart, before and after the pandemic, significant changes are noted in the delivery of learning. The results show an increased interest and intention in rolling out micro-credentials, as evidenced, particularly, in work undertaken at the policy level. However, in relation to actual implementation and practice, there is still a lot of work yet to be done. What is evidenced, in the results, is that this form of credentialing will continue to grow rapidly. Higher education institutions are investing in infrastructure and establishing working groups that are placing a governance model for micro-credentials in universities, while ensuring dedicated resourcing is channeled to this endeavour. Moving forward institutions will require significant planning and coordinated delivery at both at the local and global level, if the potential benefits of implementing micro-credentialing, such as portability and stackability over time, are to be realised. Implications for practice or policy: • Universities can use this data to plan their implementation of micro-credentials • Policy makers and regulators can use this information to monitor this field in higher education. © 2024 Elsevier B.V., All rights reserved.",Australasia; badging; digital; higher education; micro-credentials; short courses; survey,,Article,Final,All Open Access; Gold Open Access; Green Accepted Open Access; Green Open Access,2-s2.0-85140654876
"White, S.","White, Simone (27868181200)",27868181200,Developing credit based micro-credentials for the teaching profession: An Australian descriptive case study,2021,Teachers and Teaching: Theory and Practice,27,7,,696,711,0,19,10.1080/13540602.2021.2003324,https://www.scopus.com/inward/record.uri?eid=2-s2.0-85120776873&doi=10.1080%2F13540602.2021.2003324&partnerID=40&md5=1d8a017483133d8764b65b888f16095d,"The impact of the pandemic has revealed just how important teachers are to a nation’s economic productivity and to the very social fabric and well-being of any society. It has also revealed more starkly the socio-economic and digital divides that teachers continue to address daily to support student learning. How then, to best support teachers own professional learning in complex times? This is a question that has long been asked—but now requires a new framing against the backdrop of constant technological change and disruption. This paper reports on a descriptive case study exploring and critiquing the approach to building a set of credit-bearing micro-credentials for teachers continuing professional development in the Australian context. The set of micro credentials were designed to both support teacher’s professional learning in a set of key learning fields and to enable them to build pathways to further Graduate and Master of Education Studies. The study documents the various stages of design and development drawing from the literature and provides some early findings of the affordances and challenges of establishing further micro credentials for the teaching profession. © 2021 Elsevier B.V., All rights reserved.",micro-credentials; teacher education; Teacher professional learning; workforce needs,,Article,Final,,2-s2.0-85120776873
"Seet, P.-S.; Jones, J.","Seet, Pi Shen (26648968800); Jones, Janice T. (9640394300)",26648968800; 9640394300,Extending micro-credentials to micro-apprenticeships for the Fourth Industrial Revolution: Enhancing vocational education and training in the post-pandemic’s ‘new normal’,2021,Journal of Teaching and Learning for Graduate Employability,12,1,,39,43,0,3,10.21153/JTLGE2021VOL12NO1ART1317,https://www.scopus.com/inward/record.uri?eid=2-s2.0-85117772117&doi=10.21153%2FJTLGE2021VOL12NO1ART1317&partnerID=40&md5=e5d12d7c5ec18581d3c61a137cde7d33,[No abstract available],,,Article,Final,All Open Access; Gold Open Access; Green Accepted Open Access; Green Open Access,2-s2.0-85117772117
"Oliver, B.","Oliver, Beverley (37114879100)",37114879100,Micro-credentials: A learner value framework,2021,Journal of Teaching and Learning for Graduate Employability,12,1,,48,51,0,23,10.21153/JTLGE2021VOL12NO1ART1456,https://www.scopus.com/inward/record.uri?eid=2-s2.0-85116597339&doi=10.21153%2FJTLGE2021VOL12NO1ART1456&partnerID=40&md5=a707d1f747f691c2d0bf506f6be238b1,[No abstract available],,,Article,Final,All Open Access; Gold Open Access,2-s2.0-85116597339
"Brown, M.; Nic Giolla Mhichil, M.N.G.; Beirne, E.; Mac Lochlainn, C.","Brown, Mark E. (55516559200); Nic Giolla Mhichil, Mairéad (56708717800); Beirne, Elaine (57208692729); Mac Lochlainn, Conchúr (57208836645)",55516559200; 56708717800; 57208692729; 57208836645,The global micro-credential landscape: Charting a new credential ecology for lifelong learning,2021,Journal of Learning for Development,8,2,,228,254,0,94,,https://www.scopus.com/inward/record.uri?eid=2-s2.0-85111444796&partnerID=40&md5=ac21e1f3775808e71932a23e9d36a6c7,"This article offers a global overview of the burgeoning field of micro-credentials and their relationship to lifelong learning, employability and new models of digital education. Although there is no globally accepted definition of micro-credentials, the term indicates smaller units of study, which are usually shorter than traditional forms of accredited learning and courses leading to conventional qualifications such as degrees. The paper aims to provide educators with a helicopter view of the rapidly evolving global micro-credential landscape, with particular relevance to higher education leaders, industry stakeholders and government policy-makers. It addresses five questions: (i) What are micro-credentials? (ii) Why micro-credentials? (iii) Who are the key stakeholders? (iv) What is happening globally? and (v) What are some of the key takeaways? Drawing on a European-wide perspective and recent developments in The Republic of Ireland, the paper concludes that micro-credentials are likely to become a more established and mature feature of the 21st-century credential ecology over the next five years. While the global micro-credential landscape is currently disconnected across national boundaries, more clarity and coherence will emerge as governments around the world increasingly align new credentialing developments with existing national qualification frameworks. The micro-credentialing movement also provides opportunities for governments and higher education institutions in partnership with industry to harness new digital learning models beyond the pandemic. © 2021 Elsevier B.V., All rights reserved.",Credentials; Digital badges; Employability; Micro-credentials; Transversal skills,,Article,Final,,2-s2.0-85111444796
"Wheelahan, L.; Moodie, G.","Wheelahan, Leesa (6507964403); Moodie, Gavin F. (16043124200)",6507964403; 16043124200,Analysing micro-credentials in higher education: a Bernsteinian analysis,2021,Journal of Curriculum Studies,53,2,,212,228,0,101,10.1080/00220272.2021.1887358,https://www.scopus.com/inward/record.uri?eid=2-s2.0-85105031849&doi=10.1080%2F00220272.2021.1887358&partnerID=40&md5=d72051e12566c06853ef04327b90525e,"This paper critiques the emergence of micro-credentials in higher education. It argues that micro-credentials build on the discourse of employability skills and 21st century skills within human capital theory, and that they increase the potential of human capital theory to ‘discipline’ the HE curriculum to align it more closely with putative labour market requirements. The paper is situated within the social realist school in the sociology of education, and it draws primarily on the sociology of Basil Bernstein to develop this critique, while also drawing on the Continental Didaktik tradition. It analyses the nature of the person envisaged in curriculum, the homo economicus of human capital theory. This self is a market self who uses micro-credentials to invest in this or that set of skills in anticipating labour market requirements. The paper uses a range of Bernstein’s concepts to analyse the links between what is to be taught, to whom is it taught, and how is it taught in micro-credentials. It focuses on the principle of recontextualization which comprises instructional and regulative discourses, to examine the ways in which notions of the person and human motivation are reshaping relations of classification and framing in HE curriculum. © 2021 Elsevier B.V., All rights reserved.",21st century skills; Bernstein; Didaktik tradition; higher education; micro-credentials; social realism,,Article,Final,All Open Access; Bronze Open Access,2-s2.0-85105031849
"Gish-Lieberman, J.J.; Tawfik, A.; Gatewood, J.","Gish-Lieberman, Jaclyn J. (57221283548); Tawfik, Andrew A. (53882080500); Gatewood, Jessica (57210155089)",57221283548; 53882080500; 57210155089,Micro-Credentials and Badges in Education: a Historical Overview,2021,TechTrends,65,1,,5,7,0,41,10.1007/s11528-020-00567-4,https://www.scopus.com/inward/record.uri?eid=2-s2.0-85099015332&doi=10.1007%2Fs11528-020-00567-4&partnerID=40&md5=e0c2f8815e05d5a5a92ff8828fee3066,[No abstract available],,,Article,Final,,2-s2.0-85099015332
"Rottmann, A.K.; Duggan, M.H.","Rottmann, Amy K. (57202647366); Duggan, Molly H. (16066516700)",57202647366; 16066516700,Micro-credentials in higher education,2020,,,,,223,236,0,13,10.4018/978-1-7998-4360-3.ch011,https://www.scopus.com/inward/record.uri?eid=2-s2.0-85103424937&doi=10.4018%2F978-1-7998-4360-3.ch011&partnerID=40&md5=a50050b05ba314f9f7c19837bdf5929c,"Micro-credentials are becoming an efficient and financially sound method of delivering skills and content knowledge to adult learners. This chapter will define micro-credentials, explore how higher education and business organizations view and utilize them, and discuss the challenges of creating and implementing them. This chapter will conclude with a description of how a small private non-profit university created several micro-credentials by adapting components of their Online Teaching and Instructional Design Master's program. It will also outline the reasons behind the implementation, the research conducted to validate the change, and the process of creating the micro-credentials through template design. © 2022 Elsevier B.V., All rights reserved.",,,Book chapter,Final,,2-s2.0-85103424937
"West, R.E.; Newby, T.; Cheng, Z.; Erickson, A.; Clements, K.","West, Richard Edward (56433927200); Newby, Timothy James (8938261400); Cheng, Zui (57200316366); Erickson, Alyssa (58132340700); Clements, Kyle (57190944148)",56433927200; 8938261400; 57200316366; 58132340700; 57190944148,"Acknowledging All Learning: Alternative, Micro, and Open Credentials",2020,,,,,593,613,0,17,10.1007/978-3-030-36119-8_27,https://www.scopus.com/inward/record.uri?eid=2-s2.0-85115004847&doi=10.1007%2F978-3-030-36119-8_27&partnerID=40&md5=75540da83b80c4f02c1c75b739144fa3,"In this chapter, we review the needs that society, educational institutions, employers, and individual learners have, which argue for the importance of new alternative credentials of learning and skills, along with a theoretical rationale for open microcredentials as a potential enhancement of current systems. We review research findings into flexible microcredentials, including the burgeoning scholarship on open badges. In this review, we focus on three areas of research findings related to microcredentials: (a) the credentialing function and the value of how learned skills and knowledge are recognized, communicated, and perceived; (b) the motivational function and how effort and participation may be incentivized; and (c) the pedagogical function and how microcredentials may be used to support and scaffold learning in users. We conclude with recommendations for practice and research. © 2023 Elsevier B.V., All rights reserved.",Alternative credentials; Motivation; Pedagogy; Skills recognition; Technology,,Book chapter,Final,,2-s2.0-85115004847
"Song, Y.","Song, Yang (57030914000)",57030914000,Alignment of Deliberate Practice to Micro-credentials in an Introductory Computer Science Course,2019,"Proceedings - Frontiers in Education Conference, FIE",2019-October,,9028427,,,0,4,10.1109/FIE43999.2019.9028427,https://www.scopus.com/inward/record.uri?eid=2-s2.0-85082502277&doi=10.1109%2FFIE43999.2019.9028427&partnerID=40&md5=8fe8de1f907ed7f2b71d36ffff3b551e,"This Innovative Practice Work in Progress Paper presents our approach in designing and incorporating deliberate practices based on micro-credentials for a CS1 (introduction to computer science) course. Based on a set of more than 100 micro-credentials we have created for this course, we designed deliberate questions for each lecture based on the micro-credentials students are supposed to acquire. The deliberate questions are relatively short questions focusing on specific skills/ability, coupled with skill assessments. These deliberate questions are used in our in-class exercise sections, in which we encourage students to practice, give students timely feedback and support them in correcting their code. We compared students' performance in the current semester (spring 2019) with another section of the same CS1 course one year ago (spring 2018). Our data analysis shows that students are more likely to participate and finish the daily exercises, and perform better in formal tests. Besides, using deliberate questions based on micro-credentials can provide instructors information on students overall competencies on different micro-credentials, thus allow instructors to design interventions accordingly. © 2020 Elsevier B.V., All rights reserved.",CS1 curriculum design; deliberate practice; introduction to computer science; micro-credentials,Curriculum designs; Deliberate practices; Innovative practices; Introductory computer science; micro-credentials; Skill assessment; Timely feedback; Work in progress; Students,Conference paper,Final,,2-s2.0-85082502277
"Ruddy, C.; Ponte, F.","Ruddy, Christine (57205574001); Ponte, Frank (57205572897)",57205574001; 57205572897,Preparing students for university studies and beyond: a micro-credential trial that delivers academic integrity awareness,2019,Journal of the Australian Library and Information Association,68,1,,56,67,0,46,10.1080/24750158.2018.1562520,https://www.scopus.com/inward/record.uri?eid=2-s2.0-85060636753&doi=10.1080%2F24750158.2018.1562520&partnerID=40&md5=d65ecbb2625b9ccde3c7214ea3fb9753,"Micro-credentials are making an impact on the university course curriculums. Industry partners have increasingly indicated that students exit university with inadequate ‘soft skills’ such as team work, leadership and digital literacy skills. Micro-credentials are now being viewed favourably as a platform to address this deficit in workplace skills. Universities are now expending considerable time identifying industry skill gaps to provide students with the attributes that will serve for a successful transition to the world of work. This article addresses the development of an academic integrity awareness micro-credential for new student entrants to university. The trial of this micro-credential provides students with foundational skills in understanding the academic world, subsequently providing the advantage required for a successful transition to industry. © 2019 Elsevier B.V., All rights reserved.",academic integrity; digital badge; digital literacy; library instruction; Micro-credential,,Article,Final,,2-s2.0-85060636753
"Ponte, F.; Saray, V.","Ponte, Frank (57205572897); Saray, Vicki (57218267533)",57205572897; 57218267533,The evolution of a micro-credential,2019,,,,,546,551,0,13,,https://www.scopus.com/inward/record.uri?eid=2-s2.0-85088517339&partnerID=40&md5=5c04f0d0a88426b468ef0722be80f0b6,"In 2017, key representatives from the University microcredentials team and the Library collaborated to develop, deliver and embed into curriculum, digital literacy micro-credentials in multiple course shells via the University’s new learning management system. The first microcredential delivered was Information Literacy. This credential aimed to address student needs to recognise when information was needed and strengthen their ability to locate, evaluate, and use information effectively (ALA Clearing House, 2017). Students who earned the microcredential were rewarded with a digital badge that outlined the achieved learning outcomes and recognition of this award was reflected on their official academic transcript. In addition, the badges were shared on social media platforms like LinkedIn as a way to demonstrate new skills and engage prospective employers. In 2019, the original credential was reviewed to ensure relevancy. A subsequent eight-week sprint process was initiated. The review process sought feedback from various stakeholders that included the RMIT Creds team learning designer, the subject matter experts (SMEs) from the Library and student reviewers. Results from the review process for the Information Literacy credential highlighted key changes to content and learning outcomes to reduce confusion for students and ensure learning outcomes addressed the module content directly. In addition, a shift away from a traditional educational context of information literacy to a broader professional context was also recommended to ensure relevancy to industry. © 2020 Elsevier B.V., All rights reserved.",Australia; Digital badges; Higher education; Information Literacy; Microcredentials,Digital libraries; Educational technology; Human resource management; Social networking (online); Digital literacies; Educational context; Information literacy; Learning management system; Prospective employers; Social media platforms; Student reviewers; Subject matter experts; Students,Conference paper,Final,,2-s2.0-85088517339
"Hölbl, M.; Kamišalić, A.; Turkanović, M.; Kompara, M.; Podgorelec, B.; Heričko, M.","Hölbl, Marko (14632032500); Kamišalić, Aida (14631936300); Turkanović, Muhamed (55772396700); Kompara, Marko (57200327764); Podgorelec, Blaz (57205195443); Heričko, Marjan (6603385018)",14632032500; 14631936300; 55772396700; 57200327764; 57205195443; 6603385018,EduCTX: An Ecosystem for Managing Digital Micro-Credentials,2018,,,,8534284,,,0,25,10.1109/EAEEIE.2018.8534284,https://www.scopus.com/inward/record.uri?eid=2-s2.0-85059001409&doi=10.1109%2FEAEEIE.2018.8534284&partnerID=40&md5=037350511b677e5f67f83aaa3ff36df3,"Blockchain technology enables the creation of a decentralized and distributed environment in which transactions and data are not controlled by a central authority. Simultaneously transactions are secure, ubiquitous and trustworthy due to the used cryptographic principles. In this paper, we present a global decentralized blockchain-based platform and ecosystem called EduCTX. The platform enables managing, assigning and presenting credentials for individuals and educational institutions as well as other potential stakeholders such as companies, institutions and organizations. Further it enables the development of own digital services, which offers organizations the opportunity to automate the evaluation of individuals' skills and knowledge. The EduCTX platform is implemented on the blockchain platform Ethereum on a consortium-based network of Ethereum run nodes. The platform enables a globally efficient, simplified and ubiquitous environment to avoid language and administrative barriers. © 2018 Elsevier B.V., All rights reserved.",Blockchain technology; Distributed environment; Education; Micro-credentials,Ecosystems; Education; Information services; Digital services; Distributed environments; Educational institutions; Micro-credentials; Ubiquitous environments; Blockchain,Conference paper,Final,,2-s2.0-85059001409
"Song, Y.","Song, Yang (57030914000)",57030914000,Redesigning a computer science capstone course with micro-credentials,2018,"Proceedings - Frontiers in Education Conference, FIE",2018-October,,8658697,,,0,2,10.1109/FIE.2018.8658697,https://www.scopus.com/inward/record.uri?eid=2-s2.0-85063444009&doi=10.1109%2FFIE.2018.8658697&partnerID=40&md5=90787fe65977274d658fc4913a476573,"This Innovate Practice work-in-progress paper investigates micro-credentials as an approach to redesign a course taught by several different instructors in our department. The course involved in this research is a 100-level Computer Science capstone course in Python programming language. This course is mainly designed for freshmen in Computer Science major, but is also available to all the students in other majors. Because of the increasing number of students who are interested in learning programming, the department has to provide at least half a dozen of sessions each semester. Those sessions are usually taught by several faculty members, and in our case, the department has no guidelines on the course design other than a set of student learning outcomes. The instructors of each session can make course design decisions by themselves, including the textbook to use, the material to cover, etc. In this project, we present a course design methodology based on a common set of micro-credentials for this course. Micro-credentials are a set of academic competencies which the instructors expect the students to develop in the course. This paper presents one instructor's course evaluation and redesigning process, showing micro-credentials can help instructors identify the topics which are not covered sufficiently. The process presented in this project could also be used to align the course designs of different instructors on the same course. © 2023 Elsevier B.V., All rights reserved.",Badging; Capstone course design; Computer science education; Micro-credentials,Computer programming; Curricula; Design; Education computing; Badging; Capstone course; Capstone course design; Computer Science Education; Course design; Faculty members; Learning programming; Micro-credential; Python programming language; Student learning outcomes; Students,Conference paper,Final,,2-s2.0-85063444009
"Powell, S.T.; Leary, H.; McLachlan, L.; Brock, K.J.","Powell, Sandra Thatcher (57203987109); Leary, Heather M. (23050937200); McLachlan, Lisa (57203993940); Brock, Karen Johannesen (35861646400)",57203987109; 23050937200; 57203993940; 35861646400,Teachers collaboratively creating micro-credentials for professional development,2018,"Proceedings of International Conference of the Learning Sciences, ICLS",2,2018-June,,1157,1160,0,0,,https://www.scopus.com/inward/record.uri?eid=2-s2.0-85053924563&partnerID=40&md5=c42341034f03e4c456add9829cd7a441,"Micro-credentials are an effective means of providing teacher choice and evidence of achievement in professional development. Engaging teachers in a co-design process to create micro-credentials for professional development activities provides quality requirements and options that are valuable for improving teacher’s knowledge and skills, and impacting classroom practice, providing an opportunity to bridge the gap between research and practice. Through a research practice partnership between a suburban school district and a local university and using design-based implementation research, a co-design process for developing multiple micro-credentials was successfully implemented. Teachers with little to no previous experience with micro-credentials are capable of designing rigorous and relevant required tasks for professional development that targets improvements to classroom practices for improvements to student achievement. © 2018 Elsevier B.V., All rights reserved.",,Bridges; E-learning; Professional aspects; Students; Classroom practices; Co-designs; Implementation researches; Professional development; Quality requirements; Student achievement; Teaching,Conference paper,Final,,2-s2.0-85053924563
"Copenhaver, K.; Pritchard, L.","Copenhaver, Kimberly (57190749661); Pritchard, Liz (57196460602)",57190749661; 57196460602,Digital badges for staff training: Motivate employees to learn with micro-credentials,2017,Journal of Electronic Resources Librarianship,29,4,,245,254,0,18,10.1080/1941126X.2017.1378543,https://www.scopus.com/inward/record.uri?eid=2-s2.0-85033391870&doi=10.1080%2F1941126X.2017.1378543&partnerID=40&md5=a34bc34106035c0501e141a9e8dab7c4,"Integrating micro-credentialing into employee training programs offers libraries an innovative and individualized way to recognize and certify learning and achievement. Digital badges provide a low-cost initiative to support learning benefiting both the individual and institution, offering evidence of skill development that transcends the library and contributes to a student's professional skill set. The micro-credentialing program piloted at the Eckerd College Library showcases the integration of digital badges into the student employee training program. Interactive activities engage students beyond the initial training session and encourage advanced skill acquisition throughout the student's tenure, contributing to the development of marketable professional skills. © 2018 Elsevier B.V., All rights reserved.",Academic libraries; digital badges; gamification; micro-credentials; student employee; training,,Article,Final,,2-s2.0-85033391870
"LaMagna, M.","LaMagna, Michael (55256385300)",55256385300,Placing digital badges and micro-credentials in context,2017,Journal of Electronic Resources Librarianship,29,4,,206,210,0,21,10.1080/1941126X.2017.1378538,https://www.scopus.com/inward/record.uri?eid=2-s2.0-85033383149&doi=10.1080%2F1941126X.2017.1378538&partnerID=40&md5=126a9d0548164d9d644d34cef1944ea0,"There is an increased focus on the use of stackable micro-credentials in education including the use of digital badges. These micro-credentials allow for students to learn specific skills or gain knowledge in focused areas of study. Stacking these micro-credentials together, students can demonstrate what they have learned. Understanding how micro-credentials and specifically digital badges are being used is important for libraries as they work to demonstrate their value as increased pressure continues to be applied from all sides. © 2018 Elsevier B.V., All rights reserved.",Digital badges; higher education; libraries; micro-credentials,,Article,Final,,2-s2.0-85033383149
"Fedock, B.; Kebritchi, M.; Sanders, R.; Holland, A.","Fedock, Barbara Case (57193948836); Kebritchi, Mansureh (24474732900); Sanders, Rebecca (57193952842); Holland, Alicia (58350659800)",57193948836; 24474732900; 57193952842; 58350659800,"Digital badges and micro-credentials: Digital age classroom practices, design strategies, and issues",2016,,,,,273,286,0,4,10.1007/978-3-319-15425-1_15,https://www.scopus.com/inward/record.uri?eid=2-s2.0-85017636069&doi=10.1007%2F978-3-319-15425-1_15&partnerID=40&md5=7d82d12dd833577feea958274ed941c5,"Digital Badges and Micro-credentials are documents that demonstrate individuals are engaged and productive members of a community. Additionally, earning Digital Badges and Micro-credentials may play a significant role in how individual earners increase self-achievement or view perceptions of self. Digital Badges and Micro-credentials show that earners have successfully attained set of goals. Earners have an opportunity to include Digital Badges on their resumes or to personally use Digital Badges to keep a running record of individual accomplishments through the accumulation of badges or credentials, similar to collecting Boy Scout badges. Digital badges or Micro-credentials afford opportunities for the use of alternative assessments which are designed to focus on extrinsic or intrinsic motivational strategies that promote individual or group earner success and learning outcomes. Earners engage in competency based, game based, or hierarchical learning that appeal to different learning styles and meet the needs of diverse learners. Digital Badges and Micro-credentials are valuable documentation for recognition of educational accomplishments or workplace efficiency. MIT, Yale, Purdue, Carnegie Mellon, and organizations such as Smithsonian, Disney-Pixar, and NASA use badges for honoring and commending learners or employees improved skills, knowledge, and accomplishments in education and in workplace development. To increase the use of Digital Badges in organizations, adoption factors based on theory of Diffusion of Innovation should be addressed. Individuals and the community can view earners’ successes, accomplishments, and productivity through displays of Digital Badges and Micro-credentials. © 2017 Elsevier B.V., All rights reserved.",Alternative assessment; Digital badges; Instructional design; Micro-credentials; Motivation,,Book chapter,Final,,2-s2.0-85017636069
"Ellis, L.E.; Nunn, S.G.; Avella, J.T.","Ellis, Larry E. (57193951456); Nunn, Sandra G. (57002907400); Avella, John T. (57003189500)",57193951456; 57002907400; 57003189500,"Digital badges and micro-credentials: Historical overview, motivational aspects, issues, and challenges",2016,,,,,3,21,0,25,10.1007/978-3-319-15425-1_1,https://www.scopus.com/inward/record.uri?eid=2-s2.0-85017613418&doi=10.1007%2F978-3-319-15425-1_1&partnerID=40&md5=f3e75ae1b765e460c79176bc77c106fc,"The use of symbols in ancient times to reflect different meanings has evolved into modern day usage of digital badges and micro-credentials to indicate achievements, knowledge, skills, and competencies. This article explores the historical overview, motivational aspects, issues, and challenges of digital badges and micro-credentials to provide insight and clarity into the various uses and functions in the modern world. The historical perspective of symbols will be presented, and the historical use of both traditional and digital badges will be defined. In addition, this essay provides current research and literature that focuses on the theoretical foundations and human theories that support badging as well as empirical evidence of digital badge utilization. The discussion will explore fields where traditional badging is prevalent and digital badging has limited use such as industry, business, sports, education, entertainment, and peer group programs. Finally, this essay explores the changes due to technology infusion and the theory of disruptive innovation due to the explosion of technology within the last 50 years, current digital badging, and the future of digital badging. © 2017 Elsevier B.V., All rights reserved.",Digital badges; Micro-credentials; Open badging; Open systems technology; Performance validation,,Book chapter,Final,,2-s2.0-85017613418
"Hall-Ellis, S.D.","Hall-Ellis, Sylvia D. (14053853700)",14053853700,Stackable micro-credentials – a framework for the future,2016,Bottom Line,29,4,,233,236,0,18,10.1108/BL-02-2016-0006,https://www.scopus.com/inward/record.uri?eid=2-s2.0-84990233302&doi=10.1108%2FBL-02-2016-0006&partnerID=40&md5=e4d45944f6b0ee77bab9381af62037e0,"Purpose: The purpose of this column is to express a viewpoint about stackable micro-credentials in the library profession. Design/methodology/approach: This is an opinion piece. Findings: There are no formal research findings. Originality/value: This is an original viewpoint. © 2016 Elsevier B.V., All rights reserved.",Credentials; Digital badges; Information professionals; Librarians; Micro-credentials; Professional development,,Article,Final,,2-s2.0-84990233302
"Kato, T.; Rockel, M.","Kato, Takao (55483057300); Rockel, Mark L. (13008031900)",55483057300; 13008031900,"Experiences, credentials, and compensation in the Japanese and U.S. managerial labor markets: Evidence from new micro data",1992,Journal of the Japanese and International Economies,6,1,,30,51,0,48,10.1016/0889-1583(92)90017-X,https://www.scopus.com/inward/record.uri?eid=2-s2.0-0002601910&doi=10.1016%2F0889-1583%2892%2990017-X&partnerID=40&md5=9e12391bcf22f03de7f2c0cd1084bbcf,"This paper provides the first systematic evidence on the determinants of chief executive compensation of Japanese and U.S. corporations. To do so we first integrate data from diverse sources to develop rich new micro data containing information on chief executives of 599 leading corporations in Japan and 506 in the United States. A standard earnings regression framework in the literature is used to analyze the data and to present new findings, including a number of interesting differences and similarities in the structure of executive compensation in the two nations. © 1992. © 2014 Elsevier B.V., All rights reserved.",,,Article,Final,,2-s2.0-0002601910