Why make microcredentials?

With all the confusion regarding terminology, duration, accreditation, value, etc. it is really easy to just focus on definitions and the ‘what’.? As we see different models of microcredentials emerge it might be prudent to take a step back and focus on the ‘why’ – why do we want to make microcredentials, apart from the fact that everyone else is doing it so we should too.

I have been lucky enough to have the opportunity to work with many people in Higher Ed and EdTech both here in Australia and internationally and the short answer is there are lots of whys. There is no single reason for making microcredentials and institutions don’t have to have the same rationale for every microcredential they make. However it does make sense to understand the ‘why’ before you start designing as it can significantly influence the end product.

One of the purposes of a university is the dissemination of knowledge and short courses can be a great vehicle for both research translation and the public good. A great example is the number of universities and open platforms that are developing short courses or Massive Open Online Courses (MOOCs), around sustainability, emerging clean energy technology and climate change.? Many are partnering with organisations like FutureLearn and UNESCO to share these courses via projects such as Education for Sustainable Development in UNESCO Learning Cities.?

The focus of these universities is usually on reaching a broad audience for ‘mass’ education and as such there are often follow-up short courses which go deeper into specific areas and start to focus on Continuing Professional Development (CPD) or skills uplift for a more targeted audience. The MOOCs are also useful for building reputation and reach, and can be pathways into higher education. Deakin University analysed learner activity across FutureLearn and Deakin systems and found many instances where learners started with MOOCs and progressed to degrees. However, the pathways were not linear and often took 1-2 years before students progressed.

In contrast, other universities have taken a much more straightforward approach with pathways, such as University of Melbourne bundling some of their microcredentials and by completing four specific microcredentials you can apply for credit for particular subjects. The University of New England offer bespoke degrees allowing learners to bundle subjects from different degrees and disciplines to complete a Grad Cert or Grad Dip. ?It is a clever concept as it provides an effective vehicle for learners to treat single subjects like microcredentials. In the US there are also a lot of community colleges collaborating with local high schools offering credentials that will allow high school students to get credit in undergraduate degrees and complete their initial studies faster – shortening the ‘learn to earn’ timeline which in turn supports access and equity.?

For many institutions, improving access and equity is a strategic driver for developing shorter, less expensive educational experiences that break down the financial and time barriers of longer-form education and help to overcome barriers around confidence and expectations, particularly for groups with lower participation rates. Curtin University have a great example with the microcredentials which are being created for rock art monitoring qualifications in collaboration with the Murujuga Aboriginal Corporation (MAC) Rangers.?

Short courses are also vital for developing a lifelong learning culture where there is a continuous need to access ‘just in time’ learning experiences to support career progression and change, needed now more than ever in a world where work is changing so rapidly. The growth of AI has accelerated and will continue to change the work humans do and how they interact with technology, necessitating constant upskilling. The medical profession has always known this and they require qualified people to complete CPD to ensure that their skills and knowledge are kept up to date.? If we translate this to other industries it becomes obvious that someone who completed a Masters in IT 15 years ago won’t have covered blockchain, crypto currency or many aspects of cyber security, but ?it is unlikely they will want to do another Masters. Microcredentials can fill the knowledge gap for both those with previous degrees and those with professional practice experience who don’t want to spend the time or money on a traditional qualification.

After COVID the growth of hybrid learning and the opportunities to stack microcredentials has changed the way many of us think about learning. Transnational education where there is a blend of onshore, international and online learning can open many possibilities for those in remote or developing regions to access world class education at a fraction of the cost of a traditional international degree and encourage more equitable participation. ?

Finally, whilst initial revenue streams may be disappointing with the exception of some blockbuster short courses (think block chain, or cyber security) we need to acknowledge that the microcredential marketplace is immature.? In the short term, microcredentials are unlikely to be an effective revenue stream in their own right, especially for higher ed in Australia, where there is limited or no access to fee help and uncertainty around the value of credit and how it might be used across universities and industries. As the market matures the partnerships between education, industry and government may lead to more lucrative B2C or B2B models. But if we look at microcredentials just as a stand-alone product we are missing the opportunity to use short form learning in ways that address societal issues around access, disadvantage, and the ability to have a responsive workforce that can adapt to the changing needs of work.

“Using micro-credentials, a ‘one-size-fits-all’ approach can give way to ‘fit-for-purpose’ solutions. In the long term, higher education needs to broaden its ambitions and offerings in order to contribute to the holistic development of learners and the peaceful and sustainable development of communities and societies.”

UNESCO 2022, Microcredentials: An important part of a bigger ecosystem