Toward just and equitable micro-credentials: an Australian perspective

Abstract

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.

Exploring the potential of micro-credentials: A systematic literature review

“…(p. 95). This perspective expresses a concern that micro-credentials may boost the commercialization of higher education when HEIs will focus on financial interests more than serving the needs of lifelong learning or personal professional development (Desmarchelier and Cary, 2022;Nguyen et al, 2022;Wheelahan and Moodie, 2022). Next to this, Ralston (2021) raises a second concern, claiming that most of the discussions on microcredentialization are carried by the top-level (i.e., policy makers, higher education management, employers, etc.…”

“…Micro-credentials provide a perspective on and a targeted way to clearly validate competencies and facilitate employability, while HEIs have good opportunities to develop this area as both a provider (Porter and Perris, 2021) and an innovator. However, the most recent research raises concerns that microcredentials might focus on changing traditional full-course curriculum into a more competence-based and work-related curriculum just to respond to the emerging need for more skilled workers (Ralston, 2021;Desmarchelier and Cary, 2022). Critical commentators alert that such transformation might lead to the commercialization of higher education which would bring a "moral hazard" (Ralston, 2021, p. 95).…”

“…A growing number of studies have been conducted to investigate the emerging capacity of micro-credentials from the social (Desmarchelier and Cary, 2022;Msweli et al, 2022), economic (Gauthier, 2020;Wheelahan and Moodie, 2021), higher or professional development perspectives (Hunt et al, 2020;Zhang and West, 2020). It is noted that in the current research literature, there is a thin line between the implications of micro-credentials for social and economic recovery, because the two contexts are closely interrelated (Davidson, 2020;Oliver, 2021), meaning that these aspects should be considered equally important.…”

Scoping recent investment in evaluation education in Australian universities

“…Desmarchelier (2021) describes the variance of a microcredential, which can be more than 1 hour and requires less time to complete than a formal qualification, allowing individuals to tap into educational opportunities on a just-in-time basis. Microcredentials address a specific skill gap or shortage arising in the employment market and career progression needs (Desmarchelier & Cary, 2022). Within Australia, microcredentials are not currently quality assured under any government-approved standards, nor accredited by a regulator (Department of Education, Skills and Employment, 2018).…”

Developing a micro-credential for Learning Designers: A Delphi Study

“…They provide a mechanism for learners to rapidly gain recognition for smaller components of learning that focus on skills or knowledge of particular importance to the workplace (Miller & Jorre de St Jorre, 2022). Though the adoption of micro-credentials within the high education has received some criticism (see Wheelahan & Moodie, 2021), it has continued to be promoted as a way to address societal issues, particularly employability and life-long learning-related agendas, and equity and social inclusion (Desmarchelier & Cary, 2022).…”