Unboxing micro-credentials: an inside, upside and downside view (Descifrando las microcredenciales: en qué consisten, ventajas e inconvenientes)

Abstract

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.

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

“…It is important to acknowledge that since the time this literature review was undertaken, several new publications have emerged, including other literature reviews (e.g., Brown et al, 2021;Brown and Mhichil, 2022;Fisher and Leder, 2022;McGreal et al, 2022;Nguyen et al, 2022). This work both confirms some of the findings of this study and introduces new developments in the micro-credentialing area.…”

“…The concept of micro-credentials is relatively new, formed by the joint efforts of researchers, practitioners, and policy makers. As noted by Brown and Mhichil (2022) the use of the definition mainly depends on "who is using the term and in what context." While most of the time definitions of microcredentials are based on a theoretical and scientific point of view, most of the existing models, prototypes, and practices are mainly explored and developed within the frameworks of different educational applied projects (e.g., MICROBOL, MICROHE).…”

Micro-credentials and reflections on higher education

“…Since both higher education institutions and private companies and organizations grant micro-credential certificates and these organizations do not act according to a common framework or determined standards, efforts have emerged to create a common framework for establishing the quality assurance procedures for micro-credentials. Brown et al (2021a) analyzed 149 publications on micro-credentials between 2015 and 2021. He found that 85.1% of the publications on micro-credentials were about higher education, 28.4% of them were Microcredentials and professional career about vocational education, 17.6% of them were about industry and institutions, 10.1% of them were about MOOCs, 1.4% of them were about community organizations and 5.4% of them were about K-12.…”

“…(8) Reducing education and training costs: Student debt is expressed as the second critical factor in the increase in the use of micro-credentials in the USA (Brown et al, 2021a(Brown et al, , 2021b.…”

“…Since both higher education institutions and private companies and organizations grant micro-credential certificates and these organizations do not act according to a common framework or determined standards, efforts have emerged to create a common framework for establishing the quality assurance procedures for micro-credentials. Brown et al . (2021a) analyzed 149 publications on micro-credentials between 2015 and 2021.…”