Abstract:

Short learning opportunities tailored to the specific needs of organizations have increasingly been sought as a solution to fill employees' skill gaps. The rapid pace of current changes requires that universities also adapt to the reality of adult education, or lifelong learning. One approach to achieving this is by creating a system of micro-module offerings. Many European universities are adapting to this new reality by developing courses designed to meet the needs of the surrounding market. These short-term courses, known as micro-modules, provide micro-credential as proof of skill acquisition upon course completion. Micro-credentials can be accumulated and may culminate in the award of an academic degree to the learner. The process of creating and delivering micro-modules requires restructuring some internal academic processes and the implementation of new academic management networks. This work outlines the entire process, from initial consultations with external stakeholders through to the final stages of accreditation and quality monitoring conducted at the University of Aveiro. The goal is to provide a holistic view of the micro-module lifecycle, emphasizing the collaborative efforts required to enhance educational outcomes and maintain high standards of quality and relevance in professional education. We intend to share our institutional experience, list some of the implemented changes that were crucial in the process, highlight the most positive aspects, and discuss some of the obstacles encountered. Since the beginning of 2023, the University has created 150 micro-modules, received 1,270 applications, and selected 976 learners, of whom 702 formalized their registration in 46 different micro-modules. To support the implementation of the micro-modules, we relied on the Lifelong Learning Centre, an institutional body specifically created to manage non-degree courses, which proved crucial in the process as it alleviated the workload of the regular academic management services. Throughout the implementation of the micro-modules, several actions had positive impact: robust dissemination efforts, scheduling modules after work hours, providing scholarships for learners, and planning the micro-modules to be complementary, thereby creating a degree-awarding training plan. Regarding lessons learned so far, it is important to highlight that applications should be received year-round and not confined to a specific timeframe. Application forms should be simplified, and internal bureaucracy reduced to essential levels. Additionally, the creation of new micro-modules should be carefully considered, taking into account existing modules and, more importantly, the needs of the local labor market.

Some of the biggest challenges faced during the micro-modules implementation included effective dissemination of information both within and outside the institution, engaging students already enrolled in degree courses (e.g., master’s and PhD students), and clearly demonstrating the benefits of the micro-modules. Considering that only 1/3 of the micro-modules created were delivered, one of the future planned actions is to improve the identification of skill gaps within the local labor market's companies. By doing so, we can improve the effectiveness of the micro-modules thereby meeting the demands of the constantly evolving job market.

Keywords:

Micro-modules, micro-credentials, adult education, lifelong learning.