Abstract:

The increasing use of new types of credentials (cf. micro-credentials, badges) largely impacts global education, aiming to advance knowledge accreditation and skills recognition at Higher Education systems (European Commission, 2020; ECIU University, 2021). Currently, Higher Education Institutions (HEIs) adopt the issuing of diplomas along with these new types of credentials. What is less known, however, is the range of combinations of these credentials by HEIs, which would allow us to better understand the strategies HEIs adopt in issuing different types of credentials. In addition, the types of transferable and non-transferable credits awarded are diverse and manifold, reflecting the need for more valuable insights into how micro-credentials can be rendered stackable, standardised, and transferable across HEIs and the market. It is also less known which national or international qualification accreditation frameworks these credentials are connected to, which would give a better understanding of the connection between issuing credentials and their recognition beyond the institutions issuing them.

The current paper tackles these three questions by adopting an exploratory data analysis on the ground of data visualisation. From a methodological point of view, we create visual representations of data to objectively distinguish and uncover emerging patterns on the topic. (Ward et al. 2010). The data visualisations produced are made available as dynamic open-access data (link) allowing further exploration and expansion.

With regards to data collection, a desktop research has been carried out based on the following criteria:
a) all practices were deployed by HEIs,
b) they offered credit recognition practices for credits other than diplomas,
c) they were ongoing in 2021,
d) they shared sufficient information publicly about the practice.

The practices have been further categorised and analysed based on three parameters:
a) the type of certifications awarded to learners, presenting assorted categories that reflect the diversity of certification methods applied within micro-learning programmes,
b) the credit transfer or accumulation frameworks adopted, that offers a provisional categorisation of validating, transferring and standardising credit and point systems, bringing forth a heterogeneous composition,
c) the number and type of quality accreditations acquired by each course or platform, offering an overview of quality accreditations that are adopted by micro-credential programmes as effective ways to leverage their validity, trustworthiness, and transparency.

Forthcoming developments on conceptual, policy and infrastructure levels are expected to consolidate the diverse landscape of micro-learning curricula and ease the adoption of common frameworks, paving the way for more effective models and technologies that empower vocational and lifelong learning. This study provides insights into a wealth of approaches currently in active development, analysing practices and frameworks of certification methods applied within micro-learning programmes, represented through interactive data visualisations.

References:
[1] ECIU University (2021). ECIU White Paper on Micro-credentials. DOI: 10.5281/zenodo.4438507
[2] European Commission. (2020). A European approach to Micro-credentials.
[3] Ward, M. O., Grinstein, G., & Keim, D. (2010). Interactive data visualization: foundations, techniques, and applications. AK Peters/CRC Press.

Keywords:

Micro-credentials, higher education, certification, credit transfer, continuing education.