Author: Lindsey Downs

Overview and Introduction

Today, we conclude the WCET blog series on microcredentials which set out to address the inception, implementation, and evaluation of microcredentialing approaches across the higher education industry. We learned that there is a wide range of reasons for an institution to begin a microcredential initiative, an even broader spectrum of microcredential terminology, and yet two primary outcomes: “to improve student recruitment and retention” and “to align learning with shorter-term outcomes that can more immediately align with career progression” (Niles and Lazarewicz, 2022). Institutions and training providers use microcredentials to adapt to a number of trends such as decreasing student enrollment and workforce degree requirements and increasing acceptance of online learning, employer demand for skills training, and public demand for greater return on educational investment (Higher Learning Commission, 2022). As professionally trained and former instructional designers, we begin by defining what success looks like. In this blog post, we will present what we learned about how to assess and evaluate the efficacy of microcredentialing approaches through a variety of stakeholder perspectives.

Multiple Perspectives on Success

“One of the positives from the pandemic has been the acceleration of innovation and change in higher education – microcredentials have grown in scale and areas of focus to help provide current students or adult learners additional knowledge to help them be more competitive in the job market. The assessment and evaluation of whether these microcredentials are making a difference for students and adult learners and whether employers value these micro credentials. The next phase of the growing area of microcredentials should seek to answer the questions about employer value, industry microcredentials, or higher ed developed micro credentials, measuring learning outcomes, and more,” shared Melissa Vito, Vice Provost of Academic Innovation at the University of Texas at San Antonio.

Microcredentials should create positive labor market outcomes in terms of employment and earnings. “If done correctly, microcredentials help students develop skills that today’s employers are expecting from their entry-level talent” stated Scott Shireman, Global Head of Coursera for Campus. “When microcredentials are built and recognized by industry leaders like Google, IBM, and Meta, they reflect the skills and tools most in-demand by top employers.” Shireman also invited us to consider how microcredentials impact students. “From a student recruitment perspective, the fact is that students today, and their parents for that matter, are thinking more critically about the ROI of the traditional four-year degree. We’re seeing that shift in mindset reflected in university recruitment numbers. It’s a very competitive landscape, and universities are increasingly leveraging microcredentials and job-relevant skills training to differentiate their brand and show students that they’ll benefit from multiple signals in a competitive and fast-evolving market – the two or four-year degree they graduate with, and the career certificates they earn along the way.” The new Coursera survey published shows high demand for industry microcredentials from students and employers in tight labor market.

Kate Smith, President of Rio Salado College, reinforced that student success is at the core of an effective microcredential: “Evaluation of microcredentials is tied to outcomes of students – retention, completion, post-completion employment, and wages, along with structured qualitative feedback from learners, employers, and related faculty and staff.” Microcredentials can provide students with early exposure to career choices, helping students to “build confidence to continue their post-secondary education” and also to reinforce or redirect career choices.

For former Mesa Community College student, Sam McFadden, a two-week, full-time “wire harness bootcamp quite literally changed my life, and has put me in a position to be successful in my career, and complete my education. Three years ago, it would have been difficult to imagine that I would be where I am today.” Today, Sam is employed by Boeing, the world’s largest aerospace company.

Jude Chudi Okpala, Professor of Instruction at the Department of Philosophy and Classics at The University of Texas at San Antonio explained what success should look like for students. “Success in a critical thinking microcredential, for example, consists in application of critical thinking on a concrete and real problem. Looking at students’ work in such microcredentials, one sees a correspondence between the objectives and the learning outcomes for the microcredential: for example, evidence of logic in addition to effective understanding of complexity and the relationship between the problem and solution. Invariably, a successful microcredential in critical thinking should reveal independent thinking and the students’ ability to solve a concrete problem. The microcredential should demonstrate without ambiguity the students’ skill in critical thinking/problem-solving.”

Lisa Larson, President of Eastern Maine Community College, Ed Design Lab, Designer in Residence believes “micropathways are the gateway to transformation” because this demonstrates “we are committed to transforming our institution to meet the needs of those who need us most.” Larson emphasized the need to measure the engagement, student and employer value proposition, and impact after completion. For example, getting employers to include microcredentials in their recruitment, hiring, and promotion practices are metrics of success. In short, Larson asks “Who did the microcredential make a difference for, and how can we tell the story of impact?” Microcredentials may also increase access for non-traditional students to “break through ceilings” and “earn a living wage” contributing to equity and economic growth in our communities. Larson advised that microcredentials should be “digitally discoverable”, so students can “own the learning upon receiving validation of the competency and skill.” The digital nature of a microcredential should “create the visibility for students to take every ounce of learning and experience with them.”

Assessment and Evaluation

“Ideally a feasibility study includes a market review of demand, wages, stakeholders, and resources needed to build and implement the credential, combined with a SWOT analysis. The microcredentials are then developed with input and co-design principles when feasible, with local or national industry partners” (Kate Smith, 2022, personal communication). Data analysis plays a key role in evaluating the effectiveness and impact of scope, resources, risks and feasibility of a microcredential project. Consensus-building with campus stakeholders and employer stakeholders is critical to a mutual definition of what success looks like.

Lydia Riley, Chief of Staff of The University of Texas System (UT System) invites institutions to consider the “AGILE planning framework with frequent feedback loops that lay out the foundations of the microcredential programs, identifying strategic goals for revenue-generation or mission-enhancing endeavors”. All stakeholders expressed a desire for marketable skills, relevant, contextualized curriculum, and increased perspective of employers into curriculum. While success may be measured by the value proposition to learners, the microcredential must also be validated by employers. One of the most challenging elements when planning and assessing microcredential approaches “is the personnel capacity and stakeholder capacity; the people on the ground really designing and implementing into the institutional structures” (Lisa Larson, 2022, personal communication).

Leah Palmer, Executive Director at Maricopa Community Colleges Arizona Advanced Manufacturing Institute (AzAMI) emphasized the importance of data tracking and benchmark metrics to measure the impact on student success, costs to the institution, and sector demands for talents. Palmer recommends tracking the number of hits on your microcredential webpage, enrollments and trajectory, value propositions such as course completions, earned badges or certifications, and follow-up emails for employment-related status. We must create opportunities for enhancement and/or implementation of corrective actions during the microcredentials planning phase.

Micheal Voss, Dean of Instruction at Mesa Community College recommends an “annual threshold review of Key Performance Indicators (KPIs) and a more robust program review at least every 5 years. Ideally, program completers should receive follow-up surveys 12-18 months post-completion to gain feedback as to how the knowledge, skills, and behaviors learned have impacted the person’s employment or next step education status.”

Lori Lindenberg, District Director of Data Analytics and Strategy at Maricopa Community Colleges explained how their system of 10-independently accredited colleges shares data through the Student Clearinghouse Postsecondary Data Partnership (PDP) to assess the leading and lagging indicators typically associated with the guided pathways framework, such as credit momentum and time to completion. Measuring economic outcomes has proven a little harder for some institutions. Employment data is notoriously difficult to acquire yet increasingly important to track the impact of microcredentialing. Maricopa Community Colleges has a partnership with Equifax to study wage data (pre- and post-completion), annually for up to 10-years, but this has been traditionally focused on degrees and certificates. They are working to transcribe recognition of microcredentials into their student information system and also experiment with digital badging platforms. The country’s largest accreditor, the Higher Learning Commission, sees an opportunity to provide a quality assurance service for non-degree credentials, yet they note their current limitations in capacity and scope (HLC, 2022). Perhaps third-party validation will promote shared standards of quality and transferability of microcredentials.

Key Takeaways and Summary Points

Through the testimonies and insights gathered in this process, we have identified that different data points will be indicators of success based on stakeholder perspectives (Larson, personal communication, 2022). Institutions and employers should base their microcredential partnership on key values and standards such as transparency, validation, recognition, and reward of skills. Table 1 illustrates this point that the measures of success may be complex and individually defined. The value proposition of a microcredential often depends on one’s perspective. 

Table 1. What success looks like by stakeholder group – words commonly used

Student	Employer	Faculty	Administration	Accreditor
Affordable	Meet a specific workplace need that directly support industry job roles and job descriptions that are in demand	Engagement	Meet a specific workforce development need	Quality assurance
Short-term	Recruit skilled workforce	Learning	Student’s success	Curricular alignment
Re-careering	Diversity equity and inclusion strategies for recruitment	Authentic assessment	Enrollment	Employability of graduates
Upskilling	Retain and reskill/upskill current employees	Retention	Retention	Transparency of tuition, fees, and costs
Recognition of skills	Career pathways	Completion	Complete	ROI for students
Career progression		On-ramps to educational pathways	Completion
Higher wages		Off-ramps to employment	Revenue
New job or different job		Stackable educational and career pathways	Digitally discoverable
Pathways to economic self-sufficiency		Curricular alignment to employment	Portable for the learner
Gain more confidence in career path and future		Career-ready	Valuable to the learner
Confidence to continue engaging in post-secondary education		Industry engagement and advisory	Validated by the employer
Effective demonstration of the target skills			Equity opportunities for students
Authentic alignment of the learning objectives and outcomes			Community engagement
Understanding of how to apply the skills
Reflection on acquired competence and its corresponding outcomes–what the students should be able to do
Concrete professional growth
Relevance of the assessment and partnership with the industry/community

It became quite evident that assessing and evaluating microcredentials will require rapid prototyping with inclusive feedback loops from students, faculty and employers. Microcredentials have shorter lifecycles and therefore continuous evaluation of KPIs and lead measures are critical. Table 2 shares examples of different KPIs for assessing and evaluating microcredentials that align to the ADDIE instructional design process.

Table 2. Key Performance Indicators to assess along the microcredential lifecycle 

Needs Analysis	Design & Development	Implementation	Evaluation
Institutional capacity	Stakeholder buy-in	Time-to-market	Student surveys
Personnel capacity	Employer engagement	Minimally viable product
Feasibility analysis	Co-design between institutions and employers	Marketing leads	Student completion
SWOT analysis	Standards	Enrollments	Student intent fulfilled
Identification of skills gaps	Signaling completion	Alignment to industry jobs	Feedback about the positive outcomes of the microcredential
Technology needs		Transparency, validation, recognition and reward of skills	Employment opportunities
			Revenue generation
			How and where the student shares the microcredential
			Employer integrates into recruitment, hiring, retention, and promotion processes
			Content quality
			Improve the design of the credential

Contributors

A heartfelt thank you to all the expert interviewees lending their time, leading this transformative movement in higher education, designing these critical learning experiences, and for helping us to measure what matters most. Interviewees included:

• Dr. Lisa Larson, President of Eastern Maine Community College, Ed Design Lab, Designer in Residence
• Lori Lindenberg, District Director of Data Analytics and Strategy – Maricopa Community Colleges
• Dr. Jude Chudi Okpala, Professor of Instruction- Department of Philosophy and Classics – The University of Texas at San Antonio
• Leah Palmer, Executive Director – Arizona Advanced Manufacturing Institute (AzAMI) – Maricopa Community Colleges
• Lydia Riley, Chief of Staff – The University of Texas System
• Scott Shireman, Global Head of Coursera for Campus
• Dr. Kate Smith, President – Rio Salado College- Maricopa Community Colleges
• Dr. Melissa Vito, Vice Provost of Academic Innovation – The University of Texas at San Antonio
• Michael Voss, Dean of Instruction – Mesa Community College – Maricopa Community Colleges

References:

Higher Learning Commission. (2022, April). Evolving: Accreditation and credential landscape. Retrieved on September 20, 2022 from https://download.hlcommission.org/initiatives/2022StakeholdersRoundtablePapers.pdf

Lazarewicz, K., Niles, G. (2022, May 26). Considering Your “Why”- How Developing a Microcredential Strategy Will Help Your Students (and Your University) Thrive. WCET Frontiers. https://wcet.wiche.edu/frontiers/2022/05/26/how-developing-a-microcredential-strategy-will-help-your-students-and-your-university-thrive/  

Shireman, S. (2022, September 27). New Coursera survey shows high demand for industry microcredentials from students and employers in tight labor market. Coursera Blog. https://blog.coursera.org/from-higher-education-to-employment/

Welcome to the continuation of the WCET + WCET Steering work group series focused on microcredential initiatives. This series explores microcredential adoption, implementation, and evaluation. Previously, the series has reviewed the importance of understanding the strategic goals of microcredential projects, the value that clarity of terms plays in an emergent area, and considered the inception of a microcredential project.

With today’s post, our steering committee work group discusses the implementation stage of a microcredentialling program. The authors call upon several experts in the field to share lessons learned from their experiences implementing microcredential programming at their institution.

Thank you to those interviewed and the WCET Steering Committee working group for this outstanding series!

Enjoy the read,

Lindsey Downs, WCET

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Launching or growing a mircocredential program requires coordination and thoughtful planning. Luckily there are others who have traveled this path before you and the microcredential community is one that is happy to share their lessons with others. 

Key aspects of a successful implementation include: 

• Creating a framework and process that can meet your needs today and into the future.
• Building a structure for the stakeholders to have a voice in the development and management of a program.
• Making sure your policies are built to uphold the integrity of your work and your institutional value.

To better highlight the implementation phase of a microcredential program, we drew upon the expertise of four talented and engaged members of the WCET community to share their experience and wisdom. 

Q&A With Experts

Please note, some responses have been edited for space and clarity.

Q: Why did you start your microcredential program? Did you have a specific purpose or reason for starting?

Jennifer Dale, Community College of Aurora:

We want to be an agent of change for students’ social and economic mobility.

Microcredentialing allows students to access the key skills and content knowledge to enter into their field faster, at a higher earning potential, and with the option of returning to stack their credentials further to advance intheir respective roles. 

Lesley Voigt, Madison College:

We brought micro-credentials to campus in 2012 as a way to help validate and verify the learning that takes place within our Continuing Education courses.

We were hearing far too often that our earners as well as our/their employers wanted something more than just an “S” or a “U” on a transcript. Building out credentials that required some sort of assessment helped the badge consumers verify that knowledge transfer took place. 

Mark Hobson, SNHU:

During the redevelopment of our MBA program content, we determined industry recognized credentials are a high-value proposition to reinforce program content and for the career development of learners. We selected a program partner, Wiley, to produce and deliver these credentials that had a business partnership with Association of International Certified Professional Accountants (AICPA).

We asked for credentials to cover technical, managerial and leadership skills. Two graded credentials are included in every course and an option for about 20 other valuable credentials. The credentials skills such as MS Excel, PowerBI, Coaching and Mentoring, Critical Thinking, Project Management and more The reasonable cost of the credentials ($30.00 each) is bundled with student learning resources for every course. The credentials are free to all MBA faculty members.

Anne Reed, University at Buffalo:

The University at Buffalo (UB) is part of the State University of New York (SUNY) system, which released a policy framework for microcredentials back in 2018.

This framework inspired us to develop a pilot, as we saw the potential for microcredentials to help students meet their individual academic and professional goals. 

Q: What were the crucial implementation steps or processes that helped you to achieve your success?

Aurora: We are in the midst of establishing our microcredentials. It has taken collaboration, research, communication, and key partnerships outside of the institution to make the progress we have. We are hoping to launch many of our key microcredentials in the Spring of 2023.

Madison College: For us, I think it was the opportunity to try different things knowing that if they did not work, we could find a way to back out, adjust, and pivot if needed. In addition to that, it was and continues to be necessary to have someone or a group of people responsible for the oversight of the program. Once we started to have some initial success in non-credit, we were able to gradually expand into degree programming, customized employer training, and other areas of our college. As that showed more success our administration fully bought in and authorized the creation of our Digital Credentials Institute.

SNHU: Important steps include ease of access for students to the credential within the learning management software (LMS). Additionally, we related the learning within the course content to the course competencies and program outcomes. Finally, we spent time and resources teaching and encouraging students to display their badges in their social media content to promote personal branding.

Buffalo: We instated a centralized office (Office of Microcredentials) and spent almost a full year planning and developing processes before launching our first microcredentials. Developing a communication plan early on allowed us to build awareness of microcredentials and clarity around their purpose and benefits to all stakeholders. 

A centralized office has been critical to ensuring our efforts are well-coordinated, as microcredential development and implementation requires collaboration across many offices and units (e.g., academic departments, registrar). A centralized office has also allowed us to instate a faculty governance process that assures our microcredentials meet quality standards, and appropriately fit into, or complement, existing programs. 

Q: Looking back, what were your biggest hindrances to progress?

Aurora: Navigating the many different layers of varying processes is not necessarily a hindrance, but an opportunity to be intentional with every step. And, it takes time to navigate those processes, which can slow progress but ultimately lead to better outcomes. 

Madison College: Probably our biggest hindrance was just acceptance that micro-credentials/digital badges were a real thing, not just a novelty, and could have real value in the market. It took some time to get faculty buy-in, but once some early adopters moved forward it has literally exploded on our campuses.

SNHU: The biggest hindrance was finding a business partner who understood our vision and could deliver a robust bundle of products to support each course in the program. We wanted one partner to work on the design that had the right textbooks, credentials, videos, podcasts, animated videos, and research that matched our vision and the learners’ needs. We spent several months meeting with different professional teams. While all the learning resource vendors had high quality products, we chose Wiley and AICPA because they were able to meet all needs. A second hindrance was designing the links within the LMS that were easy and seamless for students. We did not want students to “work” at getting to the content. The work is in learning and achieving the credentials and not maneuvering through multiple gates to access the tool.

Q: What were your “go to” resources?

Aurora: State data informing the industries of focus, workforce data, industry advisory boards, finding resources, and partnerships through organizations like The Educational Design Lab, as well as with colleagues in the respective work groups.

Madison College: There were very few organizations especially in higher ed that were utilizing digital badges when we first started (2012). In those early years, we spent a lot of time building the plane while flying…but one of the biggest influences we had would be the IBM program.

Buffalo: The SUNY microcredential policy framework has been a great resource for UB, and I encourage anyone implementing microcredentials in higher education to consider adopting the guiding principles of the framework. 

I am fortunate to have a community of like-minded practitioners across the state who also oversee microcredential programs. For me, community is a critical resource as it provides an opportunity to share practices, explore new ideas, and learn in a manner that is informal and risk-free. 

The professional organization UPCEA is an excellent resource for HED professionals who work with alternative credentials in any capacity. Over the years I have had the privilege to work with UPCEA in a variety of capacities, including as a contributor to the Hallmarks of Excellence in Credential Innovation, which is essential reading for anyone developing a microcredential strategy or managing the procedural aspects thereof. 

Q: Has your microcredential program become embedded in the fabric of your institutional operations? If so, how have you accomplished this?

Madison College: Yes, but it definitely did not happen overnight. We had to prove that these credentials were something people (earners/employers, etc.…) wanted. In addition to that, we needed a plan/policy for how they would be utilized, what the value of them would be, the graphic images, all of the pieces that make the program successful and scalable. 

Currently, one of the most integrated processes utilizing digital badges are our Articulation badges, similar to Credit for Prior Learning, which flows through our Admissions office. These badges have played a key role in helping us build and maintain community-based organization partnerships while also providing pathways into education.

SNHU: As a result of the learning and success of implementing credentials in the MBA, we were able to implement similar tools in our Accounting and Human Resources programs. These learners will now have additional tools to enhance their career potential and professional development.

Buffalo: We have been able to effectively integrate microcredentials into UB’s systems and processes. We are fortunate to have the support of university leadership, particularly our Vice Provost for Academic Affairs (VPAA), who has supported and championed microcredentials since we began this initiative. Undoubtedly, when adding a new type of credential to an institution’s portfolio, more work will ensue. This includes new procedures for administrative offices, and added responsibility for faculty who develop microcredentials and support students in earning them. This would be much more difficult, if not impossible, without trust in, and respect for, the leadership behind these efforts.

Q: What implementation advice do you have for others? 

Aurora: Allow for the time it takes to do this work well. Partner across positions within and external from the organization. Seek significant industry input, and make it an iterative process. 

Madison College: 

1. Make sure you have someone or a group of people responsible for your program. All badge creation should flow through them, at least initially to help maintain integrity.
2. Make sure your imagery represents your organization first and foremost – you are the value!
3. Create policy to help ensure integrity. Misrepresenting the value of one microcredential can potentially devalue all of your microcredentials.
4. It’s easy to think about opportunities that are right in front of you, but to build a program that’s scalable, think big picture and don’t be afraid to take risks!
5. Last but not least, many organizations I speak with tend to assume microcredentials need to be something new. I guarantee there are amazing things happening at your organization that no one knows about that you could package into a microcredential.

SNHU: One of the tenants of Total Quality Management (TQM) is developing business partnerships with outside firms who understand your own vision and mission. Your success is their success. Having one vendor to manage your “supply chain” of credentialing is both a benefit and a challenge. A benefit is having a trustworthy partnership. A challenge is getting all the needed name brand products from one source. We were able to maximize the benefit and overcome the challenges through hard work and on-going transparent communication with Wiley and AICPA.

Buffalo: Use your existing systems (e.g., SIS, LMS) and processes (e.g., curricular review) for developing and implementing microcredentials. This will improve efficiency and help internal stakeholders understand that microcredentials are a component of your institution’s portfolio, and not just a fad or inferior to other types of credentials. 

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In summary, the implementation stage is where your institution can start to really impact your community, take your time to identify what is working and what can be improved as you move forward. 

We would like to thank the following individuals who generously helped with this blog:

• Anne Reed, Director – Office of Micro-Credentials, University at Buffalo.
• Mark F. Hobson, Ph.D., Senior Associate Dean of Business, Southern New Hampshire University.
• Lesley Voigt, Director, Digital Credentials Institute, Madison College.
• Jenn Dale, Dean of Online and Blended Learning, Community College of Aurora.

Recommended Resources:

• 1EdTech Digital Badge Program Considerations: https://www.imsglobal.org/badges/checklist 
• AACRAO Alternative Credentials Considerations and Best Practices: https://www.aacrao.org/resources/newsletters-blogs/aacrao-connect/article/alternative-credentials-considerations-guidance-and-best-practices
• Digital Credentials Institute at Madison College: https://dci-madisoncollege.org/ 
• SUNY Microcredentials: https://www.suny.edu/microcredentials/ 
• UPCEA Hallmarks of Excellence in Credential Innovation: https://upcea.edu/credentialhallmarks/ 

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