Document Type
Journal Article
Publication Title
Journal of Higher Education Policy and Management
Publisher
Taylor & Francis
School
Centre for Learning and Teaching
Abstract
As education and training providers grapple with increasing demand for micro-credentials, guidance on how to improve providers’ capacity and capability to deliver a high standard of learning along with profitable outcomes is needed. This study sought to develop a maturity model that could assist higher education providers in distinguishing their stage of development for delivering micro-credentials and provide guidance on activities to advance micro-credential maturity. A survey of Australasian higher education providers validated the developed model and provided an indicator of the sector’s maturity and ability to meet the increasing demand for micro-credentials. The model’s domains of quality, resourcing, standards and strategy were identified as least mature across the sector. Technical infrastructure, namely a shopfront, credentialing system and platform for delivering micro-credentials was found to be the most mature. There is future scope to refine and extend the validity of the model through testing and standardisation with comparable international sectors.
DOI
10.1080/1360080X.2023.2299150
Creative Commons License
This work is licensed under a Creative Commons Attribution-Noncommercial-No Derivative Works 4.0 License.
Comments
Selvaratnam, R. M., Warburton, S., Parrish, D., & Crew, S. (2024). A maturity model for micro-credentialing and shorter forms of learning practice in Australasian universities. Journal of Higher Education Policy and Management. Advance online publication. https://doi.org/10.1080/1360080X.2023.2299150