The multiple affordances of micro-credentials – turning potential into possibility

Abstract

Purpose – The study aims to consider the multiple affordances of micro-credentials as a means of creating agency and making a positive contribution to the human experience, through the voices of practitioners and stakeholders. Design/methodology/approach – Multiple case study, narrative inquiry, using Reflexive Thematic Analysis to identify themes was the approach used. Qualitative Descriptive Research is employed to present and analyse the re-told tales. Findings – Micro-credentials possess numerous characteristics which coalesce to create multiple affordances, which are identified as follows: Micro-credentials as: Urgent and Emergent, Critical and Transformative, Promoting Equity, Access and Participation, and Servicing Traditional Qualifications. These concomitant multiple affordances possess the core affordance of micro-credentials making a difference to the lives of learners. The more powerful affordances a micro-credential has, the more powerful it is and the greater the difference it can make to the human experience. Research limitations/implications – Practitioners will arguably do well to consider these multiple affordances in the future development of micro-credentials. Equally, those working in urgent or emergent spaces, in critical or transformative areas of practice, those engaged in a social justice environment or in the re-development of curricula, would do well to consider micro-credentials as a means of creating agency in the development and recognition of knowledge and skills. This study has focused on the voices of practitioners and their storied professional lives. However, the learner voice is limited to one and the employer voice is absent. Future research will benefit from a consideration of the employer voice in the development of micro-credentials as well as the voice of the end user, the learner. Practical implications – It is hoped the study will assist practitioners in the judicious development of micro-credentials that possess agency and make a positive contribution to the human experience. Social implications – It is hoped the study will shed light on how micro-credentials can afford equity, access and participation to priority learners, and to all learners, in the development of cognitively manageable, affordable, time-achievable micro-credentials, that enable learners to see success quickly, whereby encouraging them to further their life-long and life-wide learning journeys. Originality/value – This study unusually gives voice to practitioners and other stakeholders in the micro-credentials arena. Most studies to date have focused on the potential of micro-credentials. This study considers their actuality and new ways of ‘doing' micro-credentialing based on the voices of experience.

Keywords

• University
• Higher education
• Quality assurance
• Higher education evaluation and development
• HEED