Marketing Micro-Credentials: An Analysis of Actors, Voices and Messages in Educational Innovation Discourse

Autor/in	Reynoldson, Miriam
Titel	Marketing Micro-Credentials: An Analysis of Actors, Voices and Messages in Educational Innovation Discourse
Quelle	In: Innovations in Education and Teaching International, 60 (2023) 6, S.953-963 (11 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Reynoldson, Miriam)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1470-3297
DOI	10.1080/14703297.2022.2083657
Schlagwörter	Neoliberalism; Educational Innovation; Employment Potential; Nontraditional Education; Foreign Countries; School Business Relationship; Industry; Higher Education; Microcredentials; Technology Uses in Education; Teacher Role; Education Work Relationship; Lifelong Learning; Continuing Education; Commercialization; Self Management; Australia + Suchen Sie Ihr Suchwort? Neo-liberalism; Neoliberalismus; Instructional innovation; Bildungsinnovation; Arbeitsmarktbezogene Qualifikation; Beschäftigungsfähigkeit; Non-traditional education; Alternative Erziehung; Ausland; Industrie; Hochschulbildung; Hochschulsystem; Hochschulwesen; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Lehrerrolle; Life-long learning; Lebenslanges Lernen; Weiterbildung; Selbstmanagement; Australien
Abstract	Much has been written about the potential of micro-credentials to revitalise and modernise Australian higher education offerings, and to create forms of educational credit linked more meaningfully with industry. Proponents of micro-credentials speak from a range of standpoints: public education institutions, private companies, industry associations, governments, educational technology businesses and more. This review examines the neoliberal reasoning inherent in micro-credential-promoting discourse, both in Australia and globally. It shows that micro-credentials are conceived as a form of product innovation which increase the provider pool to include private companies and technology intermediaries, while students are cast as independent consumers, perpetually responsible for self-managing their own employability education, but this analysis finds student voices and perspectives are absent from the discourse. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01