Institutional Readiness for the Implementation of Micro-Credentials in Higher Education

Autor/inn/en	Soovendran Varadarajan; Joyce Hwee Ling Koh; Ben Kei Daniel
Titel	Institutional Readiness for the Implementation of Micro-Credentials in Higher Education
Quelle	In: Distance Education, 46 (2025) 1, S. 36-55Infoseite zur Zeitschrift PDF als Volltext Link als defekt meldenVerfügbarkeit
Zusatzinformation	ORCID (Soovendran Varadarajan) ORCID (Joyce Hwee Ling Koh) ORCID (Ben Kei Daniel)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0158-7919
DOI	10.1080/01587919.2024.2442017
Schlagwörter	Forschungsbericht; Foreign Countries; Microcredentials; College Faculty; Researchers; Expertise; Teaching Methods; Educational Change; Curriculum Development; Curriculum Implementation; Learning Modalities; Accreditation (Institutions); Governance; Transfer of Training; Partnerships in Education; Demand Occupations; Educational Policy; Educational Practices; Open Education; Flexible Scheduling; Distance Education; New Zealand; Australia; United States; Malaysia; Canada; Ireland; Spain + Suchen Sie Ihr Suchwort? Ausland; Fakultät; Researcher; Forscher; Expert appraisal; Teaching method; Lehrmethode; Unterrichtsmethode; Bildungsreform; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Lernumgebung; Accreditation; Institution; Institutions; Akkreditierung; Staatliche Anerkennung; Institut; Education; Educational policy; Financing; Steuerung; Bildung; Erziehung; Bildungspolitik; Finanzierung; Training; Transfer; Ausbildung; Hochschulpartnerschaft; Lehrerreserve; Politics of education; Bildungspraxis; Offene Erziehung; Offener Unterricht; Flexible working hours; Flexible Arbeitszeit; Distance study; Distance learning; Fernunterricht; Neuseeland; Australien; USA; Kanada; Irland; Spanien
Abstract	Micro-credentials (MCs) are gaining traction in higher education, aligning with Open, Flexible, and Distance Learning (OFDL) ideals. Despite the growing interest, their full impact on academia is still being debated. This highlights the need for research into the institutional factors essential for integrating MCs successfully, particularly as they bridge traditional education with OFDL modalities. Our study utilized the Delphi method, engaging 12 experts on MCs in higher education. These professionals shared their experiences and the challenges of implementing these programs. A thematic analysis yielded an Institutional Readiness for MC Implementation (IRMI) framework with 12 dimensions, revealing key internal and external factors that offer both operational and strategic approaches for successful MC implementation. These include human and financial resources, infrastructure, accreditation, governance, curriculum, transferability, competitor, partnership, market demands, industry standards, and government policies. This framework can help institutions evaluate their readiness for integrating MCs and facilitate deployment within OFDL environments. It holds considerable implications for educational policy and practice, offering a systematic approach to help institutions adapt to emerging educational advancements The findings presented in the article lay the foundation for broader discussions about the strategic adoption of MCs, reinforcing their establishment as a core feature of modern higher education. (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Begutachtung	Peer reviewed
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2025/3/08