Investigating the Views and Use of Stackable Microcredentials within a Postgraduate Certificate in Academic Practice

Abstract

There is increasing interest around the use of microcredentials for upskilling, employability, professional development, and reaching a wide range of learners. However, little discussion exists around the use of microcredentials to contribute towards broader qualifications and accreditation. This paper investigates the use of a series of microcredentials contributing towards a broader Postgraduate Certificate in Academic Practice (PGCAP) qualification. Using a descriptive case study approach, we explore the initial development of this qualification. We also discuss PGCAP learners’ experiences of microcredentials study, drawing on the results of a survey. In doing so, we present both the merits of microcredentials from the learners’ perspectives but also some of the pedagogical and practical considerations involved. 2 Sargent et al. Journal of Interactive Media in Education DOI: 10.5334/jime.805 INTRODUCTION Online courses and learning have diversified substantially over the past decade, with higher education institutions seeking to offer online and distance education through avenues such as Massive Open Online Courses (MOOCs) and microcredentials. The COVID-19 pandemic has been a more recent and global influence on online learning as institutions sought to temporarily (and sometimes permanently) expand the boundaries of the classroom and increase access to learning at a distance. Jordan and Goshtasbpour (2022) recently reflected on a decade of research on MOOCs and highlighted that MOOCs have largely failed to live up to their initial hype (around 2012) to drastically disrupt education. However, this is not a new mantra in the sense that many digital technologies in education claim to revolutionise education yet few truly revolutionise or innovate the status quo (Divjak et al. 2022; Hernández-de-Menéndez et al. 2022). Subsequently, it is important to critically investigate ‘new’ approaches to online teaching and learning and challenge their positioning as somewhat of a panacea for education. Microcredentials are relatively ‘new kids on the block’ in terms of online and distance learning courses. They differ somewhat to other credentials offered by universities in that they are delivered in a relatively short and compressed timeframe, are usually delivered online, and are usually formally accredited (Pollard & Vincent 2022). Designed largely as a solution to quickly upskill professionals (Oliver, 2019) they are popular with the general public as well as professionals (Kato, Galán-Muros & Weki 2020). Research on microcredentials is relatively sparse, largely limited to studies identifying key definitions and approaches, with few offering empirical evaluations (Brown & Nic-Giolla-Mhichil 2022; Iniesto et al. 2022). However, the interest in, and provision of microcredentials amongst higher education institutions is increasing. In 2020, for example, 36 out of 42 Australian universities were either developing or already offering microcredentials (European Commission 2020). The European MOOC consortium defines microcredentials as ‘a proof of the learning outcomes a learner has acquired following a short learning experience’, stating that these learning outcomes ‘have been assessed against transparent standards’ (European Commission 2020: 10). However, there are many different definitions of microcredentials used outside of Europe such as ‘any credential that covers more than a single course, but is less than a full degree’ (Picard 2018: 1). Recent work such as that by Iniesto et al. (2022) has put forward frameworks to help microcredentials providers to check aspects of microcredentials such as assessment and quality assurance to ensure the best possible learning experience for their learners. However, due to there not being a single and universal definition of microcredentials, there are many variations in terms of microcredentials assessment, quality assurance, perceived value added and validation processes (European Commission 2020). Oliver (2019) adds that microcredential courses have stand-alone value as well as complementing other short courses. Such values include personalization, flexibility of study, cost-efficiency, and collaboration (Hunt et al. 2020). These short, online courses (around 10–12 weeks in length) can often be credit bearing or, upon completion, learners can receive an online badge or certification (Clements, West & Hunsaker 2020). Providers of microcredentials include both platforms, such as FutureLearn and Coursera, and the various institutions presenting courses on these platforms such as The National Education Association, Victoria University and the University of Birmingham. Topics covered by microcredentials range from online teaching to climate change, space technology and sports coaching. We know from some of the literature that microcredentials have the potential to provide practical knowledge and skills that have applications to the workplace (Hunt et al. 2020). Yet evidence is still mixed regarding who benefits from microcredentials (European Commission 2020). For example, Hollands and Kazi (2019) argued that learners completing microcredentials in the USA, India and Canada were generally young, well-educated and in highly paid jobs. Substantial gaps remain in terms of academic research that focuses on implementing and sustaining microcredentials in higher education (Selvaratnam & Sankey 2021) as well as their relevance to the workplace or to practical contexts (Woods & Woods 2021). The current literature provides a picture of microcredentials as a form of organised but flexible learning that has potential for supporting skills such problem solving and which offers new opportunities 3 Sargent et al. Journal of Interactive Media in Education DOI: 10.5334/jime.805 for learning recognition (West et al. 2020). However, it is increasingly emerging that, despite their practical focus, many employers are unfamiliar with microcredentials or how they can be ‘stacked’ into qualifications (Ashcroft et al. 2021; Owen 2022; Perkins & Pryor 2021). Furthermore, there is concern that microcredentials can perpetuate neoliberalism, positioning education as a commodity and learners as consumers (Pollard & Vincent 2022). Questions are also being raised about the equity of access to microcredentials (Ralston 2021). Subsequently, there is a need to explore microcredentials’ relevance to learners/employers as well as the value of these courses for aspects such as professional development, networking or academic support. While some have sought to provide descriptions of sets of microcredentials and their design (e.g., White (2021), such studies offer limited insights into issues such as equity or employment-relevant skills development, and empirical research focusing on these areas is much needed (Selvaratnam & Sankey 2021). Whilst microcredentials can be viewed in isolation as credit-bearing courses in their own right, there is increasing interest in their use within qualifications, either as optional or compulsory courses alongside non-microcredential curriculum, or as ‘stacked’ or stackable microcredentials, whereby a series of cognate microcredential courses are put together to comprise all the credit for a qualification. Focusing on the Australasian context, Selvaratnam and Sankey (2021: 4) identify the use of stackable microcredentials as ‘postgraduate courses built-up by undertaking a number of shorter courses for academic credit and stacking those credits to attain a recognised award (usually a Graduate Certificate)’. Qualifications featuring stackable microcredentials include ‘traditional’ certificates, diplomas and degrees, in addition to newer macro-qualifications, or accreditation (Desmarchelier 2021). Macro-qualifications have been variously branded, with examples including ‘NanoDegrees’, ‘MicroMasters’ and ‘Micro-degrees’ (European Commission 2020; Gallagher 2018). This study explores microcredentials’ use as stackable components of a 60-credit Postgraduate Certificate in Academic Practice (PGCAP) provided by The Open University (OU) in the UK. Postgraduate Certificates or PGCerts are common both within Masters programmes, comprising a third of the credit for a full Masters qualification, and as standalone offerings. The PGCAP that is the focus of this study is a standalone qualification, comprising 60 credits gained at FHEQ Level 7. The credits are gained by learners successfully passing four 15-credit microcredentials. Postgraduate Certificates in Academic Practice (PGCAP) are a common feature of initial professional development provision for early career academics (Reimann and Allin, 2018). They are often delivered by higher education institutions to support teaching and learning practices and can be a route to receiving broader accreditation such as, in the UK, Fellowship of the Higher Education Academy1 (FHEA),2 which is offered to learners successfully completing the OU PGCAP. Relevant literature suggests that such qualifications can aid educators in gaining new skills, reflection and adopting more student-centred approaches to their teaching (Chadha 2015). Many of the studies focusing on PGCAPs have tended to explore courses that are delivered face-to-face, commonly in the UK (e.g. Rienties & Kinchin 2014). There is little research on the use of stackable microcredentials within such postgraduate certificates, in part as microcredentials-based PGCAPs are uncommon. However, with the increase in online provision in recent years, especially in connection with the COVID-19 pandemic, it is now important to explore whether the affordances offered by the face-to-face delivery of courses within PGCAP programmes remain, whether online alternatives are viable and, in particular, whether the employment-related skills focus and flexibility offered by microcredentials are of value. As argued by Rienties et al. (in review), there could be several limitations in providing a PGCAP online, such as unc