Ensuring Student-Centered Value with Skills-Denominated Credentials

Autor/inn/en	Thorne, Kacey; DeMark, Sarah; Heath, Tyson; Young, Kristian
Titel	Ensuring Student-Centered Value with Skills-Denominated Credentials
Quelle	In: International Journal of Information and Learning Technology, 40 (2023) 4, S.295-304 (10 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Thorne, Kacey) ORCID (DeMark, Sarah) ORCID (Heath, Tyson)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2056-4880
DOI	10.1108/IJILT-01-2023-0003
Schlagwörter	Student Centered Learning; Skill Development; Microcredentials; College Students; Employment Potential; Competence; Performance Based Assessment; Utah + Suchen Sie Ihr Suchwort? Group work; Student-entered learning; Student-centred learning; Student centred learning; Schülerorientierter Unterricht; Schülerzentrierter Unterricht; Gruppenarbeit; Kompetenzentwicklung; Qualifikationsentwicklung; Collegestudent; Arbeitsmarktbezogene Qualifikation; Beschäftigungsfähigkeit; Kompetenz; Leistungsermittlung
Abstract	Purpose: The global labor market has been upended and a new landscape has emerged. New models for ensuring the value and relevance of post-secondary education are needed. Learners need better understanding of the value and relevancy which the education provides and more immediate return on the educational investment. Education providers must ensure the relevance of the credentials. Employers require transparency into skills an individual possesses based on the credentials they hold. New models are needed to guide an understanding of credentials so that all have equitable pathways to opportunity. This paper aims to discuss the aforementioned objectives. Design/methodology/approach: The authors in this paper discuss how Western Governors University implemented a Unified Credential Framework (UCF) for ensuring credentials are relevant, verified, transparent and portable. The UCF is predicated on the use of skills as an underlying foundation. Findings: Using a structured theory for understanding skills and micro-credentials creates more transparency into what post-secondary credentials represent, and the value they hold for individuals, employers and education providers. Research limitations/implications: This paper represents a use case where the proposed solution is still emergent. Additional research is warranted as longitudinal data become available on student outcomes and impacts. Originality/value: This paper presents a model that any organization can implement for clearer line of sight into the value and relevance of post-secondary credentials. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01