There is a growing sense in industry that students graduating from liberal arts colleges and universities aren’t really prepared for the world of work. I have my own unstudied explanation for this phenomenon. As the information age advances, the gap between the skills of newly graduated college students and the expectations of employers becomes greater. Recent college graduates who are technological natives are, for whatever reason, a bit less likely to give evidence of some of the character traits that have typified effective employees in the past. Students’ attention spans are getting shorter. New entrants into the workforce have ever-expanding expectations for flexibility and work-life balance that puts them at odds with traditional office environments.  Their digital communication skills coming straight out of college oftentimes far outstrip their interpersonal communication skills.  Yet these changes in young adults aren’t always in keeping with much slower changes in work expectations that tend to occur in the workplace.

The answer to this problem is not to abandon the liberal arts education model. That model has served as well for centuries in providing a foundation for lifelong learning and critical thinking that is essential in any workplace in any age.  Instead, the solution is in providing these students with critical job skills in addition to their broad-based liberal arts education. Micro-credentials can help provide this solution. In this post, I examine how micro-credentials can help achieve this goal.

What Are Micro-Credentials?

Microcredentials are certifications that demonstrate the attainment of competencies or skills through focused educational or training programs. They are typically shorter in duration and more specific in scope than traditional academic degrees, allowing individuals to develop targeted expertise in a particular area.

Key Characteristics

Here are some primary characteristics of micro-credentials:

• Recognition of learning outcomes: They attest to specific knowledge, skills, or competencies achieved by the learner.
• Modular design: They are often offered as stand-alone modules or courses, allowing for flexibility and customization.
• Industry alignment: They are often aligned with current industry demands and emerging fields.
• Stackability: Microcredentials can be combined or stacked towards larger credentials, such as degrees or certifications.

Integration Into College Experiences

Higher education institutions are increasingly integrating micro-credentials into their academic offerings to meet the evolving needs of learners and the demands of the modern workforce. Students pursue these micro-credentials either as part of their existing degree requirements or via an add-on certification at the end of their degree programs.  Some institutions offer them for academic credit; others do not.  

Microcredentials can enhance traditional degree programs by:

• Providing specialized expertise: Offering micro-credentials in specific areas allows students to develop additional skills and knowledge that complement their core curriculum.
• Meeting workforce demands: Microcredentials can align with in-demand skills and prepare students for emerging career paths.
• Enhancing employability: Microcredentials can signal to employers that graduates possess specific competencies and proficiencies.
• Supporting lifelong learning: Microcredentials offer a flexible and accessible way for individuals to continue their education and upskill throughout their careers.

Types of Micro-Credentials

Microcredentials come in many different flavors.  The array of specific micro-credentials an institution offers will depend upon its existing curriculum and its assessment of the career-critical skills its graduates need to present to employers.  Here some sample types:

• Certificate: A formal document that certifies that an individual has successfully completed a course of study or training and has acquired specific knowledge or skills.

• Certifications: A formal recognition by a certifying body that an individual has met certain standards of knowledge or skills in a specific field or profession.
• MOOCs (Massive Open Online Courses): Online courses that are open to anyone with an internet connection and typically do not require any prior knowledge or skills. MOOCs can provide a wide range of credentials, including certificates, badges, and micro-credentials.
• Apprenticeships: A system of training in which an individual learns a trade or craft by working under the guidance of a skilled worker.
• Skills boot camps: Short, intensive courses that teach students the skills necessary to enhance their proficiency in entry-level positions in specific fields.  For example, students majoring in computer science might undertake an online boot camp in a particular coding language they didn’t get to take a course in during their regular degree program.  Further examples could include tax code update skills camps for accounting majors or new state licensure requirements for education majors.
• Badges: Digital representations of skills, knowledge, or achievements that can be earned through online learning or other activities. Badges are often used to recognize specific accomplishments or competencies.
• Micro-Masters Degrees: A series of online courses that are equivalent to one semester of a master’s degree. Micro-Masters courses can be taken for credit or non-credit, and they can be used to stack towards a master’s degree.
• Nano-degrees: A term used by online learning provider Udacity to indicate an educational program in computer science that covers the material. Nano-degrees are often linked to MOOCs that can provide a wide range of credentials to learners.

Aligning Micro-Credentials with Liberal Arts Objectives

Liberal arts education seeks to develop well-rounded individuals with critical thinking, communication, and problem-solving skills. Microcredentials can complement these objectives by providing focused training in specific areas of expertise. Here are some key considerations when executing this alignment:

• Definition of Learning Outcomes–HIEs should establish clear micro-credential learning outcomes that align with their liberal arts curriculum. These outcomes should focus on developing skills and knowledge that enhance critical thinking, problem-solving, and communication.
• Integration with Degree Programs–Academic leaders should explore opportunities to integrate micro-credentials into existing liberal arts degree programs. This integration can provide students with specialized training that enhances their career prospects while complementing their broader education.
• Stackability and Transferability–Appropriately-trained personnel should design micro-credentials that can be stacked or transferred towards more advanced credentials or degrees. This flexibility allows students to customize their education and pursue further learning as their careers or interests evolve.
• Assessment and Evaluation–As in the case of every other academic program, schools should develop rigorous assessment methods to evaluate student learning and ensure the quality of micro-credentials. These assessments should measure the achievement of learning outcomes and provide feedback for continuous improvement.
• Industry Collaboration–Collaborating with industries and employers with whom the school has existing relationships is vital.  Schools should partner with industry experts and employers to identify skills gaps and develop micro-credentials that address the needs of the workforce. This collaboration ensures that micro-credentials are relevant and responsive to the changing job market.
• Recognition and Validation–It is also critical for colleges and universities to establish mechanisms for recognizing and validating micro-credentials within the liberal arts community and beyond. This recognition can enhance the credibility and value of micro-credentials for students and employers.

By aligning micro-credentials with liberal arts objectives, institutions can provide students with a comprehensive education that meets the demands of the 21st-century workforce while fostering the critical thinking, communication, and problem-solving skills essential for success in any field.

How Micro-Credentials Can Help Liberal Arts Institutions

When micro-credentials are combined with liberal arts degrees, institutions are trying to solve several problems, including:

• The need for graduates to have both broad knowledge and specific skills:  Liberal arts degrees provide students with a strong foundation in critical thinking, communication, and problem-solving, while micro-credentials can provide them with the specific skills and knowledge that employers are seeking. By combining these two types of credentials, institutions can help students develop the well-rounded skill set that is needed to succeed in today’s competitive job market.
• The need for students to be able to adapt to changing workforce needs: The job market is constantly evolving, and the skills that employers are seeking are always changing. By combining micro-credentials with liberal arts degrees, institutions can help students develop the flexibility and adaptability that they need to succeed in a rapidly changing workforce.
• The need for students to be able to demonstrate their skills and knowledge to employers: In the past, students have often had difficulty demonstrating their skills and knowledge to employers. Microcredentials can provide students with a way to showcase their skills and knowledge in a clear and concise way. This can make it easier for students to find jobs and advance their careers.
• The need to address the skills gap: Employers are increasingly reporting that they are having difficulty finding qualified workers. By combining micro-credentials with liberal arts degrees, institutions can help to close the skills gap and prepare students for the jobs of the future.
• The need to improve student career outcomes: Liberal arts degrees have traditionally been seen as providing students with the skills they need to succeed in a wide range of careers. However, in recent years, there has been growing concern about the career outcomes of liberal arts graduates. By combining micro-credentials with liberal arts degrees, institutions can help improve student career outcomes and prepare them for success in the 21st-century workforce.

Developing Effective Micro-Credentials

The development of effective micro-credentials requires a systematic and collaborative approach. Here are key steps to consider:

• Establish a clear purpose: Define the specific skills or knowledge that the micro-credential will develop. This purpose should align with the institution’s mission and the needs of students and employers.
• Identify a target audience: Determine the intended audience for the micro-credential. This may include students, working professionals, or lifelong learners seeking to enhance their knowledge or skills.
• Curate relevant content: Develop a curriculum that effectively covers the desired learning outcomes. This content should be engaging, accessible, and aligned with industry standards.
• Design engaging delivery methods: Explore various delivery formats, such as online modules, workshops, or blended learning, to enhance engagement and accommodate diverse learning styles.
• Incorporate assessment and evaluation: Establish clear assessment criteria to measure student learning and provide feedback. These assessments should be aligned with the learning outcomes and designed to promote continuous improvement.
• Secure faculty and staff buy-in: Engage faculty and staff in the development and implementation of micro-credentials. Their expertise and support are crucial for the success of the program.  (More on this step in a subsequent post.)
• Establish quality assurance mechanisms: Implement rigorous quality assurance processes to ensure the consistency and credibility of micro-credentials. These processes may include external reviews or partnerships with industry experts.  (More on this step in a subsequent post also.)
• Market and promote the micro-credentials: Develop a marketing and promotion strategy to raise awareness and attract potential participants. This strategy should highlight the value and benefits of the micro-credentials.
• Provide continuous improvement: Regularly evaluate the effectiveness of micro-credentials and make necessary adjustments to ensure they remain relevant and meet the evolving needs of students and employers.

By following these steps, institutions can develop effective micro-credentials that enhance student learning, meet industry demands, and provide a competitive edge in the job market.

Achieving Faculty Buy-In

Personal experience has taught me that some faculty can be leery of the value of micro-credentials.  There are several reasons for this wariness, and I admit some of these concerns are justified. Here are some sample faculty responses that we need to hear and address.

• “We’re already doing that”–Many faculty already build career-readiness skills into their course work.  This type of preparation is most common in majors like engineering, the health sciences, education, and some of the social sciences such as social work.  But even where this integration already occurs, it needs to be connected to a comprehensive set of skills that is pursued across curricula and applied to all students.  It isn’t only nursing students who need to have high degrees of computer literacy.  And it isn’t only teachers who need to have strong collaborative skills.
• “This is vocational education, not liberal arts education“–Skills training is vocational training, to be sure.  But it isn’t reasonable to encourage student excellence in the arts and letters without also promoting excellence in life.  The skills we are dealing with here–communication ability, leadership, cross-cultural competence, etc.–are important skills in life as well as in work.  And increasingly, it is students themselves who are demanding training in these skills and not only their future employers.
• “Badging is a mamby-pamby activity more befitting primary or secondary education, not college“–Many micro-credentialing programs use the nomenclature of “badges” to refer to certifications of achievement in specific career-readiness skills.  Badges are a convenient and simple way to refer to these steps in the career-readiness process.  But some faculty recoil at the use of this term (I speak from personal experience here).  These faculty complain that badging is reminiscent of merit badges from scouting programs, a connection particularly unfitting for a university context.  I agree.  I strongly recommend steering clear of badging language when implementing these programs.  Faculty should weigh in on how to refer to these competencies.  For that matter, “competencies” is probably a better way to refer to them anyway.  Another alternative is to refer to the achievement of these skill levels as “endorsements.”

Once these concerns are addressed, academic leaders should take several steps to help build faculty enthusiasm for these competencies.

• Communicate the value and purpose of micro-credentials.  Clearly explain the benefits of micro-credentials to faculty, such as enhancing student employability, meeting industry needs, and staying current with evolving skills demands.  Emphasize how micro-credentials can complement traditional degree programs and provide students with a competitive edge in the job market.
• Involve faculty in the development process.  While this step will be obvious to many, initial faculty skepticism may lead some to bypass meaningful faculty input in the development of micro-credentials.  Don’t make that mistake.  Instead, invite faculty to participate in the design and development of the program.  Seek their input on the skills and competencies that should be covered, the delivery format, and the assessment methods.  Consider forming a cross-disciplinary committee to oversee the development and implementation of micro-credentials.
• Provide faculty with resources and support for their role in the development process.  Faculty hate “unfunded mandates,” i.e., demands that they develop something new out of thin air in addition to all they’re already doing (which is a lot).  They are particularly resentful when those mandates aren’t accompanied by the provision of additional resources to execute the new program.  Instead, offer training and resources to help faculty create and deliver micro-credentials.  Provide guidance on how to integrate micro-credentials into existing courses or develop new courses specifically for these competencies.  Allocate dedicated time and funding to support faculty in their efforts to develop and teach micro-credentials.
• Recognize and reward faculty contributions.  Develop a system for recognizing and rewarding faculty who are actively involved in micro-credentials development and delivery.  Consider offering incentives such as promotions, pay increases, or course release time.  Publicly acknowledge faculty contributions through awards, certificates, or other forms of recognition.
• Foster a culture of collaboration and innovation.  After all, it’s only fitting that academic leaders should model with faculty the same skills we’re asking them to inculcate into students!  Encourage faculty to share their experiences and best practices in developing and delivering micro-credentials.  Facilitate opportunities for faculty to collaborate on interdisciplinary micro-credentials that address complex societal challenges.  Nurture a culture of innovation and experimentation further by encouraging faculty to explore new approaches to micro-credential design and delivery.

Overcoming faculty resistance is an important step that you cannot afford to bypass if you want a micro-credentialing effort to succeed.  Convince faculty that the new program strengthens existing liberal arts curriculum rather than competing with it, and you’ve won half the battle.

In the next post, we’ll explore concrete steps to take in implementing a micro-credentials program that will work in tandem with existing liberal arts degrees.