University of Southern California Dissertations and Theses

Exploring the development of micro-credentials for preparation for job attainment: an innovation study

(USC Thesis Other)

Exploring the development of micro-credentials for preparation for job attainment: an innovation study

PDF

Download a page range

Download transcript

Copy asset link

Request this asset

Transcript (if available)

Content Running head: DEVELOPMENT OF MICRO-CREDENTIALS 1

Exploring the Development of Micro-Credentials for Preparation for Job Attainment: An
Innovation Study

by

Angela Jeantet

A Dissertation Presented to the
FACULTY OF THE USC ROSSIER SCHOOL OF EDUCATION
UNIVERSITY OF SOUTHERN CALIFORNIA
In Partial Fulfillment of the
Requirements for the Degree
DOCTOR OF EDUCATION

May 2018

Copyright 2018 Angela Jeantet
DEVELOPMENT OF MICRO-CREDENTIALS

2
DEDICATION
To educators who are seizing the wave of meeting the needs of today’s learners with innovative
programs that digitally communicate value and preparation for jobs. May the intersection of
education institutions, employers, and graduates become the norm in a rapidly changing
knowledge economy.

DEVELOPMENT OF MICRO-CREDENTIALS

3
ACKNOWLEDGEMENTS
Learning prepares us for the best future. This dissertation journey started with that
thought and encouragement from my friend Pat, who’s unwavering support has made this
journey gratifying and possible. Thank you for your tireless help through this process and for
being my needed “thought-partner” at all hours of the day. You contributed in many important
ways, most notably, by providing the uplifting conversation at just the right time. Many thanks.
A thank you to my sister Sonia and brother Edgar, who understood the time and personal
commitment needed and worked with me to still enjoy family get-togethers and celebrations.
A thank you to my work colleagues who gave me their time in support of my data
gathering process. The conversations and their trust provided further understating into the
content. A special thank you to my team members who adjusted effortlessly to the change in
schedule and to friends who cheered me on.
So grateful to have Quinn, Tanya, and Melinda as colleagues, and now friends, who were
there to encourage me during the exciting and difficult moments. Quinn, your steady help,
availability, and resourcefulness were invaluable during various stages of this process.
To my committee: Dr. Eugenia Mora-Flores, Dr. Kim Ferrario, and Dr. Sandra Kaplan.
Your support and advice guided and prepared me for this innovation study. A very special
thanks to Dr. Mora-Flores, a consummate mentor and educator. Your demeanor and steadfast
support consistently fueled my progress and confidence throughout the journey.
Finally, to all the Organizational Change and Leadership Cohort Four. Thank you for
choosing this time and this program. Our talented group of “thought leaders” may find ways to
work together to affect change throughout the world. To a successful path forward.
DEVELOPMENT OF MICRO-CREDENTIALS

4
Table of Contents
Dedication ........................................................................................................................................2
Acknowledgements ..........................................................................................................................3
Table of Contents .............................................................................................................................4
List of Tables ..................................................................................................................................7
Abstract ...........................................................................................................................................8
Introduction to the Problem of Practice ..........................................................................................9
Organizational Context and Mission .............................................................................................10
Importance of Addressing the Problem .........................................................................................11
Purpose of the Project and Questions ............................................................................................12
Organizational Performance Goal ..................................................................................................13
Stakeholder Group of Focus ..........................................................................................................14
Review of the Literature ................................................................................................................15
Micro-credentials in Education – General Research .....................................................................16
History and Growing Importance ...............................................................................................17
Impact of Learning Pathways .....................................................................................................18
Challenges and Opportunities for Traditional Education ..............................................................20
Competency-based Education ....................................................................................................20
Implementing Micro-credentials in Education Institutions ........................................................21
The Clark and Estes Gap Analysis Conceptual Framework ..........................................................22
Stakeholder Knowledge, Motivation, and Organizational Influences ...........................................23
Knowledge Skills .......................................................................................................................23
Knowledge Influences ............................................................................................................23
Defining micro-credentials ..................................................................................................24
Online credential course work .............................................................................................24
Competency-based education ..............................................................................................25
Motivation ..................................................................................................................................25
Goal orientation theory ...........................................................................................................26
Senior administrative team and mastery goal orientation ...................................................26
Expectancy value theory ........................................................................................................27
Senior administrative team and value..................................................................................27
Organization ...............................................................................................................................28
DEVELOPMENT OF MICRO-CREDENTIALS

5

Technology resources .............................................................................................................29
Work processes supporting innovation .................................................................................29
Organizational culture ............................................................................................................29
Conceptual Framework: Interaction of Knowledge, Motivation, and Organization .....................33
Figure 1. Conceptual Framework ...........................................................................................34
Qualitative Data Collection and Instrumentation ..........................................................................35
Interviews ...................................................................................................................................36
Documents ..................................................................................................................................37
Findings..........................................................................................................................................38
Factual and Procedural Knowledge ...............................................................................................39
Definition of micro-credential ....................................................................................................40
Perception of competency-based education ...............................................................................41
Priority and competencies for micro-credentials........................................................................42
Process for developing business plans .......................................................................................45
Motivation and Micro-credentials for Job Preparation ..................................................................47
Importance of competency-based education ..............................................................................48
Micro-credentials, learning, and job development .....................................................................49
Technology for online programs ................................................................................................50
Micro-credentials in higher education ........................................................................................51
Organizational Resources and Communication .............................................................................52
Organizational resources ............................................................................................................53
Internal communication connection to buy-in of micro-credentials ..........................................55
Buy-in for sustainability of micro-credentials ...........................................................................56
Solutions and Recommendations ...................................................................................................58
Knowledge recommendations ....................................................................................................58
Declarative knowledge solutions ............................................................................................60
Procedural knowledge solutions .............................................................................................61
Motivation recommendations .....................................................................................................63
Value.......................................................................................................................................65
Organization recommendations ..................................................................................................67
DEVELOPMENT OF MICRO-CREDENTIALS

6

Cultural models ......................................................................................................................69
Cultural settings ......................................................................................................................70
Conclusion .....................................................................................................................................72
Appendix A: Participating Stakeholders with Sampling Criteria for Interviews ..........................75
Appendix B: Protocols ...................................................................................................................79
Appendix C: Credibility and Trustworthiness ...............................................................................82
Appendix D: Validity and Reliability ............................................................................................84
Appendix E: Ethics ........................................................................................................................85
Appendix F: Integrated Implementation and Evaluation Plan .......................................................88
Appendix G: Consent Form .........................................................................................................100
Appendix H: Blended Evaluation Tool........................................................................................101
References ....................................................................................................................................102

DEVELOPMENT OF MICRO-CREDENTIALS

7
LIST OF TABLES
Table 1 Summary of Knowledge, Motivation, and Organization Influences……………………31
Table 2 Summary of Knowledge Influences and Recommendations……………………………59
Table 3 Summary of Motivation Influences and Recommendations……………………………64
Table 4 Summary of Organization Influences and Recommendations…………………….........67
Table 5 Outcomes, Metrics, and Methods for External and Internal Outcomes…………...........89
Table 6 Critical Behaviors, Metrics, Methods, and Timing for Evaluation……………..............90
Table 7 Required Drivers to Support Critical Behaviors………………………………..............91
Table 8 Components of Learning for the Program……………………………………………...95
Table 9 Components to Measure Reactions to the Program…………………………………….96
Table 10 Evaluation of Organizational Changes and Readiness Dashboard……………………98

DEVELOPMENT OF MICRO-CREDENTIALS

8
ABSTRACT
The study uses the Clark and Estes (2008) gap analysis framework for the needs’ assessment of
the knowledge, motivation, and organizational influences that support or impede the
development of micro-credentials for preparation for job attainment. The purpose of this study
was to identify the resources necessary in the creation of academic and business development
plans for a micro-credential program that includes competency-based education in preparation
for job attainment. Using a qualitative methods design, the data includes ten surveys from the
senior administrative team and five document reviews from a public institution of higher
education in southern California. The findings highlight areas to address in micro-credential
academic and business plan development, specifically in the realms of factual knowledge of
micro-credentials and competency-based education, value, and organizational factors. Based on
both the findings and a literature review, the study recommends processes and procedures that
guide the organization in the development of plans for micro-credentials for job attainment.

Keywords: micro-credentials, competency-based education, development plans, job attainment.

DEVELOPMENT OF MICRO-CREDENTIALS

9
Introduction of the Problem of Practice
There is a shortage of micro-credential programs offered in divisions of professional
development at higher education institutions that are accessible to students seeking preparation
for job attainment. In a competitive employment market, micro-credentials are becoming
popular as a visible advantage for employers and employees (Anderson & Staub, 2015). Even
with the increased popularity, micro-credential programs are in their infancy and there aren’t
many examples of education institutions offering them (Gallagher, 2016). Micro-credentials are
a way to digitally recognize competencies and skills not visible on traditional transcripts. More
specifically, micro-credentials are defined as competency-based credentials for professional
education that recognize documented skills and accomplishments attained through formal and
informal learning pathways (Hurst, 2015). Micro-credentials also can assist employers in finding
candidates for jobs or identify the skills of their employees not seen on degrees or transcripts.
Professional development divisions at higher education institutions serve large populations
seeking professional career preparation and who may already have degrees. As such, micro-
credentials are creating challenges for educators and employers due to their growing use as an
alternative to transcripts to specifically reflect qualifications and translating educational
preparation to job attainment (Elliott & Clayton, 2014; Willis III, Strunk, & Hardtner, 2016;
Young, 2012). One challenge is the shift in the measurement of learning in professional
development from attendance-based accountability, learning in terms of hours spent in courses,
to more outcome-based accountability requiring demonstration of competency. The shift in
measurement is influencing the inclusion of assessments in micro-credentials to show
competency. Micro-credentialing recognizes competencies or skills attained through various
DEVELOPMENT OF MICRO-CREDENTIALS

10
learning opportunities to show accomplishment and validate learning (Ahn, Pellicond, &
Butler, 2014; Bowen & Thomas, 2014; Hurst, 2015).
Confirmation of the impact of online technology came from an Office of Education
Technology report stating that using micro-credentialing as an education technology will change
the way we learn (NCES, 2014). In the same report, the Office of Education Technology
specified that micro-credentials will provide access to learner data that can follow the learner in
career preparation (NCES, 2014). Acceptance of technology coupled with the increased
functionality of educational technology creates an opportunity for organizations and educational
institutions to deliver training tailored to learners’ schedule and pace. Educational institutions
can address these challenges by offering micro-credential programs, therefore, emerging as
leaders in converting new and evolving learning pathways into career skill preparation (Dyjur &
Lindstrom, 2017; Elliott & Clayton, 2014; Hickey, Willis III, & Quick, 2015; Miller, Erwin,
Richardson, & Arntz, 2016).
Organizational Context and Mission
The Research Innovation Institution (RII), a pseudonym for a public institution of higher
education located in southern California, is considered a research university offering
undergraduate, graduate degrees, and continuing education certificates. The mission of RII is to
provide demanding academic offerings, support innovative research and educational programs,
embrace leadership and personal development while serving local, national, global, and adult
populations. The institution reaches continuing education professionals through over 60
certificate and specialized programs offered by the Professional Development Division (PDD).
The Professional Development Division was established before RII became an accredited
institution of higher learning offering continuing education for adult learners. Courses and
DEVELOPMENT OF MICRO-CREDENTIALS

11
programs are designed for the working professional seeking preparation for job attainment.
The university-level learning experience offered to students strives to consistently support RII’s
mission of innovative educational programs and is poised for implementing emerging
educational technology. To grow the portfolio of learning programs, PDD is exploring the
continued expansion of their innovative educational programs by preparing to offer micro-
credentials.
Importance of Addressing the Problem
The problem of a shortage of micro-credential programs in divisions of professional
development at higher education institutions is important to solve for a variety of reasons. There
are currently few micro-credentials accessible to students for preparation for job attainment.
Online enrollments from students in postsecondary institutions have rapidly increased over the
past several years (NCES, 2014; South, 2014). Data from the National Center for Education
Statistics (2016) indicate an increase in percentage of post baccalaureate students enrolled in
exclusive distance education courses at degree-granting postsecondary institutions from 22 % in
2012 to 25% in 2014. These online courses are also beginning to incorporate micro-
credentialing to document professional development (Ahn et al., 2014; Devedzic & Jovanovic,
2015). Continuing education institutions are challenged to prepare and provide more learning
pathways using micro-credentials which would keep universities at the forefront of job
preparation (Ahn et al., 2014; Bowen & Thomas, 2014; Young, 2012). Educational institutions
must stay relevant by building connections with employers to provide the necessary education
for job preparation (Book & Parks, 2016; Foshay & Hale, 2017). A 2014 Gallup poll stated that
only 10 % of business leaders believe that college graduates are prepared to meet their business
needs resulting in their dissatisfaction with current educational channels and universities (Wolfe
DEVELOPMENT OF MICRO-CREDENTIALS

12
& Andrews, 2014). The data, employers’ changing needs, and the rapid progress of
technology will continue to influence learning and career pathways as well as define the vital
role for universities (Wolfe & Andrews, 2014). The importance of solving this problem is
evident due to the changing skill requirements in today’s job market and the learning pathways
currently available to students for obtaining career-specific skills. The consequence of not
solving this problem for educational institutions is that given the rapid change of educational
technology and employer needs, universities will not attract or be prepared to provide today’s
learner career-ready skills.
Purpose of the Project and Questions
The purpose of this project is to conduct a needs’ assessment of the knowledge and skills,
motivation, and organizational resources necessary to reach the organizational performance goal
of creating one micro-credential program for job attainment by December 2020. The
organizational goal supports the need to prepare continuing education students for the workforce
through innovative programs while remaining relevant, vibrant, and fiscally strong. The analysis
will begin by generating a list of possible needs and will then move to examining these
systematically to focus on actual or validated needs. While the joint efforts of all stakeholders
will contribute to the achievement of the overall organizational goal, the stakeholder of focus for
this study is the senior administrative team at the Professional Development Division. This team
is responsible for initiating the development of new continuing education program offerings
consequently, it is important to first have the creation of academic and business development
plans for a new micro-credential program offering.
As such, the questions that guide this study are the following:
DEVELOPMENT OF MICRO-CREDENTIALS

13
1. What is the senior administrative team’s knowledge and motivation related to the
creation of the academic and business development plans for a new micro-credential
program?
2. What is the interaction between organizational culture and context and the senior
administrative team’s experience in developing micro-credentials?
3. What are the recommended knowledge, motivation, and organizational solutions for
academic and business plan development?
Organizational Performance Goal
By December 2020, the Professional Development Division (PDD) will create one micro-
credential program. The micro-credential program will track each student’s learning
achievements using competency-based learning in designated courses aligned for job attainment.
The goal will involve cross-functional team meetings to determine necessary academic approval,
resources, return on investment, and the technology support required for the successful launch of
the new micro-credential program. The creation of the micro-credential program goal also
includes the close involvement of strategic stakeholders such as community organizations and
local companies. The Program Director and the PDD’s Dean have previously discussed the
development of a micro-credential program in response to current programmatic strategic
priorities. The Program Director, with the expected support of the Dean and administration,
established this goal. The Dean’s strategic priority document stated the need to create diverse
programs and products for new markets to remain financially healthy.
The achievement of the creation of one micro-credential program goal will be measured
by the academic and business plans along with the digital records of academic achievement for
each student in the designated courses offered in Fall Quarter of 2020. In response to the Dean’s
DEVELOPMENT OF MICRO-CREDENTIALS

14
2016 programmatic strategic priority, the organization must offer continuing education
students relevant, engaging, and rigorous programs to enhance their skill preparation for today’s
job market. Offering more of these programs will attract students and ensure continued strong
financial results. If there are no diverse new product lines, then the organization risks losing
local, national, and international students as well as strategic partnerships and demand from local
employers. Failure to launch innovative programs such as the one micro-credential in 2020
negatively impacts the organization’s strategic priorities, financial goals, and overall mission.
Knowledge and skills displayed digitally that are in demand by employers coupled with access to
new continuing education learning pathways will support students seeking preparation for job
attainment (Wolfe & Andrews, 2014).
Stakeholder Group of Focus
The Research and Innovation Institution (RII) Professional Development Division’s
(PDD) stakeholders include students, instructors, PDD administration, and local employers.
Students significantly influence the value and success of the courses and programs offered
through their feedback and continued enrollment. The instructors directly contribute to the
design of the content, structure, and facilitation of student engagement and represent the
institution as subject matter experts. The administration oversees the internal academic
approvals, development plans, and structure required for the launch of any new program. As
innovation is encouraged, PDD administration provides the much-needed leadership support,
resources, and guidance throughout the launch process.
The last stakeholder group is local employers, who are integral to the attraction and
retention of students. The employers serve as advisors and regularly determine the need and
main content areas for proposed programs. While the joint efforts of all stakeholders will
DEVELOPMENT OF MICRO-CREDENTIALS

15
contribute to the achievement of the overall organizational goal of creating one micro-
credential program for job attainment, it is important to first have the creation of academic and
business development plans for a new program offering. As a result, the stakeholder of focus for
this study is the senior administrative team. The stakeholder’s goal, as part of the PDD Dean’s
initiatives, is that the senior administrative team will create the academic and business
development plans for the development of one micro-credential program for job attainment by
November 2018. Creating academic and business development plans requires several cross-
functional team meetings to determine the necessary academic reviews, resources, marketing,
return on investment, and the technology support needed to successfully launch a new product
line. The creation of the development plans for the one micro-credential program goal also
includes the close participation of strategic contacts such as community organizations and local
companies.
Review of the Literature
Micro-credentials are digital representations of competencies and skills at a more
granular level that prepare learners for careers aligned with employer needs (Audant, 2016;
Berry, 2017; Shields & Chugh, 2016). This literature review will begin with the general research
and root causes of gaps in the creation of micro-credentials for job attainment in continuing
education. Micro-credentials are also referred to as digital badges in the literature but for the
purposes of this study, the term micro-credentials will be used. The review then continues with
the history and the increasing importance of micro-credentials in education and for job
attainment. The review will present an examination of the usage of digital education by learners
and employers and the impact of learning pathways on education institutions. Following the
general research literature, the review uses the Clark and Estes Gap Analytic Conceptual
DEVELOPMENT OF MICRO-CREDENTIALS

16
Framework. The knowledge, motivation, and organizational influences on senior management
team’s ability related to the creation of micro-credentials in a continuing education setting will
be considered.
Micro-Credentials in Education- General Research
Technology is enhancing the learning experience through micro-credentials which
recognize skills, knowledge, and achievement of academic learning and professional
development. The usage of micro-credentials started in 2011 with the Open Badges
Infrastructure (OBI) designed by the Mozilla Foundation (Abramovich, Schunn, & Higashi,
2013; Gibson, Coleman, & Irving, 2016). Emergence and beginnings of the OBI and the Mozilla
system were designed to track micro-credentials for open-access, digital display, issuing
validation, and verification. Through OBI, learners can manage their learning achievements and
use micro-credentials as a digital backpack throughout their professional career. Research on
using micro-credentials as documentation of student achievement stated that embedding of
metadata can show validation of accomplishment and the issuer of the micro-credential (Berry,
2017; Devedzic & Jovanovic, 2015; Willis III et al., 2016). Micro-credentials also provide
employers a way to determine candidates or employee skills at a more granular level needed for
jobs that are not visible on degrees or transcripts. According to Devedzic and Jovanovic (2015),
there is concern by employers as to the credibility and proof of validity of the micro-credential.
Frost, Worthen, and Patrick (2017) noted micro-credentials hold promise in supporting teacher
professional preparation as well as build teacher capacity. The Vista, CA; Wales, IA; and
Baltimore County, MD; School districts are using micro-credentials for professional
development where artifacts such as videos and work samples, assess educators against rubrics to
earn micro-credentials in data literacy and teaching practices for deeper learning (Berry, 2017).
DEVELOPMENT OF MICRO-CREDENTIALS

17
Initial interest and implementation of micro-credentials has been led by technology
providers and practitioners (Devedzic & Jovanovic, 2015; Shields & Chugh, 2016). As micro-
credentials focus on smaller chunks of learning than what is covered in degree programs and
include digital metadata of the criteria, standards, and assessment requirements, there is a growth
of commercial education providers such as Udacity, Google, IBM, and Microsoft (Milligan &
Kennedy, 2017). Micro-credentials are also being promoted by organizations such as the World
Economic Forum and OECD (Organization for Economic Co-operation and Development) with
emphasis on workplace skills such as communication skills, financial literacy, critical thinking,
creativity, leadership, and problem-solving skills (Milligan & Kennedy, 2017).
Micro-credentials have a credibility and prestige issue in a recent study of learners who
continue to view the paper certificate as more valuable (Dyjur & Lindstrom, 2017). The value of
micro-credentials by students and employers is still being determined as usage of them is
nascent. There is clearly more to learn about micro-credentials as a pedagogical option of
unbundled knowledge in professional development. By developing and offering micro-
credentials, professional development divisions can determine the impact they have on job
attainment and career preparation.
History and Growing Importance
The origins of micro-credentials which were first called digital badges are documented in
many literature reviews. Literature stated that the use of badges started with honor, authority,
and recognition of skills and has transitioned to a digital data enhanced validation of
achievement and experience (Anderson & Staub, 2015; Halavais, 2012; Hurst, 2015). When the
Mozilla Foundation announced in 2011 the development of the Open Badge Infrastructure
(OBI), it was to house the systems for design, access, and verification of micro-credentials across
DEVELOPMENT OF MICRO-CREDENTIALS

18
several technology platforms (Bowen & Thomas, 2014; Casilli & Hickey, 2016; Devedzic &
Jovanovic, 2015). Recently, the nonprofit IMS Global Learning Consortium, assumed the OBI
for use within education institutions, schools, and companies (Gibson et al., 2016). The potential
of micro-credentials in digital portfolios is more apparent due to its growing role in K-12 and
teacher professional preparation (Frost et al., 2017). Micro-credentials are also in use at
education institutions such as MIT, Purdue, and University of California (UC) Davis as
educational complements to degree programs (Anderson & Staub, 2015). For example, at UC-
Davis the micro-credentials were tied to competencies (i.e. systems thinking) identified by
faculty and employers in the sustainable agriculture programs. Students earned the micro-
credential for performance-based experiences and activities assessed outside the classroom
(Anderson & Staub, 2015). At Concordia University Wisconsin micro-credentials are part of a
competency-based program where students add the micro-credentials they want and the
university issues a special certificate (Gibson et al., 2016). The micro-credentials can be in skills
and knowledge areas such as project-based learning, digital literacy, collaborative learning, and
social media for teaching and learning (Gibson et al., 2016).
The compatibility of micro-credentials with online instruction gives higher education
institutions an opportunity to use them as an assessment tool in course design (Abramovich,
2016; Kehoe & Goudzwaard, 2015). Micro-credentials are growing in importance to digitally
communicate competency and skills from learning pathways that prepare learners for job
attainment.
Impact of Learning Pathways
Formal and informal educational programs are converging to offer career preparation
aligned to employer needs. Recognition of prior learning is also part of learning pathways and is
DEVELOPMENT OF MICRO-CREDENTIALS

19
used for inclusion in admissions to institutions. Formal learning at higher education
institutions is incorporating micro-credentials as part of the curriculum that has competency-
based education (Casilli & Hickey, 2016; Gibson, et al, 2016). Micro-credentials have flexibility
in scope making them suitable for personalized learning pathways and career preparation.
Micro-credentials also can recognize informal learning which helps students with specific job
preparation (Hall-Ellis, 2016; Wu, Whiteley, & Sass, 2015). For example, a student may
complete a micro-credential in interpersonal communications while completing a degree in
sustainable agriculture and food systems to show competency for both faculty and employers
(Anderson & Staub, 2015). Using micro-credentials employers can have a visual digital
representation of skills and abilities and learning pathway of graduates (Mah, Bellin-Mularski, &
Ifenthaler, 2016). The design of the micro-credential platform is important to achieve ease of
access, validity, security of data, and integration to educational systems (Hickey et al., 2015; Wu
et al., 2015). New technology-based platforms coupled with competency-based courses can
enhance instruction at education institutions thus providing students with career preparation
skills. Hickey et al. (2015) stated that the acknowledgement from employers and education
institutions of micro-credentials is slow which is impacting their value. Institutions will need to
take into consideration the various pathways students select for their learning and career
preparation and determine their educational value (Gibson et al., 2016; Mah et al., 2016). It is
therefore important to understand the educational journey of students which starts with their
access to learning and then moves to evidence of job preparation all done through electronic
recognitions. Micro-credentials used in informal and formal learning pathways have the
potential of transforming the way students share their self-organized academic achievements and
show what they know (Gamrat, Zimmerman, Dudek, & Peck, 2014).
DEVELOPMENT OF MICRO-CREDENTIALS

20
Challenges and Opportunities for Traditional Education
Institutions are not yet on-board in support of offering micro-credentials aligned to
address career preparations skills. Employers are increasingly looking for graduates with
specific skills and current degrees and transcripts cannot readily show those skills (Anderson &
Staub, 2015). In addition, the technology needed for micro-credentials has caused institutions to
re-examine the current flexibility of their technology platforms (Gibson et al., 2016; Hickey et
al., 2015). These issues are influencing the need for institutions to think about developing micro-
credentials and the related assessments. Micro-credentials are being used as an assessment tool
which has the potential to disrupt higher education course design and learning outcomes
processes (Ford, Izumi, Lottes & Richardson, 2015; Gibson et al., 2016). Having the
technology alone will not be sufficient to truly impact instruction and pedagogical practices that
can align with career preparation. Instructional design is a pivotal function in the successful
communication of the learning and value of coursework for the student (Ford et al., 2015). The
processes affecting the development and academic design of the micro-credentials are important
as they shape the reputation of the issuer and the academic value of the assessments. Providing
more competency-based education (CBE) increases the potential of attaining external
endorsements to change the lack of perceived value of micro-credentials (Ford et al., 2015;
Hickey et al., 2015).
Competency-based Education (CBE)
Statements in 2011, from U.S. Secretary of Education Arne Duncan supporting
competency-based learning, have increased the visibility of CBE and its role in micro-credentials
to demonstrate skills and verify learning (Gibson et al., 2016; Ordonez, 2014). A recent research
study found that employers’ general knowledge of competency-based education and degrees
DEVELOPMENT OF MICRO-CREDENTIALS

21
earned with CBE is very low (Henrich, 2016). These results present an opportunity for
institutions to work more closely with employers to uncover competencies and align them to
coursework for today’s workforce. Working with employers in developing future talent and
staffing plans for areas of growth supports developing CBE programs (Nodine & Johnstone,
2015). Higher education institutions can also feature CBE programs to attract students as well as
employers seeking graduates. CBE is the foundation for earning and awarding micro-credentials
that can digitally show the evidence of student’s achievements and related CBE assessments
(Ford et al., 2015). Micro-credentials represented by CBE can assist students in matching skills
needed in today’s workplace and validate their skills for job preparation (Ahn et al., 2014; Fields,
2015; Gibson et al., 2016; Nodine & Johnstone, 2015).
Implementing Micro-Credentials in Educational Institutions
Educational institutions are poised for further innovation where they can move towards
providing students with more than just formal learning and content in coursework. Institutions
can also enhance their technology platforms and more overtly offer students programs aligned to
meet workforce skill needs. Micro-credentials that focus on competencies at a more granular
level and on traditional skills can help in addressing skill needs for an individual and for
companies (Audant, 2016; Berry, 2017; Shields & Chugh, 2016). Institutions need to be more
aware that students are increasingly taking charge of their learning with plans and goals that can
be represented by micro-credentials. The implementation of a micro-credential process at
institutions will need to include a secure technology platform, instructional design, assessments,
training, staffing, and support from all stakeholders (Randall, Harrison, & West, 2013). The
technology resources and platform requirements for micro-credentials include designing the
micro-credential ecosystem and hierarchy inclusive of quality control rubrics (Randall et al.,
DEVELOPMENT OF MICRO-CREDENTIALS

22
2013). The micro-credential ecosystem provides guidelines for submission criteria of
competencies earned which can then be visually translated as a micro-credential (Shields &
Chugh, 2016). Wolfe and Andrews (2014) noted that institutions can begin exploring having a
collection of micro-credentials that lead to a degree, certificate, or continuing education hours
and be financially sustainable. The traditional transcript, grades, degrees, and professional
certificates will endure but the learning pathways students use for career preparation will be
impacted by micro-credentials.
Clark and Estes (2008) Gap Analysis Conceptual Framework

Organizational goals set the direction for the performance and work needed to achieve
projected results. Fundamental to achieving projected results is the understanding of any gaps
between the goals and actual performance. The Clark and Estes (2008) framework is a
systematic analytical method used to clarify organizational goals and identify the gap between
the actual performance level and the preferred performance within an organization. Effective
performance in organization results from the alignment of knowledge, skills, and motivation
factors with organizational goals (Clark & Estes, 2008). The types of knowledge that are
associated with knowing how to achieve the performance goal are: factual knowledge,
conceptual knowledge, procedural knowledge, and metacognitive knowledge (Krathwohl, 2002;
Rueda, 2011). Motivation is an essential factor in performance where active choice, persistence,
and mental effort play a significant role (Clark & Estes, 2008; Rueda, 2011). Optimal work
processes and the successful achievement of the performance goal are linked to having the
requisite organizational resources and support (Clark & Estes, 2008).

DEVELOPMENT OF MICRO-CREDENTIALS

23
Stakeholder Knowledge, Motivation, and Organizational Influences
The knowledge, motivation, and organizational factors from the Clark and Estes (2008)
gap analysis will be addressed in terms of the senior management team’s ability to meet the
performance goal of creating the plans to develop a micro-credential program for job attainment
by December 2018. The study will begin with the assumed knowledge influences, followed by
the motivation influences as they relate to the senior management team’s performance goal. The
last section looks at the assumed organizational influences on the achievement of the
stakeholder’s performance goal. The assumed influences on senior management team’s ability
to develop a micro-credential program for job attainment will be examined through the
methodology covered in data collection and instrumentation.
Knowledge and Skills
Educational institutions are examining the potential benefit of micro-credentials to more
broadly display learning and achievements of participants (Casilli & Hickey, 2016; Hurst, 2015).
For the Professional Development Division’s (PDD) senior administrative team at the Research
and Innovation Institution (RII), knowledge about micro-credentials will influence the stated
goal. Achieving organizational goals requires knowledge and skills to address innovative and
potentially disruptive educational challenges (Clark & Estes, 2008). To determine the
knowledge and skills of the senior administrative team relative to creating academic and business
development plans, Clark and Estes 2008 state that it is important to first understand what they
need to know and do.
Knowledge influences. The types of knowledge that are part of this study are factual
knowledge and procedural knowledge. Factual knowledge is distinct and often referred to as
facts inclusive of terminology and details needed to address a problem (Krathwohl, 2002; Rueda,
DEVELOPMENT OF MICRO-CREDENTIALS

24
2011). Procedural knowledge centers on how to do tasks and the steps or criteria needed for
doing that task (Krathwohl, 2002; Rueda, 2011). This literature review focuses on the following
knowledge influences: 1) senior administrative team needs knowledge on what are micro-
credentials and the elements for use in education; 2) senior administrative team needs to know
how to create plans that recognize skills and knowledge attained through online certificate course
work and 3) senior administrative team needs to know how to implement competency-based
education (CBE) as part of micro-credential development for job attainment.
Defining micro-credentials. The senior administrative team needs knowledge about
what are micro-credentials and their origins. The senior administrative team will also need to
know the basic elements of micro-credentials and their implementation in online continuing
education. The history of micro-credentials includes providing a visual indication of
accomplishment or achievement with strong ties to youth cloth merit badges (Hurst, 2015).
Recently, the usage of micro-credentials has gone from recognizing youth accomplishments to
now digitally recognizing learning and accomplishment in formal and informal education (Casilli
& Hickey, 2016; Halavais, 2012; Hurst, 2015). Micro-credentials display detailed information
about learning providing more data than traditional transcripts (Casilli & Hickey, 2016).
Knowledge by the senior administrative team of micro-credentials and their digital capability is
important to understand when creating online educational offerings.
Online credential course work. The senior administrative team needs to know how to
create educational plans that recognize skills and knowledge attained through online credential
course work. The senior administrative team will also need to gain procedural knowledge on
how to create these new academic plans for alternative digital credentials. The alternative digital
credentials capture electronically the recognition of skills, experience, and knowledge (Devedzic
DEVELOPMENT OF MICRO-CREDENTIALS

25
& Jonanovic, 2015; Hurst, 2015). The growth of both education innovation and learning
pathways not using traditional formal educational environments have influenced the closer
examination of the educational value of digital credentials (Casilli & Hickey, 2016). The
influence of micro-credentials is part of research studies that focus on the emergence of micro-
credentials, their importance, and the significance of creating steps and criteria on how these new
learning methods should be used (Casilli & Hickey, 2016; Davies, Randall, & West, 2015).
Competency-based education (CBE). PDD’s senior administrative team needs
knowledge of how to implement CBE as part of alternative digital credentials. In addition, the
senior administrative team needs to know how instructional methods for CBE can be offered in a
technology rich learning environment. There is a growing movement towards the usage of
electronic methods to communicate and capture skills and abilities students attain from
traditional degree programs (Ford et al., 2015). CBE is an instructional approach where students
can show what they know through mastery of specific skills or outcomes (Henrich, 2016;
Ordonez, 2014). CBE has also attracted employers who are challenged to find employees with
the requisite skills and turning to degrees has not provided them the information they seek (Ford
et al., 2015). Studies show that CBE is influencing the way educational institutions provide
credit and recognize skill attainment (Henrich, 2016; Wolfe & Andrews, 2014). With innovative
technology tools and new learning management systems emerging there is procedural knowledge
needed on how to use CBE as a quality education alternative (Ordonez, 2014).
Motivation
Motivation is tied to internal beliefs, social contexts, as well as the external
environmental factors influencing learning activity (Rueda, 2011). Additional research states
that motivation is an essential factor in performance where active choice, persistence, and mental
DEVELOPMENT OF MICRO-CREDENTIALS

26
effort play a significant role (Clark & Estes, 2008). The engagement and motivation will be
evident by the level of contribution given towards the goal (Mayer, 2011). Among the various
motivation theories and constructs that could influence PDD’s senior administrative team, this
literature review focuses on goal orientation theory and expectancy value motivation theory.
These motivation theories will guide the following motivational influences: 1) senior
administrative team’s mastery goal orientation for innovation and wanting to keep pace with
educational technology and 2) the value of creating online CBE and earning micro-credentials.
Goal orientation theory. According to Rueda (2011), goal orientation theory centers on
the cause or the “why” behind engaging in attaining a specified goal. Research further specifies
goal orientation as two approaches, mastery goal orientation and performance goal orientation
(Anderman, 2015; Pintrich, 2003; Rueda, 2011). Mastery goal orientation is more intrinsic
where the focus is on learning a new task to further build on current skills and knowledge and
compare new competency to previous competency level (Anderman, 2015; Pintrich, 2003;
Rueda, 2011). Performance goal orientation is extrinsic where recognition and competition to
outperform others are the driving forces (Anderman, 2015; Pintrich, 2003; Rueda, 2011). Goal
orientation theory has an additional dimension of either approaching or avoiding the mastery or
performance goals (Anderman, 2015; Pintrich, 2003). Mastery goal orientation inclusive of the
approach focus for the PDD’s senior administrative team will position them towards learning,
understanding, and obtaining new skills for achieving the stated goal.
Senior administrative team and mastery goal orientation. The PDD senior
administrative team will need to focus on developing new skills to stay innovative in adult
education and alternative credentials. Using Rueda’s (2011) mastery goal orientation, the senior
administrative team will want to learn about innovation in educational technology to understand
DEVELOPMENT OF MICRO-CREDENTIALS

27
the changes in education. Learning about the potential and the implementation of new
learning pathways using new educational formats such as micro-credentials will enhance the
ways educational institutions recognize learners’ knowledge or achievement (Abramovich et al.,
2013; Hurst, 2015). Having an innovative mindset increases the understanding of the role of
micro-credentials in preparing learners to earn recognition for their achievements, assist them in
sharing what they know to potential employers, and encourage control of their learning (Chou &
He, 2016). Micro-credential studies are continuing to emerge providing additional information
about the potential of these digital credentials and the tracking of students in learning pathways
(Chou & He, 2016). These studies also allude to the importance of micro-credentials as a
method for alternative assessment and their potential impact on education (Gibson et al., 2016).
Expectancy value theory. Expectancy value theory centers on two factors the
expectation of accomplishment in doing a task and the value or importance attached to that task
(Eccles, 2009). An individual’s determination of success at doing a task, along with the value
attributed to doing that task contribute to either positive or negative performance outcomes
(Eccles, 2009). Value is further described as: 1) intrinsic value, where individuals find the task
personally meaningful; 2) attainment value, where individuals place importance on doing well on
a task; 3) utility value, where the usefulness of the task is in relation to accomplishing a personal
goal; and 4) cost value, where there is an amount of time or effort needed for the task (Eccles,
2009; Rueda, 2011). To determine the motivation of the senior administrative team relative to
creating academic and business development plans, it is important to understand their motivation
gap (Clark & Estes, 2008).
Senior administrative team and value. The senior administrative team needs to find
value in creating academic and business plans using CBE and micro-credentials to show
DEVELOPMENT OF MICRO-CREDENTIALS

28
accomplishment. Innovative technology coupled with the use of CBE can enhance instruction
and student’s knowledge (Ford et al., 2015; Henrich, 2016). Leveraging technology innovation
where new instructional design and learning are part of the academic and business plans can
benefit continuing education (Ford et al., 2015). The utility value of creating new offerings with
CBE where education contributes to the career skills and preparation of learners will positively
impact stakeholders and the community. CBE provides learners educational options that match
skills needed in today’s workforce (Gibson et al., 2016). Studies on micro-credentials show their
value as evidence of competencies students gained, the criteria used to earn a micro-credential,
and how to display it for job attainment (Ford et al., 2015). Providing meaningful learning to
students using micro-credentials is valuable to learners who want to communicate the skills and
knowledge attained at a competency-based level through various networks (Ford et al., 2015).
Organization
Along with knowledge and motivation gaps, organizational factors influence attainment
of the performance goal (Clark & Estes, 2008). Optimal work processes and the successful
achievement of the performance goal are linked to having the requisite factors such as
organizational resources and support (Clark & Estes, 2008). Organizational resources including
technology and academic support provide the structure for the work processes needed to achieve
the performance goal. The organization consists of its structure and organization as well as
policies and practices that govern the way people work and interact (Rueda, 2011). The senior
administrative team will also experience the interaction between organizational culture and the
allocation of resources while developing the plans for micro-credentials. Culture impacts all
core processes and operations and how the organization functions (Schein, 2010). Knowledge
and motivation influences, covered previously, are affected by organizational factors, technology
DEVELOPMENT OF MICRO-CREDENTIALS

29
resources, and support that may be lacking for innovative credential development.
Technology Resources. Sufficient resource allocation and sharing task-relevant
information are important for learning and problem solving (Schein, 2010). Due to the electronic
nature of micro-credentials, technology is essential for implementation and use in online learning
(Hurst, 2015). Micro-credentials are designed to be information-rich resulting in an emergence
of standardization across online delivery platforms (Bowen & Thomas, 2014; Casilli & Hickey,
2016). The underlying structure for offering micro-credentials is dependent on technology as
well as technical understanding of standards for capturing required metadata (Gibson et al.,
2016). Securing the necessary technology resources for innovative educational offerings at PDD
increases the potential of successful goal attainment.
Work Processes Supporting Innovation. Work processes that are strengthened by the
organizational culture provide the foundation for fostering innovation in the design of
educational programs and usage of technology. Work processes define the way people and
systems connect and interact for results (Clark & Estes, 2008). For the senior administrative
team, having the processes and resources for innovative new product designs support the
performance goal and increase the potential growth of future new program offerings.
Adjustments to the work environment affect motivation and employee’s ability to do the task
(Clark & Estes, 2008). According to Devedzic and Jonanovic, 2015, knowing how to design and
develop educational digital credentials as new learning methods are important steps for
successful integration and implementation within organizations.
Organizational Culture. Culture significantly influences the way direction is given
within a changing and innovative organization. Schein (2010) tells us that the culture of an
organization is essentially common learning experiences based on beliefs and values. The values
DEVELOPMENT OF MICRO-CREDENTIALS

30
and beliefs established by leaders form the basis for decisions and solutions within an
organization which eventually turn into shared assumptions and ultimately the norm (Kezar,
2001; Schein, 2010). The culture at the PDD will influence needed adjustments to the processes
and organizational structures in support development of micro-credentials. Managers contribute
to the achievement of the goals through their ability to generate employee performance by
harnessing their talents and aligning them with the stated goals (Buckingham & Coffman, 1999).
The research on the role of organizational factors supports the importance of having work
processes, technology resources, and an innovative culture where micro-credentials can be
developed and offered for job attainment.

DEVELOPMENT OF MICRO-CREDENTIALS

31
Table 1
Summary of Knowledge, Motivation, and Organization Influences

Organizational Mission
The mission of the Research and Innovation Institution (RII) is to provide demanding academic
offerings, support innovative research and educational programs, embrace leadership and
personal development while serving local, national, and global populations.

Organizational Global Goal
By December 2020, the Professional Development Division (PDD) of the Research and
Innovation Institution (RII) Southern California will create one credit micro-credential program
digitally tracking each student’s learning achievements in designated courses for job attainment.
Stakeholder Goal
Senior Administrative Team
By November 2018, the PDD’s senior administrative team will create academic and business
development plans to offer credit micro-credential programs for job attainment.

Assumed Knowledge Influence Knowledge Influence Assessment
Declarative Factual: Senior administrative
team needs knowledge of what are micro-
credentials and the elements needed for adult
online education.
Use interviews to ask stakeholders to define
micro-credentials in the context of adult
continuing education.
Procedural: Senior administrative team needs
to know how to create plans to recognize
skills, experience, and knowledge attained
through online credential course work.
Use interviews and review documents to
describe how stakeholders generate an
academic plan for online recognition of skills,
knowledge, and experience.
Procedural: Senior administrative team needs
to know how to implement competency-based
education (CBE) into micro-credentials, or,
badges for job attainment.
Use interviews to ask stakeholders to describe
the creation of competency based courses for
employer recognition and student’s job
attainment.
DEVELOPMENT OF MICRO-CREDENTIALS

32

Assumed Motivation Influences Motivational Influence Assessment
Goal Orientation: Senior administrative team
should have a mastery goal orientation for
wanting to learn about innovation in
educational technology to understand changes
in education.
Interview questions: What is your favorite
online learning technology tool? What is your
least favorite online learning technology tool?
Value: Senior administrative team needs to
see the value in online competency-based
education and the value of earning micro-
credentials.
Interview question: Describe the role of CBE
in course development. Describe the value of
micro-credentials for students.
Assumed Organizational Influences

Organization Influence Assessment
Cultural Model Influence 1: There is
reluctance by senior administrative team to
expand the number of categories of
continuing education certificate products.

Use conversational interviews to determine the
genesis of senior administrative team’s
reluctance to changing or expanding the
number of certificate categories or product lines
for the continuing education market.
Cultural Model Influence 2: There is distrust
in the usage of technology amongst the senior
administrative team which impedes creation
of new product lines.

Use interview guide approach to ask senior
administrative team questions to determine
level and cause of distrust in usage of
technology for development of new products.
Cultural Setting Influence 1: Members of the
senior administrative team deal with
unnecessary rules and restrictions which
impact persistence and mental effort in
creating new product lines.

Use open-ended interview questions to
determine type and level of barriers and
restrictions impacting creativity.

Review relevant documents for evidence of
rules and restrictions that were deemed as
unnecessary.
Cultural Setting Influence 2: There is
insufficient communication between senior
leadership and the senior administrative team
about product line ideas or market needs.

Use interviews to determine current level of
communication and how to improve
communication level in support of the creation
of new product lines to address market needs.
DEVELOPMENT OF MICRO-CREDENTIALS

33
Conceptual Framework: The Interaction of Stakeholders’ Knowledge and Motivation
and the Organizational Context
The purpose of the conceptual framework is to create a model of the most important ideas
and concepts that are being investigated which will be key to answering the research questions
(Maxwell, 2013). The conceptual framework emerges from both personal discipline orientation
and ideas supported by selected literature which are connected to the research questions
(Merriam & Tisdell, 2016). The study is structured and supported by the conceptual framework
which is a generated theory that designs what is being studied and researched (Maxwell, 2013;
Merriam & Tisdell, 2016). The conceptual framework is important because it serves as a tool to
connect ideas and concepts from the literature inclusive of personal experience to the study thus
assisting the researcher in focusing on what is important. According to Maxwell (2013), a
concept map is a visual representation of the conceptual framework for the design of a study.
Below is the explanation of the symbols and their interaction depicted in the Figure 1 conceptual
framework, or, map for this study.

DEVELOPMENT OF MICRO-CREDENTIALS

34
Figure 1.

Interactive Conceptual Framework

Research and Innovation Institution’s Professional
Development Division
Organizational factors (resources and support),
Technology knowledge and support, Culture and the
work environment

Senior Administrative Team
Declarative Factual Knowledge -Micro-
credentials; Procedural Knowledge
(academic & business plans, and
competency-based education CBE),
Skills, Motivation- Mastery goal
orientation for learning about
innovation in educational technology
and value of CBE for micro-credentials

Create academic and business plans to offer credit micro-
credentials for job attainment by 2018.
DEVELOPMENT OF MICRO-CREDENTIALS

35
For the Professional Development Division’s (PDD) senior administrative team at the
Research and Innovation Institution (RII), change in their knowledge about micro-credentials
will influence the stated goal. The goal, depicted in the yellow square box in Figure 1, is to
create academic and business development plans to offer credit micro-credential programs for
job attainment by 2018. The small green circle in Figure 1 contains the stakeholder declarative
factual and procedural knowledge influences as well as the mastery and value motivation
influences. The large blue circle represents RII as the organization of study. The knowledge
influences are explained first followed by the motivation influences. The knowledge needed is
research-based and focuses on readiness to adapt to changes in the education landscape (Clark &
Estes, 2008). The disruptive educational challenges Clark and Estes (2008) address are reflected
in the innovative and emerging technology-enabled micro-credential coursework. To determine
the knowledge and skills of the senior administrative team relative to creating academic and
business development plans, it is important to first understand what they need to know and do
(Clark & Estes, 2008).
Qualitative Data Collection and Instrumentation
The researcher was the main research instrument for data collection in this qualitative
study. The study used interviews as the primary source of data collection. Interviews provide
the researcher with the rich kind of information as well as the opportunity to find out the
participant’s perspective (Merriam & Tisdell, 2016). The interviews were semi-structured open-
ended following an interview guide on the topic of micro-credentials. The interviews addressed
the research questions on knowledge, motivation, and resources of the PDD senior administrative
team related to creating micro-credentials. Using semi-structured interviews there is a likelihood
of getting comparable data (Bogdan & Biklen, 2007).
DEVELOPMENT OF MICRO-CREDENTIALS

36
The study also used document reviews for data collection to better understand the
context and culture of the PDD organization. The research questions on knowledge and the
organizational culture influenced the document review. Documents such as academic approval
packets are public and were accessible to the researcher. Document reviews gave the researcher
a paper trail of all the records associated with the program which lead to potential areas for
further study collected through interviews or observations (Merriam & Tisdell, 2016).
Document reviews of five program academic approval packets were used in this study to
determine the senior administrative teams’ knowledge of the academic documentation process
and organizational culture when developing programs. The document reviews followed the ten
interviews of members of the senior administrative team.
Interviews
Interviews are useful and authentic methods for understanding participant’s viewpoint
(Maxwell, 2013). The participants interviewed were ten members of the senior administrative
team at the Professional Development Division. Interviews used and followed the protocol
created for this study. The interview guide provided the interviewer with a consistent set of
questions asked of each interviewee (Patton, 2002). The research questions focusing on
knowledge and motivation of participants related to the creation of the plans for micro-
credentials were best addressed through semi-structured interviews (Appendix B). The research
questions on organization culture and context were easily understood through open-ended
interview questions. As defined by Patton (2002), an open-ended question gives the respondents
the opportunity to respond however they want to and expressing themselves how they feel most
comfortable. A portion of the interview elicited specific process information needed from all
participants. The semi-structured open-ended interview protocol allowed the interviewer
DEVELOPMENT OF MICRO-CREDENTIALS

37
opportunities to explore and probe (Merriam & Tisdell, 2016). When interviewing the
participants in a semi-structured formal and informal format the interviewer was more present
and responded as the situation dictated.
The study used one-time in-person semi-structured conversational style interviews. The
one-time interview was suitable for this study since the researcher and participants know each
other. The interviews were conducted at the organization site and at the participant selected
private conference room. Interviews occurred during both non-working hours and during work
breaks which prevented any disruption at the work site. The researcher dressed and asked
questions that fit the study. The protocol designed for the interviews included questions that
support the knowledge, motivation, and organizational research questions which are aligned with
the conceptual framework for this study. Interviews can be recorded in three ways, one of which
is audio recording (Merriam & Tisdell, 2016). The interviews were audio recorded providing the
researcher with more accurate data of the situation for analysis. In addition to audio recording
the researcher also took notes, which helped manage the pace of the interview. The interview
protocol is in Appendix B.
Documents
Documents were used in this study for data collection and are connected to the research
questions. Documents are a source of data that were easily accessible and are part of the
research site (Merriam & Tisdell, 2016). The researcher ensured the documents were relevant to
the study and determined that they were authentic and accurate. The documents reviewed for
this study were five PDD academic approval packets for open-enrollment online programs. The
packets included the course syllabi, business plan, program proposal document, and related
documents for that packet that speak to the knowledge of the process for new program approvals.
DEVELOPMENT OF MICRO-CREDENTIALS

38
These documents reflected the conceptual framework and the knowledge and motivation of
the senior administrative team. The documents identified were accessible and provided context
of culture and documentation of the processes for developing programs. The documents also
provided insight into processes and how the approval process works. There was no private
documentation as part of the approval packet, therefore, the researcher did not require consent
for access. Documents are in existence and not influenced by the researcher and provides
triangulation of data (Merriam & Tisdell, 2016). A potential limitation of the bias of the
researcher reviewing documents was considered and stated in the findings. This study used the
preferable practice of maintaining a balance of the documents reviewed for the study. The
document review protocol is in Appendix B.
Findings
The findings for the study utilized interviews with the senior administrative team and
document analyses conducted in response to the research questions. From a total of 14 members,
10 members of the senior administrative team at the Professional Development Division
participated in the interviews. There were five participants who are in programmatic support
roles. Their names are Sam, Shawn, Susie, Sheila, and Sage (pseudonyms). The remaining five
participants are responsible for initiating the development of new continuing education programs
within the organization. They are Dylan, Doug, Daryl, Diana, and Devin (pseudonyms). The
participants have roles and experiences that contribute to the marketing, operations, student
support, information technology, and curriculum development of current and new educational
programs. The number of participants was due to the use of the purposeful convenient sampling
method and the availability of 10 participants for the study. Purposeful convenient sampling
provided representation of participants with productive working relationships whom may be best
DEVELOPMENT OF MICRO-CREDENTIALS

39
suited to address the research questions (Maxwell, 2013). Using purposive sampling the
researcher can seek individuals with specific characteristics to participate in a research study
(Johnson & Christensen, 2014; Merriam & Tisdell, 2016). Due to confidentiality, no
demographic information is included in the findings. None of the participants report to the
researcher. Participating stakeholders and sampling criteria for interviews is in Appendix A.
Through semi-structured interviews as the primary source of data collection, the senior
administrative team shared their professional experience, knowledge, opinions, and perspectives
related to the development of micro-credentials. Document reviews of academic approval
packets and business plans contributed to determining the senior administrative teams’
knowledge of the academic documentation process used within the organization for the
development of new education programs.
Analyzing performance gaps through knowledge, motivation, and organizational factors
provides information on the type of support a group may need (Clark & Estes, 2008). The senior
administrative team needs the appropriate knowledge, motivation, and organizational influences
to prepare to create the plans to develop micro-credentials for job attainment. The next three
sections address each research question with the influences that emerged from the data within the
Clark and Estes (2008) knowledge, motivation, and organization (KMO) conceptual framework.
Factual and Procedural Knowledge
Factual knowledge is often denoted as facts including terminology needed to tackle a
problem (Krathwohl, 2002; Rueda, 2011). Procedural knowledge is mainly about how to do a
task and the criteria needed for completing the task (Krathwohl, 2002; Rueda, 2011). The
knowledge portion of the first research question centers on the senior administrative teams’
knowledge related to creating the academic and business plans to develop one micro-credential
DEVELOPMENT OF MICRO-CREDENTIALS

40
program. The data organized by knowledge type revealed four areas of focus. First
knowledge area of focus was the definition of micro-credential followed by knowledge of
competency-based education offerings. The last two areas were related to knowledge of
processes for competency-based education development and new business plan development.
These four knowledge types are further explained below.
Definition of a Micro-Credential
The starting point for new program development within the Professional Development
Division (PDD) is to have factual knowledge of the type and elements of a program. Five of the
ten participants seem to agree on the definition of micro-credentials as small chucks of
knowledge for a given skill but all participants seem to lack a depth of knowledge of the
terminology and specific elements of a micro-credential. Susie’s definition was that “a micro-
credential is a small segment of something they have attained, or learned, or experienced.” Sam
and Daryl provided their definitions of micro-credentials as smaller chunks of knowledge broken
down to address a skill. Dylan stated a “micro-credential is a readily interpretable visual element
that communicates competency in a defined area.” Sheila added, “Micro-credentials would be
discrete chunks of knowledge that is based around a skill as determined by employers to mean a
specific job skill and competency.” Micro-credentials are visual records that recognize
achievement of formal and informal learning experiences such as seminars and workshops and
can be shared with professional networks (Dyjur & Lindstrom, 2017). In these examples, the
five participants provided their current knowledge of the definition of micro-credentials that they
view as smaller learning chunks connected to a knowledge area and to employers to determine
skills and competencies.
DEVELOPMENT OF MICRO-CREDENTIALS

41
Although five participants shared a similar definition of a micro-credential, all ten
participants appear to lack factual knowledge of the terminology and specific elements and
details of a micro-credential. Devin stated, “there’s a lot of terminology floating out there and so
I’ve heard micro-credential is the larger circle in the Venn diagram. Then, within that there’s
other things like badges, and certificates.” Doug added, “micro-credentials can mean different
things....so one is the certificate of completion and the other is a credential.” The remaining
eight participants connected micro-credentials to some form of learning and curriculum. Diana
stated, “micro-credential would be a set curriculum of approved courses in a particular content
area that would result in a competency.” The ten participants provided their understanding of
micro-credentials which varied and seemed to tie to what they know as courses and certificates.
Perception of Competency-based Education
In competency-based education student’s success is determined by them completing tests,
projects, and similar assessments and activities that demonstrate outcomes (Ordonez, 2014).
While five of the ten participants provided similar perceptions of competency-based education as
assessing and validating knowledge, seven participants were unable to provide development
examples within the organization. Devin, Daryl, Sheila, Susie, and Dylan shared that
competency-based education to them was more about learning something and being assessed to
verify that learning. Daryl stated, “Most of our stuff is still the instructor creating some quizzes
and coming up with some learning objectives and doing the best he can to match his assessments
with the learning objectives.” Susie added, “When I think of competency-based learning or
education, I think of students being assessed for their material or knowledge they already have.”
Devin provided an additional comment:
DEVELOPMENT OF MICRO-CREDENTIALS

42
Competency-based education in my perception of it is something like that where the
institution might grant you a certification, a degree, some kind of credential that’s based
as much on what you know, the experience that you’ve had as on what you’ve learned
through their courses.
The seven participants who could not speak to procedural knowledge of competency-
based development provided candid responses. They did not have a recent development
experience they could describe. An example of a response came from Daryl stating, “we don’t
do much of that as or as good of a job as we should.” Susie added, “here in our organization, we
haven’t yet implemented that.” The remaining three participants offered a variety of responses
describing what they thought was a competency-based development experience. The responses
included talking to vendors and other institutions as well as the recent development of massive
open online courses (MOOCs). According to Clark and Estes (2008), gap analysis brings out
perceptions that can differ even though individuals have same work goal. The findings
supported a gap in the organization of examples of defining a competency-based development
experience.
Priority and Competencies for Micro-Credentials
The term ‘micro-credentialing’ better demonstrates digital badges in nontraditional
education settings and can provide employers with evidence-based information about an
individual’s skills (Hurst, 2015). The findings showed that five of the ten participants’ priority
for micro-credentials was related to competencies that prepare learners for jobs. Dylan stated
that “the priority for skills and competencies in a micro-credential was same as the hiring
manager’s.” Susie related the skills and competencies addressed in micro-credentials to
“whatever industry employers are looking for.” Devin added that “micro-credentialing would be
DEVELOPMENT OF MICRO-CREDENTIALS

43
in the kinds of skills that are applicable to the widest variety of situations.” Literature
supports the findings from the five participants with the role of micro-credentials as assisting
employers to have a visual digital representation of the skills and competencies and learning
pathway of graduates (Mah et al., 2016).
When responding to the competencies that should be a micro-credential priority, four of
the participants provided more specific responses. Sheila, Diana, and Doug included
competency in soft skills as a need for job preparation. Henrich (2016) noted employers find
soft skills such as communication and problem-solving vital for job candidates. The current
work environment is relying more on technical as well as soft skills where soft skills are a basis
of competitive advantage for employers (Ritter, Small, Mortimer, & Doll, 2018). Softs skills are
described as interpersonal skills which include communication and teamwork skills (Ritter et al.,
2018). Sheila provided a representative response with:
There are certain soft skills that are prized across any job, any industry. Those are not
necessarily taught in a traditional academic experience or environment. I think soft skills
are important. For soft skills, I would say communication. That could be written, oral,
you know, all of that. I think those are important in any job.
Susie and Doug mentioned technical skills as competencies for micro-credentials. Susie
responded that “if they understand programming and coding, then it is a simple problem that you
could ask there would be one answer to. Micro-credentialing in a simple format I think would
address something like that.” These examples from Sheila, Diana, Susie, and Doug included
competencies they felt were also connected to jobs. With only four of the ten participants
providing specific examples, the organization has a gap in knowledge of the competencies that
should be a priority for micro-credentials. To track competencies all the participants stated that a
DEVELOPMENT OF MICRO-CREDENTIALS

44
digital tracking system would not only track student progress but it would also include a
definition of each competency. An example came from Sam who responded that “if there are
certain criteria that need to be met in order to basically earn the micro-credential, there would be
some way of tracking that.” Another example was from Sheila who responded with:
I think the competencies need to be identified first and should be tied very closely to the
micro-credential. Those micro-credentials, if it is used well or used ubiquitously across
all over the university, should be translatable from one university to another.
According to Clark and Estes (2008), information learned from past practices and
procedures can be useful in reducing uncertainty and can also be helpful in specific situations.
The data on the priority for micro-credentials and the tracking of the competencies that link to
jobs were connected to the participants’ professional development experiences. The participants
shared their experiential knowledge of credentials and certificates which assisted them in
responding to the questions.
The data from the responses by the senior administrative team confirmed that prior
learned information and factual knowledge about development of credentials and certificates
assists them with stating the priority for micro-credentials and connecting them to job
preparation. The responses also indicated that the senior administrative team needs more factual
knowledge of terminology for micro-credentials and procedural knowledge on how to develop
competency-based education. Not having achieved a goal to develop a micro-credential in the
past, the senior administrative team has a gap in factual and procedural knowledge related to the
definition of micro-credentials and competency-based education development.

DEVELOPMENT OF MICRO-CREDENTIALS

45
Process for Developing Business Plans
Rueda (2011) reminds us that knowing how to do a specific task determines procedural
knowledge. Although the senior administrative team could speak about the academic and
business plan development process they were not able to speak about plans to validate and
recognize skills and experience attained through online credential courses.
The senior administrative team tied their procedural knowledge of creating business plans
for a new online learning program to their prior business plan development experience and
knowledge. Nine of the ten participants stated confidently that the business plan includes
courses, enrollment projections, expenses, and general development costs. Their responses
revealed prior procedural knowledge of how to develop the business plan, a key document in the
academic program approval packet. Dylan, Sam, and Sheila all stated the importance of market
demand, type for courses, and identification of the target audience as starting points for the
business plan. Daryl responded that “marketing stuff first, trying to assess what we would
believe market is, whether it is strong enough, whether it’s too competitive already, or whether
we’re doing something new and it’s a little risky.” Document analysis of five academic online
program approval packets inclusive of business plans further confirmed the components
highlighted by the participants. The document analysis also served to triangulate the qualitative
interview data of business plan development. Documents were an easily accessible and available
source of data that were found online or in a physical location (Merriam & Tisdell, 2016). The
five program business plans used for document analysis were selected by the researcher as
representative plans. The representative plans were for online programs in Organization
Leadership and Communication, Big Data, Strategic Human Resources Leadership, Meeting and
Event Management, and Predictive Analytics. All five plans contained the rationale for the
DEVELOPMENT OF MICRO-CREDENTIALS

46
program, the course descriptions required to attain the certificate, program learning objectives,
target audience, and advisory committee. The plans were available and authentic. Their origins
and reasons for being written were verified with signatures from senior leadership. The packet
for the plans included the business plans with financials supporting viability of program, as well
as the marketing plan detailing strategies and tactics for attracting, converting, and retaining
students. The business plans, as part of the academic program approval packet, were approved
by the Deans in the organization. Diana responded that the starting point is a business plan and
described the contents of the plan as a budget, enrollments, instructor compensation, salaries,
marketing and other expenses. Dylan’s reply was concise but also representative of the senior
administrative team, “The business plan would include reasonable estimates of the cost to
acquire a student.”
When asked to describe the contents of an academic plan, nine out of the ten participating
members of the senior administrative team shared detailed knowledge of the plan. The nine
participants provided knowledge of the academic plan without hesitation which emanated from
their experience in creating or supporting new online learning programs. Their responses
encompassed the components of a certificate program that are needed for academic approval
such as: program description, learning objectives, courses, syllabi, subject matter experts,
advisory board, and market research. Devin contributed to the academic plan procedural
knowledge responses with:
In bigger picture, to provide enough information about the course to demonstrate to an
approver…. that there’s enough content that’s been thought through to the extent that… it
will be a successful course and attract students and have academic merit.
DEVELOPMENT OF MICRO-CREDENTIALS

47
The data provided information on procedural knowledge from all ten participants
related to processes used for academic and business plan development for certificate programs.
None of the participants spoke about how the plans validated or recognized skills and experience
attained through online credential courses. The importance of verifying skills and experience
referenced in the literature are components needed for micro-credentials. The participants
focused on current knowledge on how develop plans for certificates that include courses but did
not address validation and identification of student’s skills and experience. The plans reviewed
in the document analysis lacked any mention of recognition or verification of skills and
experience as part of the curriculum. The gap is perhaps due to the organization not emphasizing
processes to recognize skills and experience as part of program development. The participants
either focused on market and competitive analysis or on courses that students complete to attain
a certificate. Sage stated, “An academic plan, in essence, is a set of courses.” Susie responded,
“an academic plan, right now, I think of a certificate program or a series of courses that are
required for students to get that certificate.” Daryl acknowledged with, “to develop a program
here, for us, it starts with looking at demand and trying to be innovative so there is some market
research, there’s advisory board input, there’s all of that kind of information.” The data
suggested that the ten participants do not have procedural knowledge in developing plans for
validating skills and experience in online credentials.
Motivation and Micro-Credentials for Job Preparation
Motivation and engagement are often determined by the degree of contribution given
towards the goal (Mayer, 2011). According to Rueda (2011), utility value speaks to the
usefulness of the task in relation to accomplishing a future goal. Addressing the motivation of
the senior administrative team, the data revealed four influences. First, competency-based
DEVELOPMENT OF MICRO-CREDENTIALS

48
education (CBE) is essential to education. Second, micro-credentials are useful in learning
skills and for job preparation. Third, the participants do place value on technology for online
programs. Last, micro-credentials offered by higher education is a competitive advantage. The
four motivational influences guided by Rueda’s (2011) mastery goal orientation theory and by
Eccles’s (2009) utility value theory are detailed below.
Importance of Competency-based Education (CBE)
Responses from six out of the ten participants highlighted the importance of competency-
based education in education. These six members of the senior administrative team represent
support and development staff involved in the creation of educational programs. The data from
their responses more broadly characterized the organization. Competency-based education has
been part of traditional education for some time with a focus on what students know and
demonstrate as a competency (Ordonez, 2014). Diana’s response represented the value of CBE
with “competency-based education is kind of the essence of what education is all about. It’s
essential.” Daryl added to the importance of CBE by stating, “that’s going to be incredibly
important to have more granular view on what a student’s actually learned.” Additional
responses of the importance of CBE came from Doug and Devin when they asserted to the value
of competency-based education and its use by employers. The statement from Doug on the value
was “for the employers it seems that competency-based would be the most effective way to track
if a potential employee or an employee is developing these competencies.” Sage connected the
value of CBE to professional development with “this is just another opportunity for them to take
educational courses, for perhaps job enhancement, job improvement, maybe a different job. So,
definitely I see it as a big role in continuing education.” Competency-based education when
connected to job descriptions, ensures that students have what employers are looking for in a
DEVELOPMENT OF MICRO-CREDENTIALS

49
candidate (Nodine & Johnstone, 2015). The senior administrative team found competency-
based education important in education and connected the utility value of competency-based
education to what employers could use for hiring. The greater a person values an activity
influences their motivation to start and select that activity (Rueda, 2011). The data suggested
that the senior administrative team sees utility value in CBE which would be part of the process
of creating plans for micro-credentials.
Although participants found value in competency-based education, six of the ten
participants indicated the need for course re-design. Shawn stated, “I think every aspect of the
course would have to be reconsidered in that light as opposed to the traditional method. You’d
really have to rethink all of it.” Doug added, “I guess it’s integrated if you’re developing a
course effectively you have to be evaluating competencies.” Daryl, Diana, and Devin all
mentioned that courses should have measurable skills and clearer learning objectives so learners
are successful when assessed. Dylan responded with, “it plays a small role. It’s a consideration.
It’s something that I hope do more of but it does not play a big role as it probably should right
now.” The findings showed value in the role of competency-based education, but the data also
indicated a need for the re-design of courses, a potential barrier to developing competency-based
education courses.
Micro-credentials, Learning, and Job Development
The findings related to motivation and the value of micro-credentials tie to the finding by
Hall-Ellis (2016) of the recognition of formal and informal learning which helps students with
job preparation. The responses from six of the ten participants as to the value of micro-
credentials emphasized that earning micro-credentials that are recognized for job preparation
supports students in communicating what they know to potential employers. Sam stated that
DEVELOPMENT OF MICRO-CREDENTIALS

50
“they can show the employer they are competent in a specific area and can stand out.” Sam
added that the value for the student was that they can provide potential employers examples of
their learning. Another example came from Shawn who said, “connecting education to the
employer is a pretty important bridge.” Dylan stated the value of a micro-credential simply as
“helps students get that job or promotion.” The responses from Doug, Sheila, and Devin
connected the motivation value of micro-credentials to supporting student’s staying relevant and
employed longer. The examples from the data indicated the value of micro-credentials to the
student and employer where skills for job attainment are recognized by an academic institution.
The most representative response came from Dylan who said:
If another avenue to job preparation is to visibly represent your competencies then this
seems to be a fantastic way to do that. If those competencies align with the needs of an
employer and they’re able to search for you and find you because of the micro-credentials
that it seems like a win-win-win.
The findings suggested that over half of the participants found value in the micro-credentials as
supporting the student and the employer to meet market demand.
Technology for Online Programs
Micro-credentials are linked to technology as are online education programs. All ten
participants revealed they have goal orientation to learn about online technology through
personal usage and discovery. Among the favorite online learning technologies listed, Sam and
Dylan mentioned YouTube. Shawn, Doug, and Sheila selected synchronous sessions. The
remaining five participants shared a variety of ways they have used online technology. The
senior administrative team stay informed about educational tools for online learning. Being
mastery goal oriented, individuals are more interested in their work and choose to look for self-
DEVELOPMENT OF MICRO-CREDENTIALS

51
improvement (Anderman, 2015). Six of the ten participants asserted they attend industry
seminars and conferences, read reports, articles, and conduct own research to learn about online
technology tools. Sam stated that learning about educational technology is “usually through the
higher education news sources and associations.” Susie added, “reaching out to … campuses
and colleagues at those campuses to just ask what are they doing, what have they learned, what
are they researching is a good way. Going to seminars …. and workshops too.” Doug, Sage,
and Devin all acknowledged they use Google to get information on what technology programs
are available.
In describing how they determine what online learning technology to use for a new online
program, the responses varied. Two participants found learning objectives as important, two
other participants felt that testing and vetting the technology was important. The responses also
revealed that three participants did not have experience with technology platforms. The data
suggested a gap in goal orientation towards wanting to determine technology use for new online
learning programs. Although seven participants provided wide-ranging responses that seemed to
lack value in selecting online learning technology for use in new online programs, the findings
showed that all participants valued online education technology.
Micro-credentials and Higher Education
In responding to the value for higher education institutions to offer micro-credentials,
five participants indicated a competitive advantage and branding value. The growing global
education marketplace requires innovative offerings through flexible and innovative delivery
methods such as digital badges (Anderson & Staub, 2015). Sheila added to the value with “I
think that is a huge competitive advantage for an institution …. we’re creating a direct line from
education that we deliver to job skill.” Sage said, “if we can use our brand then it is a great
DEVELOPMENT OF MICRO-CREDENTIALS

52
opportunity for us to develop these micro-credentials.” The five participants also mentioned
the value would be to learners and employers in that the issuer of the micro-credential would be
a trusted source. Dylan’s response captured what several other participants stated with “The
value of a higher education institution offering micro-credentials would be that, that institution
wouldn’t miss a wave. So, the value to the institution itself is big.” Five members of the senior
administrative team saw value in having micro-credentials as part of the offerings in professional
development to keep current and relevant in the education market.
Organizational Resources and Communication
An organization is comprised of developed beliefs, values and customs (Bolman & Deal,
2013). Today, organizations must understand how they learn and then increase that learning to
create new sources of innovative opportunities (Senge, 1990). The findings addressing the
interaction between organizational context and culture and the senior administrative team’s
experience revealed three organizational influences. The influences highlighted the need for
technology resources and staff, internal communication for buy-in, and buy-in for sustainability
of micro-credentials. Clark and Estes (2008) remind us that having effective organizational
processes including the necessary resources help in the achievement of business goals. The
senior administrative team’s responses emphasized the importance of technology, knowledgeable
staff, and general personnel resources although there is a gap in communication of the need for
the organization to offer micro-credentials. The participants also noted the connection of internal
communication and buy-in for integrating and sustaining micro-credentials in the organization.
Findings suggested an internal communication gap existing in the senior administrative team and
a gap in communication flow throughout the organization and with stakeholders. The responses
indicated that current infrastructure resources could be leveraged to include micro-credentials as
DEVELOPMENT OF MICRO-CREDENTIALS

53
part of general work practices. The data uncovered a gap in the organization related to
comfort with technology resources for micro-credentials. The following sections describe the
organizational influences of resources, internal communication for both buy-in and sustainability
of micro-credentials.
Organizational Resources
Culture in an organization influences how it conducts its internal operations as well as
provides meaning and consistency (Schein, 2010). The responses from the ten participants
addressing cultural influences validated the internal operational needs of staff and technology
resources for micro-credentials. The technology resource to offer micro-credentials emerged as
a unanimous need by the participants. Technology for micro-credentials is a resource need also
confirmed by the literature. Shields and Chugh (2016) stated that the data on a digital badge is
stored electronically, which makes it easier to search for the student’s information and display
evidence of skill and competency. Shawn provided a representative response stating, “there has
to be some sort of system that makes it easy for the institution to help the student display those
micro-credentials.” Another typical response for technology need came from Susie with “you
want to make it as simple as possible and easy as possible for students to earn those micro-
credentials and see the value in it.” Sage also confirmed the importance of technology with
“there would have to be some type of online platform for the courses themselves as well as a
means for the institution to…distribute these credentials to individuals.” Regarding other
resources including staff, six out of the ten participants validated the need for market research
staff, instructional designers, curriculum designers, and some existing staff who would perform
different tasks. Sam stated that “There would probably be more design in the micro-credential.
The instructional design would probably shift out when you go into the micro-credential.” Devin
DEVELOPMENT OF MICRO-CREDENTIALS

54
added that “it’s the same number of people just doing a little different work.” According to
Devedzic and Jonanovic (2015), the knowledge about designing and developing digital
credentials for learning are key process steps for successful integration in the organization.
Technology is a key factor identified by the senior administrative team in the
development of a new product such as a micro-credential. The ten participants brought out the
importance of the ease of use of technology for the institution and students as an influential point
for the creation of new online educational products. Although all participants stated the
importance of technology, the responses from four participants suggested lack of comfort with
technology related to micro-credentials. Dylan stated, “technology resources would probably be
a vendor that has this service….that’s my assumption.”. Sam added, “well, I’m actually not too
sure about that. I know that there would have to be some mechanism in place.” Doug and Sage
also mentioned an outside vendor and that they were not too familiar but could imagine what the
technology resources would be for micro-credentials.
Staffing needs focused more on the type of tasks that would emerge to create a micro-
credential rather than an increase in staff. While six participants viewed staffing needs through a
functional lens, Shawn, Susie, Sheila, and Daryl stated that the need was for staff to understand
what a micro-credential was and why it was important. Shawn provided a representative
response when he stated:
I think staff need to know why they’re being offered and the goals and objectives
involved in offering them at all to help them understand how to connect their work and
their processes to micro-credentials. Because there might be some significant changes
involved.
DEVELOPMENT OF MICRO-CREDENTIALS

55
The four participants described a need for clarity and communication about a goal to
offer micro-credentials. The lack of clarity highlights an organizational culture influence that
does affect performance. Clark and Estes (2008) suggest that if goals change, the organization
needs to review processes and make changes accordingly. The findings indicate a gap in
communication within the organizational which impedes performance. The organization needs
to be more explicit about the rationale for offering micro-credentials. Using gap analysis
provides a way to research and confirm assumed causes of the performance gaps (Rueda, 2011).
The senior administrative team described the organizational culture when they identified
the resources for micro-credentials as technology, new tasks for staff, as well as the
communication barrier of why micro-credentials should be part of the organization. Culture
unveils the organization’s effort to learn and cope which provides a solid base going forward
(Schein, 2010). The data uncovered an organizational gap in the communication of the
importance of micro-credentials. The organization needs to be more precise when expecting
performance linked to innovative change. The importance of offering micro-credentials will
need to be communicated throughout the organization. The communication should be specific to
affect individual performance. The need expressed by four out of the ten participants of internal
communication related to offering micro-credentials influences knowledge and motivation.
Internal Communication Connection to Buy-in of Micro-credentials
Goals should be flexible to allow an organization ample room for change and specific
enough to provide the necessary daily direction (Clark & Estes, 2008). In response to receiving
internal communication, eight out of the ten participants had received information and been part
of discussions about micro-credentials. The discussions included meetings and communication
from the Dean. Dylan stated, “I’ve received emails, had face-to-face conversations, in meetings
DEVELOPMENT OF MICRO-CREDENTIALS

56
and groups, and the Dean from the institution issued a white paper.” A typical response came
from Daryl as follows:
Within the organization, we’ve had a lot of discussions, both via email and meetings at an
executive level, peer to peer discussions about how and what. Lots of articles and
information being passed around. It’s been well thought out here.
Two participants responded that they did not receive any communication about micro-
credentials. The two participants provided information about the context of their experience in
relation to lack of communication received about micro-credentials. The data uncovered an
internal communication gap related to the buy-in of micro-credentials and dissemination of
related information within the organization.
Buy-in for Sustainability of Micro-Credentials
The responses from six of the ten participants about buy-in for sustainability of micro-
credentials mentioned the need for staff, students, instructors, and employers to understand the
‘what and why’ of micro-credentials. The comments about buy-in for micro-credentials for
sustainability are connected to the communication need to understand the importance of micro-
credentials in the organization. Sam stated, “I think it’s sustained through everyone buying in
and adopting that it is something that is going to be increasingly important and increasingly used
by universities.” Daryl added, “If it’s simple and easy and the foundation has been laid out
correctly, strong foundation, then it will survive, especially if the finances are there and if it
resonates with the students.”
Preparing instructors, part of buy-in, again highlighted the ‘what and why’ responses
from the participants for offering micro-credentials. Dylan, Sam, Susie, Doug, and Sheila
confirmed the importance of having instructors understand the ‘what and why’ of micro-
DEVELOPMENT OF MICRO-CREDENTIALS

57
credentials. All the participants stated that the organization would need to prepare instructors
to offer micro-credentials. To operate as one organization, individuals working together need a
communication flow that supports goal setting and the management of related activities (Schein,
2010). An example of the responses about buy-in for sustainability came from Sam:
I just think it really, really rests on education and educating people as to the importance
of them. It’s having instructors know why it’s important, but also educating the students.
And then I think it is also instructing, and this is probably more important when you’re
looking at it organizationally, is having the organization understand the importance of
them.
All the participants connected buy-in for sustainability of the micro-credentials with the need for
internal communication which leads to operationalizing and integrating the credentials in the
organization. An organization needs both communication and information to maintain a learning
culture and remain healthy (Schein, 2010). Sheila stated that “it just has to be so embedded in
our program development process that you can’t break it apart.” Shawn responded with “I think
definitely internally people need to understand why they’re doing it and what the visions
is….eventually it’s just part of how things operate.” The responses indicated a communication
gap that needs to be addressed to secure buy-in from instructors, students, and staff to sustain the
offering of micro-credentials.
The findings revealed the senior administrative team needs factual and procedural
knowledge about micro-credential development. Data further showed that the senior
administrative team is aware of micro-credentials and sees their value for the student, employers,
and the organization. Data indicated that technology, internal communication, and infrastructure
DEVELOPMENT OF MICRO-CREDENTIALS

58
support systems have the likelihood of building and sustaining buy-in for plans created to
develop micro-credentials for job attainment.
The data suggested that by the organization focusing on the knowledge, motivation, and
organizational influences identified as barriers, it will support the achievement of the
organizational performance goal. Addressing the barriers may better prepare the organization to
enter the innovative educational global marketplace to attract today’s students and prepare them
for job attainment.
Solutions and Recommendations
Knowledge Recommendations
Introduction. The data for the needs’ assessment of knowledge and skills necessary to
reach the organizational performance goal of creating one micro-credential for job attainment
revealed several knowledge influences. The literature review centered on the growing
importance of micro-credentials in education as well as the root causes of gaps in the creation of
micro-credentials for job attainment in higher education. The analysis of the qualitative data
showed several assumed knowledge influences and potential barriers impacting the attainment of
the performance goal. The uncovered knowledge influences utilized the Clark and Estes (2008)
gap analytic framework and are separated into two knowledge types, declarative and procedural.
Table 2 below outlines the knowledge influences validated in this study and the principles and
context-specific recommendations based on the principles. The table also includes the results
from the qualitative research.
DEVELOPMENT OF MICRO-CREDENTIALS

59
Table 2
Summary of Knowledge Influences and Recommendations
Assumed Knowledge
Influence
D-F Declarative Factual
P Procedural
Validated,
Partially
Validated,
or Not
Validated
(V, PV, N)
Priority
Yes, No
(Y, N)
Principle and Citation Context-Specific
Recommendation
Senior administrative
team needs to know
terminology and
specific elements of
micro-credentials. (D-
F)
V Y Procedural knowledge
increases when
declarative knowledge
required to perform the
skill is available or
known (Clark & Estes,
2008).

Rich communication of
messages and
procedures that impact
work at the
organization supports
staff in adjusting to
embrace innovative
efforts. (Clark & Estes,
2008).
Provide a job aid
containing a
glossary of key
terms and elements
of micro-
credentials found
in literature and
internal white
papers.

Provide
information on the
rationale for
offering micro-
credentials and the
alignment to
strategic
organizational
goals.

Senior administrative
team needs to have
procedural knowledge
on how to create
academic and business
plans that recognize
skills and experience
for online course work.
(P)
V Y Information learned
meaningfully and
connected with prior
knowledge is stored
more quickly and
remembered more
accurately because it is
elaborated with prior
learning (Schraw &
McCrudden, 2006).
Provide
information and
opportunity for
senior
administrative
team to practice
creating plans that
recognize skills
and experience for
online courses.
Senior administrative
team needs to have
procedural knowledge
V Y Procedural knowledge
increases when
declarative knowledge
Provide a job aid
that fully details
the actions and
DEVELOPMENT OF MICRO-CREDENTIALS

60
to know how to develop
competency-based
education (CBE)
experiences. (P)
required to perform the
skill is available or
known. (Clark &
Estes,2008).

To develop mastery,
individuals must
acquire component
skills, practice
integrating them, and
know when to apply
what they have learned
(Schraw &
McCrudden, 2006).

decisions for
developing CBE
and guides the
senior
administrative
team through the
development of
CBE.

Provide the key
steps and elements
as a worked
example on the
development of
CBE for
professional
development.

Declarative knowledge solutions. Declarative knowledge is information about facts and
concepts that are known and part of an organization’s structure and practices. Factual
knowledge is basic knowledge of elements and terminology used to solve problems (Krathwohl,
2002; Rueda, 2011). The findings in this study showed that the senior administrative team must
develop factual knowledge about terminology and specific elements of micro-credentials. The
first solution in the table is factual knowledge about terminology and elements of micro-
credentials. For the senior administrative team to create academic and business plans for micro-
credentials, they must know what micro-credentials are and their specific elements. Although
the findings showed that the senior administrative team did have a general definition of micro-
credentials, there was a gap in factual knowledge about the specific terminology and elements of
a micro-credential. Micro-credentials recognize professional learning based on skills and
competencies rather than just courses and credits (Berry, 2017). According to Clark and Estes
DEVELOPMENT OF MICRO-CREDENTIALS

61
(2008), procedural knowledge increases when declarative knowledge required to perform the
skill is available or known. The recommendation to address this gap is to provide a job aid
containing a glossary of the terminology and elements of a micro-credentials found in the
literature and internal white papers. For the job aids to be credible, valued, and trusted as part of
the micro-credential development system, they will be developed in collaboration with subject
matter experts in learning and assessment design. Having the experts involved in the
collaborative process increases the value and importance of micro-credentials to staff,
employers, and stakeholders.
Job aids provide highly experienced people with the information about a new practice or
approach without a need for training (Clark & Estes, 2008). The job aid would support the
senior administrative team with information they can use on their own to perform the work
activity. Research on usage of micro-credentials is still emerging, which further supports the
need to turn to the literature for terminology and concepts for the job aid. Education institutions
are looking closer at the potential of micro-credentials for knowledge and skill development
along with their defined characteristics (Anderson & Staub, 2015). Micro-credentials represent a
new way of thinking about documenting learning outcomes and delivering instruction, which
presents a challenge to their adoption in education institutions (Bowen & Thomas, 2014).
Increasing confidence can occur through the usage of job aids that are connected to the
knowledge and skills needed to achieve the performance goal (Clark & Estes, 2008). According
to Rueda (2011), the purpose of learning is knowledge and knowledge is what is needed for
effective performance.
Procedural knowledge solutions. Procedural knowledge is knowledge needed to know
how to do certain activities or tasks (Rueda, 2011). In addition to the declarative knowledge
DEVELOPMENT OF MICRO-CREDENTIALS

62
detailed above, the senior administrative team must know how to create academic and
business plans that recognize skills and experience for online course work. Information
Processing Theory proposes that how information is organized and processed and then
transferred affects how individuals learn and apply that learning (Schraw & McCrudden, 2006).
This study found a procedural knowledge gap in the senior administrative team related to
creating academic and business plans that recognize skills and experience for online credentials.
The study also found a gap in procedural knowledge about how to develop a competency-based
education (CBE) experience. The recommendation is to provide information and opportunities
for the senior administrative team to practice on their own.
Information is about informing people about a work aspect needed to be successful on
their own (Clark & Estes, 2008). Adding to the definition of micro-credentials, information and
opportunities for the senior administrative team to practice on their own creating the plans are
recommended to build this procedural knowledge. The information should include internal steps
and procedures used in creating past academic and business plans which ties to prior experience.
The information should also include the distinctions that pertain to recognizing skills and
experience for online credential courses. The opportunities to practice creating plans for new
online credential coursework are also recommended. Information learned meaningfully and
connected with prior knowledge is stored more quickly and remembered more accurately
because it is elaborated with prior learning (Schraw & McCrudden, 2006). Micro-credentials fit
into online coursework with trends showing use in continuing education and the workplace to
recognize skills and experience (Hurst, 2015). Supporting people with experiences help them
identify and understand what is important (Schraw & McCrudden, 2006). Providing information
DEVELOPMENT OF MICRO-CREDENTIALS

63
and opportunities to practice developing the new plans would support the knowledge
development of the senior administrative team.
Clark and Estes (2008) suggest that procedural knowledge increases when declarative
knowledge required to perform the skill is available or known. Job aids are recommended to
build the procedural knowledge gap found in the study related to how to develop competency-
based education (CBE) experience. Job aids provide information for individuals to work on
tasks using an approach on their own without directed practice (Clark & Estes, 2008). The job
aids also serve as the best option when new procedures are within an area in which there is a
high-level of expertise (Clark & Estes, 2008). Having the designated and defined competencies
incorporated into an educational program, CBE participants show mastery in that field and are
attractive candidates by hiring managers (Henrich, 2016). CBE provides opportunities to
individualize learning and develop skills and knowledge connected to detailed learning
objectives (Nodine & Johnstone, 2015). A job aid that details the procedure needed to develop
CBE experiences in micro-credentials supports the achievement of the performance goal. The
recommendation of job aids would result in successful mastery of the new procedure of
developing CBE in micro-credentials for job attainment.
Motivation Recommendations
Introduction. The data collected in this study found two motivation influences. Clark
and Estes (2008) remind us that choice, persistence, and mental effort are the three gauges of
motivation in work performance. Choice is the determination to actively work on a goal.
Persistence is continuing to work on the goal despite potential obstacles. Mental effort is the
purposeful investment of effort and innovation dedicated to a new work goal (Clark & Estes,
2008). Table 3 below outlines the motivation influences grounded on the constructs of goal
DEVELOPMENT OF MICRO-CREDENTIALS

64
orientation and utility value that play a role in achieving the performance goal. Table 3 also
delineates the principles and recommendations based on the theoretical principles.

Table 3
Summary of Motivation Influences and Recommendations
Assumed Motivation
Influence

Validated,
Partially
Validated,
or Not
Validated
(V, PV, N)
Priority
Yes, No
(Y, N)
Principle and Citation Context-Specific
Recommendation
Senior administrative
team needs to find
mastery goal
orientation for wanting
to determine use of
technology for online
learning. (Value - goal
orientation)
PV Y Focusing on mastery,
individual
improvement, learning,
and progress promotes
positive motivation
(Yough & Anderman,
2006).

Focusing on self-
improvement and
mastering the task at
hand promotes mastery
orientation (Anderman,
2015).
Provide
opportunities for
the senior
administrative
team to develop
mastery goal
orientation through
a supportive
learning
community.

Provide
opportunities for
self-improvement
and learning for
mastery.
Senior administrative
team needs to find the
usefulness of online
course re-design for
competency-based
micro-credentials.
(Value - utility)
V Y Individuals are more
likely to engage in
activity when it
provides value to them
(Eccles, 2009).

Learning and
motivation are
enhanced if the learner
values the task (Eccles,
2009).
Provide ongoing
opportunities to
experience the
benefits of
completing the
task related to
online course
redesign.

DEVELOPMENT OF MICRO-CREDENTIALS

65
Senior administrative
team needs to find
utility value in
competency-based
micro-credentials for
job attainment. (Value -
utility
V N Rationale that include a
discussion of the
importance and utility
value of the work or
learning can help
learners develop
positive values (Eccles,
2006; Pintrich, 2003). .
The study found
the senior
administrative
team finds high
utility value in
competency-based
micro-credentials
for job attainment.
This is currently
not a priority.

Value. The two types of values the senior administrative team must have to achieve the
organizational performance goal of creating one micro-credential for job attainment are mastery
goal orientation and utility value. Mastery goal orientation refers to individuals being focused on
mastery, learning, and self-improvement (Anderman, 2015). The study found that the senior
administrative team must have mastery goal orientation for wanting to determine use of
technology for online learning. Education technology integrated in organizations supports
innovation in online learning programs and changes occurring in education (Ford et al., 2015).
The first recommendation to address the mastery goal orientation gap is to provide opportunities
for the senior administrative team to create a supportive learning community. A second
recommendation is to provide opportunities for self-improvement and learning for mastery.
Focusing on mastery, individual improvement, and progress promotes positive
motivation (Yough & Anderman, 2006). Self-improvement and mastering the task at hand
fosters mastery orientation (Anderman, 2015). Micro-credentials naturally fit into online
learning programs resulting in adoption of new online learning platforms (Mah et al., 2016).
Learning about new online education technology through supportive learning communities and
self-improvement tasks supports the senior administrative team’s mastery goal orientation for
determining use of technology for micro-credentials.
DEVELOPMENT OF MICRO-CREDENTIALS

66
Utility value is the noticeable utility or usefulness of the task (Eccles, 2009). The
study also discovered that the senior administrative team needs to find the usefulness of the
online course redesign for competency-based micro-credentials. Learning and motivation are
enhanced if the learner values the task (Eccles, 2009). The senior administrative team also stated
that online competency-based courses for micro-credentials will need redesign to meet learning
objectives and be applicable for learners. The design guidelines prior to the development and
during the implementation of micro-credentials are important to consider for effective learning
(Mah et al., 2016). The recommendation is to provide ongoing opportunities to experience the
benefits of completing the task related to online course redesign.
Individuals are more likely to engage in activity when it provides value to them (Eccles,
2009). The senior administrative team reported the need for course redesign as an important
consideration in the development of micro-credentials. Instructional designers are frequently
working closely with educators to ensure the implementation of micro-credentials represent the
stated learning outcomes (Hurst, 2015). Activating personal interest through instances for choice
and control can increase motivation (Eccles, 2006). With opportunities to experience the
benefits of completing the task of online course redesign, the senior administrative team is more
likely to engage in that task for competency-based micro-credentials.
The study also found that the senior administrative team finds high utility value in
competency-based micro-credentials for job attainment. Rationale that includes a discussion of
the importance and utility value of the work or learning can help learners develop positive values
(Eccles, 2006; Pintrich, 2003). Although this is a validated influence in the study, it is not a high
priority since it is present.

DEVELOPMENT OF MICRO-CREDENTIALS

67
Organization Recommendations
Introduction. The data collected for this study revealed several organizational needs.
The data validated or partially validated the organizational influences through an interview
process. Clark and Estes (2008) tell us that organizational culture is essential and influences how
work gets done. Organizational theory explains that there are cultural models and cultural
settings. Cultural models are the shared norms of how organizations work while cultural settings
are the social contexts where practices are visible (Rueda, 2011). Table 4 below outlines the
cultural model and settings and their influence on the performance goal. The table also includes
the theoretical principles and context-specific recommendations based on the principles.
Table 4
Summary of Organization Influences and Recommendations
Assumed
Organization
Influence

Validated,
Partially
Validated,
or Not
Validated
(V, PV, N)
Priority
Yes, No
(Y, N)
Principle and Citation

Context-Specific
Recommendation
Senior administrative
team needs to feel
comfortable with
technology resources
that support micro-
credentials. (Cultural
Model)
V Y The existence of
systems and procedures
in an organization are
essential to reduce
uncertainty and anxiety
(Schein, 2010).

The development of a
stable organizational
culture and work
processes that are
balanced with
flexibility support
complex market
changes (Clark &
Estes, 2008).
Provide
opportunities for
the senior
administrative
team to feel
comfortable with
technology
resources which
may lower
uncertainty when
developing micro-
credentials.

Generate ways for
the senior
administrative
team to
DEVELOPMENT OF MICRO-CREDENTIALS

68
systematically
engage in
technology-rich
work practices for
new educational
programs.
There is a lack of clear
communication in the
organization of the
importance of offering
micro-credentials.
(Cultural Setting)
V Y In a learning culture,
communication and
information are
essential as well as the
communication system
that connects all in the
organization (Schein,
2010).

Effective leaders
understand the
intricacies of
organizational
communication (Fix &
Sias, 2006).

Disseminate
consistent
information
throughout the
organization to
assist in educating
all staff about the
importance of
micro-credentials.

Encourage more
in-person
communication to
help address
potential
misunderstandings
about the message
of the importance
of offering micro-
credentials.
Leadership in the
organization needs buy-
in from employees and
instructors to offer and
sustain micro-
credentials. (Cultural
Setting)
PV Y Clear communication
creates trust and
supports performance
when dealing with
unexpected events
(Clark & Estes, 2008).

Effective leaders are
knowledgeable about
the use of effective
communication skills
to facilitate change and
enhance organizational
capacity (Conger,
1991; Lewis, 2011).
Provide
opportunity for all
employees first to
understand and see
the potential of
offering and
sustaining micro-
credentials.

Create formal and
informal
communication
methods that flow
throughout the
organization and
continually
support the
offering of micro-
credentials.

DEVELOPMENT OF MICRO-CREDENTIALS

69
Cultural models. The data indicated an organizational gap in senior administrative
team’s comfort with technology resources needed to support micro-credentials. Approved
systems and procedures in an organization reinforce the message of what is important in an
uncertain environment (Schein, 2010). The senior administrative team must feel comfortable
with education technology resources for micro-credential programs. According to Clark and
Estes (2008), organizational culture must be taken into consideration when planning for effective
change efforts. Comfort with technology resources may support and increase the creation of new
online offerings since technology resources assist in connecting the coursework with the public-
facing components of micro-credentials. The first recommendation to address the organizational
gap of comfort with the technology resources is to provide the senior administrative team with
opportunities to expose them to systems which may lower uncertainty when using technology
resources for micro-credentials. The second recommendation is for the organization to generate
ways for the senior administrative team to systematically engage in technology-rich work
processes to offer new educational programs.
With available systems and processes for online technology, the senior administrative
team may increase their comfort with technology resources that support micro-credentials. The
existence of systems and procedures in an organization is essential to reduce uncertainty and
anxiety (Schein, 2010). Additionally, the development of a stable organizational culture and
work processes that are balanced with flexibility support complex market changes (Clark &
Estes, 2008). When the organization establishes opportunities for exposing participants to
technology resources during program development, the senior administrative team may feel more
comfortable and less uncertain. There is increasing growth of online options to assist users in
creating micro-credentials and to integrating them into online platforms (Hurst, 2015). The
DEVELOPMENT OF MICRO-CREDENTIALS

70
technical aspects of micro-credential design are lessened with familiarization of tools that exist
on design platforms (Devedzic & Jovanovic, 2015). With applications such as the one developed
by Purdue University, the technological barriers are lowered which eases the creation of micro-
credentials (Wu et al., 2017). Lowering technology related barriers, the senior administrative
team can become more familiar with existing tools and applications. Due to the rapid changes in
education technology for online learning, education institutions must adapt and keep pace with
this dramatically different learning environment (Casilli & Hickey, 2016).
Cultural settings. In a learning culture, communication and information are essential as
the communication system that connects all in the organization (Schein, 2010). To support the
findings of the lack of clear communication in the organization, the recommendation is to have
leadership disseminate a consistent message of the importance of offering micro-credentials
throughout the organization. Effective leaders understand the intricacies of organizational
communication (Fix & Sias, 2006). An additional recommendation is to encourage more in-
person communication to help address potential misunderstandings about the message of the
importance of offering micro-credentials.
Dissemination of information is a vital process during change as it helps clarify the
importance of the change effort and lessens doubt (Lewis, 2011). The organization should seek
ways to distribute information to increase the understanding of the importance of offering micro-
credentials. The message could be disseminated through frequent in-person meetings, staff
meetings, or via internal newsletters. Consistent clear and open communication provides
individuals with information to adapt their work and deal with the unexpected (Clark & Estes,
2008). To strengthen understanding by employees throughout the organization, honest and
regular communication will be fundamental. Working with stakeholders to create a widespread
DEVELOPMENT OF MICRO-CREDENTIALS

71
communication strategy which includes use of everyday activities to repeat the message, are
often suggested practices (Lewis, 2011).
According to Fix and Sias (2006), relationships between supervisor and the employee
continue with established in-person interaction. Having more one-on-one communication may
address any misunderstandings about the importance of micro-credentials. Engaging in more in-
person interactions where the organization and stakeholders are clear about the importance of an
initiative influences change (Lewis, 2011).
Cultural settings. Clear communication creates trust and supports performance when
dealing with unexpected events (Clark & Estes, 2008). The data suggested that leadership in the
organization needs buy-in from employees and instructors to offer and sustain micro-credentials.
Effective leaders are knowledgeable about the use of communication skills to facilitate change
and enhance organizational capacity (Conger, 1991; Lewis, 2011). There are two recommended
communication strategies the organization may use to address the buy-in gap. One strategy is to
provide opportunity for employees first to understand and see the potential of offering and
sustaining micro-credentials. A second strategy is to create formal and informal communication
methods that flow throughout the organization and continually support the message.
According to Lewis (2011), implementing change in an organization assumes the use of
strategic communication to increase the possibility of successful outcomes and acceptance.
Leadership should look for ways in which they can raise the awareness of the potential benefits
of offering and sustaining micro-credentials for all stakeholders. Educational learning systems
are changing to include micro-credentials and as a result are working more with established
organizations that issue micro-credentials in the form of badges (Bowen & Thomas, 2014; Casilli
& Hickey, 2016). Through various communication strategies, the organization can support key
DEVELOPMENT OF MICRO-CREDENTIALS

72
staff and stakeholders to understand the educational changes and potential associated with
offering and sustaining micro-credentials. The selected communication strategies would need to
consider audience, topic, situation, and organizational norms (Lewis, 2011). Leadership can
leverage internal marketing resources, social media, and newsletters to repeat the message and
increase understanding and acceptance throughout the organization.
Formal and informal communication is important for organizational change (Lewis,
2011). Leadership should provide both informal and formal communication flow to maintain the
support for offering micro-credentials. Higher education institutions are adjusting to the needs of
the learner by providing more smaller chunks of knowledge conveyed across technology-rich
pathways (Wolfe & Andrews, 2014). Informed stakeholders benefit from offering micro-
credentials to respond to the learner’s educational needs. Formal communication by way of an
official statement and channel as well as spontaneous informal communication strongly
influence successful implementation of change (Lewis, 2011). Established communication
practices lead to the acceptance of offering and sustaining of micro-credentials. The
organization can also analyze the communication strategies to determine effectiveness of the
communication flow in support of micro-credentials. Communication that is clear affects how
individuals alter their performance and embrace change (Clark & Estes, 2008).
Conclusion
The purpose of this study was to examine the factors influencing the development of
micro-credentials for preparation for job attainment. Developing micro-credentials would
enhance the organization’s online professional development program offerings as well as support
learners seeking preparation for employment. To create the academic and business plans to
DEVELOPMENT OF MICRO-CREDENTIALS

73
develop a micro-credential it was essential to examine the knowledge, motivation, and
organizational theories and factors that support or impede the creation of the plans.
The study revealed areas for growth in factual and procedural knowledge focused on the
organizational understanding of micro-credentials and competency-based education. To increase
motivation, the study makes recommendations for the development of learning communities and
opportunities to see the benefits of course redesign for micro-credentials. Additionally, the study
showed the need for integrated formal and informal communication in support of resources to
offer micro-credentials. The recommendations provided in this study support the organization in
creating micro-credentials that can digitally recognize and document skills and accomplishments
of learners for job attainment.
Awarding degrees is the basis of the business structure for how most higher education
institutions operate. Education institutions historically have been authorized and qualified to
recognize and record the recognition of individuals who meet established standards and criteria
(Casilli & Hickey, 2016; Gallagher, 2016). The challenge of preparing students for the
workforce is a notion found in various industry reports such as a recent McKinsey Report
(Casilli & Hickey, 2016). The rapid changes occurring in information-based industries, such as
media and computing, increase the need for education institutions to connect with these
industries to prepare students with the required workforce skills (Casilli & Hickey, 2016;
Gallagher, 2016). There are now more online K-12 courses, postsecondary and vocational
education offerings, and massive open online courses (MOOCs) which are a compelling force on
the credentialing and assessment process of education institutions (Casilli & Hickey, 2016;
Gibson et al, 2016). Business and management degree programs will also be impacted due to the
ways content can be chunked up and delivered through digital technology (LeClair, 2018).
DEVELOPMENT OF MICRO-CREDENTIALS

74
Learners are using a variety of education providers resulting in the increase of micro-
credentials as supplements to degrees (Anderson & Staub, 2015; LeClair, 2018). Degrees
continue to serve as important accreditation of qualifications in today’s workplace with
certificates and credentials playing a significant role (Gallagher, 2016). The creation of micro-
credentials better positions learning institutions to emerge as leaders in providing alternative
credentials for preparation for job attainment

DEVELOPMENT OF MICRO-CREDENTIALS

75
Appendix A: Participating Stakeholders and Sampling Criteria for Interviews and
Document Reviews

Participating Stakeholders
The stakeholder of focus for this study was the senior administrative team at the
Professional Development Division (PDD). The senior administrative team consists of
department heads and leads with approximately 14 staff members. The goal for the stakeholders
is to create the academic and business development plans to develop one micro-credential for job
attainment by November 2018. Micro-credentials recognize competencies or skills to show
accomplishment and validate knowledge (Hurst, 2015). The participants selected from this
population were the directors and assistant directors within PDD. These directors are directly
involved in developing, launching, supporting, and offering certificate programs at PDD. The
department heads and leads represent various departments including academic planning, student
services, information technology, advising, and instructional quality.
Interview Sampling Criteria and Rationale
Criterion 1. The directors and assistant directors with at least three years of work
experience at PDD were interviewed for this qualitative study. Three years is the typical cycle
for program development, offering, and tracking to determine financial viability. This length of
experience ensured the best insights on practices and processes of new program development
projects.
Criterion 2. Academic directors as well as the directors and assistant directors from
marketing, student services, information technology, instructional quality, and student advising
and support were part of the research group due to their direct involvement in the development,
support, and offering of new certificate programs. These directors and assistant directors are part
of the senior administrative team and have decision-making authority on policies and processes
DEVELOPMENT OF MICRO-CREDENTIALS

76
related to academic and business plans for the development, support, advising, and offering of
new certificate programs.
Interview Sampling (Recruitment) Strategy and Rationale
The sampling strategy was non-probability purposeful convenient sampling of
participants. Purposeful sampling elicits deeper and rich information reflecting the purpose of
the study (Johnson & Christensen, 2014; Merriam & Tisdell, 2016). Purposeful convenient
sampling also provided representation of designated participants, setting, or events (Maxwell,
2013). Representation of the participants and setting at PDD means that the individuals are
working in a manner that is conducive to staff exchanging knowledge and processes to support
program development and course offerings. Interviews allowed the researcher to collect the data
from the interviewee through open-ended questions and probe for more details and views
(Creswell, 2014; Johnson & Christensen, 2014). The interviewees available at PDD were
recruited using the criteria detailed above. Interviews were selected given their purposeful
nature to elicit meaningful information from the PDD participants for this study. Interviews also
provided the PDD senior administrative team with the opportunity to share insights from
previous academic and business plan development process not present in the organization. For
this selected group, the interviews were informal and more of one-on-one conversations where
the researcher used open-ended questions. The interviews took place first, with 10 members of
the senior administrative team who were available and thus asked to participate. They each were
asked personally by the researcher to participate in the study and were given detailed
instructions. An email followed confirming the interview and the location selected by both
parties. None of these members report to the researcher. The initiative to explore usage of
micro-credentials set forth by the Dean increased the potential of access and involvement in the
DEVELOPMENT OF MICRO-CREDENTIALS

77
study by these 10 staff members. The interest from the senior administrative team to
incorporate new educational formats as well as current technology increased the likelihood of
their participation. These participants provided the information and identified performance gaps
related to the process of creating academic and business plans for micro-credentials for job
attainment. Using interviews provided meaningful data about the experiences and knowledge of
the interviewees in PDD relative to the research questions, which will benefit the organization.
The purposive sample size of interviewees was determined based on availability and access.
Review of Documents Attainment Strategy and Rationale
Reviewing documents and using them as data was the second strategy selected for this
study. Documents located in the research environment also are a strong source of data for a new
process and used for qualitative research (Merriam & Tisdell, 2016). These documents can be
public documents official reports, audio, and visual materials, website main pages, and e-mails
(Creswell, 2014; Merriam & Tisdell, 2016). Purposeful sampling of documents available as part
of the PDD’s work process provided the researcher with the common terminology and
information that can be reviewed and serve as evidence in the study. Reviewing five of the
organization’s online program development approved academic documents disclosed any
missing information and generated additional procedural knowledge information. Having the
documents in the research environment made them accessible, available at convenient times, and
they contained what participants referred to prior to the research study (Creswell, 2014; Merriam
& Tisdell, 2016). Directors and members of the senior administrative team generate
development documents within PDD which serve as the primary source of data and information
for new organizational product and program development projects. The final and approved
academic documents were available in internal shared databases. Accessing approval academic
DEVELOPMENT OF MICRO-CREDENTIALS

78
documents was granted given the public nature or the team’s work. Reviewing of documents
already available at PDD was a rich source of data on existing development plans and the
associated processes. Documents were selected as they also served as research evidence and the
researcher can access them at convenient times. The document review explained above focused
on understanding the knowledge and organization influences related to the senior administrative
team when creating new academic and business plans. Selecting these plans provided insights
into the knowledge required, policies, and processes used for approved online products. The
review also provided understanding of the organizational culture and context when the senior
administrative team created a new online program. Reviewing relevant documents and using
them as written evidence requires that they be authentic (Merriam & Tisdell, 2016). Documents
assisted in the triangulation of data since the analysis generated new inquiry or filled in gaps of
data (McEwan & McEwan, 2003). There is already a coding mechanism within the
organization for documents needed for the review which was used in the analysis. There were
no present limitations traditionally associated with using documents as the information was not
restricted, was easily accessible, and was complete (Creswell, 2014).

DEVELOPMENT OF MICRO-CREDENTIALS

79
Appendix B: Protocols
Interview Protocol
The study used a semi-structured open-ended interview guide on the topic of micro-
credentials. The interview guide provides the interviewer with a consistent set of questions to be
asked of each interviewee (Patton, 2002). The semi-structured open-ended interview protocol
allows the interviewer opportunities to explore and probe (Merriam & Tisdell, 2016). As defined
by Patton (2002), an open-ended question gives the respondents the opportunity to respond
however they want to and express themselves how they feel most comfortable.
Interview Guide
Thank you for your time today in assisting me with my research on developing micro-
credentials accessible to students for job attainment. I appreciate receiving your signed consent
form that included the standards for this study. I wanted to remind you that you can opt out of
this interview at any time without consequence. Before we begin, would you be comfortable
with this session being recorded? The recording will ensure your responses are captured
accurately. I will provide you with a copy of the transcript should you request it to confirm that I
captured your responses accurately. The recordings will be housed securely in s password
protected site. I will adhere to maintaining confidentiality and protecting your anonymity. I
want to remind you that I will not use your name in the data analysis nor final dissertation. Do
you have any questions before we begin? I now will be asking you several questions during this
session focused on the development of micro-credentials. I look forward to hearing your
perspective. My first question is:
Knowledge Influences

1. Tell me about your experience in developing online learning courses. (KP)
2. Please describe what online learning looks like for you. (KF)
DEVELOPMENT OF MICRO-CREDENTIALS

80
3. Please describe what competency-based education (CBE) looks like for you. (KF)
4. Please describe a recent CBE development experience. (KP)
5. How would you define online micro-credentials? (KF)
6. Please describe what is in a typical academic plan. (KF)
7. How would you develop a business plan for a new online learning program? (KP)
8. What does a digital tracking system do? (KF)
9. How would a digital tracking system, track competencies? (KP)
10. What would the assessments look like in a digital tracking system? (KF)
11. What types of skills and competencies should micro-credentials address? (KF)
12. Which of the skills and competencies should be a micro-credential priority? (KF)
13. Why should these identified skills and competencies be a priority? (KF)

Motivation Influences

1. What is your favorite online learning technology tool? (MG)
2. What is your least favorite online learning technology tool? (MG)
3. Describe how you determine what online learning technology to use for a new online
program? (MG)
4. What are the ways you learn about educational technology tools for online learning?
(MG)
5. What do you think is the importance of CBE? (MV)
6. Describe the role of CBE in course development. (MV)
7. Describe the value of offering micro-credentials for students. (MV)
8. Describe the value of potentially offering micro-credentials by higher education
institutions. (MV)
9. How would micro-credentials support students’ ongoing learning? (MV)
10. How would micro-credentials support students’ job preparation? (MV)

Organizational Influences

1. What type of internal communication did you receive about offering micro-credentials?
(OS)
2. Describe the technology resources needed to support micro-credentials. (OC)
3. What do you see are the steps needed to create a new online continuing education
program such as a micro-credential? (OS)
4. Tell me about the resources that are typically part of a new program implementation
process at continuing education departments? (OC)
5. What resources are needed to develop micro-credentials? (OC)
6. What do you think are the staff needs to offer micro-credentials? (OC)
7. What do you think is needed to prepare instructors for offering micro-credentials? (OS)
8. How do you think buy-in for micro-credentials should occur? (OS)
9. How do you see micro-credentials being sustained in the organization? (OS)
10. Suppose there was a micro-credential process in place, what would be going on? Walk
me through the typical process. (OC)

DEVELOPMENT OF MICRO-CREDENTIALS

81
Thank you again for your time. Your responses have provided rich information for my
research. Do you have any questions? Please do not hesitate to contact me if you have any
questions.
Document Review Protocol
Using the research questions and the conceptual framework for this study the following
public documents were selected for review:
• Five of PDD’s recent final academic program approval documents. The documents
include approved courses, syllabi, educational objectives, and learning outcomes.
• Five of PDD’s recent final approved business plans associated with the respective
academic approval documents.
The coding for these documents has been internally established. The coding is associated with
the program content area, department, and program financial tracking. The researcher conducted
some content analysis of the descriptive information in the selected academic and business plans
and as the research instrument conducted analysis related to the research questions.

DEVELOPMENT OF MICRO-CREDENTIALS

82
Appendix C: Credibility and Trustworthiness
The principles used in the research design supported the validity and the establishment of
a trusting relationship with the participants during this qualitative study. Including triangulation
of two or three methods of data collection to confirm findings supports credibility of the study
(Merriam & Tisdell, 2016). Using document reviews provided another perspective about the
senior administrative teams’ factual and process knowledge in relation to the data gathered
through interviews. Having the data from the document reviews along with rich descriptions
from the interviews contributed to having credible findings. Validity for interviews centers on
the quality of the actual interview and its consistency with the interview partnership (Weiss,
1994). It was established up front with the participants that the researcher would not use any
one’s name and would also conceal the location to put participants at ease. Trustworthiness
emerges from the researcher as the instrument of research. In this study ethical behavior and
building trust with participants was important for honest and rich responses.
The analysis of the data by the researcher as the primary instrument of data collection
included the researcher’s biases (Merriam & Tisdell, 2016). The study contains
acknowledgement of the researcher’s biases and notation of any perceptions of participants who
may not have provided actual perspectives in the interviews. The researcher maintained
electronic memo of thoughts as acknowledgement of potential biases. Credibility can also be
ensured by soliciting feedback from interviewed participants on preliminary or emerging
findings (Merriam & Tisdell, 2016). The researcher checked with participants if they wanted a
review of findings reflecting what occurred. The study included information that there was no
potential influence the researcher had on the interview. Informing about how the researcher
influenced the participants and how that influence affects the validity of the conclusions will
DEVELOPMENT OF MICRO-CREDENTIALS

83
further support credibility of the study (Maxwell, 2013). The researcher also stated when
some data or documents were not included due to them not supporting the research questions.
Credibility and trustworthiness play important roles in ensuring that the reader trusts this study
and the findings.

DEVELOPMENT OF MICRO-CREDENTIALS

84
Appendix D: Validity and Reliability
Validity in the research design informs the reader of other ways to look at the data
(Maxwell, 2013). The purposeful convenient sampling method used in the study assisted in
gathering information-rich findings (Merriam & Tisdell, 2016). The findings in the research
were the driver for validity and the researcher reported these accordingly. The study allowed the
researcher to learn more about the barriers and influences central to the research questions. The
research was to uncover any gaps which would guide the senior administrative team in creating
or not creating of micro-credentials. Validity and reliability for the study were maintained
through triangulation of the data as well as including an audit trail explaining the study and the
findings from the data (Merriam & Tisdell, 2016). The design of the protocol, the data
collection, and the data analysis were explicit to the research questions and conceptual
framework regardless of the researcher’s role. The researcher explained that there was no
compensation for participating in this study to avoid the potential of participants feeling
pressured and followed up at the conclusion with a thank you note.
The threats to validity include the inability to generalize to a population based on one
study (Johnson & Christensen, 2014). The sampling method used was specified as pertinent to
the group of focus and for the organization. Another threat to validity is the potential of
participants not representing their actual views during the interviews (Maxwell, 2013). The
researcher used triangulation, comments from the researcher to clarify bias, and rich descriptions
of the findings.

DEVELOPMENT OF MICRO-CREDENTIALS

85
Appendix E: Ethics
Research to be valid and reliable must be done ethically (Merriam & Tisdell, 2016).
With this premise, the researcher’s responsibilities associated with conducting research were
centered on trusting relationships with participants where there was respect and ethical conduct
by the researcher. The researcher kept top of mind that participants in the study should not be
harmed and they needed to agree to be part of the study (Glesne, 2011). As part of adhering to
do no harm, the participants received informed consent forms at the outset of the study. They
understood that they were volunteering to be part of a research project that could have potential
personal impact and that they could drop out of the study at any time without consequence
(Glesne, 2011). Setting up these ethical responsibilities at the outset helped build trust with the
participants. The participants were then able to confide in the researcher through open and
trusting conversations (Glesne, 2011; Rubin & Rubin, 2012).
The participants in this study were co-workers and members of the senior administrative
team who are at similar levels of responsibility within the organization. In relational ethics the
researcher was aware of his/her role in influencing the relationship and ensured participants were
not treated just as subjects used for a story (Merriam & Tisdell, 2016). The researcher is not in a
leadership position with regards to the participants for this study. The responses participants
provided tended to be trustworthy and did not necessarily hide perceptions since there were no
power relationships (Maxwell, 2013; Merriam & Tisdell, 2016). The researcher explained the
role as the researcher to the senior administrative team and informed them that the researcher
received permission from senior leadership and the institution for this study. Securing
permission for the study allowed the researcher access to participants for the research study
(Creswell, 2014). Due to the working relationship the researcher has with the participants, the
DEVELOPMENT OF MICRO-CREDENTIALS

86
researcher explained that their participation was voluntary, their privacy was maintained, and
that their responses were confidential which addressed any concerns. The researcher asked and
confirmed the participants’ permission to record the one-on-one conversations and informed
them and were given the opportunity to review the transcripts if they requested them for
accuracy. Participants in a study should be informed that data gathered would not be attained
through deceptive practices nor used other than for purposes stated (Rubin & Rubin, 2012).
Any notes collected were kept secure to ensure privacy was protected. The researcher informed
the participants that the data gathered were stored and secured in locked files and via password
protected electronic files which also protected anonymity. The researcher’s interest in the
findings of this study are to further the knowledge and motivation of educators in implementing
micro-credentials which display learning accomplishments digitally and may positively influence
leaner’s job attainment.
As with any research requiring the protection of human subjects, the researcher submitted
the study to the University of Southern California’s Institutional Review Board (IRB) for review
and adhered to the guidelines so that harm did not occur to the participants. In addition, the
recruitment process was explained and sample questions were provided to the IRB with the
understanding that these questions may change given the line of inquiry (Rubin & Rubin, 2012).
The researcher also secured IRB approval from the organization of study and followed same
adherence to the guidelines of no harm to the participants. Participants signed and returned the
consent forms and were reminded that their participation was voluntary. The researcher also
informed the participants that they had the right to privacy regardless of the working relationship
in the organization further attained during the study. The researcher maintained confidentiality
with participants in this study given their role in the organization and the relationship is that of
DEVELOPMENT OF MICRO-CREDENTIALS

87
co-workers. Confidentiality was stated as to no use of their name in any part of this study
before any interviews were conducted.
When analyzing data collected, the researcher was careful of potential biases. Selecting
what is considered important and what data to exclude can result in unknown biases (Merriam &
Tisdell, 2016). The researcher kept in mind the biases that could emerge during the interviews
about the value of the micro-credential process. The value bias might have altered the flow of
the interview and the responses to the questions affecting the validity of the data (McEwan &
McEwan, 2003). In addition, due to knowledge about the culture and the participants, the
researcher was aware of how the participants will view the researcher’s role.

DEVELOPMENT OF MICRO-CREDENTIALS

88
Appendix F: Integrated Implementation and Evaluation Plan
Implementation and Evaluation Framework
The basis for this implementation and evaluation plan is the New World Kirkpatrick
Model (Kirkpatrick & Kirkpatrick, 2016), which grew from the original Kirkpatrick Four Level
Model of Evaluation (Kirkpatrick & Kirkpatrick, 2006). The model comprises four levels of
training presented from highest to lowest level. The reverse presentation places Level Four
(Results) as the starting point. Level Four focuses on evaluating the extent of realized outcomes
in the organization from the training and support. Level Three (Behavior) addresses the amount
of application the participants’ do at work from what they learned in the training. Level Two
(Learning) determines the learning that happens related to knowledge, skills, attitude,
confidence, and commitment. Last, Level One (Reaction) defines the participants’ reactions to
the degree they found the training engaging and relevant (Kirkpatrick & Kirkpatrick, 2016).
The New World Kirkpatrick model is easy to implement and flexible where each level is
structured to work together to provide data on the quality of the training through Level One and
Two and Level Three and Four with data on its overall effectiveness (Kirkpatrick & Kirkpatrick,
2016).
Organizational Purpose, Need and Expectations
The mission of PDD is to develop and deliver quality learning experiences that meet the
professional and personal needs of the local and international communities. While PDD does
provide quality learning experiences, bringing innovative and financially viable educational
opportunities for today’s learner is a continual challenge for the organization. An initiative by
the Dean of PDD is to reinvent the learning experience to enable students to meet their job
preparation needs through alternative credentials.
DEVELOPMENT OF MICRO-CREDENTIALS

89
This project conducted a needs’ assessment of the knowledge and skills, motivation,
and organizational resources necessary to create the academic and business development plans
for one micro-credential program by 2018. While the joint efforts of all stakeholders are needed
to achieve the creations of the development plans, the project focused on the senior
administrative team. Proposed recommendations include the development of job aids about
micro-credentials and competency-based education, systems for learning about online
technology, and increased internal communication related to offering micro-credentials.
Level Four: Results and Leading Indicators
Having leading indicators help the organization monitor if it is on track to reaching the
desired results (Kirkpatrick & Kirkpatrick, 2016). The proposed Level Four Results and Leading
Indicators presented as internal and external outcomes, metrics and associated methods are
outlined in Table 5.
Table 5

Outcomes, Metrics, and Methods for External and Internal Outcomes

Outcome Metric(s) Method(s)
External Outcomes
Increased volume of new
students enrolling in the
shorter online credentials.
The number of new students
enrolled in shorter online
credentials each quarter.
Request new student enrollment
data from Marketing on
quarterly basis.
Increased differentiation
from competitive
organizations.
The number of inquiries and
conversion to shorter online
credentials.

Request quarterly inquiry and
conversion data from marketing.

Formal SWOT analysis with
results of shorter online
credential offerings.
Increased number of
strategic relationships
with companies and
community organizations
focused on shorter online
credentials.
The number of executed
agreements with strategic
partners requesting shorter
online credentials.
Request data for number of
executed agreements on
quarterly basis.
DEVELOPMENT OF MICRO-CREDENTIALS

90
Internal Outcomes
Shared definition of
micro-credentials used
throughout the
organization.
The number of staff and
instructors who talk about
micro-credentials as online
credential throughout the
organization.
Data collected quarterly by
marketing and service teams
from product development
processes related to micro-
credentials in the organization.
Increased offerings of
micro-credentials by
program directors.
The number of micro-credentials
developed and offered.
Request data from internal
database of micro-credentials
approved and offered on
quarterly basis.
Increased employee and
instructor engagement and
support for micro-
credentials.
The number of employees and
instructors engaged with micro-
credential development in the
organization.
Request data quarterly from
internal learning management
system on micro-credential
activities.

Level Three: Behavior
Critical behaviors. Level Three is the vital and uncomfortable connection between
training and results (Kirkpatrick & Kirkpatrick, 2016). To achieve the stated goal, the senior
administrative team’s behaviors need to be supported and monitored. The behaviors include
using the micro-credential development process, completing related academic and business
plans, and creating and attending learning communities. The specific metrics, methods, and
timing for each of these outcome behaviors are outlined in Table 6.
Table 6

Critical Behaviors, Metrics, Methods, and Timing for Evaluation
Critical Behavior Metric(s)
Method(s)
Timing
1. Senior
administrative team
will use the micro-
credential
development process
including
competency-based
education to offer
online credentials.
The number of micro-
credentials developed
and offered.

The Leadership Team
will document number
of offered micro-
credentials.
During first year of
process
implementation:
quarterly.

Thereafter at each
budget review.
DEVELOPMENT OF MICRO-CREDENTIALS

91
2. Senior
administrative team
will complete all
specified academic
and business plans for
micro-credentials.
The number of
completed plans
specific to micro-
credentials.
Senior administrative
team monitor breadth of
portfolio in the
organization.
During the first
year, number of
completed plans
documented
quarterly.

Thereafter
documented
annually.
3. Senior
administrative team
will create in-person
and online learning
communities to share
competency-based
education
programming ideas,
technology resources,
and market
opportunities for
micro-credentials.
The number of
learning communities
established and
member attendance.

Learning community
lead will track number
and level of attendees
and check for
contributions leveraging
online resources.
Quarterly

Required drivers. The critical behaviors are supported by the organization through
required drivers that reinforce, monitor, encourage, and reward performance (Kirkpatrick &
Kirkpatrick, 2016). To assist the senior administrative team in achieving the stated goal, the
organization and leadership should provide job aids to help them with information on micro-
credentials and related plans and processes. There should also be opportunities to meet with
colleagues to share best practices for developing micro-credentials. Additionally, providing
formal and informal information in support of offering micro-credentials. Table 7 outlines the
recommended drivers to support critical behaviors of the senior administrative team.
Table 7
Required Drivers to Support Critical Behaviors
Method(s) Timing
Critical Behaviors Supported
1, 2, 3
Reinforcing
DEVELOPMENT OF MICRO-CREDENTIALS

92
A job aid containing a
glossary of key terms and
elements of micro-credentials
found in literature and internal
white papers.

Ongoing 1, 2, 3
A job aid that fully details the
actions and decisions for
developing competency-based
education (CBE) experiences
and guides the senior
administrative team through
the development of CBE.

Ongoing 1, 2, 3
Provide the key
steps/checklist and elements
as a worked example on the
development of CBE for
micro-credential programs.
Ongoing 1, 2, 3
A job aid that outlines
elements needed for academic
and business plans to offer
micro-credentials.
Ongoing 1, 2, 3
Meetings to collaborate with
colleagues and learn best
practices for developing
micro-credentials.
Quarterly 1,2,3
Create formal and informal
communication methods that
flow throughout the
organization and continually
reinforce the offering of
micro-credentials.
Monthly 1, 2, 3
Encouraging
Encourage more in-person
communication to address
potential misunderstandings
about the rationale and
importance of offering micro-
credentials.
Weekly 1, 2, 3
Peer modeling during team
meetings.
Monthly 1, 2, 3
Rewarding
Feedback from students
regarding value of micro-
credentials for job attainment.
Quarterly 1, 2, 3
DEVELOPMENT OF MICRO-CREDENTIALS

93
Public acknowledgement,
such as internal newsletters,
all staff meetings, and group
meetings.
Quarterly 1, 2, 3

Monitoring
Supervisor can create
opportunities at check-in
meetings to receive updates or
adjustments on progress
towards performance goal.
Monthly 1, 2, 3
Develop dashboards that
support senior administrative
team for self-accountability.
Monthly 1, 2, 3

Organizational support. Organizational support is vital if any of the organization
recommendations are to be implemented. Having the requisite job aids, communication flow,
and team meetings in support of best practices will increase the likelihood that the senior
administrative team will successfully achieve the stated performance goal. The organization will
benefit from a broader portfolio of program offerings that support all stakeholders and the
mission.
Level Two: Learning
Learning goals. Following completion of the recommended solutions through
implementation of professional development events, the senior administrative team will be able
to:
1. Accurately define micro-credentials (Declarative knowledge).
2. Confidently develop competency-based education experiences for micro-credentials
(Procedural Knowledge).
3. Apply course redesign processes for micro-credential courses (Utility value).
4. Use technology-rich work practices for new short educational offerings (Cultural
model).
DEVELOPMENT OF MICRO-CREDENTIALS

94
5. Apply academic and business plan development process for micro-credentials
(Procedural knowledge).
6. Create formal and informal information methods in organization in support of micro-
credentials (Cultural setting).
7. Confidently design with colleagues, best practices for competency-based education
(Cultural setting).
8. Value developing micro-credentials for job attainment (Utility Value).
9. Determine value of offering micro-credentials for job attainment (Utility value).
10. Monitor growth and breadth of portfolio to include competency-based micro-
credentials (Procedural Knowledge).
Program. The professional development program tailored for the organization inclusive
of the senior administrative team will support them in achieving the learning goals listed above.
The program will engage the organization in increasing an understanding of the importance of
developing and offering micro-credentials for job attainment. The organization will also develop
systematic opportunities for collaborative learning and sharing about online credential
development. The program will consist of short videos, synchronous sessions, asynchronous
sessions, and monthly half-day face-to-face workshops.
The professional development program will have job aids so participants can use
exemplars of competency-based education and micro-credentials to understand program
development expectations. Throughout the asynchronous modules, participants will be given job
aids with the definitions and other key terms and references for both competency-based
education and micro-credentials for job attainment. The program will be designed to give
participants the opportunity to use the job aids and receive feedback from the quizzes and by the
DEVELOPMENT OF MICRO-CREDENTIALS

95
instructor. The timely feedback provided will assist in monitoring understanding of online
micro-credential program development expectations.
The synchronous sessions will be designed to provide opportunities to apply what has
been learned through discussions, presentations, and peer modeling. The organization and the
senior administrative team will discuss the value and importance of offering both competency-
based courses as well as micro-credentials for all stakeholders.
Components of learning. For the senior administrative team to develop competency-
based micro-credential experiences, they need to feel they have the requisite declarative
knowledge. Therefore, it is important to evaluate the extent the participants have learned both
declarative and procedural knowledge. Participants must also see the value in the professional
development program for accomplishing day-to-day tasks. Table 8 outlines the evaluation
methods as well as the timing.
Table 8
Components of Learning for the Program.
Method(s) or Activity(ies) Timing
Declarative Knowledge “I know it.”
Knowledge checks using check-lists for
confirmation and group discussions.
Periodically during synchronous sessions and
through videos.
Knowledge checks using presentations and
group activities.
Periodically during the synchronous sessions
and in person workshops.

Procedural Skills “I can do it right now.”
Demonstration of each participant using job
aids to successfully implement competency-
based learning for micro-credentials.
Through observation from facilitator during in-
person workshops.
Demonstration of each participant using the
job aids to successfully create plans for micro-
credentials.
During the in-person workshops and feedback
from team leaders.
Quality of feedback from peers and instructor
during group sharing.
During the workshops.
DEVELOPMENT OF MICRO-CREDENTIALS

96
Attitude “I believe this is worthwhile.”
Participants’ comments on the value of what
they are being asked to do on the job.
During the workshops and as part of the
feedback sessions.
Pre- and post- surveys asking participants’ the
value of what they are using in their work.
Quarterly during the planning cycle.

Confidence “I think I can do it on the job.”
Discussions following practice and feedback.

During planning meetings and workshops.
Pre- and post- survey item. After the workshops.

Commitment “I will do it on the job.”
Discussions following practice and feedback.

During the workshop and at planning meetings.
Create an individual action plan.

During the workshop.

Level One: Reaction
Level One measures participants’ engagement, relevance, and customer satisfaction
reactions from a program experience (Kirkpatrick & Kirkpatrick, 2016). Table 9 outlines the
components to measure reactions to the program.
Table 9
Components to Measure Reactions to the Program.
Method(s) or Tool(s) Timing
Engagement
Completion of online modules. During asynchronous portion of the module.
Observation by instructor/facilitator. During the workshops.
Attendance During the workshops.
Course evaluation Two weeks after the last workshop.
Relevance
Brief pulse-check with participants via survey
(online) and discussion (ongoing).
After each module and the workshops.

Course evaluation Two weeks after the last workshop.
Participant Satisfaction
Brief pulse-check with participants via survey
(online) and discussion (ongoing).
After every module and the workshops.

Course evaluation Two weeks after the last workshop.

DEVELOPMENT OF MICRO-CREDENTIALS

97

Evaluation Tools
The evaluation of the training will use various methods to assist the facilitators
understand the participant’s experience and the learning outcomes and how to adjust to meet the
program training needs. The sections below summarize the evaluation tools used during and
immediately following the training program as well as the delayed timeline recommended in the
New World Kirkpatrick Model.
Immediately following the program implementation. The facilitator will conduct
pulse checks both online and via in-person discussions during the workshop to gather Level One
data on the engagement, relevance, and customer satisfaction. Participants will be monitored and
observed to find out the degree of engagement in the program and level of activity. The
instructors will determine the overall understanding of Level One components including
relevance of material covered and program quality.
For Level Two, facilitators will ask participants to share a knowledge nugget attained
from the content. The participants will share their understanding via scenarios derived from
program materials. Participants will have opportunities to discuss and reflect on what they know
and understood from the course content.
Delayed for a period after the program implementation. A few weeks after the
program concludes, an evaluation will be conducted giving participants time to provide more
objective comments. A blended evaluation approach will capture the four levels of the
evaluation model: reaction (satisfaction, engagement, and relevance), learning (confidence in
knowledge acquired), behavior (application on the job), and results (impact in the workplace)
DEVELOPMENT OF MICRO-CREDENTIALS

98
(Kirkpatrick & Kirkpatrick, 2016). Appendix H is a sample of the blended evaluation survey
where all four levels are represented.
Data Analysis and Reporting
Level Four goals of a shared definition of micro-credentials, increased offering of micro-
credentials, and increased employee and instructor engagement and support for micro-credentials
will support the realization of the stated goal. Although the New World Kirkpatrick model starts
with Level Four, for this innovation study Level One is the best level to begin the change and
progress towards the goal. Relevance, a component of Level One, ties to addressing the
organizational gaps uncovered in the interviews. Table 10 below demonstrates a dashboard with
an example of Level One reaction goals. The organization will use a similar visual reporting
system to monitor Levels Two and Three.
Table 10

Summary
The implementation and evaluation plan used the New World Kirkpatrick Model. The
model, designed to start with the organizational results or ultimate goals, guides the change
process through the four levels to achieve the stated goal or results. From results, to application,
Participant Factors Online Training Module Workshop Module with Facilitator
Evaluation to Assess Adoption
(within 2 weeks of conclusion)
Engagement % Completed % Attended
Did their engagement in the
modules provide ability to
understand the terminology and
need of a new training modality?
Relevance
Pulse check embedded in online
training
Pulse check embedded in
workshops for both participants &
facilitator
Were they able to see the
relevance for the organization to
embrace the requirements of a
new learning modality?
Participant Satisfaction
Pulse check embedded in online
training
Pulse check embedded in
workshops for both participants &
facilitator
Were they satisfied they
understood the new learning
modality and how it could affect
the organization?
Evaluation Components
Evaluation of Organizational Changes & Readiness for Adoption of Micro-Credential Learning Modality
DEVELOPMENT OF MICRO-CREDENTIALS

99
to confidence in acquired knowledge, and finally to engagement and relevance, the model is
flexible enough for all types of training needs (Kirkpatrick & Kirkpatrick, 2016). Learning is at
the core of the model which is also true for the goal of creating the academic and business plans
to develop micro-credentials for job attainment. Through the implementation of the training and
monitoring outlined in the New World Kirkpatrick model, the organization will not only achieve
the goal but also may become a leader in providing learning pathways to prepare graduates for
jobs.

DEVELOPMENT OF MICRO-CREDENTIALS

100
Appendix G: Consent Form
University of Southern California
Information Sheet for Research

Developing Micro-Credentials for Job Attainment

You are invited to participate in a research study conducted by Angela Jeantet at the University of Southern
California. Please read through this form and ask any questions you might have before deciding whether or
not you want to participate.

PURPOSE OF THE STUDY
This research study aims to assess the knowledge, motivation, and organizational influences in the
creation of the plans to develop micro-credentials for job attainment.

PARTICIPANT INVOLVEMENT
If you agree to take part in this study, you will be asked to participate in one 1-hour interview at the
location you designate and at a time that does not impact work activities. You do not have to answer
any questions you don’t want to.

PAYMENT/COMPENSATION FOR PARTICIPATION
There is no compensation for your participation in this study.

CONFIDENTIALITY
If data are anonymous:
There will be no identifiable information obtained in connection with this study. At the completion of the
study, the anonymous data may be used for future research studies. If you do not want your data used in
future studies, you should not participate.

If data are coded or identifiable:
Any identifiable information obtained in connection with this study will remain confidential. At the
completion of the study, direct identifiers will be destroyed and the de-identified data may be used for future
research studies. If you do not want your data used in future studies, you should not participate.

Required language for either condition:
The members of the research team and the University of Southern California’s Human Subjects Protection
Program (HSPP) may access the data. The HSPP reviews and monitors research studies to protect the rights
and welfare of research subjects.

INVESTIGATOR CONTACT INFORMATION
If you have any questions or concerns about the research, please feel free to contact Angela Jeantet at
Jeantet@usc.edu or call 714/824-9838.

IRB CONTACT INFORMATION
If you have questions, concerns, or complaints about your rights as a research participant or the research in
general and are unable to contact the research team, or if you want to talk to someone independent of the
research team, please contact the University Park Institutional Review Board (UPIRB), 3720 South Flower
Street #301, Los Angeles, CA 90089-0702, (213) 821-5272 or upirb@usc.edu.

DEVELOPMENT OF MICRO-CREDENTIALS

101
Appendix H: Blended Evaluation Tool
Blended Evaluation Tool
Survey Items (a four-point Likert scale ranging from strongly disagree to strongly agree)
Level One: Reaction
Engagement
1. I was encouraged to participate by the instructor.
2. The course was interesting.
Relevance
3. I found the course helped me apply what I learned.
Satisfaction
4. I will recommend the workshop to my peers.
Level Two: Learning
5. The workshop increased my understanding about the definition of micro-credentials.
6. The workshop increased my understanding about competency-based education.
7. The workshop helped me understand the importance of developing micro-credentials.
8. I feel confident applying what I learned on the job.
Level Three: Behavior
9. I have been able to use the process for developing business plans for micro-credentials.
10. I have the resources needed to develop micro-credentials.
11. I have the support to apply what I learned.
Level Four: Results
12. I am seeing progress on my programmatic goals after the workshop.
13. I feel more confident creating academic and business plans for micro-credentials.
DEVELOPMENT OF MICRO-CREDENTIALS

102
References
Abramovich, S. (2016). Understanding digital badges in higher education through assessment.
On the Horizon, 24(1), 126-131.
Abramovich, S., Schunn, C., & Higashi, M.R. (2013). Are badges useful in education?: it
depends upon the type of badge and expertise of learner. Educational Technology
Research and Development, 61(2), 217-232.
Ahn, J., Pellicone, A., & Butler, B.S. (2014). Open badges for education: What are the
implications at the intersection of open systems and badging? Research in Learning
Technology, 22, http://dx.doi.org/10.3402/rlt.v22.23563
Anderman, E. (2015). Goal Orientation Theory. Retrieved from: http://www.education.com/
reference/article/goal-orientation-theory/
Anderson, D.M., & Staub, S. (2015). Postgraduate digital badges in higher education:
Transforming advanced programs using authentic online instruction and assessment to
meet the demands of the global marketplace. Procedia Social and Behavioral Sciences,
195, 18-23.
Audant, A.B., (2016). Stackable credentials and career/college pathways in culinary arts in
Kingsborough Community College (SUNY). Community College Journal of Research and
Practice, 40(4), 209-399.
Berry, B. (2017). Micro-credentials: The badges of professional growth. The Education Digest,
82(9), 21-28.
DEVELOPMENT OF MICRO-CREDENTIALS

103
Bogdan, R.C., & Biklen, S.K. (2007). Chapter 3: Fieldwork. In Qualitative research for
education: An introduction to theory and methods (pp. 82-103). Boston, MA: Pearson
Education, Inc.
Bogdan, R.C., & Biklen, S.K. (2007). Chapter 4: Fieldwork. In Qualitative research for
education: An introduction to theory and methods (pp. 117-157). Boston, MA: Pearson
Education Inc.
Bolman, L.G., & Deal, T.E. (2013). Reframing organizations: Artistry, Choice, and Leadership.
San Francisco, CA: Jossey-Bass.
Book, C., & Parks, R. (2016). Should institutions expand the academic record? College and
University, 91(3), 47-52.
Bowen, K., & Thomas, A. (2014). Badges: A common currency for learning. Change: The
Magazine of Higher Learning, 46(1), 21-25.
Buckingham, M., & Coffman, C. (1999). First break all the rules. London: Simon and Schuster.
Casilli, C., & Hickey, D. (2016). Transcending conventional credentialing and assessment
paradigms with information-rich digital badges. The Information Society, 32(2), 117-129.
Chou, C.C., & He, S. (2016). The effectiveness of digital badges on student online contributions.
Journal of Educational Computing, 0(0), 1-25.
Clark, R., & Estes, F. (2008). Turning research into results: A guide to selecting the right
performance solutions. Charlotte, NC: Information Age Publishing, Inc.
DEVELOPMENT OF MICRO-CREDENTIALS

104
Conger, J.A. (1991). Inspiring others: The language of leadership. Academy of Management
Perspectives, 5(1), 31-45.
Creswell, J.W. (2014). Research Design: Qualitative, quantitative, and mixed methods
approaches. Thousand Oaks, CA: Sage Publications, Inc.
Davies, R., Randall, D., & West, R.E. (2015). Using open badges to certify practicing evaluators.
American Journal of Evaluation, 36(2), 151-163.
Devezic, V., & Jovanovic, J. (2015). Developing open badges: a comprehensive approach.
Technology Research and Development, 63(4), 603-620.
Dyjur, P., & Lindstrom, G. (2017). Perceptions and uses of digital badges for professional
learning development in higher education. TechTrends, 1-7. doi: 10.1007/s11528-017-
0168-2.
Eccles, J. (2009). Expectancy Value Motivational Theory. Retrieved from:
http://www.education.com/reference/article/expectancy-value-motivational-theory/.
Elliott, R., Clayton, J., & Iwata, J. (2014). Exploring the use of micro-credentialing and digital
badges in learning environments to encourage motivation to learn and achieve. Rhetoric
and Reality: Critical perspectives on education technology, Proceedings Ascilite
Dunedin, 703-707.
Fields, E. (2015). Making visible new learning: Professional development with open digital
badge pathways. Partnership The Canadian Journal of Library and Information Practice
and Research, 10(1), 1-10.
Fix, B., & Sias, P.M. (2006). Person-centered communication, leader-member exchange, and
employee job satisfaction. Communication Research Reports, 23 (1), 35-44.
DEVELOPMENT OF MICRO-CREDENTIALS

105
Foshay, W.R., & Hale, J. (2017). Application of principles of performance-based assessment
to corporate certifications. TechTrends, 61(1), 71-76.
Ford, E., Izumi, B., Lottes, J., & Richardson, D. (2015). Badge it! References Services Review,
43(1), 31-44.
Frost, D., Worthen, M., & Patrick, S. (2017, June 12). Making educator professional learning
personalized and competency-based through micro-credentials [Web log post]. Retrieved
from http://www.inacol.org/news/making educator professional learning personalized
and competency-based through micro-credentials/
Gallagher, S.R. (2016). The future of university credentials: New developments at the
intersection of higher education and hiring. Cambridge, MA: Harvard Education Press
Gamrat, C., Zimmerman, H.T., Dudek, J., & Peck, K. (2014). Personalized workplace learning:
An exploratory study on digital badging within a teacher professional development
program. British Journal of Educational Technology, 45(6), 1136-1148.
Gibson, D., Coleman, K., & Irving. L. (2016). Foundation of digital badges and micro-
credentials. Switzerland: Springer International Publishing.
Glesne, C. (2011). But is it ethical? Considering what’s “right”. In Becoming qualitative
researchers an introduction (pp. 162-183). Boston, MA: Pearson.
Halavais, A.M.C. (2012). A genealogy of badges. Information, Communication & Society, 15
(3), 354-373.
Hall-Ellis, S.D. (2016). Stackable micro-credentials - a framework for the future. The Bottom
Line, 49(4), 233-236.
Henrich, J. (2016). Competency-based education: The employers’ perspective of higher
education. Journal of Competency-based Education, 1(3), 122-129.
DEVELOPMENT OF MICRO-CREDENTIALS

106
Hickey, T.D., Willis III, J.E., & Quick, J.D. (2015). Where badges work better. Educause
Learning Initiative Brief. Retrieved from https://net-educause-
edu.libproxy1.usc.edu/ir/library/pdf/elib1503.pdf
Hurst, E.J. (2015). Digital badges: beyond learning incentives. Journal of Electronic Resources
in Medical Libraries, 12(3), 182-189.
Johnson, R.B., & Christensen, L. (2014). Educational research: Quantitative, qualitative, and
mixed approaches. (5
th
ed.). Thousand Oaks, CA: SAGE.
Kehoe, A., & Goundzwaard, M. (2015). ePortfolios, badges and the whole digital self: How
evidence-based learning pedagogies and technologies can support integrative learning and
identity development. Theory Into Practice, 54(4), 343-351.
Kezar, A.J. (2001). Theories and models of organizational change. Understanding and
facilitating organizational change in the 21
st
century: Recent research and conceptualization.
ASHE-ERIC Higher Education Report Volume 28(4), 25-28.
Kirkpatrick, J., & Kirkpatrick, W. (2016). Kirkpatrick’s Four Levels of Training Evaluation.
Alexandria, VA: ATD Press.
Krathwohl, D. R. (2002). A revision of Bloom’s taxonomy: an overview. Theory Into Practice,
41:4, 212-218, DOI: 10.1207/s15430421tip4104_2
LeClair, D. (2018). Integrating business analytics in the marketing curriculum: Eight
Recommendations. Marketing Education Review, 28(1), 6-13.
DEVELOPMENT OF MICRO-CREDENTIALS

107
Lewis, L.K. (2011). Organizational Change: Creating change through strategic
communication. West Sussex, United Kingdom: John Wiley & Sons.
Mah, D., Bellin-Mularski, N., & Ifenthaler, D. (2016). Foundations of digital badges and micro-
credentials. Switzerland: Springer International Publishing.
Maxwell, J.A. (2013). Qualitative Research Design: An interactive approach. Thousand Oaks,
CA: Sage Publications, Inc.
Mayer, R.E. (2011). The mighty Ms: motivation and metacognition. In Applying the science of
learning (pp. 38-41). Boston MA: Pearson Education.
McEwan, E.K., & McEwan, P.J. (2003). Making Sense of research. Thousand Oaks, CA: Sage
Publications, Inc.
Merriam, S.B., & Tisdell, E.J. (2016). Qualitative research: A guide to design and
implementation. (4
th
ed.). San Francisco: Jossey-Bass.
Miller, A., Erwin, M., Richardson, S., & Arntz, M. (2016). Collecting and disseminating data on
certificate awards. National Postsecondary Education Cooperative. U.S. Department of
Education. Washington, DC. Retrieved from http://nces.ed.gov/pubsearch.
Milligan, S., & Kennedy, G. (2017). To what degree? Alternative micro-credentialing in a digital
age. In R. James, S. French, & P. Kelly (Eds.), Visions for Australian tertiary education
(pp. 41-54). Melbourne: Melbourne Centre for the Study of Higher Education.
National Center for Education Statistics (2012). Students taking fully online classes 2011- 2012.
Retrieved from
http://nces.ed.gov/programs/digest/d14/tables/dt14_311.22.asp?current=yes
DEVELOPMENT OF MICRO-CREDENTIALS

108
National Center for Education Statistics (2013). Students enrolled in exclusively distance
education courses: Fall 2013. Retrieved from https://nces.ed.gov/fastfacts/display.asp?id=80
National Center for Education Statistics (2014). Future of Educational Technology. Retrieved
from: https://nces.ed.gov/forum/pdf/S2014South.pdf
National Center for Education Statistics (2014). Enrollment in distance education courses by
state: Fall 2012. Retrieved from http://nces.ed.gov/pubs2014/2014023.pdf
National Center for Education Statistics (2016). Enrollment in distance education courses post
baccalaureate enrollment: Fall 2014. Retrieved from
http://nces.ed.gov/programs/coe/indicator_chb.asp
Nodine, T., & Johnstone, S.M. (2015). Competency-based education: Leadership Challenges.
Change: The Magazine of Higher Learning, 47(4), 61-66.
Ordonez, B. (2014). Perspectives in AE-competency-based education: Changing the traditional
college degree power, policy, and practice. New Horizons in Adult Education, 26(4), 47-
53.
Patton, M.Q. (2002). Chapter 7: Qualitative Interviewing. In Qualitative research & evaluation
methods (3
rd
ed.). Thousand Oaks: SAGE Publications.
Pintrich, P.R. (2003). A motivational science perspective on the role of student motivation in
learning and teaching contexts. Journal of Educational Psychology, 95(4), 667-686.
Randall, D.L., Harrison, J.B. & West, R.E. (2013). Giving credit where credit is due: Designing
open badges for a technology integration course. TechTrends, 57(6), 88-95.
DEVELOPMENT OF MICRO-CREDENTIALS

109
Ritter, B.A., Small, E.E., Mortimer, J.W., & Doll, J.L. (2018). Designing management
curriculum for workplace readiness: Developing students’ soft skills. Journal of
Management Education, 42(1), 80-103.
Rubin, H.J., & Rubin, I.S. (2012). Ethical responsibilities toward the conversational partner. In
Qualitative interviewing the art of hearing data (pp. 85-93). Los Angeles, CA: Sage
Publications, Inc.
Rueda, R. (2011). The 3 dimensions of improving student performance. New York: Teachers
College Press.
Schein, E.H. (2010). Organizational culture and leadership. San Francisco: Jossey-Bass,
Chapters 1 through 4.
Shields, R., & Chugh, R. (2016). Digital badges – rewards for learning? Education and
Information Technologies, doi: 10.1007/s10639-016-9521-x
Shraw, G., & McCrudden, M. (2006). Information processing theory. Retrieved from
http://www.education.com/reference/article/information-processing-theory/
Senge, P.M. (1990). The leader’s new work: Building learning organizations. Sloan Management
Review, 32(1), 7-23.
South, J. (2014). The future of educational technology. Office of Educational Technology.
Retrieved from https://nces.ed.gov/forum/pdf/S2014South.pdf.
US Department of Education (2011). Digital Badges for Learning. Retrieved from
http://www.ed.gov/news/speeches/digital-badges-learning
Weiss, R. S. (1994). Chapter 4: Interviewing. In Learning from strangers: The art and method
of qualitative interview studies (pp. 61-150). New York, NY: Simon & Schuster, Inc.
DEVELOPMENT OF MICRO-CREDENTIALS

110
Willis III, J., Strunk, V.A., & Hardtner, T.L. (2016). Micro-credentials and educational
technology: a proposed ethical taxonomy. EDUCAUSE Review. Retrieved from
http://er.educause.edu/articles/2016/4/microcredentials-and-educational-technology-a-
proposed-ethical-taxonomy[4/18/2016 12:17:44 PM.
Wolfe, J.K., & Andrews, D.W. (2014). The changing roles of higher education: curator,
evaluator, connector and analyst. On The Horizon, 22(3), 210-217.
Wu, M., Whitely, D., & Sass, M. (2015). From girl scout to grown up: Emerging application of
digital badges in higher education. The Online Journal of Distance Education and E-
Learning, www.tojdel.net.
Yough, M., & Andeman, E. (2006). Goal orientation theory. Retrieved from
http://www.education.com/reference/article/goal-orientation-theory/
Young, J.R. (2012). ‘Badges’ earned online pose challenge to traditional college diplomas. The
Education Digest, 78(2), 48-52.

Abstract (if available)

Linked assets

University of Southern California Dissertations and Theses

Conceptually similar

PDF

Closing the achievement gap for students with disabilities: a focus on instructional differentiation - an evaluation study

PDF

An evaluation study: quality contextual professional development

PDF

Transforming hardships into hope for juvenile justice-involved youth: a promising practice case study

PDF

Teaching academic and behavioral skills through arts-based programming: an evaluation study

PDF

The knowledge, skills, motivation and organizational factors that teachers need to support African American boys in public preschool: an evaluation study

PDF

Creating conditions for Teacher Flow: supporting student-centered learning through design of optimal P-12 professional development

PDF

Teachers’ perceptions and implementation of instructional strategies for the gifted from differentiation professional development

PDF

Emerging adult peer provider specialists and successful college participation: An innovation study

PDF

STEM teacher education: An evaluation study

PDF

Developing a culture of teacher collaboration in middle school

PDF

Building academic vocabulary for English language learners through professional development: a gap analysis

PDF

Exploring barriers to growth for Latina entrepreneurs

PDF

A case study of promising practices mentoring K-12 chief technology officers

PDF

Reconstructing the literary canon: an innovation study

PDF

Factors impacting the effectiveness of mentor teachers in a national teacher residency

PDF

The examination of the perceptions of general education teachers, special education teachers, and support personnel on the inclusion of students with special needs

PDF

Labor displacement: a gap analysis an evaluation study addressing professional development in a small business environment

PDF

Increasing family engagement at Lily Elementary School: An evaluation model

PDF

A knowledge, motivation and organizational gap analysis for integrating the arts with a STEM curriculum

PDF

Health care disparities and the influence of nurse leader cultural competency: an evaluation study

Asset Metadata

Creator Jeantet, Angela (author)

Core Title Exploring the development of micro-credentials for preparation for job attainment: an innovation study

School Rossier School of Education

Degree Doctor of Education

Degree Program Organizational Change and Leadership (On Line)

Publication Date 05/01/2018

Defense Date 03/09/2018

Publisher University of Southern California (original), University of Southern California. Libraries (digital)

Tag competency-based education,development plans,job attainment,micro-credentials,OAI-PMH Harvest

Format application/pdf (imt)

Language English

Contributor Electronically uploaded by the author (provenance)

Advisor Mora-Flores, Eugenia (committee chair), Ferrario, Kim (committee member), Kaplan, Sandra (committee member)

Creator Email aljeante@uci.edu,jeantet@usc.edu

Permanent Link (DOI) https://doi.org/10.25549/usctheses-c40-498231

Unique identifier UC11266869

Identifier etd-JeantetAng-6290.pdf (filename),usctheses-c40-498231 (legacy record id)

Legacy Identifier etd-JeantetAng-6290.pdf

Dmrecord 498231

Document Type Dissertation

Format application/pdf (imt)

Rights Jeantet, Angela

Type texts

Source University of Southern California (contributing entity), University of Southern California Dissertations and Theses (collection)

Access Conditions The author retains rights to his/her dissertation, thesis or other graduate work according to U.S. copyright law. Electronic access is being provided by the USC Libraries in agreement with the a...

Repository Name University of Southern California Digital Library

Repository Location USC Digital Library, University of Southern California, University Park Campus MC 2810, 3434 South Grand Avenue, 2nd Floor, Los Angeles, California 90089-2810, USA