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Although the introduction of modular curriculum is being discussed rapidly in university education, there is a lack of in-depth discussion on the awareness and demands of Microdegrees by learners.In this study, we attempted to provide implications for Microdegree curriculum design through a survey of college students' perceptions of Microdegrees. A survey was conducted separately between non-engineering and engineering majors on topics such as awareness of Microdegrees and willingness to participate in Microdegrees by type, and the results were analyzed. As a result of the analysis, many students responded that they did not know much about Microdegrees,while many students responded that Microdegree werea necessary system. Compared to non-engineering students (M=3.92), engineering students (M=4.11) thought it was an opportunity to improve their capabilities in their area of interest, and they also thought it would be helpful in career development. In a survey on the intention to participate in Microdegrees by type, the intention for ‘Company-linked Microdegree’ was the highest, regardless of whether it was a non-engineering or engineering field. This suggests that it is important for universities to discover Microdegrees that can demonstrate practical capabilities through close industry-academic linkages. In order for Microdegrees, which are limited to 12 credits, to be operated effectively and attractively, classesneed to be carefully designed. Microdegreesshould be operated as an effective curriculum for university education, reflecting learner awareness and some concerns about Microdegrees.
Jung et al. (Thu,) studied this question.