ABSTRACT In this paper I analyse the voices of higher and vocational education practitioners and stakeholders in the micro-credentials arena to answer the research question: What are the possible affordances, complexities and limitations of micro-credentials? Micro-credentials are small pieces of recognised learning and assessment (European Commission, 2020) that can function as an agent of change for better or worse (Desmarchelier & Cary, 2022, Gibson et al., 2016, Hanshaw, 2024, McGreal & Olcott, 2022, Pollard & Vincent, 2022, Ralston, 2021, Wilson et al., 2016). There is a gap in the literature on the possible affordances, complexities and limitations of micro-credentials experienced in practice and following the voices of practitioners’ lived experience points bring us to understanding new ways of doing things (Clandinin & Connelly, 2000). My data collection involved semi-structured interviews with ten participants from Aotearoa New Zealand and Canada who were experts or stakeholders in micro-credentialing development. By using Reflexive Thematic Analyses and Qualitative Descriptive Research, I uncover and present themes, which indicate multiple powerful and positive affordances which act as catalysts to micro-credential development, and numerous associated complexities/limitations which act as inhibitors, and investigate the relationship between them. Looking through the lenses of power/knowledge, which is practised in society as a strategy to exert control over others (Foucault, 1980) and disruptive innovations, which create footholds in markets where no market existed, (Christensen et al., 2015), I explore a possible motivational context behind these inhibitors. Finally, I propose how we might better leverage the successful build out of powerful micro-credentials, to the betterment of the human experience. REFERENCE LIST Clandinin, D.J. & Connelly, F. M. (2000). Narrative inquiry: experience and story in qualitative research. Jossey-Bass. Christensen, C. M., Raynor, M., & McDonald, R. (2015). What is disruptive innovation? Harvard Business Review. Reprint R1512B Desmarchelier, R., & Cary, L. J. (2022). Toward just and equitable micro-credentials: an Australian perspective. International Journal of Educational Technology in Higher Education, 19(1), 25. https://doi.org/10.1186/s41239-022-00332-y European Commission. (2020). European Commission expert report on micro-credentials. European Commission. Foucault, M. (1980). Power knowledge: Selected interviews and other writings. Harvester Press. Gibson, D., Coleman, K., & Irving, L. (2016). Learning journeys in higher education: designing digital pathways badges for learning, motivation and assessment. In D. Ifenthaler, N. Bellin-Mularski, & D. K. Mah (Eds.), Foundation of digital badges and micro-credentials (pp. 115–138). Springer International Publishing. Hanshaw, J. (2024). Micro-credentials in higher and vocational education: an innovation or a disruption? A review of the literature. Journal of Applied Learning and Teaching, 7(1), 256-265. https://doi.org/10.37074/jalt.2023.7.1.39 McGreal, R., & Olcott, D. (2021). Micro-credentials landscape report: transforming workforce futures: strategic perspectives and practices for university micro-credentials. Unpublished Manuscript. https://auspace.athabascau.ca/handle/2149/3655 Pollard, V., & Vincent, A. (2022). Micro-credentials: A postdigital counternarrative. Postdigital Science and Education, 4(3), 843–859. https://doi.org/10.1007/s42438-022-00311-6 Ralston, S. J. (2021). Higher education’s microcredentialing craze: a postdigital-Deweyan critique. Postdigital Science and Education, 2021 (3), 83-101. https://doi.org/10.1007/s42438-020-00121-8 Wilson, B. G., Gasell, C., Ozyer, A., & Scrogan, L. (2016). Adopting digital badges in higher education: Scoping the territory. In Ifenthaler, D., Bellin-Mularski, N., Mah, D. K. (Eds.) Foundation of Digital Badges and Micro-credentials (pp. 163-177). Springer International Publishing.
Jeremy Hanshaw (Wed,) studied this question.