Micro-Credential Digital Badges in Engineering and Computing at an MSI: The Student's Perspective (Work in Progress)
Conference
Kayyali, M, Müller, CC, McKie, MH et al. (2023). Micro-Credential Digital Badges in Engineering and Computing at an MSI: The Student's Perspective (Work in Progress)
. 10.1109/FIE58773.2023.10343353
Kayyali, M, Müller, CC, McKie, MH et al. (2023). Micro-Credential Digital Badges in Engineering and Computing at an MSI: The Student's Perspective (Work in Progress)
. 10.1109/FIE58773.2023.10343353
This Work in Progress (WIP) seeks to examine Micro-Credentials (MCs) as a vehicle for an emerging transformative pedagogical movement in engineering and computing (EC) at a Minority-Serving Institution (MSI). MCs are short and concentrated, personalized, competency-based courses that allow learners to gain proof of qualification by demonstrating their mastery of skills, knowledge, and behaviors deemed essential by various stakeholders. Constant technological advances and changes have resulted in a growing interest in MCs as a means of generating new growth opportunities and addressing gaps in specific competencies and skills. MCs may not only equip students entering the EC workforce with the advanced skills needed, but also offer the transition to more successful and diverse career paths. As such, there is a need for higher education institutions to understand the potential value, explore the offerings, and consider effective MC designs. To gain a deeper understanding of students' motivations and the diverse decision-making factors behind students' decisions to enroll in MCs, this WIP employed the Expectancy-Value Theory. The authors used collaborative inquiry to investigate: (1) who MC courses appeal to and what their motivations to enroll are; (2) when these courses can be taken; (3) how MC digital badges impact the learner's career choices and professional development; and (4) the potential outcomes from acquiring an MC digital badge. The findings of this study highlighted (1) the valuable role of MCs as a vehicle for acquiring skills and competencies; (2) the varying levels of awareness and familiarity with MCs and their benefits to students; (3) the lack of integration of MCs with EC curricula; and (4) lack of dissemination of MC offerings at the academic institution. Results evinced the intrinsic value of MCs in fostering skill enhancement, professional development, and consequently career advancement. To this end, it is crucial to further examine MCs to assess their long-term feasibility and effectiveness in higher educational institutions, as well as to serve students in achieving academic and professional success.
