期刊名称：International Journal of Education and Development using Information and Communication Technology
电子版ISSN：1814-0556
出版年度：2019
卷号：15
期号：1
页码：219-230
出版社：University of the West Indies
摘要：Micro-credentials represent an alternative approach to career and professional development whereby an individual’s skills, achievements, and accomplishments are recognised. They offer the possibility to enhance skills, to manage career pathways as well as adding practicality in the academic content. Moreover, micro-credentials are cost-effective professional development strategies that significantly minimise employees training cost and time. Also, micro-credentials in higher education institutions (HEIs) allows for the integration of digital badges within university curricular and community engagement activities to inspire connected and lifelong learning for the professional development of students, educators and communities in formal learning settings. This paper explores ways in which micro-credentials can be offered in Tanzanian universities. Specifically, we explore educators’ perception, readiness and implementation strategies. In-depth interviews with thirty-one lecturers, fifty-four students and twelve educational technologists were deployed. Purposive sampling was used to identify the four Tanzanian universities involved in the study, and theoretical sampling was used to identify lecturers, students and educational technologists. Data were analysed using NVIVO software in accordance with the Strauss and Corbin Grounded Theory. The results suggest that university lecturers and students are optimistic that micro-credentials will stimulate lifelong and connected learning as well as expand the scope of the universities’ mandate. However, to leverage from these potentials, multi-level interventions are needed. We recommend the creation of a micro-credentials ecosystem, formulation of strategies and policies, deployment of necessary infrastructure as well as building relevant skill-base. Implications, contributions and limitations of the study are discussed in line with the findings. Finally, the paper contributes to the literature on the implementation of micro-credentials in higher education (HE).
