What does the Ideal Postgraduate Micro-Credential Look Like?

A Student Perspective

Abstract

Micro-credentials have been widely adopted in tertiary education to provide a means of recognising new types of study, typically focusing on specialist topics with an applied focus. Although they are primarily designed as standalone certifications, they are increasingly playing a role within larger programmes of study, either as additional learning opportunities or integrated through the stacking of credits. In postgraduate study, micro-credentials can support specialisation and differentiation within higher degrees such as master’s programmes. However, the design of these micro-credentials varies widely in terms of focus areas, stacking options, number of credits, and time taken to complete. This article reports on an interview study of postgraduate students at a New Zealand institution who have completed at least one micro-credential as part of their learning journey in order to identify the ideal characteristics of a postgraduate micro-credential from the students’ perspectives. The results suggest that the legitimacy of accreditation is valued, as is stackability, and the length should be between ten and twelve weeks for a 15 credit micro-credential. However, equally important is the way the learning is designed, with flexibility of learning, opportunities for collaboration, and a high level of critical thinking valued by the interviewees.