Student Perspectives of Industry Certifications as Catalysts for Learning and Career Success
Article Sidebar
Main Article Content
Abstract
This study explores the integration of industry certifications in higher education as a pedagogical tool to expand understanding of students' perceptions of their contribution to course efficacy, learning outcomes, and overall career preparedness. While previous research examines the broader implications of digitalization and its impact on higher education, there is a scarcity of research investigating student perceptions of the impact of industry certifications in preparing students for the workforce. The quantitative, causal comparative study highlights a favorable alignment between industry certifications and perceptions of academic learning outcomes, supporting the hypotheses that incorporating certifications can enhance the overall learning experience and career preparedness. The findings shed light on the adaptability and versatility of industry certifications across different academic fields, illustrating their potential to complement and enhance traditional coursework, foster student development, and career preparedness. This study proposes actionable recommendations for use of industry certifications in a way that recognizes benefits and optimizes college departments’ use of the pedagogical tool to better equip students for increasingly competitive workplaces.
Downloads
Article Details
This work is licensed under a Creative Commons Attribution 4.0 International License.
- Authors retain copyright and grant the Journal of the Scholarship of Teaching and Learning (JoSoTL) right of first publication with the work simultaneously licensed under a Creative Commons Attribution License, (CC-BY) 4.0 International, allowing others to share the work with proper acknowledgement and citation of the work's authorship and initial publication in the Journal of the Scholarship of Teaching and Learning.
- Authors are able to enter separate, additional contractual agreements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in the Journal of the Scholarship of Teaching and Learning.
- In pursuit of manuscripts of the highest quality, multiple opportunities for mentoring, and greater reach and citation of JoSoTL publications, JoSoTL encourages authors to share their drafts to seek feedback from relevant communities unless the manuscript is already under review or in the publication queue after being accepted. In other words, to be eligible for publication in JoSoTL, manuscripts should not be shared publicly (e.g., online), while under review (after being initially submitted, or after being revised and resubmitted for reconsideration), or upon notice of acceptance and before publication. Once published, authors are strongly encouraged to share the published version widely, with an acknowledgement of its initial publication in the Journal of the Scholarship of Teaching and Learning.
References
Ahsan, K., Akbar, S., Kam, B., & Abdulrahman, M. D. A. (2023). Implementation of micro-credentials in higher education: A systematic literature review. Education and Information Technologies, 1-36. [DOI: 10.1007/s10639-023-11157-9] Available at: https://doi.org/10.1007/s10639-023-11157-9
Akkermans, J., Richardson, J., & Kraimer, M. (2020). The Covid-19 crisis as a career shock: Implication for careers and vocational behavior. Journal of Vocational Behavior, 119(1), 1–5. [DOI: 10.1016/j.jvb.2020.103434] Available at: https://doi.org/10.1016/j.jvb.2020.103434
Barefoot, K., Curtis, D., Jolliff, W. A., Nicholson, J. R., & Omohundro, R. (2019). Research Spotlight Measuring the Digital Economy. Survey of Current Business, 99(5), 1-13. [DOI: 10.1057/s41267-019-00290-5] Available at: https://doi.org/10.1057/s41267-019-00290-5
Batool, M., Islam, Z., Nawaz, M., & Khan, S. Z. (2023). The Role Of Micro-Credentials In Professional Development Of Skills In Employees: A Qualitative Study From An Emerging Economy. Bulletin of Business and Economics (BBE), 12(2), 220-227.
Becker, G. S. (2009). Human capital: A theoretical and empirical analysis, with special reference to education. University of Chicago press.
Braxton, S. N. (2023). Competency frameworks, alternative credentials and the evolving relationship of higher education and employers in recognizing skills and achievements. The International Journal of Information and Learning Technology. Available at: https://doi.org/10.1108/IJILT-10-2022-0206
Bucăţa, G., Popescu, F., & Tileagă, C. (2022). Digital Transformation of Higher Education System. International Conference Knowledge-based organization, 28(1), 158-168. Available at: https://doi.org/10.2478/kbo-2022-0025
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), 1-12. [DOI: 10.1186/s41239-021-00291-3] Available at: https://doi.org/10.1186/s41239-021-00291-3
Dewi, D. A., Budimansyah, D., Suryadi, A., & Sundawa, D. (2020). Project Citizen Digital: Education In The Era of Industrial Revolution 4.0. Multicultural Education, 6(3). [DOI: 10.5281/zenodo.4121176]
Easwar, K. (2019). Balancing Diversity in Student Quantitative Fluency Through Asynchronous Content and Flipped Learning. Curriculum Design for the Future, 55-56.
Hariharasudan, A., & Kot, S. (2018). A Scoping Review on Digital English and Education 4.0 for Industry 4.0. Social Sciences, 7(11), 227. Available at: https://doi.org/10.3390/socsci7110227
Humpl, S., & Andersen, T. (2022). The future of digital and online learning in higher education. Luxembourg: Publications Office of the European Union.
Hung, J., & Ramsden, M. (2021). The application of human capital theory and educational signalling theory to explain parental influences on the Chinese population’s social mobility opportunities. Social Sciences, 10(10), 362. Available at: https://op.europa.eu/en/publication-detail/-/publication/90c23493-7cc9-11ec-8c40-01aa75ed71a1/language-en
Laverie, D., Humphrey, W., Manis, K. T., & Freberg, K. (2020). The digital era has changed marketing: A guide to using industry certifications and exploration of student perceptions of effectiveness. Marketing Education Review, 30(1), 57-80. Available at: https://doi.org/10.1080/10528008.2020.1716806
Marginson, S. (2019). Limitations of human capital theory. Studies in higher education, 44(2), 287-301. Available at: https://doi.org/10.1080/03075079.2017.1359823
McGreal, R., & Olcott Jr, D. (2022). A strategic reset: micro-credentials for higher education leaders. Smart Learning Environments, 9(1), 9. Available at: https://doi.org/10.1186/s40561-022-00190-1
Mohammadi, A., Grosskopf, K., & Killingsworth, J. (2020). Workforce development through online experiential learning for STEM education. Adult Learning, 31(1), 27-35. [DOI: 10.1177/1045159520948692] Available at: https://doi.org/10.1177/1045159520948692
National Center for Education Statistics (NCES). (2023). Postbaccalaureate Enrollment. Condition of Education. U.S. Department of Education, Institute of Education Sciences. Retrieved from https://nces.ed.gov/programs/coe/indicator/chb.
Pham, T., & Jackson, D. (2020). The need to develop graduate employability for a globalised world. Developing and utilizing employability capitals: Graduates’ strategies across labour markets, 21-40.
Ralston, S. J. (2021). Higher education’s microcredentialing craze: A postdigital-Deweyan critique. Postdigital Science and Education, 3(1), 83-101. Available at: https://doi.org/10.1007/s42438-020-00121-8
Shah, D. (2020). Massive List of MOOC-based Microcredentials. Class Central MOOC Report.
Staton, M. G. (2016). Improving student job placement and assessment through the use of digital marketing certification programs. Marketing Education Review, 26(1), 20-24. Available at: https://doi.org/10.1080/10528008.2015.1091665
Strielkowski, W. (2020). COVID-19 pandemic and the digital revolution in academia and higher education. Preprints, 1, 1-6. [DOI: 10.20944/preprints202003.0450.v1] Available at: https://doi.org/10.20944/preprints202003.0450.v1
Tamoliune, G., Greenspon, R., Tereseviciene, M., Volungeviciene, A., Trepule, E., & Dauksiene, E. (2023). Exploring the potential of micro-credentials: A systematic literature review. In Frontiers in Education (Vol. 7, p. 1006811). Frontiers. [DOI: 10.3389/conf.feduc.2023.08.00106] Available at: https://doi.org/10.3389/conf.feduc.2023.08.00106
Temjanovski, R., Chabukovski, V., Zlatkovski, D., & Todevski, D. (2023). The need, practice and values of micro-credentials in the academic and business sector. Journal of Economics, 8(2), 75-86. Available at: https://doi.org/10.46763/JOE2382
Tomlinson, M. (2008). "The Degree Is Not Enough": Students’ Perceptions of the Role of Higher Education Credentials for Graduate Work and Employability. British Journal of Sociology of Education, 29(1), 49–61. [DOI: 10.1080/01425690701737457] Available at: https://doi.org/10.1080/01425690701737457
Tomlinson, M., Reedy, F., & Burg, D. (2023). Graduating in uncertain times: The impact of COVID‐19 on recent graduate career prospects, trajectories and outcomes. Higher Education Quarterly, 77(3), 486-500. Available at: https://doi.org/10.1111/hequ.12415
Varadarajan, S., Koh, J. H. L., & Daniel, B. K. (2023). A systematic review of the opportunities and challenges of micro-credentials for multiple stakeholders: learners, employers, higher education institutions and government. International Journal of Educational Technology in Higher Education, 20(1), 1-24. [DOI: 10.1186/s41239-021-00291-3] Available at: https://doi.org/10.1186/s41239-021-00291-3
Wheelahan, L., & Moodie, G. (2021). Analysing micro-credentials in higher education: a Bernsteinian analysis. Journal of Curriculum Studies, 53(2), 212-228. Available at: https://doi.org/10.1080/00220272.2021.1887358