Micro and Alternative Credentials - Webinar 2 - By HolonIQ
Transcript
| 00:02 | welcome everybody for joining us . This is our second | |
| 00:06 | part of our our series throughout 2021 . Looking at | |
| 00:10 | , uh , digital transformation in higher education . We're | |
| 00:13 | really , really excited to have everybody be part of | |
| 00:16 | this conversation today . I know this is a topic | |
| 00:18 | that I get asked about all the time . It's | |
| 00:21 | something that we know is really important to lots of | |
| 00:23 | folks . And the fact that we have nearly 1000 | |
| 00:25 | registrants at this event says a whole lot about how | |
| 00:27 | important it is . So to take us through this | |
| 00:31 | massively important topic , we have a huge powerhouse of | |
| 00:35 | expertise with us . We've got Lucy Blakemore , who | |
| 00:38 | leads up the higher ed digital transformation work here at | |
| 00:40 | Holland I Q . Hey , Lucy and my boss | |
| 00:43 | is our co CEOs , Maria Species and Patrick Brothers | |
| 00:46 | . Hey , guys . Awesome . Oh , and | |
| 00:50 | I'm Bethany Hogan . I'm responsible for the client experienced | |
| 00:53 | team here at Hollenbeck , and I'm really excited to | |
| 00:55 | hear from these guys . This session promises to be | |
| 00:58 | a really great one . Can't wait to dive in | |
| 01:01 | . Um , we always get asked right away . | |
| 01:03 | Is this being recorded ? It's absolutely essential that I | |
| 01:05 | see this afterward and we can assure you that it | |
| 01:08 | is being recorded and you will get a recording soon | |
| 01:10 | afterward in your inbox . We're also going to be | |
| 01:13 | opening up chat throughout the sessions , so do feel | |
| 01:16 | free to jump in with questions . We'll do our | |
| 01:18 | very best to answer them throughout two . Okay , | |
| 01:22 | let's start the pole , Pat . You want to | |
| 01:24 | take us through ? What valley ? Oh , sorry | |
| 01:31 | , Pat . You're on mute . Alright , That | |
| 01:35 | will , Um thanks so much , Beth . I | |
| 01:38 | mean , chats going crazy . That's what I was | |
| 01:40 | remarking at quietly , if you could if you could | |
| 01:43 | lip read . Um , look , we've we've got | |
| 01:45 | a jam packed session . One of the things we'll | |
| 01:48 | be doing throughout the next 45 minutes is you will | |
| 01:51 | be joining our global research . We've already had , | |
| 01:54 | uh , professionals from over 60 countries around the world | |
| 01:58 | informing our research on the digital transformation . And all | |
| 02:01 | of you today will be joining that as well . | |
| 02:03 | So to warm us up , I'm going to get | |
| 02:06 | us going with a poll that you're going to see | |
| 02:07 | on your screen here . The question is whether or | |
| 02:10 | not to what extent Rather your institution sees alternative and | |
| 02:15 | micro credentials as an important strategy for the future . | |
| 02:20 | Hopefully , you can see that poll showing up now | |
| 02:23 | . And your polls tab , please , Everyone jump | |
| 02:26 | in . To what extent does your institution see alternative | |
| 02:33 | and micro credentialing as an important strategy for the future | |
| 02:37 | ? All of these results will will join our research | |
| 02:41 | that we've been conducting already . Um , I suspect | |
| 02:45 | I mean , we're dying to share what we've learned | |
| 02:47 | already , and it's exciting that everyone gets to see | |
| 02:50 | this real time through the session as well . So | |
| 02:54 | , as with all good 21st century learning , you're | |
| 02:57 | gonna be doing some work during this session as well | |
| 02:59 | . So back to you , Beth . Amazing . | |
| 03:04 | Okay . Really excited to see those results come in | |
| 03:07 | . Just a quick context . Setting for anyone who | |
| 03:10 | , uh , this might be their first time joining | |
| 03:12 | this webinar series . Uh , this is a huge | |
| 03:15 | priority for us at Holland I Q Throughout 2021 . | |
| 03:18 | We're gonna start by really making sure we lay a | |
| 03:20 | really great foundation by focusing on deep dives . Six | |
| 03:24 | sessions . That's part one . Looking at each of | |
| 03:26 | these really important components of this topic . Then we're | |
| 03:29 | going to shift over later in the year , looking | |
| 03:31 | at some case studies of platforms and technologies that are | |
| 03:34 | really helping shape digital transformation . And then we're going | |
| 03:37 | to hear from leaders and universities as they think about | |
| 03:40 | how they evaluate and implement and strategize around these topics | |
| 03:44 | . So really excited to continue this throughout the year | |
| 03:50 | and assuming that probably some folks have some familiarity with | |
| 03:53 | us . But if you're new to haul and I | |
| 03:55 | Q welcome , it's really great to see you here | |
| 03:57 | we are the world's leading education market intelligence . We | |
| 04:00 | work with leaders in government , technology , investment , | |
| 04:04 | academia , learner experience to help shape strategy and drive | |
| 04:08 | what we consider some of the most important decisions in | |
| 04:11 | the world . So we're really excited to work with | |
| 04:13 | those partners and have you on this conversation today and | |
| 04:18 | super quick agenda . So , um , and I'm | |
| 04:21 | just trying to rush him here from these guys because | |
| 04:23 | I know everyone's waiting on the edge of their seat | |
| 04:24 | . Um , we're gonna start by getting a little | |
| 04:27 | bit more context about the digital capability framework . So | |
| 04:30 | Lucy's gonna take us through that . Then we're gonna | |
| 04:32 | hear from Maria looking at context and drivers . Then | |
| 04:35 | we're gonna hear from Patrick going through some really exciting | |
| 04:37 | segmentation and sizing that . I know a lot of | |
| 04:40 | folks have been anxiously waiting to see and then we're | |
| 04:42 | gonna close out with some potential scenarios . Potential things | |
| 04:45 | we see happening in the horizon . So very exciting | |
| 04:47 | session . Um , I think that's it . I'll | |
| 04:51 | hand over to Lucy . Awesome . Thank you very | |
| 04:55 | much , Beth . So I'm just gonna take a | |
| 04:57 | few minutes whether you were here a couple of weeks | |
| 05:00 | ago or not just for a refresher on the digital | |
| 05:03 | capability framework . Now , this is This is kind | |
| 05:07 | of our I don't want to say , Bible . | |
| 05:09 | This is what we keep coming back to . Um | |
| 05:11 | , it's the structure that helps with thinking with all | |
| 05:15 | of this higher education , digital transformation , focus . | |
| 05:18 | That's happening , Um , this year in particular , | |
| 05:21 | um , so you'll see in a minute how we | |
| 05:23 | can apply it to micro credentialing . But just for | |
| 05:26 | those of you unfamiliar with it , you can look | |
| 05:28 | across it , left to right , and you can | |
| 05:30 | look across it top to bottom . So left to | |
| 05:32 | right is the learner lifecycle . Essentially . And it's | |
| 05:34 | one of the things that's really helping this framework connect | |
| 05:38 | conversations across different contexts and different functions within organizations . | |
| 05:42 | Um , so it starts with the demand and Discovery | |
| 05:45 | side , where you've got things like product strategy and | |
| 05:47 | marketing and recruitment and enrollment works from there through the | |
| 05:50 | learning design Focus curriculum design deep into some of those | |
| 05:54 | content decisions and teaching strategies . Then on into the | |
| 05:57 | green into learner experience where we kind of move on | |
| 06:00 | to the campus , physical or not , into the | |
| 06:02 | administration and the learning experience , student life and assessment | |
| 06:06 | . And then finally , the Orange Block , which | |
| 06:08 | looks at work and life long learning where you've not | |
| 06:11 | just got the traditional career , um , and work | |
| 06:13 | integrated learning parts of the higher education environment but also | |
| 06:16 | looking into industry and business engagement . And , of | |
| 06:19 | course , alumni . Um , and the other way | |
| 06:21 | that we navigate this is top to bottom , so | |
| 06:23 | it kind of it breaks out into more and more | |
| 06:26 | detailed blocks , so the top is the least detail | |
| 06:30 | . These are the 44 dimensions underneath those 16 domains | |
| 06:35 | , Um , and they come into play when we | |
| 06:39 | talk about an assessment of sharing a minute and then | |
| 06:41 | underneath those over 70 capability blocks at the moment , | |
| 06:45 | so you can imagine you can unroll that you can | |
| 06:47 | roll it back up depending on what level of detail | |
| 06:49 | you want to be thinking about in terms of digital | |
| 06:52 | capability , this will also continue to evolve as you'll | |
| 06:56 | see . Um , frameworks are awesome , but doing | |
| 07:00 | stuff with them is even better . So we've we've | |
| 07:03 | seen with frameworks like this , and I do it | |
| 07:04 | as well . You can print it out and you | |
| 07:06 | put it next to your desk or behind you on | |
| 07:08 | a zoom call and you start all kinds of conversations | |
| 07:11 | , especially one as colorful as this , which is | |
| 07:13 | great . And it's really frameworks are great for starting | |
| 07:17 | to point at things and say that . What do | |
| 07:19 | you mean by that ? Or what are you doing | |
| 07:20 | in that area ? But even better is when you | |
| 07:23 | can start doing stuff with it . So , um | |
| 07:27 | , this speaks to some of the ways that we | |
| 07:29 | are starting to create tools from the framework and in | |
| 07:32 | particular , if you're at the session a couple of | |
| 07:35 | weeks ago and you join the network , you'll have | |
| 07:37 | access to and an individual self assessment that you can | |
| 07:41 | do against those 16 core domains across the framework , | |
| 07:46 | and we're also looking at institutional self assessment . So | |
| 07:48 | we're working with a few institutions at the moment and | |
| 07:52 | thank you if anybody can see who's here today . | |
| 07:53 | But we're having some really interesting conversations about how we | |
| 07:58 | can do a cross functional , um , institutional assessment | |
| 08:01 | , where you're looking at strengths and weaknesses and gaps | |
| 08:04 | and the potential impact for your institution using this framework | |
| 08:07 | as a guide and that kind of connecting language for | |
| 08:10 | you . Um , so in terms of micro credentials | |
| 08:15 | , then we we sat down with this framework and | |
| 08:18 | we had to think , you know , if we | |
| 08:18 | were an institution , where would we really be focusing | |
| 08:22 | on in terms of the learner , lifecycle and those | |
| 08:24 | areas if we were talking about micro credentialing and , | |
| 08:28 | of course , many arguments and you which they should | |
| 08:30 | do with a flexible framework like this . But you | |
| 08:32 | can you can kind of see with those little the | |
| 08:35 | colored squares where the focus is feel like they are | |
| 08:38 | at the moment , and you can see at the | |
| 08:40 | beginning of the learner lifecycle in demand and discovery . | |
| 08:43 | Those blocks that look at product strategy , market insights | |
| 08:46 | , customer needs , competitors and alternates a whole heap | |
| 08:50 | of focus in there as well as some elements of | |
| 08:52 | the student recruitment vertical learning design as well , of | |
| 08:57 | course , a lot in the horizontal end of learning | |
| 08:59 | design and then down into the vertical , particularly of | |
| 09:02 | subject matter expertise . Um , and if you've seen | |
| 09:05 | some examples of how people are talking about micro credentialing | |
| 09:08 | already , you'll see things like cyber security . We | |
| 09:11 | needed to launch a six week course , and we | |
| 09:12 | worked with such and such . And so we pulled | |
| 09:14 | experts we had from within our institution . And then | |
| 09:16 | we figured out we needed to bring someone from outside | |
| 09:19 | . Um and so you can You can quickly start | |
| 09:22 | to figure out how this framework applies to something like | |
| 09:24 | that . Um , learner experience as well . Probably | |
| 09:27 | just one thing to pull out from their assessment and | |
| 09:29 | verification comes around again and again in so many different | |
| 09:33 | ways for micro credentialing . Um , And then , | |
| 09:36 | as you'd expect , the the Orange Block work in | |
| 09:38 | lifelong learning , which when we spoke to people last | |
| 09:42 | year and before about this framework , it was one | |
| 09:45 | of the parts of the learner lifecycle that people felt | |
| 09:47 | had been slightly under focused , particularly in digital , | |
| 09:52 | and you can see with micro credentialing that it really | |
| 09:54 | starts to come into focus so industry and business , | |
| 09:58 | engagement and alumni and continuing education really coming into the | |
| 10:01 | spotlight in this particular area . I think the overall | |
| 10:05 | point about this is that if you're thinking about your | |
| 10:07 | institutional institutions , you work with , everybody is involved | |
| 10:11 | in a topic like this . And the really tricky | |
| 10:13 | thing , as with many things with digital capability , | |
| 10:16 | is how do you bring together all of those different | |
| 10:19 | silos and departments and functions and faculties , all of | |
| 10:23 | whom need to contribute to this and this not being | |
| 10:26 | a traditional process that an institution may have gone through | |
| 10:30 | before ? That's what makes it super tricky . And | |
| 10:33 | it also reminds us of the research that was done | |
| 10:36 | recently . Looking at the challenges in digital capability is | |
| 10:41 | that the technology is that the process is is that | |
| 10:43 | the people and of course , highest up is not | |
| 10:46 | . Actually the technology is the processes of the people | |
| 10:48 | . So , um , lots to think about their | |
| 10:51 | in terms of micro credentialing . I've got a couple | |
| 10:54 | of polls to throw to you . The first one | |
| 10:57 | is about policy . So when we were thinking about | |
| 11:00 | this policy is really kind of where the rubber hits | |
| 11:02 | the road when , when you're thinking about . How | |
| 11:04 | are you trying to understand how important something is to | |
| 11:07 | an institution once it's in policy ? Okay , it's | |
| 11:10 | got some kind of an interesting role . So our | |
| 11:12 | first question , which was also in our recent research | |
| 11:15 | , Do you have micro credentials policy in place in | |
| 11:18 | your institution ? And there are some shades of gray | |
| 11:21 | . Yes , definitely . Yes , probably . Probably | |
| 11:23 | not . Or definitely not . So go for it | |
| 11:33 | . I also had a peek at results from the | |
| 11:37 | pre webinar research yesterday . So I'm going to tell | |
| 11:39 | you how you compare Oh , okay , a little | |
| 11:47 | bit different . Okay , so there's there's a there's | |
| 11:53 | a slight bias emerging to the probably not indefinitely , | |
| 11:56 | not which is a little different to the research I | |
| 11:58 | was looking at yesterday . It was about 50 50 | |
| 12:01 | actually between Yes , we've got something definitely , or | |
| 12:03 | probably . And no , I don't think we have | |
| 12:06 | . Whereas here , it's kind of yeah , biasing | |
| 12:08 | towards the negative , which is interesting . And I | |
| 12:11 | think we come back to that , um all right | |
| 12:14 | . And then the second pole I've got for you | |
| 12:17 | is actually what's happening in reality . You never mind | |
| 12:20 | the chat . Never mind the theory . Never mind | |
| 12:22 | what we would like to see . Um , But | |
| 12:24 | where are things at right now for you and your | |
| 12:27 | institution ? What is the status of micro credential adoption | |
| 12:30 | for you ? Are you in mature ? Is it | |
| 12:33 | emerging ? Is it non existent or do not actually | |
| 12:36 | know ? Lucy , I'm so keen to hear how | |
| 12:53 | that measures up the the other what we've already seen | |
| 12:56 | too . Yeah . So this this is actually closer | |
| 13:00 | to the research I was looking back through yesterday . | |
| 13:02 | So emerging is up around the same around two thirds | |
| 13:05 | , um , saying that micro credential adoptions kind of | |
| 13:08 | emerging in the institution around 22% . Non existent . | |
| 13:13 | About 5% mature in about 8% . Don't know . | |
| 13:16 | Um , so some tentative patterns coming out , Um | |
| 13:20 | , and that one does match up quite well . | |
| 13:22 | So just I think it's some therefore , or Pat | |
| 13:25 | might have said , we'll put all of these results | |
| 13:26 | together to form a much larger data set as well | |
| 13:30 | and be able to share that back with you after | |
| 13:32 | this . But for now , I'm just going to | |
| 13:34 | hand back to you , Beth . Amazing . Really | |
| 13:38 | , really grateful . Thanks so much . Lucy . | |
| 13:40 | Um , just a quick reminder . So amazing to | |
| 13:43 | see the chat , firing up and lots of amazing | |
| 13:45 | comments were really excited to keep seeing that dialogue shaping | |
| 13:48 | . If you do have any kind of formal questions | |
| 13:50 | you'd like us to address , do feel free to | |
| 13:52 | throw those into the questions chat . Um , we | |
| 13:55 | can definitely scan through here , too , but that's | |
| 13:57 | a helpful way to kind of navigate that over . | |
| 14:00 | Um , great . I'll hand over to Maria to | |
| 14:03 | take us through context and drivers . Thanks , Beth | |
| 14:06 | . Hi , everyone . It's great too great to | |
| 14:08 | be here today . I have been addicted to the | |
| 14:10 | chat , and I like watching all these comments come | |
| 14:12 | through an amazing group of people from all over the | |
| 14:14 | world . Um , this section is just a very | |
| 14:18 | quick overview of those drivers what we're seeing in terms | |
| 14:22 | of drivers and shapers for micro credentials . So until | |
| 14:25 | and then Pat's going to jump in on the on | |
| 14:28 | the detail . We size global education market some time | |
| 14:33 | ago . We resized recently , and this is important | |
| 14:36 | because one of the things that we re sized on | |
| 14:39 | was what's happening in higher education or post secondary education | |
| 14:43 | . More broadly , actually . And so one of | |
| 14:45 | the things from the $7.8 trillion market in 2025 to | |
| 14:49 | 7.3 re sizing . So a slight reduction . The | |
| 14:53 | main drivers for that were the tuition deflation that we | |
| 14:57 | expect to happen in higher education . You know , | |
| 15:00 | we know that higher education tuition is hugely expensive , | |
| 15:05 | but we are seeing trends towards deflation , and , | |
| 15:08 | secondly , the faster , cheaper , credible alternatives to | |
| 15:12 | those big , long form , expensive higher education degree | |
| 15:16 | program . So we're seeing faster , cheaper alternatives , | |
| 15:20 | which also changes the shape and size of the higher | |
| 15:23 | education market , along with digitization driving a lower cost | |
| 15:27 | base . And so those three drivers generally are also | |
| 15:30 | completely intertwined with micro credentials . Micro credentials are embedded | |
| 15:35 | into some of these . And so , um , | |
| 15:38 | that that that context is very important because it helps | |
| 15:42 | shape what might be coming and where things might head | |
| 15:46 | . You can't fully separate a sort of formal higher | |
| 15:49 | education system and micro credentials , even industry micro credentials | |
| 15:53 | , because this is where the two things start to | |
| 15:55 | intersect . Um , this slide breaks all rules on | |
| 15:59 | Power Point . I know there's lots of words on | |
| 16:02 | here . Um , you know , this is also | |
| 16:04 | on our website anyway , so you can refer to | |
| 16:05 | it later . But what I wanted to do here | |
| 16:07 | was say , OK , micro credentials , uh , | |
| 16:10 | definitely set to play a critical role in reshaping or | |
| 16:14 | partly reshaping what's happening in the post secondary education landscape | |
| 16:18 | . So what we're seeing , you know what people | |
| 16:21 | are talking about and have been for a while , | |
| 16:23 | Admittedly , is traditional models may not be suitable for | |
| 16:28 | the evolving needs of learners and the workplace and businesses | |
| 16:33 | , and so on . Lots of industry providers , | |
| 16:35 | including large employers global brands were talking Google's and so | |
| 16:39 | on are increasingly developing and endorsing their own alternative credentials | |
| 16:44 | , which are gaining traction in the market in their | |
| 16:46 | particular verticals . Um , but generally overall , the | |
| 16:50 | micro credential landscape is very complex . It's vast , | |
| 16:54 | it's huge . Lots of different providers approaches formats . | |
| 16:58 | There's sort of a lack of digital solutions for the | |
| 17:00 | validation of recognition of micro credentials right now at any | |
| 17:04 | sort of scale . That's the thing that is , | |
| 17:06 | remains quite a big barrier . At the same time | |
| 17:09 | , we are starting to see some early attempts on | |
| 17:12 | the sort of the common frameworks definitions and so on | |
| 17:17 | . The you know , we've seen a few come | |
| 17:19 | out recently , and we're starting to see a little | |
| 17:21 | bit of organization on that front . Governments are also | |
| 17:25 | starting to take action , and this has been facilitated | |
| 17:28 | by Covid for sure . But governments are starting to | |
| 17:31 | build national sort of platforms . Singapore , Canada , | |
| 17:35 | Malaysia , even the U . S . I mean | |
| 17:38 | Australia , too , creating incentives for the integration of | |
| 17:42 | recognition of micro credentials and embedding micro credentials formally , | |
| 17:46 | more formally , inside national qualifications frameworks . And as | |
| 17:50 | Lucy alluded to earlier on an institutional level , Once | |
| 17:54 | the government starts to put policy around things , funding | |
| 17:58 | often follows . And so we are starting to see | |
| 18:00 | this happen around the world . And once , once | |
| 18:02 | those that that sort of ball starts rolling , you | |
| 18:06 | know , it starts moving in a particular direction . | |
| 18:09 | And so , with that sort of context , we | |
| 18:13 | are , you know , there is a great opportunity | |
| 18:17 | for more traditional providers of post secondary education higher education | |
| 18:22 | to enter this market , to be part of this | |
| 18:25 | micro credential space . Um , there's quite a lot | |
| 18:28 | of commentary out there in the market about whether , | |
| 18:30 | for example , university should be part of this or | |
| 18:33 | not . Um and so we're seeing some pulling and | |
| 18:36 | pushing in this in this market right now in this | |
| 18:39 | context . Um , the question I have for you | |
| 18:43 | , the question for the audience is around . What | |
| 18:48 | do you think is the top barrier to the scaled | |
| 18:51 | adoption of micro credentials is the top barrier . It's | |
| 18:55 | just , like , totally complex . And there's just | |
| 18:58 | too much happening , a lack of understanding of what | |
| 19:00 | micro credentials are , a lack of trust in some | |
| 19:04 | micro credentials or constraints in the recognition and quality assurance | |
| 19:08 | of my credentials . What do you think is the | |
| 19:09 | greatest barrier to a broad scale adoption and acceptance of | |
| 19:13 | micro credentials in the post secondary landscape ? And so | |
| 19:17 | what we're seeing here in the poll and I don't | |
| 19:19 | know , actually , whether you can see the results | |
| 19:20 | of this poll and so let me commentate over the | |
| 19:22 | top . Um , you know , constraints in the | |
| 19:24 | recognition and quality assurance is , you know , two | |
| 19:28 | thirds so far people say , Well , you know | |
| 19:30 | , that is the top barrier to scaled adoption of | |
| 19:34 | micro credentials and then the other . The other choices | |
| 19:38 | are much smaller black of understanding of what micro credentials | |
| 19:41 | are being second . And so , um , you | |
| 19:43 | know , constraints in recognition , quality assurance , and | |
| 19:46 | that speaks to trust as well . I guess part | |
| 19:49 | of this , of course , is that none of | |
| 19:51 | these barriers are none of these . All of these | |
| 19:55 | barriers can be overcome . Um , it requires some | |
| 19:58 | movement on some some the part of multiple stakeholders . | |
| 20:02 | But actually , they are all also definitely able to | |
| 20:06 | be overcome . So it's a super interesting space right | |
| 20:08 | now . Let me just jump over to introduce because | |
| 20:13 | this is the This section with Patrick is the is | |
| 20:16 | the sort of guts of the presentation in terms of | |
| 20:18 | segmentation and sizing of the micro credentials market also . | |
| 20:24 | Thanks , Maria . It's just so wonderful to see | |
| 20:27 | all the chat and the questions . I'm getting anxiety | |
| 20:30 | not being able to answer all those questions . So | |
| 20:33 | we're going to do our best to include them verbally | |
| 20:35 | and and document them in the channel and the way | |
| 20:37 | through . Um and we are going to move super | |
| 20:40 | fast , so my apologies . But you will get | |
| 20:42 | the recording . As we mentioned afterwards , you'll get | |
| 20:45 | all of this material um , firstly , kind of | |
| 20:47 | our frame of reference . You know , the first | |
| 20:50 | question is like micro an alternative to what ? And | |
| 20:54 | the obvious answer to that is two degrees . Um | |
| 20:57 | and so what we've done here is just remind ourselves | |
| 21:00 | that degrees are in some respects already are very carefully | |
| 21:05 | , very deliberately sequenced components of curriculum . This is | |
| 21:09 | the U . S . Market as a benchmark , | |
| 21:12 | but most qualification frameworks already breakdown formal qualifications . That | |
| 21:18 | could be degrees . It could be vocational into blocks | |
| 21:21 | , and those blocks build , whether their credit hours | |
| 21:25 | or attending classes . And when you go down , | |
| 21:28 | if you've ever been involved in building this curriculum , | |
| 21:30 | it is built Bottom up . It is one hour | |
| 21:33 | instruction on topic X two hours . Student preparation on | |
| 21:37 | topic . Why , there's an incredible thought , an | |
| 21:40 | incredible preparation that goes into this . And so it's | |
| 21:43 | fascinating just to think about how the system is already | |
| 21:47 | built of blocks . What's different about the system we | |
| 21:50 | see here is it's very hard to credential or get | |
| 21:53 | recognition external to that institution that you're studying with for | |
| 21:58 | one of those smaller blocks . It's not until you | |
| 22:01 | achieve all of those blocks in the jigsaw puzzle that | |
| 22:06 | you achieve the credential per se that can be used | |
| 22:10 | externally . Um , and so when we look , | |
| 22:14 | I'm sorry . We're gonna do a we're gonna do | |
| 22:16 | a check on on that as well . So the | |
| 22:19 | question here and and looking back at this from that | |
| 22:23 | perspective , really looking at micro and alternative to what | |
| 22:27 | is , Do you believe that micro credentials will be | |
| 22:33 | integrated within degree programs ? Do you believe that micro | |
| 22:39 | credentials will be integrated into degree programs within the programs | |
| 22:45 | themselves , seeing a really strong , strongly agree and | |
| 22:53 | agree coming out here , which is which is wonderful | |
| 22:56 | and optimistic and a little bit different from what we | |
| 22:58 | saw at the start with with Lucy's response . But | |
| 23:02 | , um , great to see there's plenty of folks | |
| 23:05 | who disagree . I think Maria had mentioned before . | |
| 23:07 | We're seeing a lot of commentary in the media around | |
| 23:10 | some higher education institutions , firmly of the belief that | |
| 23:14 | there is no home for micro credentials in higher education | |
| 23:17 | , specifically universities and others who see a little bit | |
| 23:21 | more of the view that we just just provided in | |
| 23:24 | terms of the block based build . So with that | |
| 23:27 | frame of reference , what we've done here is just | |
| 23:29 | pasted on top . A few of the micro credentials | |
| 23:32 | and alternative credentials that we see around the market top | |
| 23:35 | left . You've got folks like Straight a line , | |
| 23:38 | an outlier who are doing very , very small and | |
| 23:42 | accessible courses for folks to get credit to gain entrance | |
| 23:45 | into associate degrees and into bachelor degrees , much more | |
| 23:50 | at the undergraduate end . We've seen the boot camp | |
| 23:52 | model grow over the last 5 to 10 years . | |
| 23:55 | Some of these are very large blocks . You can | |
| 23:57 | see Lambdas online coding school to quote . There is | |
| 24:00 | 40 hours every week for six months . That is | |
| 24:04 | a that is a really , really intensive program of | |
| 24:08 | work , and you can see how that compares . | |
| 24:10 | Folks like Western Governors University built the W W . | |
| 24:13 | Academy again , providing more on ramps for folks to | |
| 24:17 | do credentials and move in . I think that future | |
| 24:20 | learn ws Coventry University triumphant is fascinating as well . | |
| 24:26 | A platform someone from industry and a university working together | |
| 24:31 | bringing , bringing that credential market . Everyone here will | |
| 24:34 | have followed Google's announcement of the Google certificates last year | |
| 24:38 | . Um , in the press release , quoted as | |
| 24:41 | being treated internally is equivalent to a four year degree | |
| 24:44 | , and you can see just how small that Google | |
| 24:47 | certificate , in terms of on an hour basis , | |
| 24:50 | compares to an undergraduate degree as well . And then | |
| 24:53 | all the usual suspects coursera FedEx , future learn folks | |
| 24:58 | like E Cornell all more involved there at the Masters | |
| 25:02 | level , but moving back into the bachelor space as | |
| 25:04 | well . You can see you . To me . | |
| 25:06 | They're just how small some of the average programs are | |
| 25:10 | on you to me as micro credentials and then institutions | |
| 25:14 | like get smarter obviously the whole to you portfolio here | |
| 25:18 | with trilogy doing boot camps get smarter , doing a | |
| 25:23 | little bit more of that kind of postgraduate as well | |
| 25:26 | . But this this slide intended for you to kind | |
| 25:28 | of zoom out reference to that micro . An alternative | |
| 25:31 | to what ? And just see the different weight of | |
| 25:34 | intensity that micro credential alternative credentials are taking up . | |
| 25:40 | Let's move on to the next poll and that it's | |
| 25:44 | a question for you , and it is framed for | |
| 25:46 | institutions , and that's what will you micro credential ? | |
| 25:51 | What type of program will you specifically micro credential as | |
| 25:57 | an institution ? Where are you looking at ? They're | |
| 26:01 | coming in . We've got a lot of folks who | |
| 26:03 | are just looking across the broad spectrum . Short courses | |
| 26:06 | is really popular and growing as well . Perhaps no | |
| 26:09 | surprise . Postgraduate is ahead , and undergraduate there are | |
| 26:13 | . There's only a few people who are selecting undergraduate | |
| 26:17 | and as it starts to settle and please participate in | |
| 26:21 | these polls . You're informing research that is shared globally | |
| 26:25 | across 60 countries around the world . So jump in | |
| 26:28 | and share your view . It's only going to help | |
| 26:30 | your peers better understand this space all and short courses | |
| 26:36 | , short courses is still ahead , which is fascinating | |
| 26:41 | and great to see . So let's start to segment | |
| 26:45 | this space . We looked really broadly micro , an | |
| 26:48 | alternative credentials as well as we've mentioned here . This | |
| 26:52 | is really not a straightforward task . In some respects | |
| 26:56 | , the way we define this task was to look | |
| 26:58 | beyond government lead qualification frameworks and use that as a | |
| 27:03 | basis for defining this spectrum . That we're trying to | |
| 27:07 | wrestle on the left hand side is short courses and | |
| 27:10 | budges . They could be one hour , 10 hours | |
| 27:13 | , quite short . Generally , no formal assessment , | |
| 27:16 | mostly asynchronous , is on demand . Heavy video as | |
| 27:20 | well . Also heavy peer to peer versus institutionally built | |
| 27:24 | , often built by creators and academics and professionals and | |
| 27:28 | experts who craft their own program and share it through | |
| 27:31 | a marketplace or a program . We've seen folks like | |
| 27:35 | Degreed linked in or lynda dot com Open classrooms , | |
| 27:38 | plural site skill share . You do me a lot | |
| 27:40 | of folks in the technology space here moving up to | |
| 27:44 | boot camps again . We're looking at about 500 or | |
| 27:46 | 1000 hours of load for a typical boot camp . | |
| 27:50 | 3 to 6 months , 12 weeks , fully intensive | |
| 27:53 | , six months , part time . These are very | |
| 27:55 | intensive programs , folks like 42 General Assembly Trilogy and | |
| 28:00 | Partnership with Universities . That's to you Lambert School , | |
| 28:04 | the Wagon Thankful trilogy , all sorts of models here | |
| 28:09 | that have evolved . And what's fascinating is over the | |
| 28:12 | last year , we've seen an explosion in the partnership | |
| 28:15 | of boot camps , with universities bringing these alternative credentials | |
| 28:20 | through higher education as well the next , which we | |
| 28:24 | think is important not to forget in the spectrum of | |
| 28:28 | professional certifications and licenses . Some might not put this | |
| 28:33 | in the bucket of micro an alternative credentials , but | |
| 28:36 | strategically , it's really , really important to make the | |
| 28:39 | connection . These are the licenses and certifications you're seeing | |
| 28:44 | in the technology from a diverse Francisco law , the | |
| 28:47 | Bar , CFDA and Finance See a CPA and accounting | |
| 28:50 | Netflix in nursing , uh , in engineering Professional Engineers | |
| 28:55 | , Field Engineers Project Management , the list goes on | |
| 28:59 | . Um , these are generally issued by industry bodies | |
| 29:02 | and in some respects , they are the industry equivalent | |
| 29:04 | of the government lead qualification frameworks , the student support | |
| 29:09 | dominated by question , bank study notes and test prep | |
| 29:12 | as well . This is a familiar space to all | |
| 29:14 | of us . Then we get into these two blocks | |
| 29:17 | , which are highlighted in purple here , and we've | |
| 29:20 | made the distinction because we think it's very important . | |
| 29:23 | The title here is the first one is non university | |
| 29:26 | issued non degree certificates , which may seem pretty obvious | |
| 29:32 | that it's non degree if it's non university issued . | |
| 29:36 | The point here is that at the certificate level and | |
| 29:39 | certificate is an ambiguous word these days . But at | |
| 29:43 | that post graduate certificate level and we're seeing whether it's | |
| 29:48 | Google certificates udacity , nano degrees , micro masters , | |
| 29:52 | coursera , specializations , we are seeing the growth of | |
| 29:56 | , if you like industry backed postgraduate level certificates . | |
| 30:03 | Then to the right , you see this category we | |
| 30:06 | call university issued non degree certificates , the distinguishing feature | |
| 30:11 | being that they issued by a university . There's still | |
| 30:14 | many of these certificates that are in partnership with the | |
| 30:17 | course eras and that the indexes and the like , | |
| 30:20 | but there's also a really fast growing and very hard | |
| 30:24 | to quantify um , market of universities doing it themselves | |
| 30:29 | and issuing these micro credentials . Perhaps not with a | |
| 30:32 | platform partner , perhaps on top of a platform . | |
| 30:35 | We've seen some of the examples here . We see | |
| 30:38 | a lot of the fantastic work in the European micro | |
| 30:41 | credentialing framework , enabling this as well institutions in the | |
| 30:45 | U . S . Like W G O Academy or | |
| 30:47 | a good example , or E Cornell . If you | |
| 30:50 | are familiar with those as well . And then finally | |
| 30:55 | , to complete the spectrum is those degree programs , | |
| 30:57 | the accredited programs . These are those that are led | |
| 31:00 | by formal for the most part government lead qualification framework | |
| 31:05 | . And that's how we think about this spectrum of | |
| 31:08 | postsecondary credentials . I'm going to pause there . Maria | |
| 31:11 | just checked . I didn't miss anything important . Thanks | |
| 31:16 | , Patrick . That's great . I'm I'm focused on | |
| 31:19 | answering some questions in the amazing and fantastic questions in | |
| 31:23 | the chat , and I'm going to pull one of | |
| 31:24 | them . I'm halfway through responding , but let's do | |
| 31:26 | it live , which is Elizabeth . Thank you for | |
| 31:28 | your question is there are some risks on micro credentialing | |
| 31:32 | in terms of deeper skills , segmenting when industry seeks | |
| 31:35 | greater skills breath . So essentially , what are you | |
| 31:38 | losing ? If you just pull everything down to a | |
| 31:40 | micro credential level when really you need deeper , longer | |
| 31:42 | skills . And how is this tension being reconciled ? | |
| 31:45 | And my my answer that's coming out right now is | |
| 31:49 | that actually this tension is not being reconciled . And | |
| 31:52 | this is one of the really difficult issues in relation | |
| 31:56 | to the spectrum between the full long form , deep | |
| 32:01 | ongoing learning and the sort of short , you know | |
| 32:04 | , snacks and so on . And what we're seeing | |
| 32:06 | so far is that micro credentials are , um , | |
| 32:09 | being focused in areas where you know the long , | |
| 32:13 | deeper , more long form sort of knowledge and skills | |
| 32:17 | and experience is not needed It it's sort of I | |
| 32:21 | just need that or that or that or that . | |
| 32:23 | And so the question , of course , is , | |
| 32:24 | Can you really stack them up and make them equivalent | |
| 32:27 | to the long form traditional education ? We're not even | |
| 32:31 | there yet . This is still a very messy space | |
| 32:33 | , but that's one of the things that's not being | |
| 32:35 | reconciled . I would ask . There's one other question | |
| 32:37 | . This is super sort of admin , but on | |
| 32:41 | the top right hand side of your screen , you | |
| 32:44 | can mute that that ping that keeps coming through And | |
| 32:47 | if everyone could meet that , including the presenters , | |
| 32:50 | then we won't hear that annoying noise anymore on the | |
| 32:52 | top right hand . And so there's a There's a | |
| 32:54 | little bell there you can mute , which is great | |
| 32:56 | . But Patrick , I think you covered , um | |
| 32:58 | , as much as we can in a short space | |
| 33:00 | of time , covered that spectrum of , um , | |
| 33:04 | how one would segment that post the credentialing spectrum of | |
| 33:08 | postsecondary . Thanks , Mary , and you give me | |
| 33:11 | a chance to have a look in chat . I | |
| 33:12 | think there is so much knowledge in this chat , | |
| 33:16 | we might have to issue a credential for this session | |
| 33:18 | . It's just insane . And it's wonderful to see | |
| 33:23 | , actually , um , look moving right along . | |
| 33:25 | We're not there yet . We've got a lot to | |
| 33:27 | go . Um , think of this now in the | |
| 33:30 | frame of reference of global post secondary . The global | |
| 33:33 | post secondary market is a $2.2 trillion market , and | |
| 33:37 | I'm saying that in an economic sense , that's how | |
| 33:40 | much funding governments , parents , learners around the world | |
| 33:47 | are investing in up Skilling through post secondary education . | |
| 33:52 | And as Maria mentioned , there is downward pressure from | |
| 33:55 | tuition deflation at the moment around the world led in | |
| 33:59 | part by the U . S . Market . But | |
| 34:01 | close behind is other markets had very expensive , um | |
| 34:04 | , degree markets as well , and that pressure is | |
| 34:07 | being pushed down . Workforce . It would be remiss | |
| 34:11 | to not include workforce , which invests about $396 billion | |
| 34:16 | every year on corporate training and up Skilling . And | |
| 34:19 | And this is relevant because , of course , micro | |
| 34:21 | credentials is messy and across both . Both of these | |
| 34:25 | markets online degrees In 2000 and 19 , we're talking | |
| 34:29 | pre covid was in the range of 36 to $40 | |
| 34:33 | billion which seems incredibly small when you compare it to | |
| 34:38 | the total post secondary market around the world , and | |
| 34:41 | we'll look through it shortly . But alternative in micro | |
| 34:43 | credentials were only $10 billion in total in 2019 . | |
| 34:48 | When you break that $10 billion out , you can | |
| 34:52 | see it here . Boot camps in total about zero | |
| 34:56 | point $9,000,000,900 million . We started with director consumer boot | |
| 35:01 | camps . We then started to see business to business | |
| 35:03 | boot camps , and more recently we've seen an explosion | |
| 35:06 | in university partnership in boot camps , So a very | |
| 35:09 | significant part of the landscape and one that we think | |
| 35:12 | will just continue to grow . Then that kind of | |
| 35:15 | purple area we discussed in the segmentation of online non | |
| 35:19 | degree certificates and post secondary micro credentials . This is | |
| 35:23 | perhaps the space that most of our customers and our | |
| 35:27 | friends and the broader Higher Education Network at home make | |
| 35:31 | you are thinking of when they hear the word micro | |
| 35:34 | credential , then in red professional certifications . We think | |
| 35:38 | this is a very , very important and strategically significant | |
| 35:42 | space . If micro credentials are starting from the thought | |
| 35:45 | of unbundle ng higher education , we can't forget that | |
| 35:49 | there is already a very mature industry led by industry | |
| 35:52 | bodies around certifying professionals and licenses around the world . | |
| 35:57 | And then , finally , which we are nervous , | |
| 36:00 | that we have really underdone about how potentially how enormous | |
| 36:05 | this market is is the very large and long tail | |
| 36:09 | of online courses and badges . We've stuck to professional | |
| 36:13 | courses and badges on the left hand side . You | |
| 36:16 | can see some of the players here very , very | |
| 36:19 | quick qualifications as we've excluded offline executive and continuing education | |
| 36:25 | . This is all digital bar . Some of the | |
| 36:28 | physical boot camps which are not so physical through covid | |
| 36:32 | . Um And that's accelerating that pivot to digital as | |
| 36:35 | well as Maria mentioned . We've unpacked all of this | |
| 36:39 | on a research note at holland dot com as well | |
| 36:42 | , and you'll get this this recording after , so | |
| 36:45 | I'm going to jump in with another poll . Now | |
| 36:48 | that you've been primed with all of that information . | |
| 36:50 | And the question is more broadly , when will industry | |
| 36:54 | micro credentials , in your view , become a credible | |
| 36:59 | alternative to to Greece ? When will industry micro credentials | |
| 37:05 | become a credible alternative degrees ? You have the option | |
| 37:08 | of never . I'm not boxing you in . Will | |
| 37:13 | it happen really fast ? And we're talking like post | |
| 37:16 | covid incredible momentum . We see a significant changing consumer | |
| 37:23 | behavior and micro credentials are considered a credible alternative . | |
| 37:28 | Will it happen by 20 ? 25 will happen by | |
| 37:31 | 2030 . Fascinating . Seeing these results , I mean | |
| 37:35 | , there's about an equal weighting of folks who think | |
| 37:39 | it will happen really , really quickly or never . | |
| 37:42 | But out in front is nearly 75% of respondents believe | |
| 37:50 | it will happen by 2025 or 2030 which is fascinating | |
| 37:54 | . We've got I mean , it's nearly it's over | |
| 37:56 | a third that believe it will happen by 2025 . | |
| 37:59 | A credible alternative to the degree program . Just fascinating | |
| 38:05 | . Alright , Maria , to the future . Great | |
| 38:09 | . Thanks , Pat . Um , there's some great | |
| 38:12 | questions there in the chat . So if the other | |
| 38:14 | Panelists can try to also , um , and for | |
| 38:17 | some of those , there's some really good ones and | |
| 38:20 | geo differences . Are there differences in all this with | |
| 38:23 | from different geographies around the world ? And actually , | |
| 38:25 | yes , there are definitely , um , we're seeing | |
| 38:28 | in some developing countries in particular just you might call | |
| 38:32 | it a leapfrog . Just much more open to what | |
| 38:35 | ? You know , Whatever learning can support the population | |
| 38:38 | , let's do it . Let's go digital etcetera . | |
| 38:41 | Um , young population , lots of technology enablement , | |
| 38:46 | um , and less sort of , um , let's | |
| 38:49 | say , um , sort of long standing traditions in | |
| 38:54 | in relation to higher education . So , yes , | |
| 38:55 | we're definitely seeing differences in geography . That's 11 question | |
| 38:58 | I can answer on the spot . But let's move | |
| 38:59 | to scenarios . No one can predict the future . | |
| 39:01 | First of all , um , but scenarios and some | |
| 39:04 | scenario mapping helps to think about what are the sort | |
| 39:08 | of edges where things could pull in different directions . | |
| 39:11 | We've identified four different scenarios for postsecondary credentials , so | |
| 39:16 | we're pulling them all in together , whether it be | |
| 39:18 | degree programs and micro credentials . But four different scenarios | |
| 39:21 | based on the sort of axes of the level of | |
| 39:26 | bundling , Aurand , bundling and whether the power of | |
| 39:31 | , um , of of regulation and policy is with | |
| 39:33 | government or with market . And so , you know | |
| 39:36 | , depending on a whole range of things . Um | |
| 39:39 | , those two axes are the areas that we looked | |
| 39:42 | at , the axes we looked at , the drivers | |
| 39:44 | we looked at . And so when you pull to | |
| 39:46 | the very top left , which is government endorsed government | |
| 39:49 | probably funded like most of the government funded , mostly | |
| 39:52 | government , regulated and bundled what what we see is | |
| 39:56 | Scenario number one , which is the greater whole . | |
| 39:58 | I'll go through these in a minute where it's an | |
| 40:01 | unbundled situation , but the government still plays a huge | |
| 40:04 | role in policy regulation and funding , which is the | |
| 40:07 | way it is right now , I guess , in | |
| 40:09 | terms of funding , um , what we see is | |
| 40:11 | Scenario number two , which is micro qualifications where we | |
| 40:16 | have a bundled situation . But the market is more | |
| 40:19 | regulated the regulator than the than the government and the | |
| 40:24 | fund US A . Regulation policy and funding sort of | |
| 40:26 | goes together but bundled . We see professions rule . | |
| 40:30 | Um , that's the rise of professional bodies and so | |
| 40:32 | on , like that . And then on the bottom | |
| 40:35 | . Right hand corner is it's another number four , | |
| 40:37 | which is marketplace where it's an unbundled situation , and | |
| 40:41 | it's a market led , market driven market regulated , | |
| 40:44 | if you like , market funded . So let me | |
| 40:46 | go through each one of these very quickly knowing that | |
| 40:49 | we've got a short amount of time , firstly , | |
| 40:52 | the greater whole . So this is this is sort | |
| 40:54 | of comes from , you know , the whole is | |
| 40:56 | greater than the sum of its parts . And that | |
| 40:58 | speaks to a lot of , um , you know | |
| 41:00 | , dialogue around micro credentials right now . So in | |
| 41:03 | this scenario and were deliberately pulling it , too , | |
| 41:05 | it's very edge . So what we will see in | |
| 41:09 | the future is a combination of all these scenarios , | |
| 41:12 | probably to a greater or lesser extent , but we're | |
| 41:15 | taking it to the extreme . So we're doing this | |
| 41:17 | on purpose . Um , and so the greater whole | |
| 41:20 | is where , um , disaggregated components of formal higher | |
| 41:24 | education are not accepted . They're not trusted . In | |
| 41:27 | this scenario , bundled formal qualifications remain the signal of | |
| 41:32 | quality . So the market doesn't accept unbundling . And | |
| 41:38 | , UM , the government doesn't regulate for it , | |
| 41:41 | doesn't endorse it , doesn't fund it . Government accreditation | |
| 41:44 | and funding favors the bundle degree program , while informal | |
| 41:48 | learning in short courses remain completely unrecognized by regulators announced | |
| 41:53 | and erred ized in format , operating in a sort | |
| 41:55 | of messy marketplace so you can see how that would | |
| 41:58 | sort of further separate academia and industry , Um , | |
| 42:03 | and so up Skilling and so on becomes just a | |
| 42:05 | messy marketplace . Unendurable , essentially and degree programs . | |
| 42:11 | Bundled education funded by the government regulated by the government | |
| 42:15 | , becomes the standard , and so that's that's sort | |
| 42:17 | of one extreme . The second is micro qualifications . | |
| 42:22 | And so in this scenario , the government says , | |
| 42:24 | Okay , you know what ? We're going to define | |
| 42:26 | standards . We're going to agree and define standards . | |
| 42:30 | Established trust in micro credentials it will become . Someone | |
| 42:34 | asked the question about trust a while ago . If | |
| 42:36 | there's agreed standards , then trust comes after that , | |
| 42:40 | Um , um , So in this case , the | |
| 42:43 | government puts policy towards micro credentials , makes it part | |
| 42:49 | of the qualifications frameworks the National qualifications frameworks , funds | |
| 42:55 | it so channels funding towards micro credentials . In this | |
| 42:59 | scenario , if we take into this extreme degree enrollments | |
| 43:03 | collapse because micro qualifications is what everyone trusts knows once | |
| 43:08 | , and it's funded . And so that's an extreme | |
| 43:11 | end of the micro qualifications . Um , we do | |
| 43:17 | see breadcrumbs of all of these scenarios happening right now | |
| 43:20 | . Micro qualifications are micro credentials are being embedded into | |
| 43:24 | qualifications frameworks in countries all around the world . Governments | |
| 43:28 | are starting to fund these as well , and so | |
| 43:32 | it's providing incentive for traditional and non traditional providers to | |
| 43:37 | to deliver micro credentials . So we're starting to see | |
| 43:41 | some of this . The extreme would be it becomes | |
| 43:43 | the North , um , in , uh , scenario | |
| 43:47 | number three , which is professions rule . In this | |
| 43:50 | case , the market is the creditor . You know | |
| 43:54 | , the the funder as well . But it's a | |
| 43:58 | bundled situation and bundled professional education is where those professional | |
| 44:03 | bodies it could be . It could be the institution | |
| 44:06 | of engineers . It could be , um , you | |
| 44:08 | know , the nursing board . It could be this | |
| 44:10 | already happens , right ? Um , but in this | |
| 44:13 | scenario , this becomes the absolute norm for post secondary | |
| 44:16 | education . Again , the sort of traditional degree programs | |
| 44:20 | built and funded by government become less important in this | |
| 44:26 | scenario , where it's all about a bundled qualification leading | |
| 44:29 | to a profession . I'm not endorsing any of these | |
| 44:33 | scenarios , by the way . I know some of | |
| 44:35 | them are controversial , but it's good to look at | |
| 44:38 | the extremes in order to start considering possible alternatives . | |
| 44:41 | And then number four is where it's an unbundled situation | |
| 44:45 | and market rules . So this is , um , | |
| 44:48 | individuals , employers , industry , um , fund Regulate | |
| 44:53 | . Uh , you know , um , the the | |
| 44:56 | marketplace of unbundled micro credentials . They've matured to a | |
| 45:01 | point where there's a dominant set of formats not super | |
| 45:04 | messy . Like it is right now is that 100 | |
| 45:06 | hours at 10 hours is at 15 minutes . There's | |
| 45:08 | a dominant set of formats that are established , understood | |
| 45:11 | , accepted , so there's that trust . Um , | |
| 45:14 | and micro credentials are offered by academic providers , industry | |
| 45:18 | providers in sort of an open market . Partnerships are | |
| 45:21 | common in this scenario . Learners and employer ratings of | |
| 45:26 | micro credentials , along with provider brand , become the | |
| 45:29 | major signals of quality in this in this scenario . | |
| 45:32 | So there's sort of those four , um , possible | |
| 45:36 | extreme futures for micro credentials . Let's see what you | |
| 45:40 | think about which post secondary credential scenario is most likely | |
| 45:45 | not favored . But what do you think if you | |
| 45:48 | had to choose one and I know they're extremes . | |
| 45:50 | But if you had to choose one which one ? | |
| 45:52 | The greater whole micro qualifications , professions , rule or | |
| 45:56 | marketplace . Let's move . I'll move to the Scenario | |
| 46:00 | quadrant so you can see them again . Let's have | |
| 46:02 | a look and see what's happening in that . Okay | |
| 46:04 | ? So at the moment we're seeing the marketplace , | |
| 46:08 | which is interesting , the unbundled , um and and | |
| 46:12 | endorsed by the market being the highest probability or likelihood | |
| 46:17 | . And that's something over 50% of people say . | |
| 46:20 | That's the way post secondary postsecondary credentials are going to | |
| 46:24 | go . That's super interesting . Micro qualifications again is | |
| 46:28 | on the top , right is the second highest , | |
| 46:31 | at about 30% . And so that's interesting , because | |
| 46:33 | the right hand side of this block is unbundled . | |
| 46:38 | This is the unbundled scenario , whereas the left hand | |
| 46:40 | is the bundled scenario . So the vast majority of | |
| 46:43 | people here are today are thinking that actually we're heading | |
| 46:48 | a bit more towards an unbundled scenario . Thank you | |
| 46:52 | for that import . Very , very interesting . And | |
| 46:55 | I hope that some of your questions which I haven't | |
| 46:58 | been looking at in the in the questions have been | |
| 47:01 | answered along the way back over to you . Yeah | |
| 47:10 | , Okay , Great . Um , really fascinating , | |
| 47:12 | really , really interesting . And thank you , everyone | |
| 47:14 | , for making all these incredible contributions and for joining | |
| 47:18 | in the chat and just having such great input . | |
| 47:19 | I think Pat was completely right . There's a real | |
| 47:21 | force of knowledge and expertise joining this conversation , and | |
| 47:25 | it's just so wonderful to witness it . So thanks | |
| 47:27 | everyone for participating . Okay . So quick . Next | |
| 47:30 | steps . The first thing we want everybody to do | |
| 47:34 | if you haven't done this already . Absolutely . Critically | |
| 47:37 | important . The first thing you do when you hang | |
| 47:38 | up is join our global higher education Network . This | |
| 47:42 | is a way to continue to be part of the | |
| 47:43 | conversation , to continue shaping the research and the analysis | |
| 47:46 | . You get all kinds of amazing benefits , like | |
| 47:49 | updates with the progress we make you get to fill | |
| 47:52 | out the self assessment , you get access to all | |
| 47:54 | kinds of resources . I can't even tell you at | |
| 47:56 | all because it's just so great . So thank you | |
| 47:59 | , um , for doing that in advance , we | |
| 48:01 | hope that you'll join us and to continue with the | |
| 48:03 | conversation . In the immediate term , we have another | |
| 48:05 | session . In just a couple weeks , we're going | |
| 48:07 | to be looking at university partnerships , OPM books and | |
| 48:11 | boot camp . So a really natural kind of extension | |
| 48:14 | of this conversation . So we hope everyone will join | |
| 48:16 | us there and continue contributing to the conversation . Um | |
| 48:20 | , thanks everybody for joining us . Massive . Thanks | |
| 48:23 | to our speakers . Maria ! Lucy ! Patrick . | |
| 48:26 | Thank you , everybody . Thanks , Beth . See | |
| 48:28 | you , everyone . See you next time . Bye | |
| 48:29 | bye bye . |
Summarizer
DESCRIPTION:
Micro-credentials have emerged over the past five years in response to the increasing need for smaller, more frequent and more focused learning opportunities that attract academic or industry recognition. However, the micro-credential space is still in a formative state with no universally agreed format or definition, and with many participating actors and emerging models. This session provides an overview of HolonIQ's comprehensive analysis of the micro-credentials market globally, including definition and segmentation of the micro-credentials market, the emerging infrastructure to support micro-credential ecosystems, and analysis of the likely future role of micro-credentials in the post-secondary landscape.
OVERVIEW:
Micro and Alternative Credentials - Webinar 2 is a free educational video by HolonIQ.
This page not only allows students and teachers view Micro and Alternative Credentials - Webinar 2 videos but also find engaging Sample Questions, Apps, Pins, Worksheets, Books related to the following topics.
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