Beyond unbundling: An innovative, bundled approach to microcredentialed pathways in higher education

Authors and presenter*

• Netty Gibson, University College*

• Cherie Hawkins, University College

• Andrea Carr, University College

Abstract

This presentation explores the transformative power of bundling microcredentials to create stackable, relevant, and personalised pathways to higher education. In contrast to the unbundling approach, which risks fragmenting educational content at the expense of depth, coherence, and human competencies (Czerniewicz, 2018; Desmarchelier & Cary, 2022), this innovative model offers a cohesive and academically robust alternative. Lifelong learning is crucial in today's evolving job market, with microcredentials emerging as key enablers (Oliver, 2022). However, concerns about the fragmentation and commodification of education persist. Bundling short 10-hour microcredentials into comprehensive 12.5% units is a strategic response to these challenges, balancing accessibility with academic rigor (Pachler, 2023).

The University College microcredential suites – Professional Skills in Practice and Industry Skills in Practice – exemplify this approach, providing tailored learning experiences that align with industry trends and lifelong learning objectives. Each microcredential is designed to align with the learning outcomes of the corresponding 12.5% unit, ensuring meaningful contributions to overarching educational goals. The transformative potential of microcredentials is highlighted, showcasing its ability to drive change and improvement through focussed education. The successful implementation of the University College microcredentials underscores their potential as a flexible, rigorous educational pathway, paving the way for future advancements in higher education curricula.

This model not only demonstrates significant impact but also invites others to consider designing and implementing similar approaches within their discipline areas, broadening the reach and effectiveness of microcredentials in higher education.

References

Czerniewicz, L. (2018). Unbundling and rebundling higher education in an age of inequality. EDUCAUSE Review. https://er.educause.edu/articles/2018/10/unbundling-and-rebundling-higher-education-in-an-age-of-inequality 

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). https://doi.org/10.1186/s41239-022-00332-y

Oliver, B. (2022). Towards a common definition of micro-credentials. UNESCO. https://unesdoc.unesco.org/ark:/48223/pf0000381668 

Pachler, N. (2023). Unbundling and aggregation: Adapting higher education for lifelong learning to the new skills agenda and to digital transformation. In K. Evans, W. O. Lee, J. Markowitsch, & M. Zukas (Eds.), Third international handbook of lifelong learning (pp. 801–820). Springer International Handbooks of Education.