Micro-credentials are emerging as a vital solution to facilitate
professional development, particularly in the Communications and
Multimedia (C&M) industry. This short-term educational
format offers targeted and flexible learning opportunities,
allowing professionals to adapt to the ever-changing industry
demands. This study aimed to explore the role of
micro-credential courses in enhancing capacity building in the
C&M sector in Malaysia. The study adopted a mixed-method
approach and convergent design to (i) merge, (ii) compare and
interpret the results, and (iii) triangulate the perspectives of
the stakeholders. Questionnaires, focus group discussions,
interviews, reports and literature reviews were based on the
following dimensions: inquiry, reflection, integration, and
outcome assessments. It was found in this study that
micro-credential courses are integral to the capacity-building
ecosystem of the industry. Based on our conservative analysis,
it is estimated that 450,000 individuals have the potential to
enrol in such courses, driven by the need for career development
and job-relevant skills. Despite the benefits, there are
challenges too. Local universities offer a limited range of
C&M-focused micro-credentials, and there is a mismatch
between supply and demand, especially in specialised areas like
Network & Communication, IoT, Cloud Computing, Applied
Multimedia, and Security. Working adults show significant
interest in these courses, signalling room for growth. However,
several challenges need to be addressed for sustainable
implementation: identifying suitable courses for niche markets,
securing expertise, gaining recognition from professional bodies
and employers, developing appropriate assessment methods,
training educators, and managing learning platforms.
Micro-credentials offer a promising pathway for skill
development and employability in the C&M sector. They fill
crucial gaps in the traditional education system by providing
quick and relevant upskilling opportunities. However, to fully
unlock their potential, especially in the Malaysian context,
there needs to be a concerted effort to address various
challenges, from course availability to industry recognition.
Keywords: micro-credential, communications and multimedia
(C&M)
02 introduction
In the last decade, there has been a proliferation of learning
programmes and credentials positioned as “alternatives” to
traditional formal education programmes. Research has shown that
this convergence is easier to accomplish by universities than
trying to unbundle traditional degrees (Selvaratnam &
Sankey, 2019). It also accords university partnerships,
especially those that leverage employment opportunities for
graduates. These alternative credentials have been defined by
the Organisation for Economic Co-operation and Development
(OECD) as “credentials that are not recognised as stand-alone
formal educational qualifications by relevant national education
authorities” (Kato, Galán-Muros and Weko, 2020).
Alternative credentials include academic certificates, industry
certifications and digital badges. The expansion of alternative
credentials has taken place in the context of increasing cost of
higher education for both learners and providers, rapid labour
market changes, accelerating skills obsolescence and growing
demand for more flexible learning opportunities. One (1) form of
alternative credential gaining increasing policy attention is
the micro-credential. Although it may still be a somewhat
contested term, the most compelling definition thus far is that
proposed by Emeritus Professor Beverly Oliver, from Deakin
University, who describes it in the following way: a
micro-credential is a certification of assessed learning that is
additional, alternate, complementary to or a formal component of
a formal qualification (Oliver, 2019). Malaysian Qualifications
Agency (MQA) (2020) defines micro-credential as: “digital
certification of assessed knowledge, skills and competencies in
a specific area or field which can be a component of an
accredited programme or stand-alone courses supporting the
professional, technical, academic and personal development of
the learners”.
problem statement
The rapid evolution of the communications and multimedia sector,
driven by advances in networking, cybersecurity, wireless
technology, cloud solutions, and AI-enhanced systems, has led to
groundbreaking technological shifts and innovations. However,
this accelerated growth has also resulted in a pronounced skills
gap in the workforce, as the pace of technological advancement
outstrips the rate at which professionals can acquire the
necessary expertise (Carnevale, A.P., Smith, N., & Strohl,
J., 2013).
With considerable time and resource commitments, conventional
educational and training programmes have struggled to keep pace
with these rapidly evolving requirements. In this landscape of
continuous change, micro-credentials have emerged as a key
solution. They offer flexible, targeted learning opportunities
that enable professionals to keep up with the industry’s
changing demands. This way, they provide the means for constant
skills adaptation and evolution within the dynamic C&M
domain. However, despite the clear benefits of
micro-credentials, there is still a need for a deeper
understanding of their potential and how they can best be
tailored to meet the specific needs of the C&M sector. To
bridge the skills gap effectively, examining the industry’s
unique challenges is crucial, identifying the specific skillsets
required, and developing a robust understanding of how
micro-credential courses can best serve the C&M domain.
Therefore, the emphasis should be on exploring and comprehending
the potential of micro-credentials in widening the scope of
learning and addressing the skills mismatch in the rapidly
evolving C&M industry.
research objectives (RO)
The general aim of this proposed research is to gain insights on
micro-credential courses in facilitating capacity building in
areas of Communications and Multimedia (C&M). The specific
objectives of the proposed research are given below.
RO1
To understand the role of micro-credential programmes in
complementing the capacity-building ecosystem;
RO2
To explore the available C&M-related micro-credential
programmes offered by the local universities;
RO3
To canvass the availability and factors contributing to
take-ups and demand for micro-credential programmes in other
countries;
RO4
To explore how micro-credentials could support employability
in the C&M industry and forecast the potential number of
working adults who would be interested in pursuing
C&M-related micro-credentials;
RO5
To identify and recommend potential micro-credential
programmes for the C&M industry; and
RO6
To understand the challenges faced by Malaysian Universities
in developing and implementing microcredential programmes.
03 literature review
Over the past 10 years, we have seen a significant increase in
learning programmes and qualifications that present themselves
as alternatives to conventional formal education courses.
Gallagher (2016) reveals the evolving markets which, although
currently separate, are merging, particularly in the area of
micro-credentials and the present short-term offerings that are
not officially recognised. Studies suggest that this convergence
is more readily achieved by universities as compared to the
process of breaking down traditional awards (Selvaratnam &
Sankey, 2019). Importantly, this allows for university
collaborations that capitalise on job prospects for
graduates.
According to Kato, Galán-Muros, and Weko
(2020), the Organisation for Economic Co-operation and
Development (OECD) characterises alternative credentials as
“credentials that lack acknowledgment as independent formal
educational qualifications by the relevant national education
authorities”. These encompass academic certificates, industry
certifications, and digital badges. The rise of alternative
credentials has occurred against a backdrop of escalating higher
education costs for both learners and providers, rapid shifts in
the labour market accelerating skill obsolescence, and
increasing demand for more flexible learning options.
Micro-credentials,
one (1) type of alternative credentials, have been garnering
heightened policy interest. Although there may be ongoing
discussions surrounding the term, Emeritus Professor Beverly
Oliver from Deakin University provides a convincing explanation.
In her view, a micro-credential is a certified recognition of
assessed learning that is additional, alternative,
supplementary, or an integral part of a formal qualification
(Oliver, 2019). The Malaysian Qualifications Agency (MQA) (2020)
further elaborates on micro-credentials as “digitally issued
certifications that validate evaluated knowledge, skills, and
competencies in a specific area or field. They can serve as a
component of an accredited programme or standalone courses that
support learners’ professional, technical, academic, and
personal development.”
Many individuals actively
pursue educational credentials for future job opportunities or
to enhance their existing employment prospects. As shown in
Figure 1, there are several types of educational credentials,
all of which are closely tied to employability.
Figure 1: Types of educational credentials
(Modified from Camilleri and Rampelt, 2018)
Employability has emerged as an area of concern, a trend that is
expected to persist for the foreseeable future. To counteract
this, suitable credentialing is seen as a potential solution to
address certain skill shortages (Calonge et al., 2019).
Consequently, universities and governments worldwide are
contemplating their strategies to handle the impact of
artificial intelligence and the acceleration of automation in
the future work landscape (World Economic Forum, 2018).
Micro-credentialing stands as a significant part of the solution
to this challenge, and its importance is rapidly growing across
many nations. As stated in a UNESCO report, the term
‘micro-credential’ is a blanket term that “covers various types
of credentials, such as ‘nano-degrees’, ‘micro-masters
credentials’, ‘certificates’, ‘badges’, ‘licenses’, and
‘endorsements’” (UNESCO, 2018, p.10). The merging of emerging
markets for micro-credentials and short courses (Gallagher,
2016), that facilitates the unbundling of traditional awards
(Selvaratnam & Sankey, 2019), grants universities the
opportunity to form partnerships connected to employment
possibilities for graduates. Countries like Australia have
government funding linked to employability outcomes (Department
of Education, 2016). It has also been anticipated by governments
worldwide that micro-credentials could offer adult learners the
chance to stay relevant by enhancing and updating their skills
for the workforce (Tehan, 2019; OECD, 2019; Pichette et al.,
2021) and align learning outcomes more closely with occupational
goals (Saray & Ponte, 2019). Several national systems
already exist to support credential portability and validation
(SkillsFuture, 2019; Valideringsdelegationen, 2019) and also
between countries on a regional level (CEDEFOP, 2019). The right
technological approach is crucial to ensure easy portability of
credentials (Czerniewicz, 2019) and a meaningful way to
understand what these credentials signify for stakeholders like
employers (EDUCAUSE, 2018), primarily through proper
verification (McArthur, 2018), whether by blockchain technology
(Jirgensons & Kapenieks, 2018), or regional central
repositories (eQuals, 2019). This work is largely within the
digital realm (Roosevelt Institute, 2016), including digital
badging (Ifenthaler et al., 2016) and related forms of open
badging (Liyanagunawardena et al., 2017; IMS Global Consortium,
2019).
Closely related to this is the role of massive open online
courses (MOOCs) in this area, which has been welldocumented
historically (EdSurge, 2018) due to the widespread popularity of
these courses over the last decade or more. Another evolving
aspect is the precision in searching for credentials. To
facilitate this, substantial investment is required in
technology ecosystems (West & Lockley, 2016), which includes
developing automation capabilities for both issuers and learners
(Markowitz, 2018) to promote wider adoption. As a consequence,
employers evaluating these credentials (Callaghan, 2019) require
assurances of quality (Krupnick, 2019; Jagger, 2019; Leaser
& Gallagher, 2017).
04 methodology
The study adopted a mixed-method approach and convergent design
to merge, compare and interpret the results, to triangulate the
perspectives of the stakeholders Higher Learning Institutions
(HLIs), Human Resource Development Corporation (HRD Corp),
Talent Corporation Malaysia Berhad (TalentCorp), Malaysia
Digital Economic Corporation Sdn. Bhd. (MDEC) and the
workforce). Questionnaires, focus group discussions, interviews,
reports, and literature reviews were based on the following
dimensions: inquiry, reflection, integration, and outcome
assessments.
Research Design
This study was carried out in three (3) stages using qualitative
and quantitative approaches.
STAGE 1: Sourcing from the literature on the offerings of
micro-credential courses locally, factors contributing to
take-ups and demands in other countries and challenges faced.
The first stage, which is the document analysis stage and
qualitative in nature, dealt with the identification of the
micro-credential course offerings locally, factors contributing
to take-ups and demands in other countries, as well as roles and
challenges in facilitating capacity building ecosystem and
employability in areas of C&M based on the existing body of
knowledge in journals and books.
STAGE 2: Sourcing from the Focus Group Discussion (FGD)
sessions on the offerings of micro-credential courses and
challenges, as well as employability in the C&M industry at
selected Malaysian universities, HRD Corp, TalentCorp, and
MDEC.
This stage was also qualitative in nature and began with the
Focus Group Discussion (FGD) sessions. The FGD was deemed
necessary in order to have deeper engagement with a smaller
number of participants. They were invited based on their
expertise in micro-credential courses, roles they play in the
C&M industry, experience in either planning or offering
micro-credential courses and the positions they held in their
respective organisations. The topic was told beforehand to them
via emails so that they are eased into the subject matter with
the researchers. The researchers guided the conversation by
asking open-ended questions and encouraged the participants to
share their experiences, opinions and current practices. The
goal was to generate rich and diverse insights into the topic,
such as the need for a capacity-building ecosystem, as well as
the importance and effectiveness of micro-credential courses to
provide employees in C&M industry with updated knowledge and
skills to complement and upgrade the employees’ current
qualifications. The members of the Focus Group Discussion
sessions comprised of senior administrators from the focus
sectors, which included the local universities and key
Government stakeholders represented by HRD Corp, TalentCorp and
MDEC. The researchers conducted in-depth interviews to get more
insights from the stakeholders regarding the topic of research.
The FGD sessions were recorded on paper with the consent of the
participants, but the identity of the participants is withheld
due to requests for anonymity.
STAGE 3: Insights on Micro-credentials obtained from the
local workforce
In the third stage, which is quantitative in nature, a
questionnaire was generated based on previously conducted
surveys (Survey on Micro-credential examples (2023), Employer
and Employee Perceptions of Micro-Credentials (2023)) as well as
refined factors and their measurements from the first and second
stages. This survey instrument comprised closed-ended and
open-ended questions.
Research Instrument
Table 1 outlines the means that were used to achieve the
research objectives.
Table 1: Means used to achieve the research objectives
For the survey addressing RO3 and RO5, the researchers employed
purposeful sampling, selecting participants actively engaged in
the workforce across various sectors (C&M, computing and
non-C&M areas). The survey garnered responses from 1,464
employed adults (against the targeted 2,000).
All
standard research method processes and practices were observed,
including obtaining permission, using third-party individuals
between the researcher and respondents to collect responses,
seeking voluntary participation and ensuring research ethics are
not compromised during the distribution and collection of the
questionnaires.
05 findings and analysis
The role of micro-credential programmes in complementing the
capacity-building ecosystem
Micro-credential programmes are poised to enhance employee
engagement and foster a culture of lifelong learning, thereby
supporting the organisations they are part of. Historically,
education has been viewed as a single path, leading to long-term
employment in a specific field or industry. However, rapid
transformations due to innovation and technological advancement
necessitate constant upskilling to tackle new challenges in the
workplace. Micro-credentials offer an ideal solution for those
aiming to enhance their skills as part of their lifelong
learning journey. The advantages of micro-credentials
include:
Quick completion times to facilitate knowledge expansion or
enhancement
Flexibility, allowing a wider population to access them
Alignment with industry and workforce requirements, ensuring
relevance
Compatibility with other forms of learning
Ultimate result being a pool of skilled workers ready for
new roles
When individuals can access micro-credentials that flexibly fit
into their work, family, and other commitments, they are more
likely to seize learning opportunities at various stages of
their careers. Now is an opportune moment for Malaysian
organisations to adopt micro-credential programmes and utilise
them for employee skill development. As digital technologies
have notably begun to play an even more critical role in the
economy, it is increasingly clear that there is a real need to
prepare talents – newly graduated or now in the workforce – for
digital jobs. This urgency is accentuated by the advent of 5G
technology, which is set to revolutionise various industries,
consequently highlighting and potentially widening the existing
skills gap. Preparing for this new landscape means upskilling in
current digital roles and developing expertise in emerging
fields directly impacted by 5G. Companies are investing heavily
in digitising their processes and facilitating hybrid work. This
transition necessitates upskilling, enabling employees to learn
to use new software. This is particularly relevant as
technologies like 5G come to the forefront, requiring a new set
of skills that many current employees may lack. By adopting
micro-credentials, which is a more flexible and skills-focused
approach, companies can better prepare their workforces for the
challenges and opportunities presented by emerging technologies
like 5G.
Micro-credential programmes can alleviate
challenges across many industries, positively impacting their
employability. A LinkedIn survey conducted in 2021 shows that
38% of the surveyed companies were more likely to hire skilled
candidates over those with qualifications and experience. In
this regard, in today’s rapidly evolving technological
landscape, employers should consider a paradigm shift from
relying solely on traditional degrees to embracing
micro-credentials as valid and valuable markers of skill.
Viewing this approach as a long-term investment can address
immediate skills gaps and create a culture of continuous
learning within the organisation, also known as a ‘learning
organisation’. To successfully implement this shift, employers
can take several facilitative steps. Firstly, they should make
information about relevant micro-credentials easily accessible,
possibly even partnering with higher learning institutions to
offer these courses at discounted rates. Secondly, employers can
provide “learning hours” within the regular workweek, allowing
employees to engage in upskilling without feeling pressed for
time. Lastly, by clearly illustrating how the acquisition of
micro-credentials aligns with career advancement opportunities
within the organisation, employers can provide incentives to
motivate employees to embrace this new learning model.
Indeed,
micro-credential programmes play a crucial role in reskilling
and upskilling existing workers, equipping them with additional
knowledge to improve their work efficiency, take on new tasks,
or transition seamlessly into new jobs. Micro-credential courses
serve as a key asset in human capital development, thereby
enhancing workforce competencies and facilitate
capacity-building (as depicted in Figure 2). Moreover, the
flexibility while pursuing micro-credentials facilitates
lifelong and life-wide learning, supporting continuous knowledge
acquisition among employees.
Four Groups of Non-Traditional Students for Micro-Credential
Figure 2: Micro-credential roles in supporting and complementing
human capital development (Modified from Abd Karim, 2021)
Further, to gain a deeper understanding of micro-credentials’
role in complementing the capacity-building ecosystem in
Malaysia, the researchers approached three (3) key agencies:
TalentCorp, HRDCorp and MDEC for their insights. TalentCorp,
HRDCorp and MDEC place substantial emphasis on the
transformative potential of micro-credential courses. TalentCorp
highlights these programmes’ aptitude for targeted,
industry-specific skill development, facilitated through a
time-efficient learning path compared to traditional education
routes. HRDCorp, meanwhile, champions the progressive
possibilities that micro-credentials herald for our nation’s
learning culture, facilitating formal education for
professionals in stride with their career progression. MDEC also
highlighted that bite-size learning might encompass the
knowledge that an individual gains, focus on skills that are
relevant to their daily practices, pick-up and move toward
mastery, focus on discrete skills related to their practice, and
collect the evidence to demonstrate ability in that specific
skill.
Comparatively, micro-credential courses
emerged as a preferred approach to capacity-building over
traditional methods like workshops, seminars, and long-term
courses. HRD Corp, TalentCorp and MDEC agreed that
micro-credentials offer an amalgamation of focused, up-to-date,
and hands-on learning, a blend hard to replicate through
conventional methods. These entities acknowledged
micro-credentials’ role in complementing existing
capacity-building ecosystems and catering to the modern C&M
workforce’s needs. HRD Corp, TalentCorp and MDEC highlighted the
practical and relevant nature of these courses, their speed and
adaptability proving essential to meet the IT industry’s rapid
evolution.
C&M-related micro-credential programmes offered by local
universities
As the demand for skilled professionals in the C&M industry
continues to grow, Malaysian universities have responded by
offering a wide range of micro-credentials to help learners
acquire the necessary skills and knowledge. Malaysian
universities have recognised the importance of offering
micro-credentials in various computing domains, including
C&M, to keep up with the rapidly evolving industry. These
courses provide learners with the opportunity to acquire
in-demand skills quickly, making them valuable assets in the job
market. These courses are targeted at both beginners and
experienced professionals looking to expand their skills, as
these micro-credentials can be an effective way to stay
competitive and relevant in the field. The summary of the
micro-credential courses offered by some selected local
universities is given in Table 2.
Table 2: Micro-credential courses in various areas, including
C&M, as offered by selected local universities
The analysis of course offerings from Malaysian universities
highlights the diversity of micro-credential programmes
available to students. The emphasis on information security,
programming, data analytics, and artificial intelligence
reflects the growing importance of these fields. Additionally,
universities recognise the need to integrate technology with
other disciplines, such as business and design. This diverse
range of courses equips students with the skills and knowledge
required to meet industry demands and contribute to Malaysia’s
technological advancement.
Availability and factors contributing to take-ups and demand for
micro-credential programmes
A global Coursera survey found that both employers and students
appreciate micro-credentials that certify job-relevant skills
and experiences. The survey, carried out by research firm
Dynata, involved 3,600 students and employers in eight (8)
countries. A vast majority of students (89 per cent) believed
earning an entry-level professional certificate or
micro-credential would enhance their appeal to employers and
secure jobs post-graduation. Similarly, 92 per cent of employers
agreed that a professional certificate strengthens a job
application, and they were 76 per cent more likely to hire a
candidate with an industry micro-credential. The survey’s results
were consistent in the US as well. 86 per cent of US students
believed that earning an industry micro-credential would make
them more attractive to employers, and 81 per cent said
micro-credentials would help them excel at their job. Among US
employers, 86 per cent agreed that a micro-credential strengthens
a candidate’s job application, and 74 per cent believed
micro-credentials enhance a candidate’s performance in an
entry-level role. In the OECD Survey of Adult Skills, which
included participation from various OECD countries and
economies, it was found that about 70 per cent of the
participants aged between 25-65 years who were involved in
non-formal education and training, engaged in programmes linked
to their jobs. More precisely, approximately half took part with
the intention to enhance their job performance or career
prospects (refer to Figure 3).
25 to 65 Year-Olds
Figure 3: Reasons for participating in non-formal education and
training in OECD countries and economies (2012, 2015 and 2018)
Source: OECD (2019), Survey of Adult Skills (PIAAC),
www.oecd.org/skills/piaac/
In the course of this study, we conducted an online survey that
garnered responses from 1,464 individuals currently employed in
the workforce. It was found that the primary motivations for
undertaking micro-credential courses revolved around career
development, enhancement of knowledge or skills, and personal
interest (Figure 4).
Figure 4: The primary motivations or factors that influenced
respondents’ decision to pursue a micro-credential course
These motivations echoed global trends and demonstrated a clear
alignment with the worldwide responses. Further insights from
the survey of 1,464 respondents revealed that many of them
consider micro-credential courses as a significant factor in
enhancing their employability or career prospects (Figure 5).
Figure 5: Respondents’ feedback on whether micro-credential
course can enhance their employability or career prospects
The reputation and credibility of micro-credential courses and
their providers stood out as pivotal considerations for these
respondents when contemplating enrolment in such programmes
(Figure 6).
Figure 6: Respondents’ feedback on whether the recognition and
credibility of micro-credential courses and their providers are
important for them when considering enrolling in such a course
Respondents pointed out the crucial role employers should play
in facilitating the uptake of micro-credential courses among
their workforce, as indicated in Figure 7. They outlined key
employer responsibilities such as offering career development
opportunities tied to micro-credentials, providing financial
incentives for course completion, and allowing dedicated time
off for pursuing these educational initiatives. Additionally,
the survey participants stressed the importance of the
accessibility of micro-credential courses in influencing their
decision to enrol. They particularly emphasised the value of
features like online learning, self-paced courses, and modular
content, indicating that these factors make such courses highly
suitable for working professionals balancing work commitments
and continuous learning aspirations.
Figure 7: Respondents’ feedback on the role employers should
play in supporting and promoting the uptake of micro-credential
courses (only the top three (3) responses are given)
Thus, employee objectives for earning a micro-credential appear
motivated predominantly by internal progression and the
enhancement of skills and knowledge for their current role. Less
emphasis was placed on micro-credentials as a means of furthering
formal education or in seeking a new role. Furthermore, when
asked what they might do with a micro-credential, only 31 per
cent said they would look into using it as a pathway to a larger
qualification. Similarly, employers saw micro-credentials to
recognise and reward personal growth and progression among the
workforce, rather than quantify existing skills or increase
competitiveness. Connecting micro-credentials with strategic
competence and continuing professional development was notable
in its absence by employer respondents.
Micro-credentials and employability in the C&M industry
Micro-credentials are vital in supporting employment in the
C&M sector by facilitating quick and relevant upskilling,
serving as an employment asset, and expanding the C&M
industry’s ecosystem to create more job opportunities. However,
it is crucial to continue exploring and understanding their
potential and best practices for maximising their impact on
employment in the C&M industry. Micro-credentials offer a
compelling solution to support employment in the fast-evolving
C&M sector. They allow for rapid upskilling, equipping
employees with new skills necessitated by changes in business
processes or automation. This enhances productivity and improves
employee retention by keeping their skills relevant and
up-to-date. According to the National Economic Blueprint, it is
projected that approximately 500,000 new jobs1 will be generated
in the digital economy and ICT field, with a particular focus on
the C&M areas. Furthermore, it is estimated that about 90
per cent of the employees in these new roles will require
reskilling or upskilling2. Considering this scenario, it is
anticipated that around 450,000 individuals have the potential
to enrol in C&M-based micro-credential courses. These
micro-credential courses would provide them with the necessary
skills and knowledge to meet the demands of the evolving job
market and secure employment in the ICT sector. By offering
micro-credential courses that address the industry’s specific
needs, it is expected that a significant portion of the
workforce can acquire the relevant qualifications and contribute
to the growing ICT job opportunities outlined in the National
Economic Blueprint.
Potential micro-credential programmes for the C&M industry
Therefore, considering the insights from HRD Corp, TalentCorp
and the current industry trends, the authors recommend that the
development of micro-credential courses in Malaysia’s C&M
area should prioritise these identified skill sets as
highlighted in Table 3.
Table 3: Recommended areas for future micro-credential courses
development for C&M area
Challenges faced by Malaysian universities in developing and
implementing micro-credential programmes
This section examines the challenges faced by local universities
in implementing micro-credential courses. Micro-credentials are
specialised credentials that target specific skills and
competencies, providing learners with focused education and
recognition. The report in this section aims to identify the key
challenges involved in offering micro-credential courses and
their potential impact on Malaysian universities.
Emerging Trend of Micro-credential Courses
Micro-credentials, being a relatively recent innovation in the
education sector, present both opportunities and challenges to
universities and education providers. These institutions are
currently navigating the process of pinpointing those fields
where micro-credential programmes can deliver maximum value and
meet pressing workplace needs. This endeavour proves
particularly complex in the realm of C&M. C&M is
inherently intricate as a discipline, and encapsulating its
breadth and depth within a micro-credential framework is
daunting. This field necessitates a profound understanding of
theoretical underpinnings and practical competencies, which may
prove challenging to effectively distil into the compact
structure of a micro-credential course. Therefore, the
development of micro-credential offerings in the C&M sector
requires thoughtful design and strategic planning to ensure the
complexity of the field is addressed while providing meaningful
and industry-relevant learning outcomes.
Expertise
Developing and delivering micro-credential courses requires
specialised expertise. Universities may face challenges finding
faculty members with the necessary knowledge and skills to
design and teach these focused courses. It can be a challenge to
identify faculty academics who are well-versed in the specific
domain and possess practical industry experience, ensuring the
courses meet the required standards and are relevant to
learners’ needs.
Recognition
Micro-credentials are still emerging credentials and their
recognition can vary across industries and regions. Local
universities may encounter challenges in gaining widespread
recognition for their micro-credential courses. This can affect
the perceived value of these credentials by employers and other
educational institutions, potentially limiting the opportunities
available to micro-credential holders.
Assessment & Evaluation
Assessing and evaluating micro-credential courses presents
unique challenges due to their focused nature. Universities need
to design robust assessment methods that effectively measure
learners’ mastery of the targeted skills or competencies.
Creating assessments that accurately reflect real-world
applications and allow reliable evaluation can be demanding.
Ensuring consistency, fairness, and reliability in the
assessment process is crucial for maintaining the credibility of
micro-credential courses.
Platform Issues
Implementing micro-credential courses for C&M often involves
utilising digital platforms for content delivery, simulation,
interaction, and assessment. Universities may face challenges
related to learning management platform selection, technical
capabilities, and infrastructure. Ensuring that the chosen
platform supports the specific needs of micro-credential
courses, such as secure authentication, seamless user
experience, and reliable data management, can be complex.
Technical issues, such as platform compatibility and
accessibility, must be addressed to provide a smooth learning
experience for learners.
Training for Faculty Members
Providing faculty members with adequate training and support for
designing and delivering micro-credential courses is essential.
Local universities may encounter challenges in equipping faculty
with the necessary pedagogical strategies and technical skills
to teach micro-credential courses effectively. Training
programmes need to be designed to help faculty members
understand the unique characteristics of micro-credentials,
develop competency-based assessments, and utilise innovative
teaching methods that align with the goals of micro-credential
education. Implementing micro-credential courses in local
universities comes with challenges related to expertise,
recognition, assessment and evaluation, platform issues, and
training. Addressing these challenges requires identifying and
developing faculty expertise, establishing widespread
recognition for micro-credentials, designing effective
assessment methods, selecting suitable platforms, and providing
appropriate training to faculty members. Overcoming these
challenges is crucial for the successful implementation of
micro-credential courses, ensuring their quality, relevance, and
recognition within the educational and professional landscape.
06 discussions
The role of micro-credentials in complementing the Communication
and Multimedia capacity-building ecosystem
This research study on micro-credential courses in the C&M
industry provides important analysis and discussion regarding
the role of these courses in supporting employability and
addressing skill gaps. One (1) key finding is the crucial role
that micro-credential courses play in complementing the
capacity-building ecosystem within the C&M industry. These
courses offer targeted skill development opportunities, allowing
individuals to enhance their knowledge and competencies in
specific areas that are relevant and in demand within the
industry. This aligns with the growing emphasis on lifelong
learning and the need for professionals to continuously upskill
and adapt to evolving industry trends.
Malaysian HILs adopting a proactive approach to diversify
Communication and Multimedia-related courses
The study also highlights the proactive approach taken by local
universities in offering a diverse range of C&M-related
micro-credential courses. This demonstrates their recognition of
the importance of these courses in meeting the specific needs
and demands of learners in the industry. The availability of
such courses indicates a positive response from educational
institutions to bridge the gap between academic knowledge and
practical industry requirements.
Factors supporting take-up of micro- credential courses
Factors driving the demand for micro-credential courses in the
C&M industry are another important aspect discussed in this
study. The need for career development and the quest for
practical knowledge and skills directly relevant to job
requirements emerge as key drivers. This reflects the industry’s
dynamic nature, where professionals seek to enhance their
employability and gain a competitive edge in the job market
through targeted learning experiences. Moreover, the study
explores international practices and identifies factors
contributing to the take-up and demand for micro-credential
courses. This global perspective provides valuable insights into
best practices and allows benchmarking against international
standards. Understanding the international landscape can help
inform local universities and policymakers in shaping their
strategies for developing and implementing effective
micro-credential programmes. The significant interest expressed
by working adults highlights the need for flexible and
accessible learning opportunities that cater to their
professional development needs. This finding suggests a positive
outlook for the growth and adoption of micro-credential courses
in the C&M industry, as it meets the demands of diverse
learners.
Addressing challenges
Based on the research findings, the study identifies several
recommended micro-credential courses for the C&M industry,
such as communications and networks, programming, data science,
and artificial intelligence. These courses align with emerging
trends and address the skill gaps within the industry. The
recommendation of these specific courses showcases the potential
for micro-credentials to bridge the industry’s needs with the
desired competencies of learners. However, the study also
highlights challenges faced by Malaysian universities in
developing and implementing micro-credential courses. These
challenges include:
• acquiring the right
expertise, • ensuring recognition and
accreditation, • determining appropriate
assessment methods, • providing training for
educators, and • managing the micro-credential
platforms effectively.
Addressing these challenges is
crucial to ensure the successful implementation and long-term
sustainability of micro-credential courses in the Malaysian
higher education landscape. Overall, the analysis and discussion
provided in the research study offer valuable insights into the
role, demand, and challenges of micro-credential courses in the
C&M industry. The study provides a comprehensive
understanding of the current landscape and identifies areas for
improvement and growth. The findings can guide Malaysian
universities and policymakers in developing effective strategies
and policies to harness the potential of micro-credential
courses, ensuring their relevance and impact in supporting the
professional development and employability of individuals in the
Communication and Multimedia field.
07 recommendations
To enhance the state of micro-credentialing within the C&M
sector, we offer the following strategic recommendations drawn
from the data and insights gathered during our research. We
believe these tailored suggestions will offer valuable guidance
in crafting effective strategies, ultimately leading to
triumphant results in the dynamic field of micro-credentialing.
Collaboration between universities and industry:
Foster strong partnerships between local universities and
C&M industry stakeholders. This collaboration will help
ensure that micro-credential courses are aligned with
industry needs and emerging trends, enhancing their
relevance and value.
Faculty development and expertise:
Provide training and professional development opportunities
for educators and faculty members to develop expertise in
designing and delivering micro-credential courses. This will
ensure that the courses are of high quality and effectively
address the specific skill gaps in the C&M industry.
Recognition and accreditation:
Work towards establishing recognition and accreditation
mechanisms for micro-credential courses. Collaboration with
accreditation bodies, qualification agencies and industry
associations can help establish credibility and increase the
recognition of these courses locally and internationally.
Flexible assessment and evaluation:
Design flexible assessment and evaluation methods for
microcredential courses that align with the nature of the
skills being developed. Explore alternative assessment
approaches such as project-based assessments, portfolios, or
real-world case studies to comprehensively evaluate
learners’ capabilities.
Marketing and awareness campaigns:
Establish mechanisms for ongoing industry engagement to
ensure the courses remain up-to-date and relevant. Regular
consultations with industry professionals, periodic reviews
of course content, and incorporating industry feedback will
help maintain the currency and effectiveness of
micro-credential courses.
Continuous industry engagement:
Establish mechanisms for ongoing industry engagement to
ensure the courses remain up-to-date and relevant. Regular
consultations with industry professionals, periodic reviews
of course content, and incorporating industry feedback will
help maintain the currency and effectiveness of
micro-credential courses.
Dedicated support services:
Develop dedicated learner support services for individuals
pursuing micro-credential courses, such as career
counselling, mentorship programmes, and mutual networking
opportunities. These services can enhance the overall
learning experience and help individuals make informed
decisions about their career paths in the C&M industry.
Funding and incentives:
Explore funding opportunities and incentives for individuals
interested in pursuing micro-credential courses.
Scholarships, grants, and financial aid programmes can
encourage more individuals, especially working adults, to
participate in these courses and enhance their
employability. Additionally, the government might
contemplate offering tax incentives to individuals who
pursue and successfully complete micro-credential courses,
thus encouraging further participation and investment in
such skillenhancing programmes.
Research and monitoring:
Encourage further research and monitoring of the
effectiveness and impact of micro-credential courses in the
C&M industry. Continuously assess the outcomes and
employability of individuals who have completed these
courses and use the findings to further refine and improve
the programmes.
Implementing these recommendations will contribute to
successfully developing and implementing micro-credential
courses in the C&M industry. By addressing the challenges
and leveraging the opportunities identified in this research
study, universities and policymakers can effectively support the
capacity-building ecosystem and enhance the employability of
individuals in the C&M field.
08 conclusion
In conclusion, capitalising on the promise of micro-credentials
in the C&M sector necessitates concerted action across a
variety of interconnected domains. Strong partnerships between
local universities and industry stakeholders form the bedrock of
successful microcredential programmes. These alliances will
ensure that course design aligns with real-world industry needs
and emerging trends, enhancing these credentials’ immediate
relevance and long-term value. Equally important is the
professional development of educators and faculty members. By
equipping these key players with the necessary expertise to
design and deliver high-quality micro-credential courses, we
ensure that such programmes address the precise skill gaps
prevalent in the C&M industry, enhancing their efficacy.
Recognition and accreditation mechanisms for micro-credential
courses are instrumental in establishing their credibility and
fostering their wider acceptance. Collaborative efforts with
accreditation bodies and industry associations can elevate the
standing of these courses, both at the national and
international levels, thus increasing their attractiveness to
potential participants. Micro-credential courses must also
integrate flexible, innovative assessment and evaluation methods
that align with the nature of the skills being developed. This
may involve using project-based assessments, portfolios, or
real-world case studies to offer a well-rounded evaluation of
learners’ capabilities, making their learning outcomes more
reflective of industry needs. Effective marketing and awareness
campaigns are vital to promote the benefits and value of
micro-credential courses in the C&M industry. These
campaigns can highlight the career advancement opportunities and
practical skills associated with micro-credentials, drawing
attention to their potential to meet industry demands.
The
dynamic nature of the C&M industry necessitates continuous
engagement with industry professionals. Regularly updating
course content based on industry feedback and periodic reviews
can maintain the relevance and effectiveness of micro-credential
programmes. Further, dedicated learner support services, such as
career counselling, mentorship programmes, and networking
opportunities, can enhance the overall learning experience and
guide individuals in their career paths within the C&M
industry. Exploration of funding opportunities and incentives
can facilitate greater participation in micro-credential
courses. Scholarships, grants, and financial aid programmes can
help to motivate individuals, particularly working adults, to
enhance their skills and employability.
Finally,
ongoing researches and monitoring of the effectiveness and
impact of micro-credential courses in the C&M industry are
essential. This data-driven approach will help in the continuous
refinement of the courses to meet the shifting demands of the
sector and ensure the courses are achieving their intended
outcomes.
Through the strategic implementation of
these recommendations, we can foster a thriving, adaptable
micro-credentialing ecosystem. This ecosystem will not only
respond to the current challenges but also anticipate future
trends, thereby enhancing the employability of individuals in
the ever-evolving C&M field and ensuring the industry’s
sustained growth and innovation.
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