MICRO-CREDENTIALS
content important in their eyes, but also who delivers it and what kind of industry involvement they have,” Sambrook pointed out. Alumni respondents also highlighted the need for targeted, in-depth courses that go beyond what an MBA might commonly provide to meet the perceived skills and levels of specialisation needed in their industries. “We asked our alumni which four issues will, in their opinion, have the greatest impact on their industry in the next five years and they cited the following: automation and investment in technology; customer demand for sustainability and responsible business practices; the problem with recruiting and retaining talent; and the greater demand for flexible working.” The school’s alumni were then given a list of potential micro-credential courses and asked which would be of most interest. Business model innovation and change management were the top two topics selected, both of which speak to the four issues cited above. In addition, Birmingham Business School’s research flagged an intriguing preference for blended learning over fully online for these short courses. “This is interesting because you’d think people might opt for [fully] online if it offers the greatest flexibility, especially when we have a very good and long-standing MBA programme available online,” Sambrook mused. “[It seems] they do want that campus experience.” How long should that in-campus element be? Based on the feedback received by Birmingham Business School, a full week is too much of a commitment, but two and a half days would work well from their respondents’ perspectives. Alumni surveyed were also strongly in favour of being able to stack micro‑credentials towards larger qualifications. Having said this, some prospective students are still seeking clarity on what micro-credentials are, the opportunity they represent and what business school courses in this area can offer participants over and above what’s available in industry, according to Birmingham Business School’s research. These findings demonstrate the challenges involved in showcasing how such offerings will stand out from the competition outside higher education, as well as within it. They also serve as a reminder that business schools must present prospective participants with value for money if they are to capitalise on a format for which there is clearly an appetite.
Director of digital education at Cranfield School of Management Graham Bell addresses workshop participants, with co-presenter and learning designer at the school Ilka Ellis to his right
Director of MBA programmes at Birmingham Business School Cristina Sambrook in conversation during the workshop
Business School Cristina Sambrook described her school’s approach to micro-credentials as part of wider plans to restructure its MBA suite of programmes. In so doing, she talked attendees through the results of research into the views of both alumni and prospective students of the format. “In planning for the launch of new programmes, we conducted some research to find out what our alumni want, what they understand by micro‑credentials and further our knowledge of the market,” Sambrook explained. “Students who are interested in micro‑credentials want a different kind of learning experience and not necessarily the knowledge, skills and behaviours that we might think would normally be included in an MBA,” she continued, in reference to the results. One point here relates to course instructors, with prospective students of micro-credentials particularly keen to benefit from those with direct real-world experience and insights. “Not only is the
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Business Impact • ISSUE 1 • 2024
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