Update on the L&T micro-credentialing taxonomy projecton the 4 February 2022
An initial systematic literature review (2019) provided insights into the benefits, challenges, design recommendations, and key considerations to inform the development of a micro-credentialing taxonomy for university educators. In 2021 there was further investigation of these key considerations, supplemented by a review of recent reports and policy documents, a scan of commercial websites and industry updates to assure currency, and an expanded search of international frameworks.
The literature review proposed that three principles underpin the taxonomy:
- Recognition and value.
- Portability and flexibility.
- Quality design and assessment.
Current work in early 2022 is around synthesis of the draft taxonomy, taking into account these three principles, the common focus areas identified in the literature, national and international benchmarks, and the findings from the CAULLT Professional Recognition and Development Research survey (2019).
The taxonomy considers the professional development needs of university educators who work in a variety of roles, including academic staff, both continuing and sessional; professional and technical staff such as learning advisors, librarians, and laboratory staff; and industry-based staff who are engaged in work-integrated-learning, professional supervision, co-teaching, and assessment/curriculum design.