What philosophers and scientists can learn from each other and the state of public funding for research.
From badges to bundles, stacks of credits to microcredentials, the list of alternative programs and credentials for higher education is growing. This is partly in response to learner and employer demand but is also driven by universities’ economic situations post-pandemic.
But for those who haven’t yet dared to dip their toe into the alternative credential pond, where should they begin? How do you train your staff and ensure credit-bearing courses fit into your institution’s curricula? Most importantly, how do you ensure these courses meet quality standards?
Tim Blackman, vice-chancellor at the UK’s Open University, and Kemi Jona, assistant vice-chancellor for digital innovation and enterprise learning at Northeastern University, speak to us about what universities should take into consideration when they’re exploring alternative credentials and how the field is evolving.