Session 6 - Strand 4

Abstract:

Micro-credentials are increasingly positioned as flexible, responsive mechanisms for strengthening graduate employability in the face of evolving labour market demands (AACSB, 2024; Gamage & Dehideniya, 2025). Yet while the literature has explored their design and implementation (Ahsan et al., 2023), far less attention has been paid to a critical question: what motivates students themselves to engage with micro-credentials, and how can these opportunities be framed to support meaningful uptake? This paper addresses this gap through a case study of a cross‑faculty initiative embedding Microsoft Office Specialist (MOS) certification within undergraduate programmes across multiple Schools, alongside optional pathways for independent participation. The study uses this initiative to examine broader patterns of student motivation, engagement, and decision‑making. Early findings reveal that students are most likely to engage when micro‑credentials are widely recognised, seen as rigorous enough to signal competence, and supported by clear, well‑scaffolded learning pathways. However, these same characteristics - particularly perceived difficulty and additional workload - can deter engagement when not carefully balanced. The paper examines key design considerations, including whether micro‑credentials should be embedded within curricula or offered as optional extras, the role of assessment and grading in driving engagement, and the importance of support structures (e.g., workshops, guided practice) in lowering barriers to participation. The paper offers practical insights for educators seeking to design opportunities that students not only value, but actively choose to pursue.