The year is 2030 in this speculative future and post-secondary institutions are losing potential learners to private and corporate offerings of Alternative Digital Credentials (ADC) (Matkin, 2020). Sparked by the COVID-19 pandemic in 2020, large corporate entities with powerful networks were able to implement long-term agendas to capture and further control the lucrative education market (Moore et al., 2021). Both in standalone offerings and in partnerships with public post-secondary institutions, ADCs are increasingly acknowledged as a valid method of e-learning (Lemoine & Richardson, 2015). The ADCs come in various forms such as micro-credentials, digital badges and industry-recognized certificates to meet demands of a continually upskilling and reskilling workforce (Kato et al, 2020). There is criticism of the privatization, data collection and business values over learning values in education, but most learners perceive great benefits in taking ADCs (Moore et al, 2021). ADCs may be seen as more accessible with less required time commitment, no physical location and cheaper monetary cost (Lemoine & Richardson, 2015). ADCs serve all manner of needs for “skill identification, assessment, verification and distribution” (Matkin, 2020 p. 61). Although increasingly popular and having overall positive reception, this future with ADCs likely has more positive and negative implications that have not been fully realized by 2030.
From the learner’s perspective, ADCs have numerous advantages after or in lieu of a traditional post-secondary degree. In the 2020s, a large percentage of post-secondary graduates continued to have difficulties finding full-time work in their field of study (Lemoine & Richardson, 2015). Post-secondary transcripts continually became irrelevant to employers in a job candidate’s eligibility (Matkin, 2020). In contrast, ADCs are able to certify a skillset or competency to be “market ready” for jobs (Wheelahan & Moodie, 2021). This has been taken negatively from the perspective that corporations are offsetting training costs to the learner and creating a labor market increasingly dependent on casual work instead of full-time employees (Wheelahan & Moodie, 2021). There is partial “gigification” of the work force as digital platforms and services are able to mediate various forms of labour with customers on demand (Wheelahan & Moodie, 2021). Examples can be found in the early 2020s, such as Microsoft’s advertised partnership with Upwork directly on the Microsoft Certifications page (Microsoft, n.d.). The joint ad explains “Do you want to earn additional income? We’re partnering with Upwork to connect Azure certified freelancers with customers”. Regardless of the criticisms there is still significant financial incentive for learners to take ADCs to complete a program and get hired. Another example of financial incentive of ADCs can also be seen with a micro-credential offered for a specific software service. This credential can be counted as 15 credits toward a MBA at a university in London (Wheelahan & Moodie, 2021). The financial cost of it is around 1,000 dollars and allows for significant savings when compared to if the learner continued through the traditional course offerings. Large corporations such as Google even offer free programs through public institutions (Porat, 2021). These ADCs simultaneously create potential employees and customers to a corporation’s ecosystem of services where learners are happy to join. They boast statistics such as “History majors who also get data analysis skills can increase their entry level salary by 38%” to instill that their ADC brings credibility, value and prestige (Porat, 2021). Learners can then easily share these ADCs through social and professional networks to gain recognition for their new skills (Young et al, 2019). Additionally, the flexibility in location and time commitment are a key advantage for learners taking ADCs (Kato et al, 2020). ADCs provide access to education from virtually any physical location at any time of day that works best for the learner. ADCs are also shorter in overall length to provide specific knowledge quickly (Matkin, 2020). When factoring in specific subject matter, flexible and reduced time commitment, lesser financial costs and affiliation to prestigious large corporations, it’s easy to see why learners are increasingly attracted to ADCs for their education needs.
From the corporate perspective, ADCs are a huge business opportunity. Post-secondary institutions continued to lose their relevance to fit the needs of the workforce and private corporations were ready to fill any gaps (Matkin, 2020). Corporate curriculum control allows education to instill values of efficiency, accountability through data tracking, and managerialism that is able to monitor employee output (Moore et al, 2021). With continued year over year growth in the education sector in almost all indicators (employees hired, revenue, courses offered, number of learners learners), there is long term potential for profit and growth (Shad, 2020). Additional value can be also be gained by gathering and selling data (Moore et al, 2021). ADCs provide a means of marketing to help recruit, maintain and develop the work force (Young et al, 2019). This extends workplace learning beyond initial onboarding and provides incentive for employees to stay (Gamrat et al. 2014). ADCs also minimized chances of applicant fraud through metadata confirmation instilling a sense of value and trust (Matkin, 2020). With so many perceived benefits to corporations, there is little deterrent for them to pursue ADCs. A quote from Moore et al’s (2020) writing highlights the corporate desire to control education:
When Apple founder, Steve Jobs knew he was dying of cancer, Bill Gates had one last visit with his long-time business competitor. In that meeting, they both discussed education as an untapped frontier for their corporate futures. Historically, there has been resistance to Mac and Microsoft infiltrating the classrooms; however, COVID19 has opened the floodgates.
In this speculative 2030, ADCs will continue to grow and find their place in the education space. Some post-secondary institutions will reimagine their programs to meet the more accessible and workforce focused demands of employers and learners. Large corporate entities still hold the advantage with their capital and perceived prestige, though startups actively join and try to disrupt the education space as well. ADCs are primarily focused on the technology and information sectors, but with advertising and incentives aimed at other fields of studies, there is potential for further expansion. Regulatory government bodies will need to further examine ADCs as they become a more significant part of education. Untangling the complex relationships between public and private entities will prove to be a challenge in education for the foreseeable future. It’s too soon to determine if these changes will bring unseen consequences, but there are undoubtedly shifts in how education is delivered to millions of learners.
References
Gamrat, C., Zimmerman, H.T., Dudek, J. and Peck, K. (2014), Digital badging as teacher professional development. Br J Educ Technol, 45: 1136-1148. https://doi.org/10.1111/bjet.12200
Kato, S., V. Galán-Muros and T. Weko (2020), “The emergence of alternative credentials”, OECD Education Working Papers, No. 216, OECD Publishing, Paris, https://doi.org/10.1787/b741f39e-en.
Lemoine, P. A., & Richardson, M. D. (2015). Micro-Credentials, Nano Degrees, and Digital Badges: New Credentials for Global Higher Education. International Journal of Technology and Educational Marketing (IJTEM), 5(1), 36-49. http://doi.org/10.4018/ijtem.2015010104
Matkin, G. W. (2020). The Challenge of Digital Credentials: How Should Universities Respond?. In Radical Solutions and eLearning (pp. 51-61). Springer, Singapore. Retrieved from: https://books.google.ca/books?hl=en&lr=&id=TjTnDwAAQBAJ&oi=fnd&pg=PA51&ots=6xeRtf04AT&sig=uFJOepmX8oPLLxhNN0YgVJvES8Q#v=onepage&q&f=false
Microsoft (n.d.) Microsoft Certification. https://docs.microsoft.com/en-us/learn/certifications/
Moore, S. D. M., Jayme, B. D. O., & Black, J. (2021). Disaster Capitalism, Rampant EdTech Opportunism, and the Advancement of Online Learning in the Era of COVID19. Critical Education, 12(2). Retrieved from: https://ices.library.ubc.ca/index.php/criticaled/article/view/186587
Porat, R. (2021). Expanding pathways into higher education and the workforce. Grow with Google. Retrieved from: https://blog.google/outreach-initiatives/grow-with-google/higher-education-partnerships/?utm_source=gdigital&utm_medium=ownedsocial&utm_campaign=certs&utm_content=he
Shah, D. (2020). Coursera’s 2020: Year in Review. The Report by class central. https://www.classcentral.com/report/coursera-2020-year-review/
Wheelahan, L., Moodie, G. Gig qualifications for the gig economy: micro-credentials and the ‘hungry mile’. High Educ (2021). https://doi.org/10.1007/s10734-021-00742-3
Young, D., West, R. & Nylin, T. (2019). Value of Open Microcredentials to Earners and Issuers: A Case Study of National Instruments Open Badges. International Review of Research in Open and Distributed Learning, 20(5), 104–121. https://doi.org/10.19173/irrodl.v20i5.4345
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