The Adoption of Micro-Credentials within Canadian Business Schools
Notice bibliographique
Résumé
Micro-credentials have emerged as an important topic of discussion among business schools and higher education institutions across the globe. As degree and non-degree offerings are being discussed and implemented, the purpose of this study is to investigate how and why Canadian business schools have chosen to adopt or not adopt micro-credentials within their faculty. There is currently a gap in the literature that specifically focuses on this area of research and this study provides a unique perspective on innovation in higher education. This study outlines the competing factors for decisions made by senior leaders in higher education when considering micro-credentials and the approach that is taken during this evaluation process. Using Rogers’ (1962) Diffusion of Innovation Theory, this study explores the motivations behind early adopter business schools in Canada to understand why they have chosen to implement the innovation within their business faculty and the factors that were taken into consideration. This study also contributes to higher education research on the Diffusion of Innovation Theory by exploring the characteristics and motivations of early adopter business schools. The study is designed around four distinct cases of top-ranked business schools in Canada. The analysis examines the results of 16 semi-structured interviews with business school deans, administrators, and senior academic leaders across Canada to understand their perceptions, motivations, and concerns with micro-credentials. Areas such as business models, resources required, department structures, institutional governance and brand recognition are examined throughout the research findings and analysis. The findings of this research have determined ten decision factors from early adopter business schools that were used throughout their evaluation process. Specific characteristics and themes of the schools that have adopted are identified in comparison to schools that have chosen not to adopt. Three factors emerged as differentiators for early adopter business schools, which include the opportunity to use government incentives available, the perception of new revenue generation streams, and the support from senior leaders to explore micro-credentials. The findings provide significant insights to the business school landscape in Canada surrounding micro-credentials and the opportunities and concerns from senior leaders in the sector. I conclude by outlining nine additional research areas that can be drawn from this study and applied to further research on micro-credentials.
Récupéré en direct depuis OpenAlex et désinversé. Les résumés ne sont pas conservés dans cette base de données : les index inversés représentent 8,6 Go des 9,3 Go de texte de la base, et le serveur dispose de 13 Go libres.
Comment cette classification a été obtenuedéplier
Prédiction distillée sur la base complète
Imitation des enseignantsNi prévalence calibrée, ni vérité terrain. Validation humaine à venir. Apprise à partir de 10 348 étiquettes directes de Codex et de 10 348 étiquettes directes de Gemma. Le mode candidate est l'union des têtes enseignantes seuillées; le consensus est leur intersection. Ces sorties portent le statut machine_predicted_unvalidated et ne sont ni des étiquettes humaines ni des étiquettes directes de modèles de pointe.
Scores Codex et Gemma par catégorie
| Catégorie | Codex | Gemma |
|---|---|---|
| Métarecherche | 0,002 | 0,001 |
| Méta-épidémiologie (sens strict) | 0,001 | 0,001 |
| Méta-épidémiologie (sens large) | 0,001 | 0,000 |
| Bibliométrie | 0,001 | 0,002 |
| Études des sciences et des technologies | 0,001 | 0,000 |
| Communication savante | 0,003 | 0,001 |
| Science ouverte | 0,001 | 0,000 |
| Intégrité de la recherche | 0,000 | 0,001 |
| Charge utile insuffisante (le modèle a refusé de juger) | 0,001 | 0,002 |
Scores machine (provisoires)
Les deux têtes enseignantes du modèle étudiant, lues sur ce travail. Un score ordonne la base pour la relecture; il n'affirme jamais une catégorie, et le statut de validation accompagne chaque rangée tel quel.
Scores de référence d'un modèle non mature (critères de maturité non atteints, 7 itérations). Un score ordonne; il n'affirme jamais une catégorie.
score_only:v0-immature-baseline · tel quel depuis la passe de notation : score_only signifie que le nombre peut ordonner les travaux, et qu'aucune étiquette de catégorie n'en découleClassification
machine, non validéePrédiction automatique; un appel candidat d’une seule tête enseignante, pas un consensus.
Le détail, modèle par modèle et score par score, se trouve en fin de page sous « Comment cette classification a été obtenue ».