Index

Citation

(2023), "Index", Subasinghe, C. and Giridharan, B. (Ed.) Introducing Multidisciplinary Micro-credentialing: Rethinking Learning and Development for Higher Education and Industry, Emerald Publishing Limited, Leeds, pp. 181-187. https://doi.org/10.1108/978-1-80382-459-820231017

Publisher

:

Emerald Publishing Limited

Copyright © 2024 Chamila Subasinghe and Beena Giridharan

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INDEX

Academia–industry partnerships

, 6

Academic disciplines

, 160

Academic pathways viewpoint

, 69

Academics in Malaysia

, 42

Accounting for innovation in education

, 68–71

Accreditation

, 83–84

Accreditation Management System (AMS)

, 83

Adaptability

, 22

Advanced FEMA credentials

, 137

Advanced technologies

, 41

Affordability

, 22–23

Aggregation of micro-credentials

, 163–165

Aligning interests

, 57–58

Alumni privileges

, 71

American Council on Education (ACE)

, 138

Artificial intelligence (AI)

, 41–42, 63, 175

Association to Advance Collegiate Schools of Business (AACSB)

, 65

Australia’s Qualifications Framework (AQF)

, 51, 57–58

Australian Institute of Building (AIB)

, 85, 115

analysis of Australian Institute of Building Competencies

, 90–95

Australian Institute of Quantity Surveyors (AIQS)

, 85

Australian Quality/Qualification Framework (AQF)

, 105, 152

Australian Tertiary Education Quality and Standards Agency (TEQSA)

, 21

Bachelor of Applied Science (BAppSc)

, 85

Bachelor of Science (BSc)

, 84

Bernsteinian analysis

, 56

Big data

, 42

Blended learning

, 24, 40

Business Continuity Practitioner

, 137

Business model approach

, 60

Campus education

, 40

Capabilities-based employee assessment frameworks

, 54

Cardiopulmonary resuscitation (CPR)

, 130

Causal process tracing

, 85

Center for Domestic Preparedness (CDP)

, 137, 144

Challenge-Based Learning

, 25

Chartered Accountants of Australia and New Zealand (CAANZ)

, 63

Chartered Institute of Building (CIOB)

, 114

Chemical, Biological, Radiological, Nuclear, and Explosive weapons (CBRNE weapons)

, 144

Civil society

, 55–56

Cloud computing

, 42

Cognitive wayfinding model

, 102

Community Emergency Response Team (CERT)

, 138

Competencies

, 105

Complexity

, 154

Construction management (CM)

, 114–116

analysis of Australian Institute of Building Competencies

, 90–95

analysis of tertiary institution graduate attributes

, 86–89

comparative data analyses

, 85–86

course accreditation

, 83–84

course credentialing and digital badges

, 84–85

course multidisciplining

, 83

course reviewing

, 82

online pedagogy

, 82

research methodology

, 85

Contextual competence

, 43

Continuing education (CE)

, 37

and place in higher education

, 37–38

units

, 40

Continuous change

, 50

Continuous professional development (CPD)

, 84

Conventional credentialing systems

, 24

Course accreditation

, 83–84

Course credentialing

, 84–85

Course multidisciplining

, 83

Course reviewing

, 82

Course Weighted Average (CWA)

, 20

COVID-19 pandemic

, 151

and pervasive effects

, 40

Crafting micro-credentials

, 160–162

Credential Engine

, 107

Credentialism

, 63

Credentials

, 84, 159

Credible providers

, 123

Curricula innovation. seeking impact through

, 61

Curtin University’s Curtin Online

, 38

Data privacy

, 41

Decluttering

, 103–106

Department of Education, Skills, and Employment (DESE)

, 107

Department of Homeland Security (DHS)

, 147

Training Consortium

, 137

Training Consortium Members

, 144–148

Design sciences

, 4, 24

Digital badges

, 84–85

Digital EdTech innovations

, 62

Digital innovations

, 41

Digital Mc

, 21

Digital technology

, 61

Digital transformation

, 41

Disaggregation of credentials

, 162–163

Disasters

, 133

phases

, 133–135

response

, 138–139

Discourse analysis framework

, 6

Distance education

, 20, 40

#diversityandleadership

, 60

E-learning

, 40

Eco-system

, 158–160

EdTech start-ups

, 53

Education

, 4, 24, 131–133, 150

as essential element of higher education

, 155–158

value chains

, 66–67

Elizabeth City State University in NC

, 138

Emerald

, 102

Emergency management (EM)

, 13, 130

Emergency management Professional Programme (EMPP)

, 137

Emergency services

, 130, 132

Emergency/disaster management

, 133–135

Emotional intelligence

, 43

Employability

, 21–22

Employer and industry demands

, 51–52

Employment considerations

, 54

Energetic Materials Research and Testing Center (EMRTC)

, 144–145

ePortfolios

, 51

eQuals

, 164

#ESGawarenss

, 60

European Council (EUCO)

, 105

European Qualifications Framework (EQF)

, 58

Executive education growth

, 60

Face-to-face (F2F)

, 83

courses

, 136

learning

, 40

Federal Emergency Management Agency (FEMA)

, 132

courses

, 136–139

in person courses

, 137

SID Number

, 143

Federal research grants

, 39

‘Fit for purpose’ approach

, 57

Formal EM-related micro-credentialing opportunities

, 135–139

Fourth Industrial Revolution (4IR)

, 4, 10, 50, 52–53

Frequently asked questions (FAQ)

, 7, 172

Full-time academic staff

, 70

Funding for institutions

, 39

Generation Z

, 42–43

Genericism

, 60, 160

Global campuses

continuing education and place in higher education

, 37–38

COVID-19 pandemic and pervasive effects

, 40

demand for 21st century learning skills and competencies

, 42–43

disruptive influences to higher education

, 38–39

shifting focus to future directions

, 40–42

Global economy

, 5

Google/Google Scholar

, 102

Grade Point Average (GPA)

, 20

Graduate certificates and diplomas

, 41–42

Graduate employment levels

, 50

Graduate salaries

, 50

Helices

, 55–56

Higher Education (HE)

, 4, 6, 20, 171

CE and place in

, 37–38

changing HE models

, 173–174

disruptive influences to

, 38–39

foundations of micro-credentials policy in

, 154–160

institutions

, 9

micro-credentials in

, 13

HRTech

, 62–63

Human resources (HR)

, 51

Immersive communications

, 42

Inclusivity

, 22

Independent study courses (IS courses)

, 136

Industrial/human relations (IR)

, 96

Informal micro-credentialing opportunities

, 139–141

Information and communication technology

, 4, 24

Innovation, applied R&D and technology translation

, 70–71

Innovators

, 52–53

Institute of Singapore Chartered Accountants (ISC)

, 63

Institutional organisational design

, 70

Institutions of higher learning (IHL)

, 10, 50

performance measures for modern

, 53–54

Interdisciplinary studies

, 24

International Enrolments (IE)

, 7–8

Mc, MdMc and

, 25–26

International HE brands

, 26

International Standard Classification of Education Qualifications (ISCED)

, 106, 150

Internationalisation of industries

, 10

Internet of things

, 42

Ivy League institutions

, 40

John Hopkins University contact tracing programme

, 138

Jstor

, 102

Knowledge atomisation

, 50–51

Knowledge domains

, 56–57

Knowledge management

, 52

Learners

, 20

Learning and Development (L&D)

, 4, 6–7

‘Learning on the job’

, 20

Learning outcomes

, 84

Leveraging technology

, 51

Lifelong learning

, 42

supporting

, 61–62

LinkedIn

, 53, 132

Longer-term strategic engagement of adjunct expertise

, 69–70

Louisiana State University (LSU)

, 145

Manipal GlobalNxt

, 53

Market-centricity of course outcomes

, 57

Massive Open Online Courses (MOOC)

, 26–27, 39, 42, 72, 173

Master Exercise Practitioner Programme (MEPP)

, 137

Mature learners

, 37–38

MC Attributes Model (MCAM)

, 110

Member of the Australian Institute of Builders (MAIB)

, 115

Meta-analyses

, 6

Micro-credentialed learning

, 172

Micro-credentialing (Mc)

, 23–24, 42, 82, 84, 130

capabilities, education, innovation and helices

, 55–63

continuous change

, 50

current characteristics and future scenarios

, 30

education, training, and experience

, 131–133

emergency/disaster management

, 133–135

employer and industry demands

, 51–52

employment considerations

, 54

formal EM-related micro-credentialing opportunities

, 135–139

and IEs

, 25–26

informal micro-credentialing opportunities

, 139–141

innovators and 4IR

, 52–53

integrate old and new

, 67–68

knowledge atomisation

, 50–51

pathways to embracing MC

, 63–71

performance measures for modern IHLs

, 53–54

recommendations

, 71–74

Micro-credentials

, 4–5, 12–13, 27, 54, 62–63, 84, 150

context of policy and strategy formulation

, 152–154

critics

, 151

foundations of micro-credentials policy in higher education

, 154–160

strategies, policies, and procedures

, 160–165

warrant for addressing micro-credential policies and strategies

, 151–152

Micro-masters

, 4

MicroCred Seeker

, 107, 116, 118

Minerva

, 53

Minerva University

, 61

Mitigation phase of disasters

, 134

Mixed-methods research

, 6

Mobile Training Teams (MTTs)

, 146

Model of MC Attributes (MMA)

, 116

Monash University

, 38

Multidimensional credentialing

, 82

Multidisciplinary approach

, 171

Multidisciplinary Micro-credentialing (MdMc)

, 4, 8, 24–25, 172

breaking binary conditions

, 28–29

challenges

, 174–175

formwork

, 7–14

framework

, 6

future

, 175–179

and IEs

, 25–26

reachability and reliability

, 4

shifts in learning models

, 5

Nano-credentialing

, 97

National Association of Colleges and Employers (NACE)

, 43

National Center for Biomedical Research and Training (NCBRT)

, 145

National Disaster Preparedness Training Center at the University of Hawaii (NDPTC)

, 147

National Domestic Preparedness Consortium (NDPC)

, 144

National Emergency Response and Rescue Training Center (NERRTC)

, 145–146

National Fire Academy (NFA)

, 132

National Nuclear Security Administration (NNSA)

, 146

National Standards Framework

, 58

National Training Center (NTC)

, 137

Needs assessment

, 139

Neo-industrialisation efforts

, 53

Nestedness

, 154

Nevada Site Office (NSO)

, 146

Nevada Test Site’s Counter Terrorism Operations Support Programme (NTS/CTOS)

, 138, 146

New market entrants

, 58–60

New Mexico Tech School of Energetic Materials (NMT School of Energetic Materials)

, 138

New Zealand’s Qualifications Framework

, 58

Newcomers, challenge existing vs. market entry efforts of

, 65–66

Niche specialisations

, 52

Noble Training Facility (NTF)

, 144

Non-governmental certification sources

, 138

Non-resident courses

, 137

Occupational health and safety (OHS)

, 96

Office for Grants and Training (G&T)

, 145

Online delivery modes

, 83

Online education

, 40

Online learning

, 40

and teaching

, 41

Open University Australia (OUA)

, 41, 105, 123

Operationalising MC

, 67

Organisation for Economic Co-operation and Development (OECD)

, 103

Partnership for 21st Century Learning (P21)

, 43

Pedagogies

, 39, 82

Performance measures for modern IHLs

, 53–54

Postgraduate certificates

, 41–42

Preparation phase of disasters

, 134

Private IHLs

, 60

Problem-based learning

, 56

‘Product-market fit’ approach

, 57

Professional Development Series (PDS)

, 136

Level I Required Courses

, 143

ProQuest

, 102

Providers of micro-credentials

, 154–155

Quality assurance (QA)

, 96

Quality Management initiatives

, 63

Quantic University

, 53

Radiological/nuclear training (rad/nuc training)

, 146

Rankings and innovation

, 64–65

Recognition of micro-credentials

, 163

Recognition of prior learning (RPL)

, 163

Recovery phase of disasters

, 134

Research and development (R&D)

, 96

Response phase of disasters

, 133–134

Rigour criteria

, 23

analysis and recommendations for future practices

, 27–32

findings

, 23–27

methodology

, 21–23

Robotics

, 42

Rubik design

, 22

Scholarship

, 158–159

Scopus

, 102

Self-sufficiency

, 31–32

‘Semiotic Social Spaces and Affinity Spaces’ principles

, 31

Service innovation

, 51

Short courses

, 20, 25

Singulars

, 56

SkillsFuture initiative in Singapore (SSG)

, 58

Social connectedness and innovation

, 43

Sourcing network expertise

, 64

Specific, Measurable, Achievable, Relevant, and Timely (SMART)

, 140

Stackable micro-credential units

, 41–42

Stackable qualifications

, 12

Stacking

, 163–164

Staff support and development

, 165

Stakeholders

, 55–56

State funding

, 39

Student acceptance criteria

, 69

Student completion criteria

, 69

Student Identification (SID)

, 136

Student learning

, 160

Student satisfaction

, 50

Students learning off-campus

, 41

Swinburne University’s Swinburne Online

, 38

Systematic literature reviews

, 6

Teaching-by-designing

, 25

Technical and Further Education (TAFE)

, 105

‘Technology over sound educational design principles’

, 27

Tertiary institution graduate attributes, analysis of

, 86–89

Tertiary vocational education and training (TVET)

, 42

Texas Engineering Extension Service (TEEX)

, 145

Threefold tensegrity MdMc model

, 31

Times Higher Education

, 123

Training

, 131–133, 156

Transcended geophysical boundaries of MdMc

, 26

Transparency

, 107

Transportation Technology Center, Inc. (TTCI)

, 146–147

Travel-restricted international students (TRI students)

, 21

‘Triple helix’ of IHLs

, 52

Triple-bottom-line mobility

, 22

Unit learning outcomes (ULOs)

, 85

United Nations’ Sustainable Development goals

, 123

Universities

, 38, 41

maintaining universities as eco-system

, 158–160

and other institutions of higher education

, 138

studies

, 159

US Fire Administration (USFA)

, 144

Vocational education and training (VET)

, 155

Wayfinding micro-credentials

via attribute model

, 116–124

baselining industry accreditation

, 116

conceptual model

, 108–114

decluttering

, 103–106

discourse design

, 102–103

leveraging local case

, 114–116

reconciling accounts of measures

, 106–107

wayfinding ‘wicked problem’

, 107–108

Weapons of Mass Destruction (WMD)

, 137

Wittingness

, 157

Workforce Singapore (WSG)

, 58

Workload

, 112

World Bank Press (2022)

, 60

World Economic Forum (2022)

, 60

World Universities with Real Impact (WURI)

, 61, 65