Cultivating Sustainable Mentoring Relationships: Micro-credentials and the SDGs

Abstract

At the centre of Chapter 2 is higher education that places greater emphasis on lifelong learning journeys and equitable access to quality education at all stages of an individual's life and career. This chapter articulates the relevance of learning outcomes for both the world of work and for citizenship in a global and interconnected world. One way to operationalize this dual emphasis is through micro-credentials, which offer a flexible and modular way to learn new skills and knowledge. The chapter notes current challenges with implementing micro-credentials in a robust and quality assured manner, and suggests ways to overcome these.

Mentoring is a valuable support system for academics wishing to implement micro-credentials and contribute to the achievement of all sustainable development goals. Mentors can help nurture initial ideas, guide the design and delivery of micro-credentials and ensure that they are aligned with the needs of students and university external stakeholders. The dialogue included in this chapter illustrates a specific scenario at undergraduate level. There is, however, recognition that a broader range of contexts for micro-credentials exists, where mentoring can provide equally valuable support towards achieving desired goals.

With specific reference to mentoring, the chapter discusses ways in which mentoring relationships can develop and be maintained over time. It considers the impact that the setting in which mentoring meetings take place can have on the quality of the learning experience. Equally importantly, discussion touches on digital dimensions of mentoring – the metaverse as a setting and artificial intelligence complementing a real mentor or coach.

Citation

Blaj-Ward, L., Narang, A. and Garrett, J. (2023), "Cultivating Sustainable Mentoring Relationships: Micro-credentials and the SDGs", Blaj-Ward, L. (Ed.) Mentoring Within and Beyond Academia, Emerald Publishing Limited, Leeds, pp. 39-56. https://doi.org/10.1108/978-1-83797-565-520231003