Abstract:
This article examines the role of Microcredentials – defined as short, competency-based, quality-assured learning units – in higher education, analysing their potential to complement traditional degree programmes while addressing the demands of lifelong learning, individualised learning pathways and labour market dynamics from an HRK-related perspective. The article highlights universities’ dual role as providers and recognisers of such formats, focusing on challenges of quality assurance, integration into curricula and recognition of external offers. While microcredentials can foster employability and knowledge transfer, their sustainable implementation requires institutional strategies, reliable funding mechanisms and a clear role as a supplement to formal academic qualifications.
Über die Autor*innen:
- Ulrike Tippe,
Prof. Dr., Präsidentin der Technischen Hochschule Wildau und Vizepräsidentin für Digitalisierung und wissenschaftliche Weiterbildung der Hochschulrektorenkonferenz - Tilman Dörr,
Leiter des Arbeitsbereichs Bildung der Hochschulrektorenkonferenz
