Alternative credentials at Tecnológico de Monterrey

ALTERNATIVE CREDENTIALS AT TECNOLÓGICO DE MONTERREY

Society is currently undergoing constant evolution in all aspects of daily life: some experts have even referred to our times as “the fourth industrial revolution” since we’re experiencing changes in the way we live, learn, work, and how we relate to each other.

Because of this new landscape, the demand for talent from companies and the profiles employers seek are changing hand in hand with technological advancements. Considering this situation, recent graduates, as well as full-time workers and professionals, need not only training but also to keep up to date and demonstrate, broaden, or diversify their knowledge according to their needs and interests.

This scenario has allowed for “life-long education” to be better understood and gain more ground, ushering into a trend to become “permanent learners.” Currently, the paths to obtain an undergraduate and graduate degree or a certification have diversified and are no longer a guarantee of professional success. Today, the emergence Alternative Credentials is a trend revolutionizing the worlds of education and work. Through them, a person can easily access educational content that can allow them to update their knowledge with physical or digital evidence as proof of these achievements.

According to Tecnológico de Monterrey’s Observatory of the Institute for the Future of Education, Alternative Credentials refer to the competencies, skills, and learning results from activities unrelated to a professional degree. These credentials align with the workforce's specific needs (Fong et al., 2016, cited in EduTrends, 2019).

Within the framework of Alternative Credentials, there are also Micro-credentials. These are defined as: “Digital certifications that offer evidence that an individual has mastered a specific skill of a knowledge area. Once the Micro-credential requirements are met, the user receives a digital certificate as proof of completion” (EduTrends, 2019).

The purpose of this document is to highlight the importance of Alternative Credentials as a new way to demonstrate knowledge, skills, and competencies, share the institutional framework defined at Tecnológico de Monterrey for their implementation, as well as the various efforts carried out by the institution to offer Alternative Credentials in its different academic areas and levels.

GLOBAL OVERVIEW 2

Experts such as Sean Gallagher, Nathan Tanner, and Jeff Maggioncalda have remarked that a new era has begun in which not only professional degrees are discussed but also credentials with which an individual can demonstrate to an employer a specific skill or competency instead of just relying on a degree broadly guaranteeing the various competencies it encompasses. This is why it is said that Alternative Credentials are revolutionizing both the worlds of education and work.

Entities such as the United Nations Educational, Scientific and Cultural Organization (UNESCO) and the Association to Advance Collegiate Schools of Business (AACSB, 2021) share a position along the same lines regarding Alternative Credentials.

UNESCO

According to UNESCO, credentials verify, validate, confirm, or corroborate achievements in a person's learning, knowledge, and training to carry out specific tasks. Credentials are diverse regarding their scope, state, and purpose. They are divided into Macro-credentials and Micro-credentials.

Macro-credentials include degrees, diplomas, certificates, and licenses, often granted by accredited, recognized, or regulated educational institutions or organizations. They signify learning achievement in a wide field of knowledge, transferable skills, or technical competencies, and they might take several years to complete.

A Micro-credential is a record of learning achievements focused on a specific aspect; it verifies what the student knows, understands, or can do; it includes an evaluation based on clearly defined standards and is granted by a trusted provider; they have independent value and may also contribute or complement other Micro-credentials or Macro-credentials, even by considering previous knowledge; and it meets the required quality standards.

Micro-credentials are offered by commercial entities, private education and training providers, and professional organizations, among others. They focus on a specific group of learning results in a reduced learning field. They can be obtained in a shorter timeframe (Oliver, 2021).

Association to Advance Collegiate Schools of Business

For the AACSB (2021), Micro-credentials are certifications granted for the mastery of a specialized competency. Sometimes these credentials can be “stacked” or combined to satisfy the collective requisites of a degree program. Minors and certificates are common micro-learning credentials.

The specific interpretation of what a Micro-credential constitutes may vary according to region, although it is often very similar, as the following table shows:

Interpretation of Micro-credentials in different regions

UNITED STATES EUROPE OCEANIA

They are understood as a learning activity that involves “more than one course, but less than a complete program”.

They are smaller learning units developed in response to the evolution of professional and social needs, based on providing preexisting modular learning in the institution by offering short and independent courses.

It is a certified achievement of a cohesive group of skills and knowledge smaller than a professional degree; it focuses on skill development opportunities not currently offered in the regulated tertiary education system.

AACSB considers that improving the traditional paths with more opportunities for skills achievement throughout developing unique student skills creates authentic lifelong learning.

Improvements to the trajectory of lifelong learning

Improving the traditional paths with more opportunities for acquiring skills throughout the student's professional or competency development trajectory creates authentic lifelong learning.

AACSB (2021).

GENERAL FINDINGS ON ALTERNATIVE CREDENTIALS AND MICRO-CREDENTIALS 3

Due to an abundance of providers and formats, there is a very varied and complex offering of Alternative Credentials and Micro-credentials. For example, there are over 700,000 types of credentials in the United States, and some organizations have been created to evaluate the different kinds of credentials and their quality. This responds to the need of employers to compare the quality of Micro-credentials due to the many offerings and types available.

Another topic in the global landscape is the lack of a universal definition, although important strides have been made in this regard. For example, UNESCO invited Tecnológico de Monterrey to participate, along with 50 universities from around the world, to define the concept of “Micro-credential.” The characteristics previously mentioned make up that common framework defined by these 50 universities and UNESCO to narrow down the universal definition of Microcredentials.

Another finding is the relevant value Alternative Credentials have for employers. Currently, employers in renowned international companies in the technology field are considering adapting their hiring practices to give more relevance to competency portfolios rather than to a grade degree. Companies such as Microsoft, Apple, Amazon, and Google use Alternative Credentials not only to hire but also to validate competencies and to offer these training experiences to the market.

GENERAL FINDINGS ON ALTERNATIVE CREDENTIALS AND MICRO-CREDENTIALS

On the other hand, highlighting the issuer's importance is also relevant. Since there is now a broader offering of Alternative Credentials, businesses are interested in knowing exactly who is issuing them, what kind of recognition it is, and the credibility of the institution that awards them.

Finally, another finding associated with the relevance of digital portfolios is that they allow the verification and storing of these types of credentials. They are increasingly important to showcase a person’s trajectory and provide proof of learning through the validation of their knowledge, skills, and competencies developed.

GENERAL FINDINGS ON ALTERNATIVE CREDENTIALS AND MICRO-CREDENTIALS

GENERAL CHARACTERISTICS

They validate achievements on learning, knowledge, skills, and competencies; they promote a differentiated profile; they have independent value and are “stackable” to achieve a higher achievement.

LACK OF UNIVERSAL DEFINITION

There isn’t a standard definition or common framework for these types of achievements; for some, there isn’t even a difference between the concepts of Alternative Credentials and Microcredentials.

ACADEMIC VALIDITY

They can grant valid academic credits for specialization or graduate programs.

RELEVANT VALUE FOR EMPLOYEES

Important international businesses are considering adapting their hiring practices, placing higher importance on competency portfolios than professional degrees—E.g., Microsoft, Apple, Amazon, and Google, among others.

RESPONSE TO A HIGHER DEMAND FOR CONTINUING LEARNING

They meet a demand that traditional educational models don’t fully cover due to the constant and growing need for continuing education.

IMPORTANCE OF THE ISSUER

For employers, the issuer's recognition and credibility are very important.

VARIED AND COMPLEX OFFERING

The landscape of AC and micro-credentials is broad and complex, with various providers, approaches, and formats.

RELEVANCE OF DIGITAL PORTFOLIOS

Digital portfolios that verify and store these credentials are increasingly more important than resumes.

APPLICATION IN OTHER UNIVERSITIES 4

APPLICATION IN OTHER UNIVERSITIES

As previously mentioned, universities have adapted their educational offering to grant Alternative Credentials and demonstrate a person’s knowledge, skills, and competencies, which they can obtain before they even complete their professional degree to help them join the job market.

Some ways in which the Alternative Credentials are offered in educational entities around the world are:

a. Certifications granting academic credits, which can get validated in undergraduate programs within the institution or outside of it.

b. Graduate certificates that allow students to perfect their skills in a specialized area and grant them credits toward a master’s program.

c. Certificates that can be taken as an independent credential or be stacked with a master’s degree and appear as an additional credential in their degree.

d. Programs designed explicitly for upskilling or reskilling to understand a topic quickly.

e. Programs that correspond to professional certifications, training, extracurricular experiences, etc., and issue an academic experience badge without credit.

f. Personnel development programs that provide professional certifications and training, awarding badges after a professional development activity or experience.

DEFINITION OF THE ALTERNATIVE CREDENTIALS INSTITUTIONAL FRAMEWORK AT TECNOLÓGICO DE MONTERREY 5

DEFINITION OF THE ALTERNATIVE CREDENTIALS INSTITUTIONAL FRAMEWORK AT TECNOLÓGICO DE MONTERREY

Tecnológico de Monterrey has made various efforts to grant Alternative Credentials in different academic areas and levels.

To achieve this, a work plan was defined, and an institutional committee was created, comprised of leaders and directors of the various academic areas and levels where these achievements have been awarded. Its objective was to jointly establish a common framework to define Alternative Credentials and Digital Badges at Tecnológico de Monterrey and, based on it, to establish an Institutional Guideline for Undergraduate, Graduate, and Continuing Education programs.

DEFINITION OF THE ALTERNATIVE CREDENTIALS INSTITUTIONAL FRAMEWORK AT TECNOLÓGICO DE MONTERREY

INSTITUTIONAL DEFINITIONS

Alternative Credentials

Alternative Credentials recognize the specific learning achievements, skills, and competencies obtained through training experiences separate from traditional professional and academic degrees of Tecnológico de Monterrey. These credentials explicitly define the expected learning results, the workload involved, and the evaluation methods that guarantee their academic quality for Undergraduate, Graduate, and Continuing Education levels.

These are their characteristics:

1 2 3 6

They are separate from Tecnológico de Monterrey’s formal professional and academic degrees.

They are obtained through training experiences or performance demonstration evaluations designed to meet a development opportunity for the target audience.

They are cumulative, as they can be stacked to obtain a higher specialization credential that may or may not grant academic credits, depending on the Undergraduate or Graduate program’s established guidelines.

4 5

They are offered in any delivery modality (face-to-face or digital).

They are classified according to their duration, competencies, and skills recognized in Macrocredentials and Micro-credentials.

They award digital badges.

DEFINITION OF THE ALTERNATIVE CREDENTIALS INSTITUTIONAL FRAMEWORK AT TECNOLÓGICO DE MONTERREY

Macro-credentials

They are Alternative Credentials with a duration of 96 to 719 hours that recognize the mastery of a wide field of knowledge, skills, or competencies.

They are obtained through the following options:

Micro-credentials

They are Alternative Credentials with a duration of 20 to 95 hours that recognize the mastery of specific knowledge, skills, or competencies highly valued on the job market, observable through evidence that meets quality criteria previously defined.

They are obtained through the following options:

Training experiences separate from the study plan.

Training experiences separate from the study plan.

Training experiences linked to the study plan.

Partial or complete integration of other Alternative Credentials.

Training experiences linked to the study plan.

Competencies accreditation.

Some examples of Macrocredentials are High Specialty Certifications, Certifications, Diplomas, and Specialization programs, among others.

Some examples of Micro-credentials are courses and workshops, among others.

Digital Badge

It is a digital representation that recognizes an achievement or acquired knowledge, skill, or competency; it is verifiable through trusted technology and can be shared through various means to fit the purposes of the participant.

DEFINITION OF THE ALTERNATIVE CREDENTIALS INSTITUTIONAL FRAMEWORK AT TECNOLÓGICO DE MONTERREY

The information that can be associated with the badge is:

a. Title

b. Date of issue

c. Issuer

d. Description

e. Learning results (supervised process)

f. Course format

g. Duration

h. Prerequisites (if applicable)

i. Type of evaluations

j. Third-party issuers (if applicable)

k. Additional benefits (credits, extra certificate, admission, and possibility of stacking to reach an achievement)

DEFINITION OF THE ALTERNATIVE CREDENTIALS INSTITUTIONAL FRAMEWORK AT TECNOLÓGICO DE MONTERREY

CLASSIFICATION OF ALTERNATIVE CREDENTIALS

Alternative Credentials are classified as follows:

Continuing Education Diplomas

96 to 719 hours

MACRO-CREDENTIALS

Certifications

High Specialty Certifications

Bootcamps

ALTERNATIVE CREDENTIALS

Micro-Master

Flexpath

Training experiences independent from the study plan

Workshops

Short courses

MICRO-CREDENTIALS

20 to 95 hours

Training experiences linked to the study plan

Competencies accreditation

Each academic level defines the specifications for the design of their Alternative Credentials.

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ALTERNATIVE CREDENTIALS AT TECNOLÓGICO DE MONTERREY

ALTERNATIVE CREDENTIALS AT TECNOLÓGICO DE MONTERREY

As we’ve seen, Alternative Credentials aim to meet a demand that the traditional education model can’t fully cover due to the constant and increasing need for continuing learning; furthermore, they provide new and more accessible, affordable, and efficient ways to demonstrate a person’s knowledge, skills, and competencies. At Tecnológico de Monterrey, there have been various efforts to offer Alternative Credentials to multiple audiences. Below are described the different offerings.

ALTERNATIVE CREDENTIALS AT TECNOLÓGICO DE MONTERREY

ONLINE MASSIVE COURSES

In 2013, Tecnológico de Monterrey became the first private university in Latin America to offer courses on an educational platform for massive courses, making courses in English and Spanish available to the public.

The main objectives of their course offering on this platform are:

• Provide the experience of taking courses offered by the institution.

• Through the courses, approach other audiences to attract new students to the institution.

• Strengthen the standing as leaders in academic innovation and excellence.

• Experiment with hybrid modality.

Alternative Credentials in MOOC platforms include Micro-Masters, Professional Certificates, Specialized Programs, and Flexible Leveling Programs. These programs are interrelated courses to aid the student in developing a specific topic; renowned teachers and industry leaders have designed them to improve professional and employability skills and incorporate evaluation mechanisms to ensure learning and their application in a work environment.

All the programs grant verifiable certificates recognized by companies.

In response to the need to offer massive online courses, in 2018, the “La Tríada” project was established, which brought together the three best Latin American private universities to collaborate: La Pontificia Universidad Católica from Chile, Universidad de los Andes, and Tecnológico de Monterrey offered their MOOC courses for free to the communities of students, graduates, and employees from the three institutions (IFE, 2019).

Thanks to this joint venture, when faced with the COVID-19 health emergency in 2020, MOOC courses were ready with a vast educational offering to address this unexpected situation. This was evidenced in the exponential growth in users, reaching enrollment in +600,000 students that year and increasing the popularity of MOOC courses in the post-pandemic stage.

Currently, Tec de Monterrey has 4 Micro-Masters, 11 Professional Certifications, 20 Specialized Programs and 3 Flexible Leveling options.

Find out more about Tecnológico de Monterrey’s MOOC

Alternative Credentials at: https://mooc.tec.mx/es

CONTINUING EDUCATION

Through Tecnológico de Monterrey’s offering of over 200 continuing education programs, professionals can acquire, throughout their life, the specific skills and competencies necessary to keep pace with continuous advancements in science and technology and thus face new challenges arising from the current dynamic work environment and job changes related to their professional progress.

For many years now, over 100,000 annual participants from courses, diploma programs, and certifications have received digital badges that can be shared in social networks and verified using blockchain technology. Since July 2023, the continuing education programs have been classified in:

• Optional mastery programs allow participants access to relevant knowledge and competencies to change their reality and choose which one to strengthen and apply. As such, evidence of mastery is not necessary to complete the program. They are classified into courses (8 to 95 hours) and diploma programs (96 hours or more) with corresponding digital badges.

• Programs with evidence of mastery, in which the participant accesses relevant knowledge and competencies to change their reality. To complete the program, they must successfully demonstrate mastery of the new knowledge and apply it to their reality. These programs grant alternative credentials, defined in the table below.

Certificate

Recognizes the mastery of the knowledge and skills necessary for a professional profile, evidenced through the correct application in their own reality and knowledge evaluations or through the accumulation of micro-certificates and function certificates.

96 to 719 hours

Certification

Recognizes the capacity to perform a specific function or professional profile. It includes mastering the knowledge and skills of the competencies associated with a certificate and using them autonomously to provide valuable results in their own reality through an Autonomous Mastery Integrating Project (AMIP).

Certificate + At least 40 hours for AMIP implementation

Micro-certificates and certificates from Tec de Monterrey can be obtained through various learning models to accommodate different user styles and preferences:

Model Dominant learning experience

Face-to-face

Virtual Classroom

Face-to-face live session with a professor in groups of no more than 30 participants.

Virtual live session with a professor in groups of no more than 30 participants.

Online Self-managed learning through platform-based interactive learning resources.

50% virtual live session with a professor in groups of no more than 30 participants.

25% platform-based self-managed learning.

25% real-life application challenge with evaluation and feedback by a professor.

ALTERNATIVE CREDENTIALS AT TECNOLÓGICO DE MONTERREY

Starting in 2022, Tecnológico de Monterrey has incorporated a new on-demand transformative learning ecosystem called The Learning Gate (TLG), in which the participant can acquire just the competencies they need when they need them in an accessible, agile, flexible, and informed way:

• It is based on flexible development paths, comprising a series of short modules.

• Each module develops a specific sub-competency in a self-managed way, providing the key knowledge and the ability to implement them through application challenges for the participant’s context, along with evaluation and feedback by a professor.

• Various sub-competencies develop a competency, and various competencies create a professional profile.

• The participant may choose from:

TLG-Flex, an option of maximum flexibility in which they personalize their path, choosing the modules that interest them and following them in the order and pace they set.

TLG-Gen, an option in which they advance as part of a community, in generations, following the recommended sequence and pace and accessing a group advisory session with a professor in each module.

By incorporating a formal evaluation process, a participant obtaining a certificate or certification with a score of 80 or more can accredit specific Tec de Monterrey graduate subjects during the three years next to its issue under the following conditions:

• Content must be substantially equivalent to that of the subject to be accredited, pre-authorized by the director of the corresponding program, and registered with the office of the Vice-Rector of Educational Innovation and Academic Regulations.

• Have a duration of 135 hours or more.

• Have a leader professor with a Ph.D. degree.

In order for the accreditation to be effective, participants must meet the admission requirements and be admitted to the corresponding postgraduate program.

UNDERGRADUATE PROGRAMS

Our Tec21 educational model for the Undergraduate level allows the instruction of solid and comprehensive competencies that help the student solve current and future challenges creatively and strategically. One of our commitments is to provide visibility to demonstrate the competencies developed; to do this, an institutional framework to grant Curricular and Alternative Credentials has been established.

Curricular Credentials recognize the development and comprehensive demonstration of competencies. They are obtained through the training experiences corresponding to the study plan of Tecnológico de Monterrey’s undergraduate and graduate degrees.

Upon completion of their professional training, the graduates of the competency-based model receive, in addition to their professional degree, the recognition of their competencies demonstrated throughout the academic experience through Curricular Credential badges, which they can share digitally with their employers. Tec de Monterrey has created the Alternative Credentials Evaluation Center to evaluate and recognize competencies and Alternative Credentials management for the various academic levels.

Ingeniaría en Mecatrónica

Integra componentes mecánicos, electrónicos, de control y software

Examples of Curricular Credential badges

Creación de empresas familiares

Licenciatura en Emprendimiento

Ciencia de los alimentos

Licenciatura en Nutrición y Bienestar Integral

ALTERNATIVE CREDENTIALS AT TECNOLÓGICO DE MONTERREY

GRADUATE PROGRAMS

Alternative Credentials accredited for Graduate studies are programs that meet Tecnológico de Monterrey’s academic standards. They combine autonomous activities directed by an instructor with the appropriate academic credentials.

Through the Directorate of the Office of the Vice-Rector for Educational Innovation and Academic Regulations, Alternative Credentials that can be accredited in Graduate courses are validated, which may belong to Tecnológico de Monterrey or external institutions.

Participants in Graduate Alternative Credential programs should consider that once the Alternative Credential is obtained, the process to request its accreditation is valid for three years.

The Graduate Alternative Credential program was designed to develop competencies relevant to the changing environment and applied to a practical context. Upon successful completion of a program, the participant obtains a certificate that can grant applicable academic credits in master's degree programs (maximum 12 credits) and specialty programs (maximum 6 credits) offered by Tecnológico de Monterrey or in programs at other universities with an agreement with Tecnológico de Monterrey.

Alternative Credentials that can be accredited in Graduate courses

Continuing education course with academic credit

Courses offered by Tecnológico de Monterrey or by another prestigious institution. These can have a minimum duration of 45 hours (equivalent to one credit). They have an official supervised evaluation and grant an official certificate. These courses can be accredited for up to 3 academic credits within the Graduate program. The Graduate Program Director is responsible for authorizing the accreditation of the course.

High Specialty Certificate (HSC)

It is a program with a total duration of 144 hours. Upon successfully completing the program, a certificate is conferred, and the possibility of accrediting a course of 3 academic credits in a master's program offered by Tecnológico de Monterrey. In the case of health areas, this program is called Expert Certificate.

Flexpath

This program has a minimum duration of 576 hours. It comprises a combination of courses from the current offer of Graduate programs. Upon successful completion of the program, a certificate is conferred, and the possibility of accrediting up to a maximum of 12 academic credits in a master's program.

Example of Alternative Credential

CREDITS AND ACKNOWLEDGMENTS

This publication was created by the Department of Educational Innovation and Digital Learning of Tecnológico de Monterrey’s Office of the Vice-Rector for Educational Innovation and Academic Regulations.

Vice-Rector for Educational Innovation and Academic Regulations: Joaquín

Alejandro Guerra Achem

Department of Educational Innovation and Digital Learning: Elsa Beatriz Palacios Corral

Department of Learning Experiences Innovation: Laura Patricia Aldape Valdés

Department of Content Dissemination and Channels: Norma Angélica Lara Uribe

Contents Editing: Karla Margarita Banda

Martínez, Verónica Alejandra Pérez Aguirre

Graphic Design: Armando Wilfredo Morales

Guerrero, Víctor Hugo López Cárdenas

Editing and proofreading: Perla Téllez

Garza

Contents dissemination: Ana Margarita

Fuster Montiel

CREDITS AND ACKNOWLEDGMENTS

CREDITS AND ACKNOWLEDGMENTS

For their valuable participation in the development of the contents, editing, and definitions of the Alternative Credentials institutional framework, we would like to thank:

Alfredo Henry Hidalgo Rasmussen

Beatriz Meléndez Venancio

Bertha Alicia Saldívar Barboza

César Alberto Núñez López

Claudia Zubieta Ramírez

Elsa Beatriz Palacios Corral

Francisco Javier Rosales Pineda

Gerardo Isaac Campos Flores

Jaime Mora Vargas

Javier Benavides Ornelas

Jorge Alfonso Rodríguez Tort

Jorge Limón Robles

Julieta Adriana León López

Karla Margarita Banda Martínez

Laura Patricia Aldape Valdés

Laura Patricia Zepeda Orantes

Luis Alberto López Monreal

María José Pineda Garin

Maribell Reyes Millán

Mark Williams Wood Caballero

Martín Gerardo Velázquez Osuna

Miguel Angel Montoya Bayardo

Miguel Angel Nájera Mora

Myriam Villarreal Rodríguez

Noemí Villarreal Rodríguez

Paola López Campos

Rafaela Diegoli

Roberto Domínguez Cáceres

Sadie Lissette Guerrero Solis

Silvia Lizett Olivares Olivares

Susana Catalina Peña Parás

Verónica Alejandra Pérez Aguirre

REFERENCES

» AACSB (2021). Microcredentials: Connecting Business Schools and Business Through Lifelong Learning.

https://www.aacsb.edu/insights/publications/reports/microcredentials

» Deakin University (s. f.). Stackable short courses at Deakin.

https://www.deakin.edu.au/study/find-a-course/short-courses/stackable-short-courses#:~:text=What%20is%20 a%20stackable%20short,build%20to-wards%20a%20Deakin%20degree

» García-Bullé (2019, abril). ¿Qué son las credenciales alternativas?

https://observatorio.tec.mx/edu-news/credenciales-alternativas/

» George Mason University (s. f.). Digital Badges.

https://cpe.gmu.edu/public/interestArea.do?method=load&selectedInterestAreaId=1717995

» Holon IQ (2021, febrero). Micro & Alternative Credentials. Size, Shape and Scenarios - Part 1.

https://www.holoniq.com/notes/micro-and-alternative-credentials-size-shape-and-scenarios-part-1

» Instituto para el Futuro de la Educación (2020, febrero). Sean Gallagher: “Las credenciales alternativas tienden a ser más específicas y enfocadas".

https://observatorio.tec.mx/edu-news/sean-gallagher-las-credenciales-alternativas-tienden-a-ser-ms-especficasy-enfocadas-entrevista/

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https://online.lsu.edu/newsroom/articles/certificate-vs-microcredential-whats-the-difference/

» Northeastern University (s. f.). Grow with Google.

https://news.northeastern.edu/2018/09/18/googles-it-support-professional-certificate-can-now-count-towarda-degree-at-northeastern-university/

» Oliver, B. (2021, septiembre). A conversation starter: Towards a common definition of micro-credentials. Reporte preliminar enviado para la Dirección de Innovación Educativa del Tecnológico de Monterrey.

» Southern New Hampshire University. (s. f.). Certificate Programs Online & On Campus.

https://www.snhu.edu/online-degrees/certificates?form=MY01SV&OCID=MY01SV