From inputs to impact: Study protocol for developing a framework for laddered graduate certificate programs.

Abstract

Present-day postsecondary institutions are increasingly expected to implement innovative solutions to support the learning and development of professionals while providing credentials responsive to both academic and non-academic careers. Laddered graduate certificate programs, sometimes called stackable certificate programs or micro-credential graduate programs, have been increasingly implemented across higher education settings. These programs are designed to upskill the workforce by providing a professional, flexible learning experience with the goal of a mutually beneficial relationship between industry and academia. Although substantial emphasis has been placed on developing practical, flexible, and adaptable certificate programs to meet the professional and personal needs of students, there is a distinct lack of evidence-based guidance within existing literature to inform quality program development and ongoing innovation within these types of programs. The purpose of this paper is to describe the methods for a comparative case study to better understand the experiences and perceptions of students, educators, alumni, program leaders, and industry partners participating in graduate certificate programs. Online surveys, interviews, and focus groups will be conducted with these valuable partners to gain better insight into teaching and learning experiences, program structures, desired outcomes, areas for improvement, and pedagogical innovation. Data sources, including artifacts, documentation, and archival records regarding accreditation processes, industry partners, curriculum development and implementation, and student work, will be used to provide valuable context. Quantitative and qualitative data will be integrated and used to develop an evidence-informed framework that articulates the conditions that optimise student learning and program innovation within laddered graduate certificate programs.