What "Workforce-Driven" Means in Practice: How Ohio Employers and Higher Education Professionals Perceive Micro-Credentials

Abstract

As micro-credentials continue to gain momentum in higher education and workforce development, questions persist about 
their purpose, structure, and perceived value. This study explores how two critical stakeholder groups—employers and 
higher education professionals—understand micro-credentials, including what attributes they associate with quality and 
relevance. Using a statewide survey of 141 respondents in Ohio, this study investigates micro-credential familiarity, workforce alignment, and key concerns such as standardization, assessment rigor, and industry recognition.

Initial findings reveal that while both groups generally support micro-credentials as skills-verifying tools, familiarity is low, 
with only 10% of employers and 15% of higher education professionals reporting being “very familiar” with these programs. 
Limited standardization was a significant concern across both groups, leading to difficulty assessing credential quality. Still, 
more than half of both groups selected three or more micro-credential attributes essential to workforce alignment, indicating that stakeholders value multi-dimensional credential design.

These insights offer practical guidance for institutions designing experiential or skills-based credentials that meet the evolving needs of learners and employers in cooperative and career-focused education contexts.