References
- Allais, S. (2014). Selling out education: National qualifications frameworks and the neglect of knowledge. Sense Publishers.
- Allais, S. (2015). Livelihoods and skills. In T. McCowan & E. Unterhalter (Eds.), Education and International Development: An Introduction. Bloomsbury Academic. pp. 237–256.
- Archer, M. S. (2000). Homo economicus, homo sociologicus and homo sentiens. In M. Archer & J. Q. Tritter (Eds.), Rational ChoiceTheory Resisting Colonization. Routledge, pp. 36–56.
- Ashwin, P. (2012). Analysing teaching-learning interactions in higher education: Accounting for structure and agency. Bloomsbury Publishing Plc.
- Ball, S. (2003). The teacher’s soul and the terrors of performativity. Journal of Education Policy, 18(2), 215–228. https://doi.org/10.1080/0268093022000043065
- Barrett, B., & Hordern, J. (in press). Rethinking the foundations: Towards powerful professional knowledge in teacher education in the USA and England. Journal of Curriculum Studies.
- Beck, J., & Young, M. (2005). The assault on the professions and the restructuring of academic and professional identities: A Bernsteinian analysis. British Journal of Sociology of Education, 26(2), 183–197. https://doi.org/10.1080/0142569042000294165
- Bernstein, B. (1999). Vertical and horizontal discourse: An essay. British Journal of Sociology of Education, 20(2), 157–173. https://doi.org/10.1080/01425699995380
- Bernstein, B. (2000). Pedagogy, symbolic control and identity (2nd ed. ed.). Rowman & Littlefield Publishers.
- Biesta, G. (2007). Why “what works” won’t work: Evidence-based practice and the democratic deficit in educational research. Educational Theory, 57(1), 1–22. https://doi.org/10.1111/j.1741-5446.2006.00241.x
- Biesta, G. (2011). Disciplines and theory in the academic study of education: A comparative analysis of the Anglo-American and Continental construction of the field. Pedagogy, Culture & Society, 19(2), 175–192. https://doi.org/10.1080/14681366.2011.582255
- Biggs, J., & Tang, C. (2011). Teaching for quality learning at university: What the student does (4th ed. ed.). SRHE & Open University Press.
- Brown, P., & Souto-Otero, M. (2020). The end of the credential society? An analysis of the relationship between education and the labour market using big data. Journal of Education Policy,35(1), 95–118. https://doi.org/10.1080/02680939.2018.1549752
- Business Council of Australia. (2018). Future-proof: Australia’s future post-secondary education and skills system. In (pp. 61 p.).
- Case, J. (2017). Higher education and social justice: Engaging the normative with the analytical. Working paper series, Centre for Global Higher Education, Institute of Education, University College London. <http://www.researchcghe.org/publications/higher-education-and-social-justice-engaging-the-normative-with-the-analytical/> viewed 2 July 2017
- Chakroun, B., & Keevy, J. (2018). Digital credentialing: Implications for the recognition of learning across borders. https://unesdoc.unesco.org/ark:/48223/pf0000264428
- Clegg, S. (2016). The necessity and possibility of powerful ‘regional’ knowledge: Curriculum change and renewal. Teaching in Higher Education, 21(4), 457–470. https://doi.org/10.1080/13562517.2016.1157064
- Commonwealth of Australia. (2020). Addendum no. 3 to AQF Second edition January 2013 additional AQF qualification: Undergraduate certificate. https://www.aqf.edu.au/sites/default/files/aqf_addendum_-_undergraduate_certificate.pdf
- Deng, Z. (2018). Contemporary curriculum theorizing: Crisis and resolution. Journal of Curriculum Studies 50(6), 691–710. https://doi.org/10.1080/00220272.2018.1537376
- Deng, Z. (2020). Knowledge, content, curriculum and didaktik: Beyond social realism. Routledge.
- Doyle, W. (2017). The didaktik/curriculum dialogue: What did we learn? In M. Uljens & R. M. Ylimaki (Eds.), Bridging educational leadership, curriculum theory and didaktik: Non-affirmative theory of education (pp. 219–227). Springer International Publishing.
- Ellis, L. E., Nunn, S. G., & Avella, J. T. (2016). Digital badges and micro-credentials: Historical overview, motivational aspects, issues, and challenges. In D. Ifenthaler, N. Bellin-Mularski, & D.-K. Mah (Eds.), Foundation of digital badges and micro-credentials: Demonstrating and recognizing knowledge and competencies. Springer, pp. 3–23.
- Fong, J., & Janzow, P. (2017). Demographic shifts in educational demand and the rise of alternative credentialing, changes from 2016 to 2017, UPCEA/Pearson. https://upcea.edu/upcea-pearson-survey-demographic-shifts-in-educational-demand-and-the-rise-of-alternative-credentialing-changes-from-2016-to-2017/
- Friedman, M., & Friedman, R. (1982). Capitalism and freedom. University of Chicago Press
- Furlong, J., & Whitty, G. (2017). Knowledge traditions in the study of education. In G. Whitty (Ed.), Knowledge and the Study of Education an international exploration (pp. 13–57): Symposium Books.
- Gamble, J. (2016). From labour market to labour process: Finding a basis for curriculum in TVET. International Journal of Training Research, Early Online. https://doi.org/10.1080/14480220.2016.1254367 14 3 215–229
- Gov.UK. (n.d.). About what works, Government of the United Kingdom. https://whatworks.blog.gov.uk/about-the-what-works-network/
- Government of Ontario. (2020). A path forward for advanced education, research and science in Ontario [Press release], Government of Ontario. https://news.ontario.ca/en/backgrounder/57153/a-path-forward-for-advanced-education-research-and-science-in-ontario
- Greene, P. (2019, 16 February). Education micro-credentials 101: Why do we need badges? Forbes. https://www.forbes.com/sites/petergreene/2019/02/16/education-micro-credentials-101-why-do-we-need-badges/#6d39dfec2419
- Hartley, D. (2007). Personalisation: The emerging “revised” code of education? Oxford Review of Education, 33(5), 629–642. https://doi.org/10.1080/03054980701476311
- Harvey, D. (2007). A brief history of neoliberalism. Oxford University Press.
- Hayhoe, R. (2005). Universities, women, and the dialogue among civilizations. In G. A. Jones, P. L. McCarney, & M. L. Skolnik (Eds.), Creating knowledge, strengthening nations: The changing role of higher education. University of Toronto Press, pp. 67–80.
- Hickox, M., & Moore, R. (1995). Liberal-humanist education: The vocationalist challenge Curriculum Studies 3(1), 45–59. https://doi.org/10.1080/0965975950030103
- Hodge, S. (2018). Standardised curriculum and hermeneutics: The case of Australian vocational educators. Journal of Curriculum Studies, 50(50), 1. https://doi.org/10.1080/00220272.2016.1278042
- Hordern, J. (2016). Regions and their relations: Sustaining authoritative professional knowledge. Journal of Education and Work, 29(4), 427–449. https://doi.org/10.1080/13639080.2014.958653
- Hordern, J. (2019a). Higher expertise, pedagogic rights and the post-truth society. Teaching in Higher Education, 24(3), 288–301. https://doi.org/10.1080/13562517.2018.1532957
- Hordern, J. (2019b). Knowledge, evidence, and the configuration of educational practice. Education Sciences, 9(2), 70.https://eric.ed.gov/?id=EJ1220377
- Hordern, J. (2019c). Knowledge, practice and workplace learning. In S. McGrath, M. Mulder, J. Papier, & R. Suart (Eds.), Handbook of Vocational Education and Training: Developments in the Changing World of Work. Springer, pp. 1121–1134.
- Hordern, J., & Tatto, M. T. (2018). Conceptions of teaching and educational knowledge requirements. Oxford Review of Education, 44(6), 686–701. https://doi.org/10.1080/03054985.2018.1438254
- Horton, A. P. (2020). Could micro-credentials compete with traditional degrees?. The Future of Work, BBC. https://www.bbc.com/worklife/article/20200212-could-micro-credentials-compete-with-traditional-degrees
- Hunt, T., Carter, R., Zhang, L., & Yang, S. (2020). Micro-credentials: The potential of personalized professional development. Development & Learning in Organizations, 34(2), 33. https://search.ebscohost.com/login.aspx?direct=true&AuthType=sso&db=edb&AN=142717202&site=eds-live&scope=site&custid=s2775460
- Ifenthaler, D., Bellin-Mularski, N., & Mah, D.-K. (Eds.). (2016). Foundation of digital badges and micro-credentials: Demonstrating and recognizing knowledge and competencies. Springer.
- Johansen, G. (2007). Didaktik and the selection of content as points of departure for studying the quality of teaching and learning. Quality in Higher Education, 13(3), 249–271. https://doi.org/10.1080/13538320701800159
- Jones, A. (2009). Redisciplining generic attributes: The disciplinary context in focus. Studies in Higher Education, 34(1), 85–100. https://doi.org/10.1080/03075070802602018
- Jones, L., & Moore, R. (1995). Appropriating competence: The competency movement, the new right and the ‘culture change’ project. British Journal of Education and Work, 8(2), 78–92. https://doi.org/10.1080/0269000950080206
- Kato, S., Galán-Muros,, & Weko, T. (2020). The emergence of alternative credentials. http://www.oecd.org/officialdocuments/publicdisplaydocumentpdf/?cote=EDU/WKP(2020)4&docLanguage=En
- Keevy, J., & Chakroun, B. (2019). Beyond qualifications as we know them today: Digital credentials and interoperability. In E. CEDEFOP, UNESCO (Ed.), Global inventory of regional and national qualifications frameworks 2019, Volume I: Thematic chapters. European Training Foundation, pp. 26–33.
- Konings, L. (2019). EMC launches common microcredential framework [Press release] European Commission. https://epale.ec.europa.eu/en/content/emc-launches-common-microcredential-framework
- Lassnigg, L. (2012). ‘Lost in translation’: Learning outcomes and the governance of education. Journal of Education and Work, 25(3), 299–330. https://doi.org/10.1080/13639080.2012.687573
- Lewis, M. J., & Lodge, J. M. (2016). Keep calm and credential on: Linking learning, life and work practices in a complex World. In D. Ifenthaler, N. Bellin-Mularski, & D.-K. Mah (Eds.), Foundation of digital badges and micro-credentials: Demonstrating and recognizing knowledge and competencies (pp. 41–54). Springer.
- Luckett, K. (2009). The relationship between knowledge structure and curriculum: A case study in sociology. Studies in Higher Education, 34(4), 441–453. https://doi.org/10.1080/03075070902772018
- Luckett, K., & Shay, S. (2020). Reframing the curriculum: A transformative approach. Critical Studies in Education, 61(1), 50–65. https://doi.org/10.1080/17508487.2017.1356341
- Magnússon, G., & Rytzler, J. (2019). Approaching higher education with didaktik: University teaching for intellectual emancipation. European Journal of Higher Education, 9(2), 190–202. https://doi.org/10.1080/21568235.2018.1515030
- Maton, K., & Moore, R. (Eds.). (2010). Social realism knowledge and the sociology of education: Coalitions of the mind. Continuum.
- McLean, M., Abbas, A., & Ashwin, P. (2013). The use and value of Bernstein’s work in studying (in)equalities in undergraduate social science education. British Journal of Sociology of Education, 34(2), 262–280. https://doi.org/10.1080/01425692.2012.710007
- McLean, M., Abbas, S., & Ashwin, P. (2017). Quality in undergraduate education: How powerful knowledge disrupts inequality. Bloomsbury Academic.
- Moodie, G. (2016). Universities, disruptive technologies, and continuity in higher education: The impact of information revolutions. Palgrave Macmillan.
- Moodie, G., Wheelahan, L., & Lavigne, E. (2019). Technical and vocational education and training as a framework for social justice: Analysis and evidence from world case studies. https://issuu.com/educationinternational/docs/2019_eiresearch_tvet
- Mounier, A. (2001). The three logics of skills in French literature. https://www.voced.edu.au/content/ngv%3A30542
- Muller, J. (2000). Reclaiming knowledge. social theory, curriculum and education policy. RoutledgeFalmer.
- Muller, J. (2009). Forms of knowledge and curriculum coherence. Journal of Education and Work, 22(3), 205–226. https://doi.org/10.1080/13639080902957905
- Muller, J. (2014). Every picture tells a story: Epistemological access and knowledge. Education as Change, 18(2), 255–269. https://doi.org/10.1080/16823206.2014.932256
- Muller, J., & Young, M. (2014). Disciplines, skills and the university. Higher Education, 67(2), 127–140. https://doi.org/10.1007/s10734-013-9646-4
- Neumann, R., Parry, S., & Becher, T. (2002). Teaching and learning in their disciplinary contexts: A conceptual analysis. Studies in Higher Education, 27(4), 405–417. https://doi.org/10.1080/0307507022000011525
- New Zealand Qualifications Authority. (2018). Micro-credentials system launched. In News. Government of New Zealand.
- Oliver, B. (2019). Making micro-credentials work for learners, employers and providers. Deakin University <http://dteach.deakin.edu.au/2019/08/02/microcredentials/> viewed 6 August 2019
- Peters, R. S. (1967). The place of philosophy in the training of teachers. Paedagogica Europaea, 3(1967), 152–166. https://doi.org/10.2307/1502318
- Pichette, J., & Rizk, J. (2020). Micro mania: Making sense of microcredentials in Ontario. Higher Education Quality Council of Ontario. http://blog-en.heqco.ca/2020/03/jackie-pichette-and-jessica-rizk-micro-mania-making-sense-of-microcredentials-in-ontario/
- Sayer, A. (2015). Why we can’t afford the rich. Polity Press.
- Schmidt, V. A. (2008). Discursive institutionalism: The explanatory power of ideas and discourse. Annual Review of Political Science, 11, 303–326. 1 https://doi.org/10.1146/annurev.polisci.11.060606.135342
- Shils, E. (1991). Academic freedom. In P. G. Altbach (Ed.), International higher education: An encyclopedia, Vol. 1 (pp. 1–22). Garland.
- Slaughter, S., & Leslie, L. L. (2007). Academic capitalism: Politics, policies, and the entrepreneurial university. John Hopkins University Press.
- State University of New York. (2020). Micro-credentials at SUNY. State University of New York, https://system.suny.edu/academic-affairs/microcredentials/
- Trow, M. (2010). Reflections on the transition from elite to mass to universal access. In M. Burrage (Ed.), Martin Trow: Twentieth-Century Higher Education: Elite to Mass to Universal (pp. 554–610). John Hopkins University Press.
- U.S. Department of Education. (n.d.). Doing what works. U.S. Department of Education. https://www2.ed.gov/nclb/methods/whatworks/edpicks.jhtml
- Wahlström, N., & Sundberg, D. (2018). Discursive institutionalism: Towards a framework for analysing the relation between policy and curriculum. Journal of Education Policy, 33(1), 163–183. https://doi.org/10.1080/02680939.2017.1344879
- Wheelahan, L. (2010a). Tertiary education as insurance against risk – What are the outcomes? For whom? In G. Marston, J. Moss, & J. Quiggin (Eds.), Risk, Welfare and Work (pp. 165–184). Melbourne University Press.
- Wheelahan, L. (2010b). Why knowledge matters in curriculum: A social realist argument. Routledge.
- Wheelahan, L. (2015). Not just skills: What a focus on knowledge means for vocational education. Journal of Curriculum Studies, 47(6), 750–762. https://doi.org/10.1080/00220272.2015.1089942
- Wills, C., & Xie, Y. (2016). Toward a comprehensive theoretical framework for designing digital badges. In D. Ifenthaler, N. Bellin-Mularski, & D.-K. Mah (Eds.), Foundation of digital badges and micro-credentials: Demonstrating and recognizing knowledge and competencies (pp. 261–271). Springer.
- World Economic Forum, & Boston Consulting Group. (2015). New vision for education – unlocking the potential of technology. World Economic Forum. <http://www3.weforum.org/docs/WEFUSA_NewVisionforEducation_Report2015.pdf> viewed 15 May 2019
- Young, J. R. (2018). Why the lumina foundation is betting big on new kinds of credentials. EdSurge. https://www.edsurge.com/news/2018-05-15-why-the-lumina-foundation-is-betting-big-on-new-kinds-of-credentials
- Young, M. (2008). Bringing knowledge back in: From social constructivism to social realism in the sociology of education. Routledge.
- Young, M., & Muller, J. (Eds.). (2014). Knowledge, expertise and the professions. Routledge.