Abstract

Between the rising cost of education and the oft-mentioned skills gap, current and potential students are pursuing alternatives to expensive 4-year degrees. This has contributed to the rapid rise of alternative credentials over the past 10 years. However, these alternatives still struggle with public awareness, questions of validity, and familiarity and acceptance by employers. This dissertation focuses on understanding the research surrounding alternative credentials and specifically looks at whether those credentials have perceived or actual value for gaining or improving an individual's career. To better understand this topic, I looked to the literature for context, and used data gathered from BYU-Pathway students, their employers, and data from National Instruments' badging program. In both studies, earners of credentials were asked to take a survey after completing the credential. These surveys revealed that most participants had a positive perception of the credentials they earned. They were able to use them to seek jobs or advancements, and some did report new jobs or increased pay. The employers surveyed also reported mostly positive impressions though that impression was tied to the reputation and recognition of the institution issuing the credentials. While these findings contribute to the argument that alternative credentials do have value and can be used to get or advance jobs, more studies should be conducted. First, it is important to continue to look for evidence of earners of alternative credentials successfully using them in the job market. Second, it is also important to examine what can be done to advance awareness and acceptance, one of the main barriers these credentials face.

Degree

PhD

College and Department

David O. McKay School of Education; Instructional Psychology and Technology

Rights

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