RT Journal Article
T1 Educational Innovation with Alternative Credentials as a Driver of the Digital Transformation of the University: A Case Study in Latin America
A1 Farias Gaytan, Silvia
A1 Ramírez Montoya, María Soledad
A1 Aguaded, José Ignacio
AB The dynamics of change in the work environment are becoming more dizzying, giventhat adopting new technologies generates new knowledge and jobs. This researchanalyzed a case study of a Mexican university implementing alternative credentials.The method was instrumental case study research, with exploratory and descriptivecategories, applying three instruments: documentary analysis of alternative credentialprograms, a questionnaire, and interviews with the experts involved in designing anddelivering alternative credentials. In this case, the implementation of alternativecredentials coincided with the reference frameworks of the European Union and theprovince of Ontario, Canada. Their frameworks mention the vision and institutionalmission of alternative credentialing for the value offered, its definition, operation,award processes, accreditation, and quality. The case provides data for interestedhigher education institutions, such as why to do it, the strategy to follow, the addedvalue offered, the elements that define it and its design, the assessment process andassignment, the timing of accreditation, and where it is recognized. This researchcontributes recommendations for defining and managing alternative credentials toserve as a reference for other universities interested in incorporating technologysupportededucational innovations.
PB Ubiquity Press
SN 1365-893X (electrónico)
YR 2023
FD 2023-05
LK https://hdl.handle.net/10272/23419
UL https://hdl.handle.net/10272/23419
LA eng
NO Farias-Gaytan, S., Ramirez-Montoya, M.-S., & Aguaded, I. (2023). Educational Innovation with Alternative Credentials as a Driver of the Digital Transformation of the University: A Case Study in Latin America. In Journal of Interactive Media in Education (Vol. 2023, Issue 1). Ubiquity Press, Ltd. https://doi.org/10.5334/jime.793
NO The authors acknowledge the technical and financial support of Writing Lab, Institute for the Future of Education, Tecnologico de Monterrey, Mexico, in the production of this work.
DS Repositorio Institucional de la Universidad de Huelva
RD 30 may 2026