MySuccess modules: the impact of microcredentials in the 1st year

Abertay University has a suite of 5 credit, mandatory microcredentials across the first-year curriculum known as the MySuccess Modules (Millard, Blackwell Young & Hogan, 2023). These microcredentials aim to enable students to build the foundations for student academic and social success. They were designed to enable student development and provide students with an opportunity to manage their learning journey. This is achieved through a core 5-credit module ABE101 Being Successful at Abertay. All students are expected to complete this module by week 2 of term 1 and are provided access as soon as enrolment to the university is completed in the middle of August. The module's purpose is to set expectations for university life through exploring comparing and contrasting previous experiences of learning to higher education and exploring strategies for success such as time management. Drawing upon the key first year and transition literature from the Lizzio and Wilson (2010) student lifecycle model and the relationship rich education work of Felten and Lambert (2020), Abertay developed a suite of credit bearing microcredentials that were mandatory for all first-year students.

Once ABE101 Being Successful at Abertay is completed, students through the Abertay Discovery Tool (Hogan & Millard, 2022) choose 3 options to complete. The microcredentials were designed and are delivered from all areas of the university. This included academics, professional services (drawn from employability, learner development, library, student counsellors, and learning technology teams) and members of Abertay Students’ Association. The agreed and stated focus of these first year microcredentials was a desire to help students build the academic and social foundations for a successful university career with an emphasis on student engagement.

Through this approach, Abertay University has been able to identify systems and processes which needed adapting to best support students. This presentation will share the outcomes for students and the university based upon analysis of 3 years of impact. We will reveal the impact for student progression and learning gained for the university from this approach using qualitative and quantitative data.

Millard, L., Young, J. B., & Hogan, J. (2023). Designing Personalized Student Development Through Microcredentials: An Institutional Approach. In D. Willison & E. Henderson (Eds.), Perspectives on Enhancing Student Transition into Higher Education and Beyond (pp. 122-142). IGI Global. https://doi.org/10.4018/978-1-6684-8198-1.ch006.
Felten, P., Lambert, L.M. (2020) Relationship-Rich Education – How Human Connections Drive Success in College. John Hopkins University Press.
Hogan, J., Millard, L. (2022) Personalised Approaches to Resilience and Community (PARC) – Building Academic and Social Success: Abertay Discovery Tool. 1. https://www.enhancementthemes.ac.uk/resilient-learning-communities/flexible-and-accessible-learning/parc#
Lizzio, A., & Wilson, K. (2010) Strengthening commencing students' sense of purpose: Integrating theory and practice. First year in higher education conference Proceedings. https://unistars.org/past_papers/papers10/content/pdf/12D.pdf