Competency Profiles in Administrative Sciences. An Analysis of the Students’ Perceptions and Possible Curricular Reshapes Through Micro-Credentials

Abstract

This study explores the potential of micro-cre­dentials to address the evolving competency needs within administrative sciences. A survey of 258 undergraduate and graduate students revealed a significant gap between the perceived importance of skills such as digital literacy and adaptability, and students’ self-assessed proficiency levels. Re­spondents demonstrated a clear preference for short-term, targeted training programs, reflecting the increasing relevance of micro-credentials. The findings suggest that micro-credentials can effec­tively bridge this competency gap, enhance student engagement, and promote lifelong learning. Practi­cal recommendations are offered for higher educa­tion institutions to integrate micro-credentials into their curricula, develop partnerships with employers, and provide flexible learning pathways. Academics are encouraged to embrace micro-credentialing by designing engaging, competency-based content, collaborating with sectoral partners, and fostering self-directed learning. Students are similarly urged to seek out relevant micro-credentials proactively to enhance their employability and career prospects. This research contributes to the growing body of literature on micro-credentials, offering specific in­sights into their application within administrative sciences and highlighting their potential to trans­form education and professional development in this field.