Those who advocate development of incremental credentials—or credentialing systems—at the graduate/professional level would do well to consider how graduate education differs from that at the undergraduate level. Key audiences for this information include federal and state policymakers; leaders in state systems of higher education; higher education administrators and faculty; and researchers at think tanks and intermediary organizations. Major areas for differentiation occur in curriculum, delivery, and timeline; collaboration among faculty and peers; expectations; and learning/performance verification systems.
Curriculum, Delivery, Timeline |
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| Specialization and Depth | Graduate and professional programs typically offer specialized courses and opportunities for in-depth study within a particular field or discipline. Unlike undergraduate education which provides a broad overview, graduate education moves toward treater depth into specific topics. Students are often encouraged to tailor their studies to their interests, to begin to specialize more than would be expected at the undergraduate level. |
| Research Emphasis | Graduate education typically places a strong emphasis on research. Students are often expected to engage in scholarly inquiry, produce original research, and contribute to the advancement of knowledge in their field. Examples: conducting experiments, writing dissertations, publishing academic papers. |
| Advanced Curriculum | Graduate programs typically offer more advanced coursework than undergraduate programs. The curricula are designed to challenge students to master complex theories, methodologies, and practices within a chosen field. Relevancy of content (advancements in the field) is key to enabling programs to stay current with workforce changes, especially in STEM fields. |
| Applied Programs and Professional Development | Professional programs such as law, medicine, business, health care, and social work often incorporate practical training and experiential learning to prepare students for careers. These may include internships, externships, clinical rotations, or hands-on projects. |
| Flexible Scheduling | Many graduate programs offer flexible scheduling options to enable learners to balance their studies with employment or other commitments. This can include evening or weekend classes, online courses, or part-time enrollment. |
| Smaller class size | Graduate and professional programs often offer smaller class sizes (e.g., seminars, research projects, performance courses in art and music). |
| Timeline issues: cost, part vs. fulltime | Given the amount of time it often takes for students to complete coursework and conduct original research, especially in doctoral programs, it can take a doctoral student 10 years to complete a degree. Since many students are unable to attend graduate school full time, the extended timeline for degree completion may not be viable for many, especially given the cost of graduate-level programs. |
Collaboration with Faculty and Peers |
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| Close Collaboration with Faculty | Graduate students often work closely with faculty mentors and advisors, especially in STEM disciplines where lab sciences are critical to advanced research. Students’ benefits often include personalized guidance, mentorship, and collaboration on research projects. |
| Peer Learning and Networking | Graduate education allows students to engage with peers who share similar academic and professional interests; this fosters collaboration, networking, and the exchange of ideas. |
Expectations |
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| Higher Expectations | Graduate and professional programs generally have higher academic standards and expectations than undergraduate programs. Students are expected to demonstrate a greater level of expertise, critical thinking, analytical skills, and discipline (work ethic). |
| Admissions Requirements | Graduate and professional programs often have more stringent admission requirements than undergraduate programs, including prerequisites, standardized tests (such as the GRE, GMAT, LSAT) and professional experience. |
Learning/Performance Verification Systems |
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| Licensing and Certification | Professional programs—such as law, medicine, and engineering—may require students to obtain specific licenses or certifications to practice in their field. Graduate education is expected to prepare students for these requirements through specialized training and coursework. |
These differences between graduate/professional education and undergraduate education create challenges for students, institutions, and policymakers with regard to incremental credentialing. For example, those planning microcredential options at the graduate level should consider:
Credential As You Go has acquired three phases of funding to date. Lumina Foundation funded Phase I, resulting in the Incremental Credential Framework for testing. The Institute of Education Sciences, U.S. Department of Education funds Phase II (Grant R305T210063), which focuses on rapid prototyping of and research on incremental credentials with a national campaign. An anonymous private donor fund at the Program on Skills, Credentials & Workforce Policy at George Washington University funds the development of the prototype Learn and Work Ecosystem Library. Walmart funds Phase III, which focuses on systems change for expansion and sustainability of incremental credentials. The opinions expressed are those of the authors and do not represent views of Lumina Foundation, Institute of Education Sciences, the U.S. Department of Education, Walmart, or George Washington University.
