Forward and Backward, Horizontal and Vertical: Transformation of Occupational Credentialing in the Schooled Society | Baker

Baker, D. P.  (2011). Forward and backward, horizontal and vertical: Transformation of occupational credentialing in the schooled society. Research in Social Stratification and Mobility, 29(1), 5-29. Retrieved from http://www.sciencedirect.com/science/article/pii/S0276562411000023 As described in their bibliography, Baker (2011) explained the impact that

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Giving Credit Where Credit is Due | Ganzglass, Bird and Prince

Ganzglass, E., Bird, K., and Prince, H. (2011). Giving credit where credit is due. Center for Law and Social Policy. Retrieved from http://www.clasp.org. Described in Radionoff’s case study, the article “Giving Credit Where Credit is Due” (Ganzglass, Bird and Prince,2011)

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Hiring in a Hobbesian World: Social Infrastructure and Employers’ Use of Information | Miller & Rosenbaum

Miller, S. R., & Rosenbaum, J.E. (1997). Hiring in a Hobbesian world: Social infrastructure and employers’ use of information. Work and Occupations, 24, 498-523. This article highlighted employers use of information in making hiring decisions. Miller and Rosenbaum noted that

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How Should Colleges Assess and Improve Student Learning: Employers’ Views on the Accountability Challenge | Peter D. Hart Research Associates

Peter D. Hart Research Associates. (2008) How should colleges assess and improve student learning: Employers’ views on the accountability challenge. The Association of American Colleges and Universities. Washington, D.C. Retrieved fromhttp://www.aacu.org/leap/documents/2008_Business_Leader_Poll.pdf. This publication contrasted employers perceptions of candidates’ abilities to

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How Should Colleges Prepare Students to Succeed in Today’s Global Economy? | Peter D. Hart Research Associates

Peter D. Hart Research Associates. (2006). How should colleges prepare students to succeed in today’s global economy? The Association of American Colleges and Universities. Washington, D.C. Retrieved from http://www.aacu.org/leap/documents/Re8097abcombined.pdf. This study presented recommendations on how colleges should prepare students for

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Informal Learning Garners Acceptance as a Legitimate Learning Approach | Schooley, Moore and Magarie

Schooley, C., Moore, C., & Magarie, A. (2011). Informal learning garners acceptance as a legitimate learning approach [Online forum comment]. Retrieved from http://www.forrester.com Kathleen Radionoff points us to “Informal Learning Garners Acceptance as a Legitimate Learning Approach” (2011),  in which

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It Takes More Than a Major | Peter D. Hart Research Associates

Peter D. Hart Research Associates. It takes more than a major: Employer priorities for college learning and student success. The Association of American Colleges and Universities. Washington, D.C. April 10, 2013. Retrieved from http://www.aacu.org/leap/documents/2013_EmployerSurvey.pdf This report provided an overview of

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Ivies, extracurriculars, and exclusion: Elite employers’ use of educational credentials | Rivera

Rivera, L.A. (2011). Ivies, extracurriculars, and exclusion: Elite employers’ use of educational credentials. Research in Social Stratification and Mobility, 29(1), 71-90. Retrieved from http://www.sciencedirect.com/science/article/pii/S027656241000065X Lauren Rivera (2011) discussed the prestige factor of degrees in employer’s screening and hiring decisions, suggesting

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Ivies, Extracurriculars, and Exclusion: Elite Employers’ Use of Educational Credentials | Rivera

Rivera, Laura A. (2011). Ivies, extracurriculars, and exclusion: Elite employers’ use of educational credentials. Research in Social Stratification and Mobility, 29, 71–90. Rivera discussed the ways that employers interpret educational credentials to inform their hiring decisions. She described that employers

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Job Requirements and Workers’ Learning: Formal Gaps, Informal Closure, Systematic Limits | Livingstone

Livingstone, D. W. (2010). Job requirements and workers’ learning: Formal gaps, informal closure, systemic limits. Journal of Education and Work, 23, 207-231. Retrieved from http://www.wallnetwork.ca/resources/Livingstone_EJRM_WALL2006.pdf. Livingstone describes the relation between education and work requirements in a knowledge-based economy. It describes a

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Mozilla Open Badges
Digital Badges are web-enabled credentials of learning or accomplishment. -Erin Knight, director of the Badge Alliance
Badges contain detailed claims about learning, links to actual evidence of learning, and they're shareable over the web. -Dan Hickey, DPD Project Lead Investigator
To me, digital badges represent the bridge between formal learning & informal structures. -Alex Halavais, DML research competition winner
Open Badges can help people tell a verifiable story about their accomplishments. -Nate Otto, DPD Project coordinator
Regardless of where you start, it’s more than likely you’ll end up somewhere other than your intended destination. That’s okay. Systems are living things, and your badge system needs to be flexible. You must embrace a bit of chaos in its design. -Carla Casilli, Director of Design + Practice at the Badge Alliance