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Case Study · Higher Ed

Business Communication Micro-credential

A mobile-friendly micro-credential that gives young adults stepping away from traditional college the business-communication skills the modern workforce actually rewards.

Role
Instructional Designer
Timeline
Micro-credential
Audience
Adults 18–24 outside traditional college
Tools
Articulate 360
Landing screen of the “Essential Business Communication Skills for Young Professionals” micro-credential course.

The challenge

Young adults aged 18–24 are increasingly opting out of traditional two-year degree programs — and the traditional model often fails to accommodate their immediate socioeconomic needs, driving down workforce participation and earning potential.

The numbers tell the story: college enrollment for 18–24-year-olds slipped to 39% in 2022 from 41% a decade earlier, with two-year-institution enrollment falling from 13% to 9% — alongside persistent gaps across gender (44% of women vs. 34% of men) and race (from 61% of Asian students to 26% of American Indian / Alaska Native students).

My approach

I designed a flexible, career-aligned micro-credential built on andragogy — scenario-based microlearning that a working young adult can complete on a phone and apply on the job the next day.

  1. Targeted a real gap — I anchored the credential in workforce data, focusing on the communication skills employers ask for but short-form college paths rarely teach.

  2. Designed for mobility — self-directed, mobile-friendly modules fit around jobs and life instead of a fixed class schedule.

  3. Made it immediately usable — scenario-based practice mirrors real workplace moments so the learning transfers straight into work.

The outcome

Mobile

Flexible, mobile-friendly modules built for self-directed learners balancing work and life.

Scenario

Scenario-based microlearning designed for immediate on-the-job application.

Andragogy

Adult-learning principles drive every screen toward a real workplace payoff.

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All work
Alyssa Hirschi
Instructional Designer · Human-centered learning
© 2026