Enhancing STEM Workforce Development via Non-Degree Credentialing

Increasingly, non-degree credentialing (NDC) programs are provided to advance the science, technology, engineering, and mathematics (STEM) workforce via flexible opportunities to build the knowledge, skills, and competencies needed for employment in today’s technical workforce. To understand how NDC programs are designed and implemented and with what outcomes, we conducted a Systematic Literature Review (SLR) to identify and synthesize empirical literature related to STEM workforce development through NDC programs. Working with a research librarian, we developed keywords and database-specific search terms for four robust databases: Education Source, ERIC, Scopus, and IEEE. Using the documented SLR processes, we exhaustively searched for and identified 27 empirical articles for review. During data extraction, we gathered and categorized basic descriptive information, including publication timelines and trends, research designs, and participant demographics. Finally, we employed qualitative content analysis to assess research quality and thematic analysis to synthesize research findings. Results indicate that NDC programs have emerged as an area of STEM education and workforce development research during the past 10 years. Specifically, NDC programs are implemented through a variety of formats and models that emphasize experiential learning, technical and durable skill development, and inclusive access. Results suggest that NDC programs have the potential to enhance STEM workforce readiness, support career advancement, improve job outcomes, and help address access disparities through flexible learning models, community college partnerships, and work-based learning opportunities. Collectively, the implications of this review suggest that NDC programs can be implemented across a variety of contexts to cultivate an accessible and responsive STEM workforce ecosystem.