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Navigating the complexities of establishing sustainable micro-credentialing programs in European higher education requires a tailored approach for providers. The goal of this research is to develop an assessment tool that enhances the implementation and recognition of micro-credentials in European higher education. This article introduces the INVEST Micro-credentialing Capability Maturity Model (MCMM), designed to assist educational institutions in assessing and enhancing their readiness for micro-credential establishment. Through a systematic six-stage process, we identify supportive conditions, specify levels of process maturity, develop domains and aspects, characterize levels of capability, consult with stakeholders, and finalize the model. The resulting Capability Maturity Model (CMM) outlines five levels of process maturity encompassing educational, administrative, regulatory, and collaborative aspects, aligning with the principles outlined by the European Union (EU) initiatives for micro-credential establishment. Through establishing clear objectives, the model aids in the strategic development and evaluation of micro-credential programs. Stakeholders are offered a comprehensive roadmap to evaluate their progress, identify required resources, and strategize for further advancement in micro-credentialing initiatives. [ABSTRACT FROM AUTHOR]

Learning innovation is a positive approach on the contemporary higher education international stage. This article stresses the need to devise physical spaces that are also innovative. For that purpose, using a qualitative methodology, we investigated recent trends based on the synergies between certain creative disciplines: architecture, music, and fashion. The comparison was based on compositional features and formative dimension. Using a qualitative methodological comprehensive approach, a set of case studies was analysed. The findings show the usefulness of activating these synergies as effective strategies when enriching educational processes in different ways. Six cases of excellence wherein university physical spaces reached levels of innovation were studied, representing relevant transfers among the three disciplines. The text presents examples that show the educational consequences in the establishment of those synergies, in terms of both composition (music-architecture) and the activation of heritage sites in the city as venues of learning innovation (fashion-architecture). The basic conclusions were based on the fact that the increase in teaching and spatial creativity that emanates from said synergies among the three disciplines can be potentially extrapolated to other areas of knowledge. [ABSTRACT FROM AUTHOR]