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Developing Alumni Competencies

Discussion
The findings of this study provide important insights into the lifelong learn-
ing needs of alumni and fit well with the evolving discourse on the role of
higher education institutions in supporting professional and personal de-
velopment after graduation (Gish-Lieberman et al., 2021; Varadarajan et al.,
2023). By identifying alumni motives, barriers, preferred learning formats and
content areas, the study wanted to provide information for more responsive
educational provision that reflects real-world needs.
Participants consistently emphasised the importance of continuous learn-
ing for both professional and personal development, mirroring previous
studies highlighting the increasing need for upskilling and reskilling in a
rapidly changing labour market (Ahsan et al., 2023; Brown et al., 2021). Alumni
expressed a strong interest in developing not only vocational skills, but also
digital and green skills, emphasising the importance of integrating frame-
works such as DigComp (Vuorikari et al., 2022) and GreenComp (European
Commission, 2022) into lifelong learning initiatives. In addition, several par-
ticipants stressed the need for interdisciplinary approaches that combine
areas such as digital literacy, environmental sustainability and leadership
skills to better meet the complex demands of the modern workplace.
Particularlynoteworthyisalumniinterestinmicro-credentials,whichaligns
with the emerging international consensus that micro-credentials offer a
flexible, modular and accessible pathway to acquiring and demonstrating
specific competences (Ahsan et al., 2023; European Commission, 2020). Par-
ticipants appreciated the potential of micro-credentials to support progres-
sive professional development, facilitate career transitions and fill specific
skills gaps without the need for full degree programmes. This finding reflects
a broader trend that recognises micro-credentials as an innovative response
to the demand for more flexible and personalised forms of education (Fab-
jan et al., 2024; Gish-Lieberman et al., 2021; Varadarajan et al., 2023). Moreover,
alumni expressed a preference for flexible learning formats, such as hybrid
models, online sessions, weekend workshops and shorter, intensive modules
that fit into demanding professional schedules.
Another important contribution of the study is that it shows a positive
change in the perception of the role of the Alumni Club. Alumni now in-
creasingly see the club not just as a social network, but as a focal point for
professional development, networking, mentoring and feedback for curricu-
lum innovation. This increased role aligns with other authors’ suggestions
that lifelong learning ecosystems should utilise alumni networks to promote

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