Faculty Q&A: Elijah Clark, a faculty member in the Neeley School of Business at Texas Christian University, joined four colleagues and the senior editor of The Chronicle of Higher Education, Alex Kafka, to discuss the growing demand by employers for AI skills.
June 20, 2025
Elijah Clark brings his experience as a marketing automation consultant helping companies grow with smart tech and sharp strategy to the classroom. One of his latest projects? Introducing students to microcredentials in AI so they graduate with more than just a degree.
Clark shared his insights during a virtual panel discussion hosted by The Chronicle of Higher Education, where the group talked about how AI is changing business education, what microcredentials actually do for students, and why accreditation bodies aren’t a roadblock to innovation. Watch the on-demand virtual form to learn more about AI microcredentials.
Clark furthered the topic by answering questions on the topic in a “Faculty Q&A” article.
What is an AI microcredential, and why emphasize it now for your students?
Microcredentials are short, skill-based certifications. They aren’t full courses or degrees. They’re practical, focused indicators that say, “I know how to do this”—like using ChatGPT to automate content or building a sales funnel in HubSpot. They’re fast, efficient, and aligned with workforce needs.
I emphasize AI because the market already expects it. I work with organizations actively seeking individuals who can apply AI—not just talk about it. I want students to graduate saying, “Here’s what I’ve built.” That’s only possible if they’ve worked with the tools before entering the job market. Microcredentials give them something concrete to show.
Are students showing interest, or do you have to persuade them?
There’s strong demand, especially among upperclassmen. They’re preparing for internships, updating résumés, and looking for competitive advantages. Most are already convinced.
I regularly hear from students who say, “I added this to LinkedIn, and recruiters started reaching out,” or “The interviewer was impressed by my AI projects in class.” At that point, the value becomes self-evident.
How are microcredentials used in your courses?
They’re integrated into the course structure. I’ve kept traditional assessments—quizzes, exams, and projects—but offer credentials as enhancements. They complement course objectives and provide measurable outcomes.
Students gain exposure to tools like Meta AI, Zapier, and ChatGPT through hands-on work. By the end, they leave with both a grade and a verified credential that reflects applied skills and builds on their journey in the field.
How do you choose which credentials to use—and how do you keep them current, given how fast AI evolves?
I’ve learned that taking a quiz in my course is not something that can be added to a resume like a credential, so the credentials are sourced directly from platforms such as Google, HubSpot, Salesforce, and others. It ensures the certifications are recognized by employers and reflect industry standards.
Each semester, I personally review the credentials—retesting them, checking content, and verifying alignment with course outcomes. Most platforms keep their material updated, but if a certification starts to feel outdated or irrelevant, I replace it. Relevance and utility drive the selection.
In your consulting work, how are businesses using AI?
AI has finally shed its buzzword status, and now that businesses understand what AI is, they want to know its practical applications and how to integrate it into their operations to enhance customer experiences and improve overall business performance.
In my consulting practice, I help companies integrate AI by mapping processes, designing automations, training teams, and developing workflows using tools like GPTs, no-code automation platforms, and agentic AI-based systems.
This summer, I led a full-day workshop with NTT Data, working directly with their leadership teams. We trained them on building intelligent agents and implementing automation to streamline their internal processes and remain both efficient and competitive.
What’s the broader potential for microcredentials in higher education?
Microcredentials should be standard in academic programs—not limited to continuing education or corporate training. They’re quick to complete, easy to verify, and directly tied to employable skills.
They’re not a replacement for a degree. They’re a way to enhance it, making academic credentials more meaningful in the job market, which values experience just as much as education.
How do you personally stay up to date with AI advancements?
It’s a core part of my professional routine. Every week, I set aside time to explore new tools, read product updates, and test emerging workflows.
I follow developments from major players like OpenAI, Google, and Microsoft, as well as smaller innovators in automation and AI design. I stay active in professional communities—Slack groups, private betas, and newsletters—where builders are sharing what actually works.
And I test tools directly in my client work and classroom. If something proves valuable, I keep using it. If it doesn’t, I move on. That approach keeps everything I teach and implement grounded in real, working solutions.
