Professional Practice Projects: APEL or Development?

Autor/in	Lester, Stan
Titel	Professional Practice Projects: APEL or Development?
Quelle	In: Journal of Workplace Learning, 19 (2007) 3, S.188-202 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1366-5626
DOI	10.1108/13665620710735657
Schlagwörter	Investigations; Awards; Experiential Learning; Prior Learning; Recognition (Achievement); Foreign Countries; Transfer Policy; Transfer of Training; Qualifications; Accreditation (Institutions); Alternative Assessment; Academic Standards; United Kingdom + Suchen Sie Ihr Suchwort? Untersuchung; Award; Auszeichnung; Experiental learning; Erfahrungsorientiertes Lernen; Vorkenntnisse; Soziale Anerkennung; Ausland; Training; Transfer; Ausbildung; Qualifikation; Qualifikationsstufe; Accreditation; Institution; Institutions; Akkreditierung; Staatliche Anerkennung; Institut; Großbritannien
Abstract	Purpose: This paper sets out to examine whether the process of accrediting prior experiential learning (APEL) as used in UK universities is the most appropriate approach for providing academic recognition for work-based projects and learning. Design/methodology/approach: Work-based projects that had already been assessed in the context of a professional qualification were re-examined to identify how they might be used towards a master's degree and what if any additional work the candidates would need to complete. Findings: The study finds that in most cases it appeared that the candidates would be able in principle to gain a full master's degree based on their existing work and associated reflection and writing-up, without the need to carry out additional investigation or projects. Research limitations/implications: The findings are based on a small sample of individuals from a specific field (the conservation of cultural heritage), and while the findings are clear and appear to have wider applicability they can only be regarded as pointers for practical trialling and further investigation. Practical implications: The findings suggest that the current approach to APEL used in UK universities needs to be expanded so that awards can be made substantially on the basis of already-completed workplace projects. A trial of this approach is proposed using candidates from the cultural heritage sector. Originality/value: The paper proposes a basis for changes to credit practice that will provide better scope for individuals to use and build on workplace activities in gaining academic awards. (Contains 3 tables and 1 figure.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10