Recognition of Prior Learning: Implications for Quality Assurance in Higher Education

Autor/in	Stephens, Simon
Titel	Recognition of Prior Learning: Implications for Quality Assurance in Higher Education
Quelle	In: Quality Assurance in Education: An International Perspective, 30 (2022) 4, S.495-506 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0968-4883
DOI	10.1108/QAE-03-2022-0054
Schlagwörter	Prior Learning; Educational Quality; Quality Assurance; Higher Education; Experiential Learning; Stakeholders; Foreign Countries; Ireland + Suchen Sie Ihr Suchwort? Vorkenntnisse; Quality of education; Bildungsqualität; Qualitätssicherung; Hochschulbildung; Hochschulsystem; Hochschulwesen; Experiental learning; Erfahrungsorientiertes Lernen; Ausland; Irland
Abstract	Purpose: A diverse range of initiatives in relation to the recognition of prior learning (RPL) have been introduced in higher education systems over the past 20 years. This paper aims to explore the implementation of RPL initiatives, in an Irish context, and the implications for quality assurance in higher education. Design/methodology/approach: A qualitative approach is adopted, to provide an enhanced understanding of the impact of RPL initiatives. Data is presented from interviews with key stakeholders: six academics, six coordinators and six learners who availed of RPL. Findings: The introduction of RPL requires higher education institutions to adopt new approaches to the design and delivery of their programmes and also to review and revise quality assurance frameworks. This paper presents key insights across five over-arching themes (ambitions and outcomes; caution and suspicion; in the classroom; assessment and examinations; and life after university). Originality/value: The introduction of RPL evokes a mixed reaction from stakeholders, and there is a range of differing experiences, leading to differences in attitudes and unintended impacts. This study provides insights both at an individual and institutional levels using experiential learning theory. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01