TY - JOUR
T1 - Recognition of prior learning
T2 - implications for quality assurance in higher education
AU - Stephens, Simon
N1 - Publisher Copyright:
© 2022, Emerald Publishing Limited.
PY - 2022
Y1 - 2022
N2 - 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.
AB - 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.
KW - Experiential learning
KW - Prior learning
KW - Quality outcomes
KW - Stakeholders
UR - http://www.scopus.com/inward/record.url?scp=85132075677&partnerID=8YFLogxK
U2 - 10.1108/QAE-03-2022-0054
DO - 10.1108/QAE-03-2022-0054
M3 - Article
AN - SCOPUS:85132075677
SN - 0968-4883
JO - Quality Assurance in Education
JF - Quality Assurance in Education
ER -