Enabling and disabling discourses in promoting RPLO policy and practice in Higher Education

Hdl Handle:
http://hdl.handle.net/10034/555981
Title:
Enabling and disabling discourses in promoting RPLO policy and practice in Higher Education
Authors:
Wall, Tony
Abstract:
This paper captures and presents some of the powerful and sometimes contradictory discourses, which limit the diffusion and uptake of the recognition of prior learning outcomes (RPLO) in higher education: quality, funding, capacity, and student experience. Each of these is analysed and ‘opened up’ (Derrida, 1978; Bhabha, 1994). In doing so, it aims to ‘open up’ some of those discourses for practitioners and/or leaders to initiate or develop policy and practice in institutions further afield (Kemmis, 2008). The data that forms the basis of this paper was generated through various action research projects in a UK University and multiple development events in the UK.
Affiliation:
University of Chester
Citation:
Unpublished conference paper given as part of an electronic symposium about the Leonardo project Recognition of Prior Learning Outcomes (RPLO), 25 October 2010
Publication Date:
25-Oct-2010
URI:
http://hdl.handle.net/10034/555981
Additional Links:
http://www.leeds.ac.uk/educol/documents/194344.pdf; http://www.rplo.eu
Type:
Meetings and Proceedings
Language:
en
Description:
This conference paper is not available through ChesterRep.
Sponsors:
European Leonardo Project
Appears in Collections:
Centre for Work Related Studies

Full metadata record

DC FieldValue Language
dc.contributor.authorWall, Tonyen
dc.date.accessioned2015-05-28T16:12:27Zen
dc.date.available2015-05-28T16:12:27Zen
dc.date.issued2010-10-25en
dc.identifier.citationUnpublished conference paper given as part of an electronic symposium about the Leonardo project Recognition of Prior Learning Outcomes (RPLO), 25 October 2010en
dc.identifier.urihttp://hdl.handle.net/10034/555981en
dc.descriptionThis conference paper is not available through ChesterRep.en
dc.description.abstractThis paper captures and presents some of the powerful and sometimes contradictory discourses, which limit the diffusion and uptake of the recognition of prior learning outcomes (RPLO) in higher education: quality, funding, capacity, and student experience. Each of these is analysed and ‘opened up’ (Derrida, 1978; Bhabha, 1994). In doing so, it aims to ‘open up’ some of those discourses for practitioners and/or leaders to initiate or develop policy and practice in institutions further afield (Kemmis, 2008). The data that forms the basis of this paper was generated through various action research projects in a UK University and multiple development events in the UK.en
dc.description.sponsorshipEuropean Leonardo Projecten
dc.language.isoenen
dc.relation.urlhttp://www.leeds.ac.uk/educol/documents/194344.pdfen
dc.relation.urlhttp://www.rplo.euen
dc.rightsAn error occurred on the license name.*
dc.rights.uriAn error occurred getting the license - uri.*
dc.subjectaccreditationen
dc.subjectrecognition of prior learning outcomesen
dc.subjectwork based learningen
dc.titleEnabling and disabling discourses in promoting RPLO policy and practice in Higher Educationen
dc.typeMeetings and Proceedingsen
dc.contributor.departmentUniversity of Chesteren
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