Enabling and disabling discourses in promoting RPLO policy and practice in Higher Education
| dc.contributor.author | Wall, Tony | * |
| dc.date.accessioned | 2012-01-31T13:59:13Z | |
| dc.date.available | 2012-01-31T13:59:13Z | |
| dc.date.issued | 2010 | |
| dc.identifier.citation | Outcome from the Leonardo da Vinci RPLO project piloting national and Euroean guidelines designed to encourage the take-up of the recognition of prior learning outcomes (RPLO). It appears in the Education-Line database. | |
| dc.identifier.uri | http://hdl.handle.net/10034/206509 | |
| dc.description | This paper is not available through ChesterRep. It can be accessed at http://www.leeds.ac.uk/educol/documents/194344.pdf | |
| dc.description.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. | |
| dc.description.sponsorship | Leonardo da Vinci RPLO project | |
| dc.language.iso | en | en |
| dc.relation.url | http://www.leeds.ac.uk/educol/elinfo.htm | |
| dc.subject | recognition of prior learning outcomes | |
| dc.subject | higher education | |
| dc.subject | quality assurance | |
| dc.subject | action research | |
| dc.title | Enabling and disabling discourses in promoting RPLO policy and practice in Higher Education | |
| dc.type | Article | |
| dc.contributor.department | University of Chester | en |
| html.description.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. |