Enabling and disabling discourses in promoting RPLO policy and practice in Higher Education
AffiliationUniversity of Chester
MetadataShow full item record
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.
CitationUnpublished conference paper given as part of an electronic symposium about the Leonardo project Recognition of Prior Learning Outcomes (RPLO), 25 October 2010
TypeMeetings and Proceedings
DescriptionThis conference paper is not available through ChesterRep.
SponsorsEuropean Leonardo Project
The following license files are associated with this item: