Enabling and disabling discourses in promoting RPLO policy and practice in Higher Education
| dc.contributor.author | Wall, Tony | * |
| dc.date.accessioned | 2015-05-28T16:12:27Z | |
| dc.date.available | 2015-05-28T16:12:27Z | |
| dc.date.issued | 2010-10-25 | |
| dc.identifier.citation | Unpublished conference paper given as part of an electronic symposium about the Leonardo project Recognition of Prior Learning Outcomes (RPLO), 25 October 2010 | |
| dc.identifier.uri | http://hdl.handle.net/10034/555981 | |
| dc.description | This conference paper is not available through ChesterRep. | |
| 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 | European Leonardo Project | |
| dc.language.iso | en | en |
| dc.relation.url | http://www.leeds.ac.uk/educol/documents/194344.pdf | |
| dc.relation.url | http://www.rplo.eu | |
| dc.rights | An error occurred on the license name. | * |
| dc.rights.uri | An error occurred getting the license - uri. | * |
| dc.subject | accreditation | |
| dc.subject | recognition of prior learning outcomes | |
| dc.subject | work based learning | |
| dc.title | Enabling and disabling discourses in promoting RPLO policy and practice in Higher Education | |
| dc.type | Conference Contribution | |
| 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. |