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

      Wall, Tony; University of Chester (2010)
      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.
    • Risk management and cultural virtue in HE co-delivery arrangements

      Talbot, Jon; Perrin, David; Meakin, Denise; University of Chester (Emerald, 2014-04-01)
      The paper is a case study of how risk assessment principles are used to quality assure delivery of higher education programmes by third parties. A three level system of Quality Assurance is described- external, university level and tutor level. In contrast to some who view QA as a constraint on traditional academic autonomy, the validity of each layer is recognised as performing an essential function but that quality has no meaning unless it is embedded in day to day academic culture and practice.