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ERIC Number: EJ1169581
Record Type: Journal
Publication Date: 2017
Pages: 17
Abstractor: As Provided
ISSN: ISSN-0260-1370
To What Extent Do Discipline, Knowledge Domain and Curriculum Affect the Feasibility of the Recognition of Prior Learning (RPL) in Higher Education?
Harris, Judy; Wihak, Christine
International Journal of Lifelong Education, v36 n6 p696-712 2017
What is the role of knowledge in the Recognition of Prior Learning (RPL) in Higher Education? This paper presents the findings of empirical research at a Canadian university. A position of knowledge differentiation located in a social realist sociology of knowledge is adopted. This is not an obvious or usual position for scholars of RPL, because it holds that what distinguishes formal academic knowledge from experiential knowledge is a question of the structure and purpose of the knowledge. Research into a range of academic and professional education programmes points to degrees of--and different types of--possible connection between formal and experiential knowledge. Findings offer an indication of the type of programmes in relation to which the implementation of RPL is likely to be most feasible. Additionally, findings show how social factors other than knowledge types enable or constrain the implementation of RPL. Avenues for further research are suggested.
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Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Canada
Grant or Contract Numbers: N/A