承认先前学习:对高等教育质量保证的启示

IF 1.5 Q2 EDUCATION & EDUCATIONAL RESEARCH
S. Stephens
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引用次数: 1

摘要

在过去的20年里,高等教育系统推出了一系列与承认先前学习有关的举措。本文旨在探讨爱尔兰背景下RPL倡议的实施,以及对高等教育质量保证的影响。设计/方法/方法采用定性方法,以加深对RPL计划的影响的了解。数据来自对关键利益相关者的采访:六位学者,六位协调员和六位利用RPL的学习者。研究结果:引入RPL要求高等教育机构采用新的方法来设计和提供课程,并审查和修订质量保证框架。本文提出了五个主要主题的关键见解(抱负和结果;谨慎和怀疑;在教室里;评核及考试;以及大学毕业后的生活)。RPL的引入引起了利益相关者的不同反应,并且有一系列不同的经验,导致了态度和意想不到的影响的差异。本研究使用体验学习理论在个人和机构层面提供了见解。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
Recognition of prior learning: implications for quality assurance in higher education
Purpose A diverse range of initiatives in relation to the recognition of prior learning (RPL) have been introduced in higher education systems over the past 20 years. This paper aims to explore the implementation of RPL initiatives, in an Irish context, and the implications for quality assurance in higher education. Design/methodology/approach A qualitative approach is adopted, to provide an enhanced understanding of the impact of RPL initiatives. Data is presented from interviews with key stakeholders: six academics, six coordinators and six learners who availed of RPL. Findings The introduction of RPL requires higher education institutions to adopt new approaches to the design and delivery of their programmes and also to review and revise quality assurance frameworks. This paper presents key insights across five over-arching themes (ambitions and outcomes; caution and suspicion; in the classroom; assessment and examinations; and life after university). Originality/value The introduction of RPL evokes a mixed reaction from stakeholders, and there is a range of differing experiences, leading to differences in attitudes and unintended impacts. This study provides insights both at an individual and institutional levels using experiential learning theory.
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来源期刊
QUALITY ASSURANCE IN EDUCATION
QUALITY ASSURANCE IN EDUCATION EDUCATION & EDUCATIONAL RESEARCH-
CiteScore
3.10
自引率
20.00%
发文量
47
期刊介绍: QAE publishes original empirical or theoretical articles on Quality Assurance issues, including dimensions and indicators of Quality and Quality Improvement, as applicable to education at all levels, including pre-primary, primary, secondary, higher and professional education. Periodically, QAE also publishes systematic reviews, research syntheses and assessment policy articles on topics of current significance. As an international journal, QAE seeks submissions on topics that have global relevance. Article submissions could pertain to the following areas integral to QAE''s mission: -organizational or program development, change and improvement -educational testing or assessment programs -evaluation of educational innovations, programs and projects -school efficiency assessments -standards, reforms, accountability, accreditation, and audits in education -tools, criteria and methods for examining or assuring quality
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