Recognition of prior learning in professional education from an organisational perspective
Bibliographic Data
| ID | 11424764 |
|---|---|
| Authors | Carmen Baumeler (0000-0002-3351-4054, Swiss Federal University for Vocational Education & Training, Zollikofen, Switzerland, corresponding author), Sonja Engelage (0009-0006-0571-5795, Swiss Federal University for Vocational Education & Training, Zollikofen, Switzerland), Christine Hämmerli (Swiss Federal University for Vocational Education & Training, Zollikofen, Switzerland), Patrizia Salzmann (0000-0002-9854-9709, Swiss Federal University for Vocational Education & Training, Zollikofen, Switzerland) |
| Year | 2023 |
| Volume | 42 |
| Issue | 2 |
| Pages | 208-221 |
| Publication date | 2023-03-04 |
| Open Access | No |
| Type | ARTICLE |
| Venue | International Journal of Lifelong Education (JOURNAL) |
| Journal identifiers | ISSN: 0260-1370 • E-ISSN: 1464-519X |
| Publisher | Informa UK Limited (PUBLISHER • GB) |
| DOI | 10.1080/02601370.2023.2177759 |
| OpenAlex | W4321351904 |
| Language | EN |
| Citations received | 4 |
| References cited | 15 |
Recognition of prior learning (RPL) is often said to facilitate lifelong learning and occurs when already-acquired learning outcomes are officially valued. The education system is a central arena of RPL, allowing facilitated access to or shortening of study programmes. This study explores RPL practices in Switzerland. We ask the following research question: How do professional education institutions regulate, practice, and justify RPL? We start from the premise that RPL practices in higher education institutions are shaped by national RPL policies, professional bodies, and the nature of the respective labour markets. However, within these framework conditions, higher education institutions also create their own organisational policies, thereby promoting or hindering RPL. In addition, the study programme's knowledge domain and the responsible persons' pedagogic agency, shaped by their pedagogic concepts and individual attitudes, are also guiding factors. To answer our research question, we conducted qualitative comparative case studies and compared the RPL practices of professional education institutions that offer study programmes for hospitality management and social education. Our results show that organisations offering the same professional study programmes regulate, practice, and justify RPL differently, indicating the importance of organisational gatekeepers' pedagogic agency.KEYWORDS: Recognition of prior learninghigher educationprofessional educationvocational education and trainingorganisation Disclosure statementNo potential conflict of interest was reported by the author(s).Additional informationFundingThis work was supported by the Swiss State Secretariat for Education and Innovation SERI.Notes on contributorsCarmen BaumelerCarmen Baumeler is Professor and Head of Research and Development at the Swiss Federal University for Vocational Education and Training. Her research topics include governance of vocational education and training, professional education, organizational research.Sonja EngelageSonja Engelage is a Senior Researcher at the Swiss Federal University for Vocational Education and Training. Her research interests focus on educational and occupational careers, gender, and migration, as well as educational governanceChristine HämmerliChristine Hämmerli is a Scientific Collaborator at the Swiss Federal University for Vocational Education and Training. Her research interests focus on experience and lifelong learning, as well as recognition and validation of prior learning in professional and tertiary education.Patrizia SalzmannPatrizia Salzman is Professor at the Swiss Federal University for Vocational Education and Training. Her research interests include lifelong learning, recognition and validation of prior learning, nursing practice and digital information
Agency (philosophy · Corporate governance · Higher education · Lifelong learning · Management · Pedagogy · Political science · Premise · Professional development · Public relations · Social science · Sociology · Vocational education · Higher Education Learning Practices
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| Citations per year | 2 |
|---|---|
| Citation span | 2024 - 2026 (3) |
| Highly cited | No |