From prior learning assessment to specialised pedagogy
Facilitating student transition through RPL assessment and selection
Bibliographic Data
| ID | 21458804 |
|---|---|
| Authors | Aimee Brenner (University of Cape Town, corresponding author), Suki Goodman (0000-0002-2417-0368, University of Cape Town), Alison Meadows (University of Cape Town), Alison Knauth Meadows (University of Cape Town), Linda Cooper (0000-0002-8159-0588, University of Cape Town) |
| Year | 2022 |
| Volume | 44 |
| Issue | 3 |
| Pages | 425-440 |
| Publication date | 2022-09-02 |
| Peer Reviewed | Yes |
| Open Access | No |
| Type | ARTICLE |
| Venue | Studies in Continuing Education (JOURNAL) |
| Journal identifiers | ISSN: 0158-037X • E-ISSN: 1470-126X |
| Publisher | Informa UK Limited (PUBLISHER • GB) |
| DOI | 10.1080/0158037x.2021.1874333 |
| OpenAlex | W3124183451 |
| Language | EN |
| Citations received | 2 |
| References cited | 25 |
There has been a movement across South Africa’s education sector to widen access and participation in higher education. Recognition of Prior Learning (RPL) (or Prior Learning Assessment (PLA)) programmes offer an opportunity to do so by providing access to higher education to those who do not necessarily have the prerequisite requirements. Many RPL programmes are still being piloted, and little research has been conducted on the transition of postgraduate RPL students. To better understand RPL student transition, the researcher followed a case-study approach in which the experiences of RPL students enrolled in an online postgraduate diploma programme in management in marketing (PgDipMM) at a South African university were investigated. The programme piloted a novel RPL assessment and selection process which aimed to address criticisms of previous models. Findings indicated that, to a large extent, the novel RPL assessment and selection process appeared to have facilitated RPL students’ successful transition into a postgraduate diploma
Biology · Higher education · Medical education · Pedagogy · Political science · Sociology · Competency Development and Evaluation · Computer Science · Higher Education and Employability · Higher Education Learning Practices · Medicine · Psychology
Shifting the blame in higher education – social inclusion and deficit discourses
Content analysis and thematic analysis
Low income doesn't mean stupid and destined for failure
The transition of mature students to higher education
Recognition of prior learning
Recognition of Prior Learning for Highly Skilled Refugees’ Labour Market Integration
University Life of Non-Traditional Students
Using thematic analysis in psychology
Successful Qualitative Research
Direct entrants in transition
Bridging socio-cultural incongruity
| Unique citing works | 2 |
|---|---|
| Citations per year | 1 |
| Citation span | 2024 - 2025 (2) |
| Citation velocity | recent |
| Highly cited | No |
| Citation types | Neutral: 2 |