Date of Award

2024

Document Type

Doctoral Thesis

Degree Name

Doctor of Philosophy

Department

MARKETING AND INTERNATIONAL BUSINESS

Abstract

This study examines why, despite inclusion in national strategy and position papers, the practice of Recognition of Prior Learning (RPL) remains at low levels in Irish higher education. The study focuses in particular on the recognition of informal and non-formal learning and seeks to elucidate the factors which have most influence on practice. In the Irish higher education context, RPL incorporates prior formal, informal, and non-formal learning which is validated within the context of a specified destination award from level one to ten on the national framework of qualifications (European Commission; Cedefop; ICF International, 2014, p. 3). The research conducted has focused on gaining an understanding of RPL by academics, its position within their institutional context and identifying the opportunities and the perceived challenges to practice and implementation. The study addresses an identified knowledge gap in Irish RPL literature regarding the reasons for diminished support and practice of RPL despite support in principle in national published sources and initiatives. The study is focused on identifying the factors influencing practice and implementation of RPL in Irish higher education, to explicate what is needed with the intention of informing future systems and structures for RPL within higher education. The research study adopts a constructivist grounded theory (Charmaz, 2006) and interpretative approach to examine the reasons for limited practice of RPL, with a particular focus on informal and non-formal learning in higher education. The qualitative research study gathered empirical data through 31 semi-structured interviews conducted over two years, 2019 and 2020. The data includes the views of 17 senior academic and 14 academic staff from 11 higher education institutions. Purposive sampling was initially employed to identify potential participants within the study, snowball sampling was subsequentially used as participants identified colleagues with experience of RPL in practice who had interest in contributing to the research. The empirical findings demonstrate the diversity in the views of academic staff with regard to RPL in practice in higher education. Prioritisation of the implementation of RPL has been evidently lacking at the national and institutional levels. As emerged through the study, the national and economic environment exerts influence on the perceived demand and necessity for RPL by individuals through institutions. There are a number of hindrances within current national and institutional settings that have impact on practice. Three dominant causal factors emerged through the views of respondents, as exerting most influence on the practice and implementation of RPL, within higher education. A framework to consider these factors, building on extant frameworks as explored through the study, is proposed as a mechanism to ensure greater engagement with RPL at three levels: national, institutional, and individual staff. This study of the practice and implementation of RPL within Irish higher education is important, it makes a unique contribution to identifying the true factors influencing the implementation of RPL and the findings have implications for policy, practice, and future research of RPL.

Access Level

info:eu-repo/semantics/openAccess

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