Faculty perceptions of prior learning assessment and recognition: a University case study

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dc.contributor.authorBrowning, Kimberly
dc.contributor.examiningcommitteeYoung, Jon (Education)en_US
dc.contributor.examiningcommitteeMason, Gregory (Economics)en_US
dc.contributor.examiningcommitteeSork, Thomas, J. (University of British Columbia)en_US
dc.contributor.supervisorAtleo, Marlene (Education)en_US
dc.date.accessioned2018-11-28T16:05:32Z
dc.date.available2018-11-28T16:05:32Z
dc.date.issued2018-11-27en_US
dc.date.submitted2018-11-27T16:48:38Zen
dc.degree.disciplineEducationen_US
dc.degree.levelDoctor of Philosophy (Ph.D.)en_US
dc.description.abstractA number of government policy-makers and education researchers have called for new approaches to address experiential learning that more fully recognize the validity and importance of learning acquired outside the formal education system. The term, experiential learning is often used in conjunction with non-formal learning that adult learners achieve through concrete experience. In Canada, the recognition of non-formal and informal learning is known as Prior Learning Assessment and Recognition (PLAR). There are significant economic consequences for failing to address unrecognized learning in Canada, particularly among the immigrant population. In spite of higher education efforts to achieve massification and universal access in North America and around the globe, not all sectors of society have benefitted equally. The research shows that PLAR can be a key driver for addressing changes in workforce participation, an aging population and economic competitiveness, and is an important process for recognizing foreign credentials (Smith & Clayton, 2009; Spencer, 2005). Concurrently, PLAR is a mechanism for achieving access to and widening participation in post-secondary education (Peruniak & Powell, 2007). A cluster of approaches and initiatives that comprise PLAR have been developed and implemented at post-secondary institutions. However, they remain fragmented and seriously under-supported, particularly at Canadian universities. The purpose of this case study is to advance our knowledge about PLAR within the university setting by exploring some of the elements of PLAR policy and practice identified in the literature. The study focuses on these elements and analyzes them through the conceptual framework of professional capital. Data collection was based on document analysis and semi-structured interviews. The findings of the study indicate that on the one hand, there are differences in understanding often associated with PLAR, on the other, there may be opportunities lost. Additional findings relate to the invisibility of PLAR, and the roadblocks to implementation. The study uncovered an intrinsic belief in the value and benefits of PLAR among participants, as well as insights and constructive ideas for moving forward. The study suggest several research opportunities for PLAR in the future university.en_US
dc.description.noteFebruary 2019en_US
dc.identifier.urihttp://hdl.handle.net/1993/33570
dc.language.isoengen_US
dc.rightsopen accessen_US
dc.subjectPLARen_US
dc.subjectProfessional Capitalen_US
dc.subjectQualifications Recognitionen_US
dc.subjectArea of Studyen_US
dc.titleFaculty perceptions of prior learning assessment and recognition: a University case studyen_US
dc.typedoctoral thesisen_US
local.subject.manitobayesen_US
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