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Cheevers, Tara (2023) A phenomenological inquiry capturing students’ experience accessing higher education through recognition of prior experiential learning. Masters thesis, Dublin, National College of Ireland.
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Abstract
Recognition of Prior Learning (RPL) is the provision of access to a programme of study and can include course credit or module exemption where there is evidence of prior formal, informal and/or experiential learning. RPL affords students recognition and places a value on their prior learning including life and work experiences. Broadly speaking RPL is formal recognition of non-formal and informal learning acquired through relevant life and work experience. RPL widens student access and participation in higher education. In Ireland recognition for prior learning and experience is offered by the majority of third level institutions providing fair and impartial opportunities to advance education. The aim of this study was to describe and interpret the lived experiences of students who gained entry to higher education through recognition of their prior non-formal and formal learning. The study took the form of a qualitative phenomenological interpretivist approach designed to explore and interpret the meanings students attached to their educational experience. Participants were purposefully selected students who accessed higher education through recognition of prior learning. Data was collected using semi-structured in-depth interviews and analysed using interpretative phenomenological analysis (IPA). The findings that emerged from this inquiry show students who advanced their education through RPL experienced various academic and personal challenges triggering divergent emotions from instances of anxiety and self-doubt to self-realisation. The study highlighted a lack of awareness and understanding among students of the RPL process and emphasised the need to better educate and inform students about the uses of RPL. Further research into the feasibility of early intervention, introducing the concept of RPL into the curriculum at second level is suggested.
| Item Type: | Thesis (Masters) |
|---|---|
| Supervisors: | Name Email Emmett, Yvonne UNSPECIFIED |
| Subjects: | L Education > L Education (General) L Education > LB Theory and practice of education > LB2300 Higher Education L Education > LC Special aspects / Types of education > LC5201 Education extension. Adult education. Continuing education |
| Divisions: | Centre for Education and Lifelong Learning > Master of Arts in Educational Practice |
| Depositing User: | Tamara Malone |
| Date Deposited: | 23 Aug 2024 15:30 |
| Last Modified: | 23 Aug 2024 15:30 |
| URI: | https://norma.ncirl.ie/id/eprint/7056 |
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