Recognition of prior learning (RPL) policy in Australian higher education: the dynamics of position-taking
MetadataShow full item record
The Bourdieuian concept of ‘position-taking’ is applied in this analysis of recognitionof prior learning (RPL) policy and practice in Australian higher education.Data from institutional documents and participant interviews indicate that,within RPL policy, the universities selectively employ prevailing discourses of‘quality’ and ‘equity’ to reinforce or potentially improve their reputation andsymbolic power in the !eld of higher education. There is no common consensusabout either equity or quality across the sector, as each university interprets thetwo concepts for its own bene!t. The evidence suggests that, despite rhetoric ingovernment policy implying that both are equally important, quality is a farstronger discourse and policy imperative than equity in RPL policy and practice.Also, RPL policies and practices provide an insight into how the key policy prioritiesof equity and quality are addressed by universities, when applied to aspeci!c educational process or practice.
Showing items related by title, author, creator and subject.
Pelliccione, Lina; Morey, Valerie; Walker, Rebecca; Morrison, Chad (2019)The rapid expansion of fully online delivery of initial teacher education (ITE) seen in the past decade has generated some concerns about impact on teacher quality. This is set within broader, sustained ...
Discursive constructions of equity in Australian higher education: Imagined worlds and the case of people seeking asylumBaker, Sally; Field, Rebecca; Burke, Rachel; Hartley, Lisa ; Fleay, Caroline (2020)There is a strong rationale for people seeking asylum and refugees given temporary protection to be key beneficiaries of Australian higher education equity practices. However, despite the extreme precarity they face, this ...
Structures, processes and outcomes of specialist critical care nurse education: An integrative reviewGullick, J.; Lin, F.; Massey, D.; Wilson, L.; Greenwood, M.; Skylas, K.; Woodard, M.; Tembo, A.; Mitchell, M.; Gill, Fenella (2018)Objectives: The objective of this study was to review and synthesise international literature to reveal the contemporary structures, processes, and outcomes of critical care nurse (CCN) education. Method: An integrative ...