Recognition of Prior Learning in Higher Education: A Systematic Literature Review

Maria Raciti; Aaron Tham; Joshua Dale

doi:10.53761/bys3aj56

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Recognition of Prior Learning in Higher Education: A Systematic Literature Review

Journal article

Open access

Peer reviewed

Recognition of Prior Learning in Higher Education: A Systematic Literature Review

Maria Raciti, Aaron Tham and Joshua Dale

Journal of University Teaching & Learning Practice, Vol.21(9), pp.1-30

2024

DOI: https://doi.org/10.53761/bys3aj56

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Abstract

credit transfer

widening participation

university access

tertiary pathway

systematic review

The aims of this research are to describe recent, global, empirical understandings of the recognition of prior learning (RPL) and to synthesise and extant knowledge in a way that assists stakeholders in uplifting the transitions to education, employment, or training. RPL matters are particularly important to current sector policy initiatives as reforms to the Australian government's approach to widening participation in higher education have helped in the development of the 2021 National Microcredentials Framework to define, standardise and consolidate RPL for Australian citizens. Furthermore, the recent 2024 Australian Universities Accord Final Report highlights the importance of RPL to facilitate lifelong learning. A systematic review guided by the PRISMA and PICO frameworks identified 65 articles published between 2013-2023, that empirically examined RPL. Using manual thematic analysis, 17 core themes were organised into five meta-themes: 1) the benefits of RPL; 2) the challenges of RPL; 3) RPL processes; 4) institutional processes; and 5) national RPL policy. This article provides timely insights to shape the future RPL research agenda as well as RPL practice and policy in Australia and beyond.

Details

Title: Recognition of Prior Learning in Higher Education: A Systematic Literature Review
Authors: Maria Raciti (Author) - University of the Sunshine Coast, Queensland, School of Business and Creative Industries
Aaron Tham (Author) - University of the Sunshine Coast, Queensland, School of Business and Creative Industries
Joshua Dale (Author) - University of the Sunshine Coast, Queensland, Marketing and Communications
Publication details: Journal of University Teaching & Learning Practice, Vol.21(9), pp.1-30
Publisher: University of Wollongong
Date published: 2024
DOI: 10.53761/bys3aj56
ISSN: 1449-9789
Copyright note: © by the authors, in its year of first publication. This publication is an open access publication under the Creative Commons Attribution CC BY-ND 4.0 license.
Organisation Unit: School of Business and Creative Industries; Indigenous and Transcultural Research Centre
Language: English
Record Identifier: 991052797202621
Output Type: Journal article

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