Recognition of prior learning in workplaces: exploring managerial practice by the means of a heuristic conceptual framework

Abstract

The focus of Recognition of Prior Learning (RPL) on assessment and credentials has ambivalent implications regarding research on workplace RPL. This article presents and empirically tests a heuristic conceptual framework to support the analysis of workplace RPL and its relation to learning at work. RPL is defined as a practice of workplace pedagogy with two modes of recognition attributed a performance, a developmental, and an occupational orientation. The framework is applied to analyse data from an interview-based study with managers in Austrian wood-processing companies. The analysis reveals a strong orientation towards performance, adaptive learning, and immediate use of skills. A strength-based view of staff development and awareness of the importance of support positively influence occupationally relevant and developmental learning. When recognition is a part of everyday management practice and workplace participation, there are even greater opportunities for developmental learning. This article offers conceptual perspectives and empirical evidence to researchers and practitioners. The implications for practice suggest an intensification of support for managers to help them appreciate the potential benefits of RPL. For future research, it is indicated among others to further develop, strengthen, and empirically validate the heuristic conceptual framework. © 2022 The Author(s). Published by Informa UK Limited, trading as Taylor & Francis Group.

Keywords

Author Keywords

workplace learning Recognition of prior learning conceptual framework Skills assessment workplace pedagogy

Index Keywords

Author Affiliations

Department of Educational Science, Universität Graz, Graz, Styria, Austria

Funding & Acknowledgements

Grant: PN 1213

This work was supported by Regional Government of Styria, Austria, Zukunftsfonds [grant number Valid Holz PN 1213]. The author is indebted to the anonymous reviewers for their generous and helpful comments. The author would also like to thank Una Ponsold, Philip Webersink, and Irem Zararsiz for their support during the interviews, transcription, and coding, and the Styrian Wood Cluster for enabling access to the companies. Many thanks to Eva Seidl and Chiara Biasin for feedback on earlier drafts of this article.

References 10 References

1 European Code of Conduct for Research Integrity, (2017)

2 Handbook of the Recognition of Prior Learning Research into Practice, (2014)

3 Andersson, Per, Recognition of Prior Learning for Highly Skilled Refugees’ Labour Market Integration, International Migration, 59, 4, pp. 13-25, (2021)

4 Plaio, (2012)

5 Kompetenzentwicklung in Betrieben Des Holzgewerbes Und Der Holzindustrie Competence Development in Industrial and Manufacturing Wood Processing Companies

6 Managing European Diversity in Lifelong Learning the Many Perspectives of the Valuation of Prior Learning in the European Workplace, (2007)

7 Prior Learning Assessment Inside Out, (2014)

8 Harris, Judy, Recognition of knowledge and skills at work: In whose interests?, Journal of Workplace Learning, 24, 2, pp. 73-84, (2012)

9 Billett, Stephen Richard, Co-participation at work: Learning through work and throughout working lives, Studies in the Education of Adults, 36, 2, pp. 190-205, (2004)

10 International Handbook of Educational Policy, (2005)

Recognition of prior learning in workplaces: exploring managerial practice by the means of a heuristic conceptual framework

How to Cite