Professionalisation of Supervisors and RPL

Chapter
First Online:
Part of the Lifelong Learning Book Series book series (LLLB, volume 20)

Abstract

The recognition of prior learning (RPL) has been introduced to higher education throughout the world. Learning that has taken place during work activities and leisure time has been far more challenging to recognise than learning in educational programmes. To enhance the effectiveness of the recognition of prior learning in higher education institutions, there is a need now for more thorough support and guidance to facilitate this process. This chapter explores how students with prior learning should be supervised to optimise the recognition of their learning secured outside of educational programmes and how their supervisors are able to provide this support. This chapter also attempts to analyse the process of tailoring prior learning processes for higher education programmes by introducing the concepts of professional identity and agency. The negotiations between the institutional demands and individual learning histories in the supervisors’ work are seen as based on reflective processes, comprising a transformation of the professional identity and the exercise of their agency. The analysis is based on the data collected from participants of a professional development programme for the recognition of prior learning in Finnish higher education.

Keywords

High Education Professional Development Social Identity Work Role Professional Identity 
These keywords were added by machine and not by the authors. This process is experimental and the keywords may be updated as the learning algorithm improves.
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Notes

Acknowledgements

This chapter has been produced in the framework of the European Social Fund-financed project Recognition of Prior Learning in Higher Education (Finland).

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Copyright information

© Springer Science+Business Media Dordrecht 2014

Authors and Affiliations

  1. 1.Brahea CentreUniversity of TurkuTurkuFinland

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