Piloting the Accreditation of Experiential Learning   A Case Study
  • Stewart Falconer
  • John Troy
Part of the Educational Innovation in Economics and Business book series (EIEB, volume 10)


The development of a learning society incorporating the concept of lifelong learning has been discussed in the higher education sector for many years now. The need for individuals to continue to develop personal and technical skills, knowledge, and understanding has been a prominent part of thinking within employment and education. Effective lifelong learning can ensure greater diversity in employability and personal fulfillment while meeting the needs of a changing economic environment. Employers benefit through having human resources at their disposal in the numbers and of the quality they require to meet their objectives. This is particularly demonstrated in the workplace through the desire for continuing professional development both from employer and from employee, and, accordingly, higher education must work hard to develop innovative approaches to the provision of relevant knowledge coupled with attractive and appropriate programs and qualifications.


Professional Qualification High Education Sector Quality Assurance Agency Business Knowledge Quantitative Skill 
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.


Unable to display preview. Download preview PDF.

Unable to display preview. Download preview PDF.


  1. Brookfield, S. D. (1983). Adult Learning, Adult Education and the Community. Open University Press: New York: Teachers College, Columbia University and England.Google Scholar
  2. Commission of the European Communities. (2000). A Memorandum on Lifelong Learning. SEC, Brussels, p. 1832.Google Scholar
  3. Fenwick, T. J. (2000). Expanding conceptions of experiential learning: A review of five contemporary perspectives. Adult Education Quarterly, 50 (4), 243–272.CrossRefGoogle Scholar
  4. Houle, C. (1980). Continuing Learning in the Professions. San Francisco: Jossey-Bass.Google Scholar
  5. Kolb, D. A. (1984). Experiential Learning. Englewood Cliffs: Prentice Hall.Google Scholar
  6. Konrad, J. (2001). Accreditation of Prior Experiential Learning in the United Kingdom. School of Education and Professional Development, Leeds Metropolitan University (working paper).Google Scholar
  7. Learning from Experience Trust. (2000). Mapping APEL: Accreditation of Experiential Learning in English Higher Education Institutions, London.Google Scholar
  8. Michelson, E. (1996). Usual suspects: Experience, reflection and the engendering of knowledge. International Journal of Lifelong Education, 15 (6), 438–454.Google Scholar
  9. Middlesex University. (2004). Academic Policy Statement APS2.Google Scholar
  10. Schon, D. A. (1983). The Reflective Practitioner. New York: Basic Books.Google Scholar
  11. University of East London. (2004). Make Your Experience Count, A Guidance Manual.Google Scholar
  12. Cardiff University - Scholar
  13. University of East London - Scholar
  14. University of Manchester - Scholar

Copyright information

© Springer 2007

Authors and Affiliations

  • Stewart Falconer
    • 1
  • John Troy
    • 1
  1. 1.Napier UniversityEdinburghScotland

Personalised recommendations