Perspectives on the Promise, Pedagogy and Practice of Recognition of Prior Experiential Learning (RPEL) on Entry to Degree Apprenticeship Programmes: a Case Study

This thesis explores Recognition of Prior Experiential Learning (RPEL) for providing accreditation of workplace experience prior to applying for degree apprenticeships. The literature reveals an extensive range of positive rhetoric concerning RPEL yet it remains a marginal activity, attracting very few applicants. This research provides an account of why the promise of RPEL is not being realised. The study addresses the following research questions (RQs): RQ1: In the context of Higher Education (HE) why has RPEL been introduced and what are the policy-level potential benefits and barriers for offering RPEL as a flexible entry route into apprenticeship programmes? RQ2: What are the dominant narratives relating to opportunities and barriers for HE academic and academic-related staff when designing and implementing RPEL processes on HE apprenticeship programmes? RQ3: What perspectives on RPEL are held by apprentices, employers and practice tutors (PTs) in relation to HE entry? Using a mixed methods case study approach, three strands of enquiry were synthesised: RPEL policy and educational documentation review; apprentice and practice tutor surveys; and semi-structured interviews with RPEL leads, HEI staff, apprentices and employers. Data were analysed using thematic analysis, building a narrative relating to the promise, pedagogy and practice of RPEL. Aspects of RPEL rhetoric were widely cited, but clear evidence was found relating to factors limiting the wider uptake of RPEL. These included assessment approaches, levels of support, ambiguity regarding RPEL, and timing of RPEL applications. Although a case study in a single institution, this thesis contributes to professional practice by exploring the pedagogy and practice of degree apprentice RPEL experiences and comparing these with the promise associated with RPEL. The thesis concludes with a challenge to those who offer RPEL, to develop a new and broader set of opportunities and hence move towards an inclusive model of recognising prior experiential learning.