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dc.contributor.authorDismore, Hen
dc.contributor.authorMcDermott, Aen
dc.contributor.authorWitt, Nen
dc.contributor.authorStillwell, Ren
dc.contributor.authorNeville, Sen
dc.contributor.authorStone, Men

This article examines the perceptions of Accrediting Prior Experiential Learning (APEL) from the point of view of lecturers delivering higher education in further education institutions. Despite the fact that APEL is recognised as potentially providing a range of benefits for higher education providers, students and employers, little research has been carried out with those responsible for accreditation. Data were obtained using an online survey to collect information from lecturers about their awareness of and support for APEL. Analysis of this information reveals that confusion about the purpose and implementation remain the main barriers to APEL for this group, and that providing appropriate support for staff could be an effective mechanism for overcoming this. The implications of this study are discussed in relation to the higher education in further education context, with specific reference to the Foundation degree. © 2011 Further Education Research Association.

dc.format.extent315 - 331en
dc.titleTension of APEL: Perceptions of higher education in further education lecturersen
dc.typeJournal Article
plymouth.journalResearch in Post-Compulsory Educationen
plymouth.organisational-group/Plymouth/00 Groups by role
plymouth.organisational-group/Plymouth/00 Groups by role/Academics
plymouth.organisational-group/Plymouth/Faculty of Business
plymouth.organisational-group/Plymouth/Faculty of Business/Plymouth Business School
plymouth.organisational-group/Plymouth/PS - Teaching & Learning Support
plymouth.organisational-group/Plymouth/PS - Technology & Information Services
plymouth.organisational-group/Plymouth/REF 2021 Researchers by UoA
plymouth.organisational-group/Plymouth/REF 2021 Researchers by UoA/UoA23 Education
dc.rights.embargoperiod18 monthsen
rioxxterms.typeJournal Article/Reviewen

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