irene selway - Academia.edu (original) (raw)
Uploads
Papers by irene selway
Studies in Continuing Education, 1994
This paper addresses the processes and procedures that surround the award of academic credit for ... more This paper addresses the processes and procedures that surround the award of academic credit for prior learning and experiential learning gained by nurse practitioners. It illustrates some of the factors that are important when professional education and training bodies interact with higher education academic culture which is experiencing pressures to change its purposes.Change in the United Kingdom higher education sector has been quite rapid in the past 10 years, with government exhortations and policies aimed at increasing the participation rate in higher education.Our work has highlighted many of the issues that impinge on the successful implementation of policies which are seeking to make the curriculum more accessible to wider groups of learners. Some of the issues concern the validity of knowledge gained from sources other than formal higher education,and how this can be integrated into traditional academic programmes of study. Others focus on the role of higher education in knowledge creation and ownership of that knowledge.The article also provides a commentary on the way in which change agents bring about new systems and practices within a resistant or ganisational culture. Pragmatism and practicality have been the keywords in this process which has involved considerable collaboration and cooperation between the two cultures of continuing professional education and of academic programmes of study.
Studies in Continuing Education, 1994
This paper addresses the processes and procedures that surround the award of academic credit for ... more This paper addresses the processes and procedures that surround the award of academic credit for prior learning and experiential learning gained by nurse practitioners. It illustrates some of the factors that are important when professional education and training bodies interact with higher education academic culture which is experiencing pressures to change its purposes.Change in the United Kingdom higher education sector has been quite rapid in the past 10 years, with government exhortations and policies aimed at increasing the participation rate in higher education.Our work has highlighted many of the issues that impinge on the successful implementation of policies which are seeking to make the curriculum more accessible to wider groups of learners. Some of the issues concern the validity of knowledge gained from sources other than formal higher education,and how this can be integrated into traditional academic programmes of study. Others focus on the role of higher education in knowledge creation and ownership of that knowledge.The article also provides a commentary on the way in which change agents bring about new systems and practices within a resistant or ganisational culture. Pragmatism and practicality have been the keywords in this process which has involved considerable collaboration and cooperation between the two cultures of continuing professional education and of academic programmes of study.