Pub Date : 2021-09-17DOI: 10.1080/07377363.2021.1938804
P. Morris, M. McNamee, Kayleen St. Louis
Abstract Campuses are increasingly offering military cultural-competency professional development training to staff and faculty to support military-connected students. Using four years of program data, we examine outcomes for a custom training, including retention of content knowledge, application of lessons on campus, and comparison of outcomes for in-person and online versions of the training. Results suggest that participants, both in-person and online, developed higher confidence and greater capacity to support student veterans. Evidence for examining training impact included correct response rates on a post-training quiz, scaled perceptions data, and open-ended feedback. Implications for research on the effectiveness of military cultural competency training are discussed, along with recommendations for creating an inclusive campus culture for military-connected students.
{"title":"Assessing the Impact of Military Cultural-Competence Training: Lessons for Creating an Inclusive Campus Environment","authors":"P. Morris, M. McNamee, Kayleen St. Louis","doi":"10.1080/07377363.2021.1938804","DOIUrl":"https://doi.org/10.1080/07377363.2021.1938804","url":null,"abstract":"Abstract Campuses are increasingly offering military cultural-competency professional development training to staff and faculty to support military-connected students. Using four years of program data, we examine outcomes for a custom training, including retention of content knowledge, application of lessons on campus, and comparison of outcomes for in-person and online versions of the training. Results suggest that participants, both in-person and online, developed higher confidence and greater capacity to support student veterans. Evidence for examining training impact included correct response rates on a post-training quiz, scaled perceptions data, and open-ended feedback. Implications for research on the effectiveness of military cultural competency training are discussed, along with recommendations for creating an inclusive campus culture for military-connected students.","PeriodicalId":44549,"journal":{"name":"Journal of Continuing Higher Education","volume":"70 1","pages":"157 - 174"},"PeriodicalIF":1.2,"publicationDate":"2021-09-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"59392135","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-09-02DOI: 10.1080/07377363.2021.1985877
Mary s. Bonhomme
The authors explore five ways that the pandemic impacted higher education and will continue to change that landscape long after the pandemic ends. Among these five ways are a decrease in institutional control and an increase in the power of consumers, and with near universal access to digital devices and the internet, students will seek from higher education the same things they are getting from the music, movie, and newspaper industries. The authors also observe that “new postsecondary entities will enter the marketplace, driving up competition and driving down prices.” The complete listing of trends and the full discussion are available at the article website. Chronicle of Higher Education, vol. 68, no. 1, pp. 20+
{"title":"Notes and Trends","authors":"Mary s. Bonhomme","doi":"10.1080/07377363.2021.1985877","DOIUrl":"https://doi.org/10.1080/07377363.2021.1985877","url":null,"abstract":"The authors explore five ways that the pandemic impacted higher education and will continue to change that landscape long after the pandemic ends. Among these five ways are a decrease in institutional control and an increase in the power of consumers, and with near universal access to digital devices and the internet, students will seek from higher education the same things they are getting from the music, movie, and newspaper industries. The authors also observe that “new postsecondary entities will enter the marketplace, driving up competition and driving down prices.” The complete listing of trends and the full discussion are available at the article website. Chronicle of Higher Education, vol. 68, no. 1, pp. 20+","PeriodicalId":44549,"journal":{"name":"Journal of Continuing Higher Education","volume":"69 1","pages":"206 - 210"},"PeriodicalIF":1.2,"publicationDate":"2021-09-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47464710","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-09-02DOI: 10.1080/07377363.2021.1938805
E. Nutwell, Dan J Stein
Abstract This study describes the experiences of four engineers participating in a 7-week long, asynchronous online continuing professional education (CPE) course addressing computational engineering techniques. The online learning environment combined with the virtual nature of computational engineering methods presents a novel environment for these learners. Engineers’ beliefs about the role of CPE in engineering practice are explored by investigating how learners navigate a technically challenging asynchronous online course delivered to their workplace. The study uses a naturalistic inquiry design analyzing discussion post writings. Findings indicate that the learners recognized the need for professional development for practicing engineers in the area of computational engineering. The learners appreciated the flexibility of the online learning environment and the authentic learning experience provided with the project. They struggled to define the boundaries required to make time to meet the course requirements while maintaining work obligations. Program planners must remain sensitive to the fact that learners will often prioritize work commitments above learning despite the ability to integrate work and learning through novel course design. The blurring of the work-learning boundary presents challenges for learners and program providers, particularly with technically challenging material which requires significant effort from the learners to learn and apply to their work.
{"title":"Work and Learning in Digital Environments: An Exploratory Qualitative Study of Continuing Professional Education in the Modern Engineering Workplace","authors":"E. Nutwell, Dan J Stein","doi":"10.1080/07377363.2021.1938805","DOIUrl":"https://doi.org/10.1080/07377363.2021.1938805","url":null,"abstract":"Abstract This study describes the experiences of four engineers participating in a 7-week long, asynchronous online continuing professional education (CPE) course addressing computational engineering techniques. The online learning environment combined with the virtual nature of computational engineering methods presents a novel environment for these learners. Engineers’ beliefs about the role of CPE in engineering practice are explored by investigating how learners navigate a technically challenging asynchronous online course delivered to their workplace. The study uses a naturalistic inquiry design analyzing discussion post writings. Findings indicate that the learners recognized the need for professional development for practicing engineers in the area of computational engineering. The learners appreciated the flexibility of the online learning environment and the authentic learning experience provided with the project. They struggled to define the boundaries required to make time to meet the course requirements while maintaining work obligations. Program planners must remain sensitive to the fact that learners will often prioritize work commitments above learning despite the ability to integrate work and learning through novel course design. The blurring of the work-learning boundary presents challenges for learners and program providers, particularly with technically challenging material which requires significant effort from the learners to learn and apply to their work.","PeriodicalId":44549,"journal":{"name":"Journal of Continuing Higher Education","volume":"70 1","pages":"122 - 135"},"PeriodicalIF":1.2,"publicationDate":"2021-09-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42996864","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-07-31DOI: 10.1080/07377363.2021.1925826
Scott W. H. Barton
Abstract As higher education continues to face declining enrollment and financial pressures from decreased funding, colleges and universities must find innovative ways to differentiate themselves from competing institutions through niche marketing initiatives in an effort to continue meeting the needs and wants of the shifting population of students. Niche marketing is a strategy that can be used in continuing higher education. This qualitative, phenomenological study developed existing research and addressed a gap in the literature as it relates to niche marketing in higher education. The research objective of this study was to illustrate the perceived value of niche marketing in light of the shifting trends in marketing, the increased competition colleges and universities face, and the need to isolate the uniqueness of a university. This study further identified individuals who lead marketing efforts, exploring their perspectives on niche marketing initiatives at their respective institutions and the perceived effectiveness of such initiatives on increasing student enrollment.
{"title":"Niche Marketing as a Valuable Strategy to Grow Enrollment at an Institution of Higher Education","authors":"Scott W. H. Barton","doi":"10.1080/07377363.2021.1925826","DOIUrl":"https://doi.org/10.1080/07377363.2021.1925826","url":null,"abstract":"Abstract As higher education continues to face declining enrollment and financial pressures from decreased funding, colleges and universities must find innovative ways to differentiate themselves from competing institutions through niche marketing initiatives in an effort to continue meeting the needs and wants of the shifting population of students. Niche marketing is a strategy that can be used in continuing higher education. This qualitative, phenomenological study developed existing research and addressed a gap in the literature as it relates to niche marketing in higher education. The research objective of this study was to illustrate the perceived value of niche marketing in light of the shifting trends in marketing, the increased competition colleges and universities face, and the need to isolate the uniqueness of a university. This study further identified individuals who lead marketing efforts, exploring their perspectives on niche marketing initiatives at their respective institutions and the perceived effectiveness of such initiatives on increasing student enrollment.","PeriodicalId":44549,"journal":{"name":"Journal of Continuing Higher Education","volume":"70 1","pages":"192 - 210"},"PeriodicalIF":1.2,"publicationDate":"2021-07-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47940790","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-07-21DOI: 10.1080/07377363.2021.1924992
Devisakti A., R. T.
Abstract The emergence of the fourth industrial revolution sparked a need for changes in higher education institutions in term of teaching and learning. E-learning can attract learners into the learning environment with its myriad of benefits. Despite its abundance of benefits, learners seem to not fully utilize the e-learning portal and later tend to discontinue using it. This article aims to explore the relationship between grit, self-efficacy, and self-perceived performance among postgraduates using an e-learning portal. A total of 441 data inputs were collected from postgraduate learners via an online survey and analyzed using structural equation modeling (SEM). The findings indicate that grit displayed a positive significant impact on self-efficacy and students’ self-perceived performance and that self-efficacy positively affects self-perceived performance. Theoretical and practical contributions are presented and discussed. The limitations of the research are explained, and suggestions for future research are also elaborated.
{"title":"Grit and Self-Efficacy in Using E-Learning Among Postgraduates in Higher Education Institutions","authors":"Devisakti A., R. T.","doi":"10.1080/07377363.2021.1924992","DOIUrl":"https://doi.org/10.1080/07377363.2021.1924992","url":null,"abstract":"Abstract The emergence of the fourth industrial revolution sparked a need for changes in higher education institutions in term of teaching and learning. E-learning can attract learners into the learning environment with its myriad of benefits. Despite its abundance of benefits, learners seem to not fully utilize the e-learning portal and later tend to discontinue using it. This article aims to explore the relationship between grit, self-efficacy, and self-perceived performance among postgraduates using an e-learning portal. A total of 441 data inputs were collected from postgraduate learners via an online survey and analyzed using structural equation modeling (SEM). The findings indicate that grit displayed a positive significant impact on self-efficacy and students’ self-perceived performance and that self-efficacy positively affects self-perceived performance. Theoretical and practical contributions are presented and discussed. The limitations of the research are explained, and suggestions for future research are also elaborated.","PeriodicalId":44549,"journal":{"name":"Journal of Continuing Higher Education","volume":"70 1","pages":"141 - 156"},"PeriodicalIF":1.2,"publicationDate":"2021-07-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/07377363.2021.1924992","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45012368","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-07-06DOI: 10.1080/07377363.2021.1923306
Anna M. Black
Abstract Higher education in the UK is pressured to widen participation due to the social justice issues of mobility and movement through the class divide. However, those from lower classes and mature students elect for qualifications that do not classically allow entry into university, for example, the Business and Technology Education Council (BTEC) and Access to Higher Education (AHE) diplomas. A solution to this is a university bridging programme. Such a programme was analysed as to whether it prepares different cohorts of students effectively for undergraduate programmes, that is, those who have just missed the entry qualification but are coming from Advanced level qualifications, the other coming from nontraditional entry routes. Data from one academic year were anonymised and analysed. Results indicated that students coming from courses designed to widen participation scored significantly lower on the programme than those coming from Advanced level awards of any subject. This indicates that vocational and returning-to-education qualifications fail to prepare students for academia due to being focussed on the outcome, rather than the objective, of learning. The study also questioned entry tariff point equivalency. Those with higher points and nontraditional qualifications performed worse, suggesting that entry points cannot be used prognostically. Tariff points are a system to translate traditional grading systems into a numerical form which then allows for easy comparison between students. Varying qualifications have differing grading systems, and tariff points are used to enable the conversion of these grading systems to a universal one.
{"title":"Vocational and Mature Student Success in Higher Education Foundation Programmes","authors":"Anna M. Black","doi":"10.1080/07377363.2021.1923306","DOIUrl":"https://doi.org/10.1080/07377363.2021.1923306","url":null,"abstract":"Abstract Higher education in the UK is pressured to widen participation due to the social justice issues of mobility and movement through the class divide. However, those from lower classes and mature students elect for qualifications that do not classically allow entry into university, for example, the Business and Technology Education Council (BTEC) and Access to Higher Education (AHE) diplomas. A solution to this is a university bridging programme. Such a programme was analysed as to whether it prepares different cohorts of students effectively for undergraduate programmes, that is, those who have just missed the entry qualification but are coming from Advanced level qualifications, the other coming from nontraditional entry routes. Data from one academic year were anonymised and analysed. Results indicated that students coming from courses designed to widen participation scored significantly lower on the programme than those coming from Advanced level awards of any subject. This indicates that vocational and returning-to-education qualifications fail to prepare students for academia due to being focussed on the outcome, rather than the objective, of learning. The study also questioned entry tariff point equivalency. Those with higher points and nontraditional qualifications performed worse, suggesting that entry points cannot be used prognostically. Tariff points are a system to translate traditional grading systems into a numerical form which then allows for easy comparison between students. Varying qualifications have differing grading systems, and tariff points are used to enable the conversion of these grading systems to a universal one.","PeriodicalId":44549,"journal":{"name":"Journal of Continuing Higher Education","volume":"70 1","pages":"105 - 121"},"PeriodicalIF":1.2,"publicationDate":"2021-07-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/07377363.2021.1923306","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46179781","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-06-01DOI: 10.1080/07377363.2021.1908773
Cassandra Barragan, L. Ryckman, Wayne Doyle
Abstract Effective veteran-student programs that include advising help to bridge military culture with campus culture. These programs assist with military-to-campus transitions and achieving veteran-student academic success. Persistent outreach is an advising strategy that includes proactive and intentional engagement that anticipates student concerns. The records of 448 veteran-students eligible for the Veteran Student Support Services (VSSS) program using persistent outreach between fall 2017 and winter 2018 were reviewed. This study answered the research questions: Which factors are significant predictors of students in the VSSS program? Do GPA, grants, and loans received differ for students in the VSSS program? Do GPA, grants, and loans received differ for first-generation status? and Do VSSS status and first-generation status interact in the effect on GPA, grants, and loans received? Comparisons were made between students who were (n = 103) and were not (n = 345) in the VSSS program. Binary logistic regression analysis revealed that race/ethnicity, first-generation, gender, grants, and GPA were predictors of VSSS participation. Our analysis found significant main effects for participation in VSSS and for first-generation status and the interaction of those two factors with GPA, loans, and grants. Because the VSSS provides support services, it indirectly addresses the stress of transition from “soldier to student” that leads to poor outcomes for veteran students.
{"title":"Improving Educational Outcomes for First-Year and First-Generation Veteran Students: An Exploratory Study of a Persistent Outreach Approach in a Veteran-Student Support Program","authors":"Cassandra Barragan, L. Ryckman, Wayne Doyle","doi":"10.1080/07377363.2021.1908773","DOIUrl":"https://doi.org/10.1080/07377363.2021.1908773","url":null,"abstract":"Abstract Effective veteran-student programs that include advising help to bridge military culture with campus culture. These programs assist with military-to-campus transitions and achieving veteran-student academic success. Persistent outreach is an advising strategy that includes proactive and intentional engagement that anticipates student concerns. The records of 448 veteran-students eligible for the Veteran Student Support Services (VSSS) program using persistent outreach between fall 2017 and winter 2018 were reviewed. This study answered the research questions: Which factors are significant predictors of students in the VSSS program? Do GPA, grants, and loans received differ for students in the VSSS program? Do GPA, grants, and loans received differ for first-generation status? and Do VSSS status and first-generation status interact in the effect on GPA, grants, and loans received? Comparisons were made between students who were (n = 103) and were not (n = 345) in the VSSS program. Binary logistic regression analysis revealed that race/ethnicity, first-generation, gender, grants, and GPA were predictors of VSSS participation. Our analysis found significant main effects for participation in VSSS and for first-generation status and the interaction of those two factors with GPA, loans, and grants. Because the VSSS provides support services, it indirectly addresses the stress of transition from “soldier to student” that leads to poor outcomes for veteran students.","PeriodicalId":44549,"journal":{"name":"Journal of Continuing Higher Education","volume":"70 1","pages":"42 - 57"},"PeriodicalIF":1.2,"publicationDate":"2021-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/07377363.2021.1908773","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45003895","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-05-11DOI: 10.25159/unisarxiv/000015.v1
M. Modise, Patience Kelebogile Mudau
Web-based technology has proven itself indispensable in education, especially in distance education and in developing countries. Technological advances and the Covid-19 pandemic have forced higher education institutions to be innovative in delivering education in their countries. This paper seeks to demonstrate the role and value of e-portfolios as an alternative teaching and learning tool in distance education and the online environment, especially in developing countries. A systematic review of peer-reviewed academic studies of e-portfolios between 2010 and 2020 was conducted. A total of 18 papers were selected according to the inclusion criteria. The review shows that the use of e-portfolios is still a relatively new trend in developing countries. The study also revealed that e-portfolios can infuse important skills such as self-directed learning, critical thinking and lifelong learning. These results have the potential to help institutions to creatively design appropriate support tools and strategies alongside the implementation of e-portfolios in their contexts.
{"title":"Using E-Portfolios for Meaningful Teaching and Learning in Distance Education in Developing Countries: A Systematic Review","authors":"M. Modise, Patience Kelebogile Mudau","doi":"10.25159/unisarxiv/000015.v1","DOIUrl":"https://doi.org/10.25159/unisarxiv/000015.v1","url":null,"abstract":"Web-based technology has proven itself indispensable in education, especially in distance education and in developing countries. Technological advances and the Covid-19 pandemic have forced higher education institutions to be innovative in delivering education in their countries. This paper seeks to demonstrate the role and value of e-portfolios as an alternative teaching and learning tool in distance education and the online environment, especially in developing countries. A systematic review of peer-reviewed academic studies of e-portfolios between 2010 and 2020 was conducted. A total of 18 papers were selected according to the inclusion criteria. The review shows that the use of e-portfolios is still a relatively new trend in developing countries. The study also revealed that e-portfolios can infuse important skills such as self-directed learning, critical thinking and lifelong learning. These results have the potential to help institutions to creatively design appropriate support tools and strategies alongside the implementation of e-portfolios in their contexts.","PeriodicalId":44549,"journal":{"name":"Journal of Continuing Higher Education","volume":"1 1","pages":""},"PeriodicalIF":1.2,"publicationDate":"2021-05-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43175926","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-05-04DOI: 10.1080/07377363.2021.1932388
Mary s. Bonhomme
The pandemic has increased the need for retraining of workers. Many higher education institutions are participating in the Taskforce on Higher Education and Opportunity, “a coalition of colleges that is swapping ideas and sharing information about how to pursue career-oriented initiatives.” Examples of the programs being offered are stackable credentials and apprenticeships. Many courses are offered in a short, eight-week format, a format seen to be worker-focused. The closer tie between academic advising and career advising is also being implemented. Chronicle of Higher Education, vol. 67, no. 15, pp. 38þ
{"title":"Notes and Trends","authors":"Mary s. Bonhomme","doi":"10.1080/07377363.2021.1932388","DOIUrl":"https://doi.org/10.1080/07377363.2021.1932388","url":null,"abstract":"The pandemic has increased the need for retraining of workers. Many higher education institutions are participating in the Taskforce on Higher Education and Opportunity, “a coalition of colleges that is swapping ideas and sharing information about how to pursue career-oriented initiatives.” Examples of the programs being offered are stackable credentials and apprenticeships. Many courses are offered in a short, eight-week format, a format seen to be worker-focused. The closer tie between academic advising and career advising is also being implemented. Chronicle of Higher Education, vol. 67, no. 15, pp. 38þ","PeriodicalId":44549,"journal":{"name":"Journal of Continuing Higher Education","volume":"69 1","pages":"140 - 144"},"PeriodicalIF":1.2,"publicationDate":"2021-05-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/07377363.2021.1932388","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47261549","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-02-22DOI: 10.1080/07377363.2020.1867813
Catherine A. Cherrstrom, Carrie J. Boden, Todd Sherron, L. Wilson
Abstract Many Americans dream of a college degree, but earning one requires time and money. As one solution, prior learning assessment (PLA) documents college-level learning gained outside the classroom for academic credit and can make the difference between earning or not earning a college degree. However, the literature lacks an integrative and systematic review of PLA to add to the knowledge base. The purpose of this review was to examine the academic literature related to PLA in the United States. For data collection, we used a structured process to capture data from all peer-reviewed journal articles, published in the last decade, meeting inclusion criteria. For data analysis, we used inductive coding and clustering to identify categories leading to themes. Major findings from the articles included journals, publication years, authorship, underlying empirical studies, and six themes—the big picture; higher education changing PLA and PLA changing higher education; equity and access; program overviews; approaches, methods, and processes; and quality assessment.
{"title":"Decade of Prior Learning Assessment in the United States: A Systematic Literature Review","authors":"Catherine A. Cherrstrom, Carrie J. Boden, Todd Sherron, L. Wilson","doi":"10.1080/07377363.2020.1867813","DOIUrl":"https://doi.org/10.1080/07377363.2020.1867813","url":null,"abstract":"Abstract Many Americans dream of a college degree, but earning one requires time and money. As one solution, prior learning assessment (PLA) documents college-level learning gained outside the classroom for academic credit and can make the difference between earning or not earning a college degree. However, the literature lacks an integrative and systematic review of PLA to add to the knowledge base. The purpose of this review was to examine the academic literature related to PLA in the United States. For data collection, we used a structured process to capture data from all peer-reviewed journal articles, published in the last decade, meeting inclusion criteria. For data analysis, we used inductive coding and clustering to identify categories leading to themes. Major findings from the articles included journals, publication years, authorship, underlying empirical studies, and six themes—the big picture; higher education changing PLA and PLA changing higher education; equity and access; program overviews; approaches, methods, and processes; and quality assessment.","PeriodicalId":44549,"journal":{"name":"Journal of Continuing Higher Education","volume":"70 1","pages":"88 - 104"},"PeriodicalIF":1.2,"publicationDate":"2021-02-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/07377363.2020.1867813","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44769272","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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