Abstract
This research will present the model created for a study on the Recognition of Prior Learning (RPL) in Ireland. This study aimed to identify the values, beliefs, and assumptions operating in RPL between the Assessor, Mentor and Candidate in higher education (HE). A critical constructivist grounded theory; this paper is focused on the conceptual framework used for the research which adapted Van Kleef’s (2007) model of RPL with Schein’s (2004) model of organizational culture. Schwartz (2012) theory of values also helped with analysis of any values in the data. Findings show that similar value systems operate in RPL, with honesty as the primary value, and fairness, openness, and equity also present. The remaining findings and conclusions show that RPL is a challenging field of practice and that resources and training are essential. The assumptions show RPL requires the standards to be upheld.
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