Credit mapping: validating work based training using action learning outcomes

Abstract

In contrast to predominantly academic approaches to learning, action learning based qualifications emphasise learning centered upon the workplace. By facilitating a process by which workplace learning is conceptualized and placed in an academic context, action learning based qualifications are well suited to provide a link between academic knowledge of core managerial disciplines and the context within which such skills are demonstrated. This paper outlines a credit mapping approach developed by the IMC Association which enables workplace and professional development courses to form the basis of certificated awards at the Action Learning Certificate in Management Studies (Action Learning CMS) level. The strength of the approach is that it addresses the demand for adaptive and responsive adult educational provision which is not restricted by the site of learning or the age or circumstances of the student. An important caveat is that the rules and guidance by which credit can be accumulated and transferred are vitally important in order to facilitate understanding of the process, coherent patterns of study for students and to safeguard academic standards. The process of credit mapping and validating workplace learning has the potential to improve access to higher postgraduate awards and add value to both the consumer and supplier of workplace training courses.

Citation

Wills, J. (2000), "Credit mapping: validating work based training using action learning outcomes", Journal of Workplace Learning, Vol. 12 No. 3, pp. 89-93. https://doi.org/10.1108/13665620010317630