Valuing Experiential Learning: Unlocking RPL Potential in a Regional Australian University

This research article consolidates the key findings, methodologies, resources and recommendations emerging from the 2021–2022 Recognition of Prior Learning (RPL) project at UniSQ. A significant deliverable was the Professional Practice Credit Framework with two pilots undertaken to test this prototype and identify resources required. The pilots were conducted in two distinct contexts: the Bachelor of Communication and Media (BCNM) and the Bachelor of Cyber Security (BCYS). Whilst the project funding formally concluded, the vision remained to sustainably embed processes, training, and resources into institutional operations, transitioning from a project-based initiative to business as usual. This article serves two interconnected purposes: Part A: Provides a comprehensive account of the RPL project methodology, findings, and resources developed over time and underpinned by co-design principles. It establishes a foundation for further development in this area, addressing a notable gap in the Australian higher education sector. Specifically, the RPL project highlights the importance of tailoring approaches to the unique institutional and student contexts in which they are implemented. Key factors to successfully embed RPL include institutional culture, governance alignment, and acknowledging student diversity. Part B: Focuses on the Professional Practice Credit Framework, an evolving and student-centric concept informed by continuous stakeholder engagement. This section details the Professional Practice Credit Framework's development, informed by two pilot studies and student credit referrals. It includes resources and tools aimed at enhancing procedures, processes, and practices related informal and non-formal (experiential) learning.