New Emerging Issues about Guidance and Counselling in an Accreditation of Prior and Experiential Learning Process

Pierre-Yves Sanseau, Sandrine Ansart

Abstract


In this article, we take a look at guidance and counselling provided in French Business Schools, which are part of higher education sector, during the process of accreditation of prior and experiential learning (APEL) based on skills-oriented frames of reference. Based on qualitative research carried out on a sample of APEL guidance counsellors, we focus on three characteristics of the guidance provided in Business Schools, i.e. a characteristic tied to the nature of the required exercise, the impact of a skills-oriented and skills-based approach, and its similarity to certain coaching stances. We then analyse the central role played by self-examination in the APEL process, as well as the similarities and differences between guidance and counselling and guidance and counselling stances in APEL and coaching processes.


Full Text: PDF DOI: 10.5430/ijhe.v3n1p110

Refbacks

  • There are currently no refbacks.


Creative Commons License
This work is licensed under a Creative Commons Attribution 3.0 License.

International Journal of Higher Education
ISSN 1927-6044 (Print) ISSN 1927-6052 (Online)

Copyright © Sciedu Press

To make sure that you can receive messages from us, please add the 'Sciedu.ca' domain to your e-mail 'safe list'. If you do not receive e-mail in your 'inbox', check your 'bulk mail' or 'junk mail' folders.