Date of Award

Spring 5-25-2024

Document Type

Dissertation

Degree Name

Doctor of Education (EdD)

Department

Educational Leadership

First Advisor

Bryan McCoy

Abstract

In 2022, the Louisiana Board of Regents (LBOR) introduced a prior learning assessment (PLA) policy across public higher education institutions in Louisiana. This policy was motivated by two key factors: firstly, it aligned with national best practices to support students entering the workforce without traditional credentials, and secondly, it increased LBOR's degree attainment goal by 60% by 2030. This study aimed to explore how higher education leaders navigated the implementation of this PLA policy. Initial findings revealed that all institutions reviewed in the pilot study offered some form of standardized PLA, with only half providing both standardized and non-standardized options. Further examination through case studies illustrated that institutions were in the process of establishing policies and procedures to address six critical elements of the policy: transparency, acceptable forms of PLA, evaluation and transcript of credit, transfer of PLA credit, fees for PLA credit, and data reporting. Administrators noted that while PLA implementation was underway, it was not considered a top priority. This study reveals the complexities of implementing PLA policies and provides insights into areas needing further attention, such as policy mapping and transparency.

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