PLAR Persistence: A Canadian Post-Secondary Comparison

Abstract

Post-secondary student’s level of persistence in prior learning assessment and recognition (PLAR) is impacted by multiple factors. Some of these factors can be controlled by the post-secondary institution, some not. In 2018 two Canadian researchers were both exploring this topic looking for meaningful ways to enrich persistence. One researcher was from Champlain College-Saint Lambert (Champlain) in Quebec, the other from Thompson Rivers University (TRU) in British Columbia. When the investigators learned about the other's research they compared their findings noting many similarities. Both researchers used mixed methods (surveys and interviews) to determine the factors that impacted PLAR persistence. It is clear from these studies that high-quality advisor support, consistent communication between all stakeholders, and clarity of information is paramount at all stages of the process to facilitate persistence. These similarities are interesting to note as TRU offers more PLAR pathways than Champlain, the PLAR delivery methods and practices are different, and Champlain students are comprised of far more permanent residents than TRU. The paper shares a summary of each research project, weaving in recommendations and implications for practice.