Honouring the Adult Learner Through Recognition - Critically Exploring Immigrant Experiences of PLAR Considerations in Saskatchewan - Doctor of Education Thesis

Aug 29, 2026

Uploaded by Dozel

Prior learning assessment and recognition (PLAR) makes prior learning visible and enables formal recognition for adult learners. As immigration increases globally, innovative approaches to credential recognition are essential. Although validation of knowledge, skills, abilities, and competencies supports immigrant integration, immigrants’ experiences with PLAR—especially for foreign-educated professionals—remain insufficiently explored. Using narrative inquiry and integrative intersectionality, this study examines seven participants considering PLAR in Saskatchewan and identifies barriers to recognition, employment alignment, and mental health impacts.

LanguageEnglish

CategoryResearch & Report

FormatPDF

Pages240

Reading Time10 h 5 min

AccessFree to download

Abstract

Preface

Acknowledgements

Dedication

Territorial Acknowledgements

UNIVERSITY OF CALGARY Honouring the Adult Learner Through Recognition: Critically Exploring Immigrant Experiences of PLAR Considerations in Saskatchewan by Tenielle McLeod A THESIS SUBMITTED TO THE FACULTY OF GRADUATE STUDIES IN PARTIAL FULFILMENT OF THE REQUIREMENTS FOR THE DEGREE OF DOCTOR OF EDUCATION GRADUATE PROGRAM IN EDUCATIONAL RESEARCH CALGARY, ALBERTA DECEMBER, 2025 © Tenielle McLeod 2025 Abstract Prior learning assessment and recognition (PLAR) denotes a broad range of activities that make prior learning visible and supports attaining formal recognition for that learning, specifically for adult learners. With immigration increasing worldwide, the need for foreign credential recognition innovation is crucial. While the validation of knowledge, skills, abilities, personal attributes, and competencies is seen as an essential part of the immigrant integration process, using PLAR as part of the assessment and recognition of prior learning experiences of foreign educated professionals has not been an area greatly explored. Critical research has illuminated persistent challenges in the underlying structures of PLAR with some researchers expressing concern about PLAR’s deskilling and exclusionary practices when it comes to assessing immigrants’ prior learning. What seems to be missing are the voices of immigrants using, or considering using, the PLAR process. This research study explores the experiences of immigrants in Saskatchewan who are considering using PLAR at post-secondary institutions in Saskatchewan. Using a narrative inquiry methodological approach, and guided by an integrative intersectionality framework, the experiences of seven participants were storied from interviews and analyzed thematically using existing theories on PLAR. This study amplifies the stories of seven persons seeking to use PLAR to better understand their needs and experiences drawing on interviews. This study found that persistent barriers to recognition and commensurate employment exist for immigrants moving to Saskatchewan including unemployment/underemployment, and negative impacts on mental health. Keywords: prior learning assessment and recognition (PLAR), immigration, post-secondary, intersectionality, narrative, adult learner, credential recognition Preface This dissertation is original, unpublished, work by the author, Tenielle McLeod. This study was covered by Ethics Certificate number REB23-1562, issued by the University of Calgary Conjoint Faculties Research Ethics Board on March 10, 2025, for the project“Honouring the Adult Learner Through Recognition: Critically Exploring Immigrant Experiences of PLAR Considerations in Saskatchewan,” and with the certificate of completion TCPS 2: CORE 2022 \#0001242952 , issued by the Panel on Research Ethics on November 3, 2023. Acknowledgements Most importantly I would like to acknowledge Omabee, Mike, Syeda, Anne, Lydia, Fergei, Smi for agreeing to go with me on this journey. Your openness in sharing your stories so that it might help others is truly remarkable and I am forever grateful. To Dr. Yvonne Poitras Pratt, the level of support and encouragement you provided throughout this journey is truly remarkable. I learned so much from you and your knowledge, grace, and wisdom are truly something to aspire to. To Dr. Shibao Guo, and Dr. Janet Groen who started with me on this journey but whose circumstances meant an off-ramp part way through; I thoroughly enjoyed learning from you both. To Dr. Colleen Kawalilak and Dr. Umit Boz for serving on my committee and for offering the“lightbulbs” in those gray moments. Your expertise and insight are truly appreciated. To Dr. Melanie Hamilton, and Dr. Patricia Danyluk, for reviewing and examining this doctoral work. Your honest interest in the work, including careful revision, and insightful questions, was invaluable. To librarian, citation expert, and friend, Jennifer Shrubsole who was patient with my nev

FAQs

What does PLAR aim to do for adult learners in the context of immigration?

PLAR helps make prior learning visible and supports formal recognition, enabling adult learners to obtain acknowledgment of what they already learned through experience. For immigrants, it is linked to credential recognition needs during integration.

What research approach and framework guide this dissertation?

The study uses a narrative inquiry methodology and is guided by an integrative intersectionality framework. Experiences of seven participants are collected through interviews and analyzed thematically using existing PLAR theories.

What challenges did the study find for immigrants considering PLAR in Saskatchewan?

Persistent barriers to recognition and commensurate employment were found, including unemployment or underemployment. The study also reports negative impacts on mental health.

Aug 29, 2026

Uploaded by Dozel