Hayden, I wonder if part of the problem is that syndrome of expecting others to do it "the way we did it." In other words, it may be more difficult for educators who achieved their credentials and careers by traditional methods now to adopt different methods for their eventual successors. In the longer term, we will (one hopes!) eventually have educators in place who gained at least part of their education and credentials through RPL/PLAR - and then things may be different.
A good point Irwin,
I wonder if we down play this element of staff re-enforcing their own. One of my PhD students who successfully completed her viva yesterday (so I guess she is a student no longer but a graduand) had been researching student assessment – many of you will guess that the most significant staff driver for the form of assessment was "that's how I was assessed when I did my degree"!
As someone who studied via the UK Open University I suspect I am a keen advocate of flexible models of learning as my career in academia would not have been possible without studying while doing a full time job in industry. Perhaps that's what makes me such an advocate for flexible, responsive education - because I don't see any other way as practical or sustainable.