168 Copyright © 2016, IGI Global. Copying or distributing in print or electronic forms without written permission of IGI Global is prohibited. Chapter 9 DOI: 10.4018/978-1-4666-8856-8.ch009 ABSTRACT This chapter focuses on the use of ePortfolios in the recognition of prior learning (RPL) and professional recognition (PR) within higher education contexts. The term eRPL refers to the recognition practice of utilising ePortfolios for RPL and similarly, ePR refers to the use of ePortfolios for PR. Both are relatively new phenomenon and a developing feld of practice and utility. The eRecognition framework developed by Cameron (2012) is built upon to explore the utility of ePortfolios across higher education through a content analysis of papers presented at the ePortfolio and Identity Conference (ePIC) from 2008 to 2012 (n=307) and articles published in the newly established International Journal of ePortfolios from 2011 to 2013 (n=31). Harris’s (2000) boundaries and boundary-work framework is applied to position eRecognition practices within the contemporary educational context and the challenges and changes being brought upon educational practices and structures through the open learning movement. INTRODUCTION The aim of this chapter is to gauge the use of ePortfolios in the recognition of prior learning (RPL) and professional recognition (PR) across higher education contexts through a content analysis of recent conference papers and an academic journal both focused on the use of ePortfolios. The term eRPL refers to the recognition practice of utilising ePortfolios for RPL and similarly, ePR refers to the use of ePortfolios for PR. Both are relatively new phenomenon and a developing field of practice across edu- cation and human resource contexts. The chapter builds upon the eRPL and ePR framework developed by Cameron (2012) to explore the utility of ePortfolios across higher education by identifying eRPL practices through a content analysis of papers presented at the ePortfolio and Identity Conference (ePIC) and articles published in the newly established International Journal of ePortfolios (IJeP). The content eRPL and ePR in Higher Education Contexts Roslyn Cameron Curtin University, Australia Linda Pfeiffer Central Queensland University, Australia