Developing the Credit-Based Modular

Provides the information that many involved in higher education will need to help see them through post-Dearing curriculum development. The book describes some of the more common credit-based modular systems in practical language, for those institutions who wish to follow the CBMS path. Secondly it identifies the inherent problems that are created by CBMS approaches so that institutions can recognize, confront and overcome these dilemmas. The authors draw on their experience of developing and running one of the most sophisticated credit-based modular systems within the UK to point the way forward in a concise, accessible volume, which also contains standard forms for practical use.

Mick Betts is Head of the University Centre for Accreditation and Negotiated Awards at Anglia Polytechnic University Robin Smith is Professor of Higher Education Development at Anglia Polytechnic University where he is also Pro Vice Chancellor and Director of the University's Essex Campus

List of Figures

vii

(1)

Acknowledgments

viii

1 Introduction

1

(12)

Part 1: The Universal Curriculum

13

(44)

2 Patterns of Provision

15

(20)

Contained Provision

17

(1)

Boundaried Provision

18

(1)

Combined Model

19

(6)

Negotiated Provision

25

(2)

Organizing Flexibility

27

(1)

Fields and Sets

28

(7)

3 Modules and Credit

35

(22)

Module Size

35

(3)

Module Volume

38

(6)

Module Levels

44

(5)

Module Learning Outcomes

49

(2)

Module Assessment

51

(6)

Part 2: Development and Implementation

57

(82)

4 Standards and Assessment

59

(16)

Key Principles

62

(2)

Examination Boards

64

(3)

The Nature of Assessment

67

(3)

Degree Classification

70

(5)

5 Capitalizing on Flexibility

75

(12)

Negotiated Programmes

75

(4)

Work-based Learning

79

(8)

6 The Accreditation of Prior and Experiential Learning

87

(16)

Definitions: APL and APEL

87

(1)

Building Confidence in AP(E)L

88

(2)

Issues of Management and Control

90

(1)

Issues of the Relevance of Prior Learning

91

(1)

The Shelf-life of Prior Learning: Issues of Currency

92

(1)

Credit Contributing to More Than One Award: Changing Mindsets

93

(3)

How Much APEL? Integrating Prior and New Learning

96

(3)

Issues with Grades, Levels and Volume

99

(1)

Issues of Costing and Charging

100

(1)

Issues for Full-time Students

101

(2)

7 Quality Matters

103

(14)

Programme Validation

104

(5)

Individual Student Validation

109

(4)

Monitoring

113

(4)

8 Managing and Resourcing CBMS

117

(12)

Information Technology

117

(8)

Resourcing and Planning

125

(4)

9 Higher Education in the Learning Society: Issues for Credit-based Modular Systems

129

(10)

Appendix: Case Studies in Credit-based Modular Systems

139

(20)

Undergraduate Negotiated Programmes

141

(7)

Postgraduate Negotiated Programmes

148

(4)

An Approach to AP(E)L

152

(4)

In-company Accreditation

156

(3)

Bibliography

159

(2)

Index

161

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Developing the Credit-Based Modular Curriculum in Higher Education: Challenge, Choice and Change

Summary

Author Biography

Table of Contents

Supplemental Materials