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QUALITY IN LEARNING: A Capability Approach in Higher Education
About this Book
This book was published by Kogan Page in 1992 in London. It was the outcome of 3 years' work by the Royal Society of Arts' Higher Education for Capability project to which many universities, academics and employers contributed. The book formed the focal point for the activities of Higher Education for Capability in the 19990s and was used by many institutions to inform some of their curriculum innovations.
Educating for capability was interpreted by the project as a process which gave the participants full opportunity to take responsibility for their own learning within university cultural, structural and curriculum constraints
.The concept of Capability and the origins of the RSA's Education for Capability project are described. The main part of the book consists of reviews of capability-oriented curricula in major subject areas in UK universities. In the final section, the editors John Stephenson and Susan Weil explore some of the major challenges which have to be dealt with when implementing capability oriented programmes.
The book is currently out of print and the publishers, Kogan Page, have generously agreed that the full text can be reproduced on the ICLML website with full acknowledgement of their publishing rights.
This file contains:
the list of contents,
brief descriptions of the authors (at the time of writing) and acknowledgements
the
Preface (which sets out the context of the book in more detail);the
Introduction to Part Two (the specialist subject Chapters).The 259
examples on which this analysis is based.
Click on the title for PDF version
Chapter 1 Capability and quality in higher education John Stephenson
Chapter 2 Four themes in educating for capability John Stephenson, Susan Weil
Chapter 3 Capability through art and design education John Stephenson, Tom Bromly
Chapter 4 Capability through business and management education Susan Weil, Philip Frame
Chapter 5 Capability through engineering education Susan Weil, Peter Lines, John Williams
Chapter 6 Capability through humanities and social sciences Susan Weil, David Melling
Chapter 7 Capability through science and mathematics Susan Weil, Ronald Emanuel
Chapter 8 Capability through teacher education Susan Weil, David Bridges
Chapter 9 Educating for capability: some obstacles and ways forward John Stephenson, Susan Weil
The authors have received a great deal of assistance in the preparation of this book. In effect, the book represents a statement from the capability movement, interpreted by the authors. Considerable thanks are given to the following groups of people.
The RSA, including Marigold Coleman and Mark Goyder, Director of Programmes, for mounting and supporting the Higher Education for Capability (HEfC) project from 1988 to 1991, when most of the field work was completed.
The sponsors of the HEfC project: British Petroleum Ltd, British Telecom, City of London Corporation, Council for Industry in Higher Education, Council for National Academic Awards, Department of Employment, Department of Education and Science, Digital Equipment Company Ltd, IBM (UK) Ltd, Lucas Industries, Leeds Polytechnic.and the University of Leeds.
Members of the HEfC Steering Committee: Christopher Price, Director of Leeds Polytechnic (Chairman); Sir Hermann Bondi, formerly Master of Churchill College, Cambridge; Ann Bailey, HE Manager, Digital Equipment Co. Limited; Patrick Coldstream, Director, Council for Industry and Higher Education; Geoffrey Harding, Academic Relations, IBM UK Ltd; Dr David Kirby, Durham University; Paul Litchfield, Department of Employment; Jeremy Nicholls, Education Liaison, BP PLC; Rev Canon Dr George Tolley, formerly Principal of Sheffield City Polytechnic; Professor John Tomlinson, Director, Institute of Education, University of Warwick and Chairman of RSA Council 1989-91; Professor Dorothy Wedderburn, Senior Fellow, Management School, Imperial College, formerly Principal, Royal Holloway and Bedford New College and Mike D Yates, Enterprise in Higher Education, Department of Employment.
Leeds Polytechnic and the University of Leeds for facilitating the continuation of the Higher Education for Capability project.
The Enterprise in Higher Education Initiative - Anthea Weale, HEfC Enterprise Manager; Enterprise Directors; Higher Education Advisors, and Officers of the Department of Employment - for their continual help and support.
The Vice Chancellors, Polytechnic Directors, and College Principals who participated in private briefings at the RSA, invited the project Directors to their institutions and encouraged colleagues to submit examples.
The very many individuals and groups who submitted examples and comments, not all of whom it has been possible to quote directly despite their obvious relevance and quality.
The many people who participated in discussions at the RSA on each of the specialist areas included in Part Two and on the employers and professions sections in Chapter Nine.
The colleagues and friends who read and commented on early drafts.
The administrative staff of the RSA who provided excellent support at all stages: Sylvie Allisse, Cheryl Anderson, Rachael Boulton, Judith Corby, Linda Jackson and Lesley James.
The staff of the Higher Education for Capability project at Leeds who checked the detail and co-ordinated the work of the authors: Helen Pearson and Naomi Wilds.
The co-authors of the specialist chapters who did so much to cut through the volumes of material collected by the project.
Our personal friends and partners who tolerated our absorption in our work with good grace and who encouraged us to see it to completion.
John Stephenson, Director, and Susan Weil, Associate Director
THE AUTHORS (as they were in 1991-2)
Professor David Bridges
David Bridges is Professor of Education at the University of East Anglia School of Education and Director of the Eastern Region Teacher Education Consortium in the Enterprise in Higher Education Initiative. He was previously Deputy Principal of Homerton College Cambridge and has a long career in teacher education as well as recent experience in training and research in other contexts including policing and health related professions. His extensive writing on education has included Education Democracy and Discussion and (with Charles Bailey) Mixed Ability Teaching as well as recent papers on Enterprise and Liberal Education, From Teaching to Learning and Transferable Skills.
Professor Tom Bromly OBE ATD FRSA
Tom Bromly studied painting at Canterbury and Leeds Colleges of Art. Now, as Dean of Arts and Design at Newcastle Polytechnic he is responsible for a faculty of 2,500 students at both 1st and 2nd degree level. He is a practising painter and photographer with works in a number of public and private collections. He is also a Specialist Adviser in Art and Design to the Council for National Academic Awards, and was Chairman of their Fine Art Board and Vice Chairman of their Committee for Art and Design. He is also an external examiner in Fine Art for the Council. The Secretary of State for Education and Science invited him to become a member of the Visiting Committee of the Royal College of Art, London. He has also advised the Department of Education and Science on publications relating to Art and Design education. He has been Chairman of the Conference for Higher Education in Art and Design (CHEAD), and Chairman of the Trustees of the Art and Design Admissions Registry (ADAR).
Dr Ron Emanuel
Dr Emanuel is Academic Audit Officer at the University of Glasgow with responsibility for the quality assurance of teaching throughout the University. He was previously Head of the Department of Chemistry and was the first Director of the University's Enterprise in Higher Education project. He continues to teach chemistry. He is a past president of the Association of University Teachers and is currently a member of its National Executive Committee with a particular interest in educational policy.
Dr Philip Frame
Philip Frame is Deputy Head of the School of Management at the Business School, Middlesex Polytechnic. He has a faculty wide responsibility for Enterprise related activities. He has initiated a number of interactive learning programmes, especially on undergraduate courses. He acted as co-chair of the Business and Management Advisory Committee of the RSA's capability initiative.
Professor Peter Lines MSc BSc(Hons) CEng FIEE MBIM
Peter Lines was born in Taunton. He worked for the Post Office Engineering Department on the design of electronic telephone exchanges before joining Hatfield Polytechnic. He became Director of Studies in Electrical and Electronic Engineering, subsequently took responsibility for the Polytechnic's Enterprise in Higher Education Programme, and them became Dean of the School of Engineering. He is a past Chairman of the Committee for Engineering in Polytechnics and has served on the IEE Accreditation Committee. He is currently a member of the Council of National Academic Awards and of the Initial Education and Training Committee of the Engineering Council, and has extensive interests in engineering education.
Dr David Melling
Born: 1943. Educated De La Salle College, Pendleton and Manchester University graduating with a first in English and Philosophy. Has taught at Manchester University, Bolton Institute of Technology (now BIHE) and most recently Manchester Polytechnic where he is Dean of Humanities and Social Science. He is the author of the OPUS "Understanding Plato" and teaches Ancient and Indian Philosophy and Eastern Christian Theology.
Professor John Stephenson, DPhil, BSc(Econ), PGCE, FRSA
Professor John Stephenson has been Director of the RSA's Higher Education for Capability project since September 1988. He was Head of the School for Independent Study at North East London Polytechnic (now called Polytechnic of East London) from 1978 to 1988 and was a member of the group which, between 1972 and 1974, pioneered opportunities for students to plan individual programmes of study to Diploma, Honours Degree and Masters Degree levels based on their own experiences, interests and longer term intentions. His doctorate research, at Sussex University, was on The Student Experience of Independent Study. He previously worked for 5 years in teacher education and for 8 years in secondary schools. He is Chair of the International Guiding Committee of the World Education Fellowship.
Dr Susan Weil
Susan Weil, Associate Director of the RSA Higher Education for Capability Initiative from 1998-1991, is now Head of Higher Education Development for the Office for Public Management, an independent body that offers stimulation and support for significant institutional and cultural change in publicly accountable institutions. Prior to the RSA, she held academic posts with the Centre for Staff Development in Higher Education, University of London, and the Centre for Higher Education Studies in the Department of Policy Studies, Institute of Education. She was Chair of the Society for Research into Higher Education from 1989-1991. She has published widely on learning and change processes, especially in professional development and higher education, including, Making Sense of Experiential Learning (SRHE/OU, 1989), numerous journal articles and development programmes, and book chapters, most recently in Access and Institutional Change (SRHE/OU, 1989) and Learning to Effect (London, Kogan Page, 1992). Her PhD research addressed the cultural, structural and curriculum changes required in HE institutions to support more and different students.
Dr John Williams BSc PhD CChem FRSC MBIM FRSA
John Williams joined The Engineering Council in 1986 and currently holds the post of Senior Executive - General Education. Prior to this his experience includes teaching and various Local Education Authority officer posts covering Schools, FE and HE sectors. In his present post he is concerned with increasing the supply of engineers nationally into FE and HE and with raising an awareness of engineering.
GLOSSARY
ACOST Advisory Committee on Science and Technology
APEL Accrediting Prior Experience and Learning
BTEC Business and Technician Education Council
CAT Credit Accumulation and Transfer
CATE Committee for the Accreditation of Teacher Education
CNAA Council for National Academic Awards
CQSW Certificate of Qualification in Social Work
Dip HE Diploma in Higher Education
DMS Diploma in Management Studies
DTI Department of Trade and Industry
EHE Enterprise in Higher Education
FE Further Education
GCSE General Certificate of Secondary Education
HE Higher Education
HEfC Higher Education for Capability
HEI Higher Education Institution
HITECC Higher Innovative Technology Engineering Conversion Course
HMI Her Majesty's Inspectorate
HND/C Higher National Diploma/Certificate
LEA Local Education Authority
MBA Master of Business Administration
MCI Management Charter Initiative
NCVQ National Council for Vocational Qualifications
PCFC Polytechnics' and Colleges' Funding Council
PGCE Postgraduate Certificate in Education
QTS Qualified Teacher Status
RPA Record of Progress and Achievement
RSA Royal Society for the encouragement of Arts, Manufacturers and Commerce
SCE Scottish Certificate in Education
SCOTVEC Scottish Vocational Education Council
SML Self-Managed Learning
TQM Total Quality Management
TVEI Technical and Vocational Education Initiative
UDACE Universities Council for Adult and Continuing Education
UFC Universities Funding Council
In 1979, the Royal Society for the encouragement of Arts, Manufactures and Commerce (RSA) issued the Education for Capability Manifesto:
EDUCATION FOR CAPABILITY
There is a serious imbalance in Britain today in the full process which is described by the two words 'education' and 'training'. The idea of the 'educated' person is that of a scholarly individual who has been neither educated nor trained to exercise useful skills; who is able to understand but not to act. Young people in secondary or higher education increasingly specialize, and do so too often in ways which mean that they are taught to practise only the skills of scholarship and science. They acquire knowledge of particular subjects, but are not equipped to use knowledge in ways which are relevant to the world outside the education system.
This imbalance is harmful to individuals, to industry and to society. A well-balanced education should, of course, embrace analysis and the acquisition of knowledge. But it must also include the exercise of creative skills, the competence to undertake and complete tasks and the ability to cope with everyday life; and also doing all these things in co-operation with others.
There exists in its own right a culture which is concerned with doing, making and organizing and the creative arts. This culture emphasizes the day-to-day management of affairs, the formulation and solution of problems and the design, manufacture and marketing of goods and services.
Educators should spend more time preparing people in this way for a life outside the education system. The country would benefit significantly in economic terms from what is here described as Education for Capability. (1)
Education for Capability was created out of frustration at the artificiality of the divide between `education' and `training'. What was needed, the founders argued, was a new concept of education, one which respected the best features of each tradition, which developed people who `can do' as well as who `know about'.
The Capability Manifesto struck an immediate chord amongst educationalists, industrialists, community leaders and politicians of all parties. Support and monies were pledged and a national campaign was started.
During the early and mid-eighties, the RSA sought out, publicised and gave formal recognition to examples of capability education in practice. Teachers and students in schools, colleges, universities and polytechnics were invited to present their activities to `the great and the good' assembled once a year at the RSA's Headquarters in London. These `Capability' Days', as they were called, contributed greatly to the debates which led to the curriculum reforms and initiatives of the eighties. The Training and Vocational Education Initiative (TVEI), Enterprise in Higher Education (EHE), The National Record of Achievement, Core Skills and the General Certificate of Secondary Education (GCSE) all have what Professor Charles Handy describes as `the fingerprints of the RSA all over them' (1).
With some notable exceptions, higher education remained sceptical about the relevance of the capability movement. Some saw it as an attack on traditional educational values; others thought it more relevant to education in schools and colleges. Indeed, the lack of response from higher education was cited by many schools as a reason why their main stream work leading to university and polytechnic entry was largely unaffected by the capability debate.
In 1988 therefore, the RSA established a new three-year project, Higher Education for Capability (HEfC), to take the debate directly into the universities and polytechnics. Sponsorship was supplied by major companies and the Department of Employment, reflecting a widely held view of the time that higher education was not producing the kind of graduates needed for the challenges of the world of work. Sponsors of that first HEfC project included BP, IBM (UK) Ltd, Digital Equipment Co. Limited, The City of London Corporation, and the Department of Employment. The Project worked in close parallel with the EHE initiative.
There have been substantial changes in the administrative, financial and political contexts within which higher education operates since Higher Education for Capability was established. Each has had an impact on the way higher education perceives its role, has made it more receptive to the original Education for Capability Manifesto, and has raised awareness of the need to address the issue of quality of provision. Amongst the more significant changes are
a) the formal linking of annual allocations of central government funding to assessments of quality ;
b) the abolition of the Council for National Academic Awards (CNAA) with the loss of its role of monitoring programme and institutional quality;
c) the transformation of the polytechnics into self- validating institutions;
d) the introduction of academic audit procedures, focused on quality assurance;
e) the growing importance of student fees as a major source of institutional income, promoting the status of the student as consumer;
f) the substantial expansion of student numbers without commensurate expansion of resources;
g) the widening of access into higher education to include groups traditionally under-represented, on the basis of a greater variety of previous educational experience;
h) greater interest in partnership between employers and higher education, and
i) the introduction of the Enterprise in Higher Education Initiative of the Department of Employment.
The net effect of these changes has been to heighten interest in quality issues, whether to find ways of maintaining quality despite tighter student / staff ratios and scarce learning resources, to cope with a greater variety of student needs, to attract sponsorship from employers, to secure good quality ratings for central funding, to respond to pressure from students or simply to improve educational practice.
EHE has been particularly effective in encouraging debate and promoting changes in favour of the development of student personal skills and qualities. The Committee of Directors of Polytechnics and the Committee of Principals and Vice-Chancellors have initiated schemes to raise the quality of teaching, the National Council for Vocational Qualifications has begun to focus attention on the comparability of learning outcomes and different levels of attainment, Her Majesty's Inspectors' reports on quality of courses have been used in assessing financial allocations to the polytechnics, and many institutions are considering the introduction of quality control systems such as British Standard 5750 or Total Quality Management.
Throughout this period HEfC has maintained its focus on the quality and relevance of educational provision, urging the development of student capability through giving students greater responsibility for their own learning, and requiring students to explore and explain its relevance to their own development and to the wider community. The project discovered that many in higher education were willing to embrace this particular concept of student capability because they could see how it could, a) give students a greater sense of ownership of their studies, b) promote greater understanding of underlying principles, and c) develop relevant qualities and skills in students. By August 1991 HEfC had participated in discussions in 70 higher education institutions, held 20 consultations with specialist interest groups, had established specialist networks of academic staff with experience of developing student capability within their own areas of study and had received details of over 400 examples of higher education for capability in practice.
This book explores the issue of quality in higher education in the context of an education for capability approach. In particular, it sets out the case for our emphasis on giving students, as individuals and in association with others, more responsibility and accountability for their own learning, and draws on the experiences of the many people from all kinds of institutions who are trying to bring it about. The major Section of this book, Part Two, presents a picture of current activities within different subject areas, focusing on the educational issues raised, obstacles encountered and ways forward. We conclude with a review of some of the issues raised though current practice, and set out recommendations for actions which will help the increasing number of interested institutions to bring about lasting and effective change.
Sir John Harvey-Jones said this about Higher Education for Capability:
All of us know that academic knowledge is not enough. What is needed is the capacity for making things happen and this requires a broader concept of education than pure academic achievement.
To develop the highest levels of capability in our people is, without question, the single most important step that our country can take in the years ahead. (3)
It is our view that the development of capable graduates is an aspiration of the highest order, and its achievement a genuine mark of quality in higher education.
INTRODUCTION TO PART TWO - Subject examples
In Part Two we present a review of Higher Education for Capability in practice based on an analysis of examples brought to our attention between 1988 and 1991. The scope of the review is inevitably constrained by the range submitted. Many excellent examples, no doubt, have escaped our attention. Nevertheless, we are confident that the ones we have received highlight important issues and suggest useful methods of proceeding.
The structure of the specialist chapters
The examples have been analysed according to a matrix of two sets of criteria: subject areas and education for capability processes.
The subject areas
We recognise that most academics in higher education have a strong identification with their specialist field; many see the development of their subject as the primary focus for their teaching. They identify with fellow specialists rather than with educationalists and believe their subject area has distinctive characteristics which require distinctive modes of teaching. In recognition of the need to start where people are, the 1988 to 1991 Higher Education for Capability Project established networks of specialists drawn from 6 general areas: Art and Design, Business and Management, Engineering and Technology, Humanities and Social Sciences, Sciences and Mathematics and Teacher Education. Examples were considered by network meetings at the RSA and the Project Directors and network conveners prepared the specialist Chapters which follow.
The capability issues
The second set of criteria - key capability themes - cuts across all the subject areas. The four capability themes are outlined in Chapter 2.
The matrix of subject specialisms and capability themes enables subject teachers to explore education for capability within the context of their own fields whilst facilitating cross-reference to capability experience in others. Readers interested in capability processes in general can explore their application across a range of subject areas.
Each specialist chapter has been prepared by a subject specialist and a Higher Education for Capability Director, thus ensuring both dimensions are well represented. The Chapters vary in style and emphasis according to the distinctive features of each subject area, the extent of the experience of educating for capability and the range of examples available and submitted. In some subjects, student responsibility and accountability are still the exception. In Art and Design, however, promoting student self development is considered a normal concern of most courses. The Art and Design chapter, therefore, presents a description of what the participants regard as typical student experiences; other chapters present reviews of distinctive and innovative examples.
Status of the examples
Where specific examples are featured in the text, they are not presented as exemplars of models of good practice (though they may be), but as sources of information about other people's experience. Not all the examples illustrate all the four capability themes. They are reports from the field rather than case studies and are intended to offer a flavour of the different approaches to education for capability across a range of specialisms.
All examples which have contributed to the project are listed by institution at the end of the book. Reference numbers in the text, eg {26}, identify those examples quoted directly.
The future
The six specialist chapters are regarded as initial statements of the development of capability programmes in particular areas. The authors hope the chapters stimulate more institutions to submit examples and, as the pool of examples grows, they intend to prepare fuller publications devoted to particular subjects. Higher Education for Capability is also building up a national database of capability and enterprise experience. The database is available via the Joint Academic Network - a computer based distribution system - or by writing to the HEfC office at 20 Queen Square, Leeds, LS2 8AF (Note - no longer available)
LIST OF EXAMPLES AND REPORTS SUBMITTED TO THE RSA
In compiling the specialist chapters in Part Two, the authors have drawn on reports of experiences submitted to the RSA by colleagues in the institutions listed below.
Higher Education for Capability would welcome details of other examples for inclusion in its National Capability And Enterprise Database for dissemination throughout the HE sector. Data submission forms can be obtained from the HEfC office at 20 Queen Square, Leeds LS29 8AF Tel : 0532 347725; Facsimile 0532 442025
UNIVERSITY OF BATH
1. BSc/MEng in Electronic and Electrical Engineering, BEng/MEng in Electrical and Electronic Engineering for the European market, BEng in Electronic and Communication Engineering
2. School of Pharmacy and Pharmacology, Honours degree course with integrated scheme including communication skills
CITY OF BIRMINGHAM POLYTECHNIC
3. Polytechnic Certificate by Negotiated Study (Art & Design) and CNAA linked Awards: Certificate in Higher Education (Art & Design) and Diploma in Higher Education (Art & Design)
4. Diploma in Social Work leading to CQSW
5. BA (Hons) English Language and Literature
BOURNMOUTH POLYTECHNIC
6. BA (Hons) Business Studies (CNAA) 1st year Computer Business Game
7. BTEC (HND) in business, finance and tourism
8. BEng (Hons) Electronic Systems Design (CNAA). Currently being developed BTEC/HND in Electronic Associated Common Skills Development - Self Development, Self Awareness, Personal Skills
9. BA/BSc Health and Community Studies (CNAA)
10. BSc (Hons) Clinical Nursing (CNAA)
UNIVERSITY OF BRADFORD:
11. Two different 4 year sandwich courses or 3 year honours sandwich courses leading to honours degrees in Electrical and Electronic engineering and in Electronic, Computer and Communications engineering, and one full time 3 year Hons degree in Electrical engineering
12. The Partnership Awards, Problem-Based Learning in Civil engineering
BRADFORD AND ILKLEY COMMUNITY COLLEGE
13. BTEC HND/C Business and Finance and in Public Administration
14. A credit accumulation and transfer Scheme (CAT) leading to awards of CNAA. From Sept 92 leading to BA (Hons), BEd (Hons), Dip. HE and Cert. HE from University of Bradford. Modularisation of various BA (Hons) programmes
BRIGHTON POLYTECHNIC
15. BA (Hons) International Tourism Management
16. BSc (Hons)/Dip. HE. Mathematics for Management
17. BEng/MEng (Hons) in Mechanical Engineering, Business concepts
18. BA (Hons) Humanities - students acquiring, practising and being assessed according to transferable intellectual skills, hence oral assessment (coursework and final exam) and small group teaching.
BRISTOL POLYTECHNIC
19. BA (Hons) Systems Analysis: Year 4 of Sandwich Course
20. BA Humanities degree. Modular degree
21. BA (Hons) Social Science Education for Capability
UNIVERSITY OF BUCKINGHAM
22. International Management Centres, MBA, action learning programme, part-time 18 month programme, teamwork, presentation skills, work-based project
UNIVERSITY OF CAMBRIDGE
23. PGCE (Secondary)
POLYTECHNIC OF CENTRAL LONDON
24. B Sc Science (Biotechnology) Microbial & Molecular Genetics
CITY UNIVERSITY
25. Computational Mathematics and Final Year Projects
COVENTRY POLYTECHNIC
26. BEng (Hons) Engineering (Combined Engineering Studies)
27. BEng (Hons) and degree course in engineering, module B81 Small Business Enterprise Year 2
28. BSc degree and Hons degree. Method of Teaching Problem-Solving to Undergraduate Engineering Students and Assessment of Group Projects
29. BEng (Hons) Manufacturing Systems Engineering
30. Final Year Course in Industrial Geography
31. BSc Geography
CREWE AND ALSAGER COLLEGE OF HIGHER EDUCATION
32. BA (Hons) Applied Social Studies - by independent Study (Full-time and Part-time)
DERBYSHIRE COLLEGE OF HIGHER EDUCATION
33. HND Computer Studies, Year 2 Controlling Module, Systems Analysis
UNIVERSITY OF DUNDEE
34. BEng (Hons) Civil Engineering CE225 Second Year Project, project based class
35. Centre for Medical Education, Assessment of Practical Skills: The Objective Structured Practical Examination (OSPE)
UNIVERSITY OF DURHAM
36. BUSINESS SCHOOL:Diploma in Enterprise Management
37. Numeracy Project
UNIVERSITY OF EAST ANGLIA
38. Development of University English Teaching Project (DUET) research and teaching project organised on a workshop basis
39. BSc (Hons) degree in Environmental Sciences or Ecology
POLYTECHNIC OF EAST LONDON
40. BA (Hons) Fashion: Design with Marketing
41. PG Diploma: Business for Fashion
42. BA(Hons) Fine Art
43. One year full time HITECC/Foundation programme as first year of 4 year degree or 3 year higher diploma comprising four components(Eng 19)
44. BSc (Hons) New Technology (Interdisciplinary Studies)
45. Certificate in Planning for Professional Development
EDGE HILL COLLEGE OF HIGHER EDUCATION
46. BSc (Hons) in Organisation and Management Studies
47. PGCE Upper Primary Course
UNIVERSITY OF EDINBURGH
48. Faculty of Science and Engineering, Biology Teaching Organisation, Enterprise Skills Project
UNIVERSITY OF ESSEX
49. Learning to learn in Technology - programming and software engineering
50. Undergraduate History Project
UNIVERSITY OF EXETER
51. Open Learning Module, 2nd year of core course
52. BA (Hons) Teacher Education Teaching Practice preparation and supervision
53. BSc/BA (Ed) Educational Studies
54. School of Education, 3 books offering a standard undergraduate maths course in (i) number theory, (ii) geometrical groups and (iii) real analysis, each in the form of a sequence of 800 problems with summaries, history, outline solutions and notes
GLASGOW POLYTECHNIC:
55. BA (Hons) Social Studies
UNIVERSITY OF GLASGOW (Robert Clark Centre of Technological Education)
56. Technology Design Workshop
57. A 4 year B.Tech.Ed. Technology Design Workshops
GOLDSMITHS COLLEGE, UNIVERSITY OF LONDON
58. Diploma in Experiential Learning
59. BEd Professional Studies Course
HATFIELD POLYTECHNIC
60. Business School: BA (Hons) Business Studies, Business Problems Analysis: An Integrated Skills Development Course
61. Electrical and Electronic Engineering, a Design Project, 1st year
62. Electrical and Electronic Engineering, the Marconi Lectures, 2nd year
63. Interdiscipliniary Design Project for all 2nd Year Engineers, B Eng Electrical and Electronic Engineering
HOMERTON COLLEGE CAMBRIDGE
64. Modern languages PGCE Student Teacher Project
HUDDERSFIELD POLYTECHNIC
65. School of Business: BA (Hons) Business Studies
66. BA (Hons)/BA Computing in Business
67. BA (Hons) Historical and Political Studies. Politics Seminar Course
UNIVERSITY OF HULL
68. Group Projects in Software Engineering
HUMBERSIDE POLYTECHNIC
69. Humberside Business School: A computerised business simulation as part of the 1st year in a number of BA couses in management.
70. Degree in Social and Professional Studies - Dip HE modules
71. BA (Hons) Contemporary Studies, Student Research Consortium
72. BA (Hons) Contemporary Studies
IMPERIAL COLLEGE OF SCIENCE AND TECHNOLOGY, UNIVERSITY OF LONDON
73. Mechanical Engineering Building, Pimlico Connection Tutoring Scheme(Eng 42)
74. Problem based course to run alongside conventionally taught courses in the third year of mechanical engineering degree programme
UNIVERSITY OF KENT AT CANTERBURY
75. Rutherford College : 4 yr Single Hons Degree in Drama and Theatre Studies
76. Part I course 'Advanced Italian' (post 'A- Level')
77. Biochemistry 2nd year degree course, Medical Aspects of Metabolism
78. Diploma and M.A. in Continuing Education
KING ALFREDS COLLEGE (Winchester)
79. Getting Results and Solving Problems - The GRASP Project
KINGSTON POLYTECHNIC
80. BA(Hons) Fine Art
81. Foundation Course in Design
82. BA (Hons) English, BA (Hons) History and BA (Hons) French Studies
83. BA Modern Arts in History (Hons) 2nd and 3rd year. 'International Conflict and Co-operation 1815-1914'
LANCASHIRE POLYTECHNIC
84. BA (Hons) in Hospitality Management (in conjunction with Blackpool and The Fylde College)
LANCASTER UNIVERSITY
85. The Management School: Master of Arts in Management Learning (Full-Time): (Course Brochure)
86. 'Creating the Managerial Portfolio: Building on Competency Approaches to Management Development' (CSML) : MPhil Dissertation, (CSML) 'Projects in Management Development - The Worst of Both Worlds?'
LEEDS POLYTECHNIC
87. BA (Hons) Graphic Design
88. BA (Hons) Public Relations
89. Post Graduate Diploma/MSc, Information Systems/Software Engineering Route
90. The Certificate in Community Studies
91. Three Dimensional Design B A (Hons) Product Design Section, Collaborative design development project with Business/Management students
92. PG Diploma/ M.Sc. Education Management
UNIVERSITY OF LEEDS
93. Design Course in year 2, of a 4 year MEng degree in Architectural Engineering
94. BSc (Hons) Physics with Electronics and Instrumentation. Individual and pair experimental project work with local industry
95. B Sc (Hons) Physics with Electronics and Instrumentation. First year 'Studio style' integrated lecture/laboratory course
96. Final Year Project for BSc (Hons) Animal Science and BSc (Hons) Animal Nutrition and Physiology
LEICESTER POLYTECHNIC
97. Leicester Business School: Diploma in Marketing (4 modules for graduate entry) for part-time students in full time occupations
98. Leicester Business School: BA (Hons) Business Studies, (BABS) (Business Decisions and Policy Making Component)
99. Leicester Business School: Part-time MBA Strategic Management Option. Final Year
100. Leicester Business School: Part-time DMS (Diploma in Management Studies)
101. Leicester Business School and the School of Mechanical and Production Engineering: Running a business, module of 1st year degree course
102. Law Clinic - optional activity for 2nd and 3rd year students
103. BA (Hons) Arts and Humanities
104. BA/BSc (Hons) Combined Studies
105. BSc/BSc (Hons) Combined Studies, BSc/BSc (Hons) Science and the Environment, BSc/BSc (Hons) Biotechnology. One year sandwich placement in all three courses
106. BSc/BSc (Hons) Science and the Environment degree programme. A residential field course in introductory ecology
107. BTEC Higher National Diploma in Science (Applied Biology)
108. BSc (Hons) Biotechnology and others.
109. BSc/BSc (Hons) Applied Chemistry. BSc/BSc (Hons) Chemistry or BSc/BSc (Hons) Physics with Business Studies. BTEC HND in Chemistry
UNIVERSITY OF LEICESTER
110. First year Physical Chemistry Team Project
111. Final year Inorganic Chemistry Research Project
UNIVERSITY OF LONDON
112. Centre for Higher Education Studies: 'Making History Students Enterprising: Independent Study at Manchester Polytechnic'
MANCHESTER INSTITUTE OF SCIENCE AND TECHNOLOGY
113. B Sc (Hons) Textile Design Management, BSc (Hons)
MANCHESTER POLYTECHNIC
114. Master's Programme in Management, by Action Learning and Research. Managing by Degree, a three phase programme extending over two years
115. MSc Management by Action Learning
116. Module. The Competent Manager, currently in the preliminary stages
117. The Business Consultancy Project Programme: central element of 2nd year of HND in Business and Finance, and the 4th (Final) yr of the BSc (Hons) Business Degree
118. BA (Hons) Humanities/Social Studies and BA (Hons) Historical Studies
119. BSc/BSc (Hons) Applied Biological Sciences
120. PG Dip/M.Sc. in Education Management
121. BEd (Hons) Primary Training: Special Subject Drama
UNIVERSITY OF MANCHESTER
122. Proposal for a 3 tier system of education: ordinary BSc/Hons BSc/MSc/PhD
123. Degree in Pharmacy. Vacational training programme in professional environment
MIDDLESEX POLYTECHNIC
124. The "Business Awareness Programme", part of the BA (Hons) programmes in Constructed Textiles, Printed Textiles and Fashion.
125. Middlesex Business School: BA Business Studies (BABS), a four year sandwich course
126. Middlesex Business School: A two-year Enterprise Workshop Programme - company based problem solving
127. Middlesex Business School: Group based peer assessment, 2nd year Enterprise workshop programme (BABS)
128. PARTNERSHIP AWARDS 1991: Prize 21 Enterprise Skills through the Humanities. Nomination of Humanities and Social Sciences Faculties' Development Office for devising and organising Middlesex Polytechnic Writers' Days
129. Literature and Philosophy degree, submission made to a working party for the development of a new pedagogy for the degree
130. The Writing and Publishing course as part of the BA (Hons) Humanities Modular Degree Scheme
MORAY HOUSE COLLEGE
131. Experiment conducted over two years with course members studying for the Post-Graduate Diploma in Linguistics and English Language Teaching (PGLELT)
132. PGCE (Secondary) Chemistry Component
NEWCASTLE UPON TYNE POLYTECHNIC
133. BA (Hons) Design for Industry
134. BA (Hons) Fine Art
135. BA (Hons) Fashion Marketing
UNIVERSITY OF NEWCASTLE UPON TYNE
136. BEng in Marine Technology, 2nd year, Engineers in Systems - an accomplishment oriented model
137. BEng (Hons) in Marine Technology
138. Engineering Foundation Year, 1st year of integrated 4-year BEng or 5-year MEng honours degree course
THE POLYTECHNIC OF NORTH LONDON
139. BA (Hons) Film Studies (Combined), part of the BA Humanities Degree
140. The Business School: Business Workshop Year 1 Module
141. BTEC HND in Science (Polymer Technology)
142. IT and Work Environment, Part of HND in Information Technology
143. BA (Hons) Film Studies Combined
144. Issues in Community Health Care SH301
145. Dept of Applied Chemistry and Life Sciences, First year Chemistry Course leading to a BSc (Hons)
146. BEd Hons yr: Teaching Practice, Skills and Competency Preparation
NORTHERN COLLEGE OF EDUCATION (Aberdeen)
147. Postgraduate Diploma Primary Education (Early Education)
NOTTINGHAM POLYTECHNIC
148. BA (Hons) Humanities. New unitised course within a structured scheme currently in its second year.
149. Diploma in Industrial Studies running in parallel with BSc Applied Chemistry Degree
150. BEd (Hons) Secondary Design & Technology
OPEN UNIVERSITY
151. Advanced Diploma in Educational Management: Applied Studies in Educational Management
OPEN UNIVERSITY IN SCOTLAND
152. Learning Skills Course, learner-centered and directed, five two hour workshops over space of Open University academic year, involving students from all levels and across all faculties
OXFORD POLYTECHNIC
153. BSc/BSc (Hons) Hotel and Catering Management (CNAA) Modular
154. The Modular Degree Course leading to B A (Hons) - specifically the course component in Post War British Drama.
155. Dept of Social Studies, modules Sociological analysis 1 and II, Teaching Research Methods, part of the BA/BSc (Hons) Modular Degree Scheme
156. Diploma in Planning, the final year of a 4 Yr course. BA (Hons) given after 3 years: BA and Diploma together lead to professional recognition. Msc/Diploma in Urban Planning, the equivalent at Post-Graduate level
157. Part of The TEED Programme for 'Widening access to Higher Education, Science and Maths' managed by FOCUS Consultancy Ltd.
PAISLEY COLLEGE OF TECHNOLOGY
158. BSc (Hons) Technology and Management: traditional 4 years honours degree course with an option to take a thick sandwich element at end of 2nd year
159. BSc or BSc (Hons) in Mathematical Sciences or Applicable Maths with Computing
PARSON CROSS COLLEGE: (Sheffield)
160. Certificate in Training and Development. Diploma in Training Management Professional and Industrial Studies Programme
UNIVERSITY OF READING
161. BSc (Hons) Agricultural Economics. Pts 1 and 3, Farm Business Management module
162. BEd (Hons) Economic & Industrial Understanding & the Primary School Curriculum
ROFFEY PARK MANAGEMENT COLLEGE
163. A University of Sussex validated MBA
ST ANDREWS COLLEGE OF EDUCATION
164. Teaching Fellowship for Higher Grade Computing Studies
COLLEGE OF ST MARK & ST JOHN (Plymouth)
165. BA(Hons) Modular Degree Programme: Recreation & Community and Creative Design. From 1992 Art & Design, with alternative joint majors, Media Studies, Public Relations or Recreation & Community
ST LUKE'S (Exeter)
166. PGCE Secondary
UNIVERSITY OF SALFORD
167. Management Development Unit: BSc Electrical/Electronic Engineering
168. BSc (Hons) in Finance and Accounting. Courses include; Financial Information Systems.and Business Decision Taking
169. Centre for Small Business Research: A two year teaching company programme
170. BSc (Hons) Modern Languages and Marketing Studies
171. BSc (Hons) Business Studies BSc (Hons) Modern Languages and Marketing Studies
SHEFFIELD CITY POLYTECHNIC
172. Sheffield Business School: Part-time MBA, strategy group project, final year
173. BA (Hons) Accounting and Management Control : Financial Decision Making option
174. BEng (Hons) in Integrated Engineering
175. BEng (Hons) 4 year sandwich course.Integrated Engineering, development and use of a portfolio system and associated progress scheme to show professional, personal and technical development
176. Science Curriculum Initiatives and Learning Strategies (SCILS)
177. Joint M.Ed. degree dissertation
178. Primary Conversion Course
179. Diploma in Counselling.
180. PGCE The Learning Record
181. Negotiating and Contracting BEd (Hons) Year 2
UNIVERSITY OF SHEFFIELD
182. Management School: Pilot scheme, self evaluation, with help from Enterprise Unit and Sheffield Polytechnic
183. Global Political Economy and the Third World
184. Enterprise Unit: EHE Curriculum Development Projects
185. PGCE (Secondary) Collaborative Enquiry Element
SOUTH BANK POLYTECHNIC
186. BSc (Hons) in Engineering Product Design
187. MSc (Unit based) in Urban Engineering, Management Skills and Management Development
188. Course in Data Communications and Systems Software
UNIVERSITY OF SOUTHAMPTON
189. MSc in Rehabilitation Studies
POLYTECHNIC SOUTH WEST
190. Plymouth Business School: BTEC HND in Business and Finance
191. Plymouth Business School: BA (Hons) Business Studies, with French, German or Spanish; BA (Hons) International Business with German, French or Spanish; BA (Hons) Personnel Management; BA (Hons) Marketing
192. Plymouth Business School: BA Business Studies; 'The Great Poly Picture Show' - an innovative approach to developing group working skills
193. Sattelite Training and Education Projects Uplink (STEPUP)
194. BEng (Hons) in Civil Engineering Studies, Construction Management, Year 2
195. HND in Civil Engineering Studies, Year 1, Construction
196. HND in Rural Resource Management
197. Department of Psychology, Visits Programme, Year 2 optional skills course. Part of EHE programme
198. BSc Option modules in year 2 in Physical Oceanography and Marine Pollution Diploma Hydrographic Survey, funding from TEED and CNAA
STAFFORDSHIRE POLYTECHNIC
199. The Management Centre: Certificate in Management, based on National Management Standards (M 1 Level)
200. BA (Hons) International Relations and BA (Hons) Modern Studies: Simulation Exercises
201. B A (Hons) Literary and Historical Studies: Course component Philosophy and Public Affairs
202. BA (Hons) Literature and History, a case study
203. "Project Labcare", a project in HNC/HND Physics, HNC/HND Chemistry and BA Graphic Design (Audio Visual option)
UNIVERSITY OF STRATHCLYDE
204. Centre for Academic Practice: Industry Studies, Honours Year Option
205. BEng in Electronic and Electrical Engineering and BEng/Bsc in Information Engineering, 3rd year course in Application Specific Integrated Circuit (ASICS) Design
206. Business School, Department of Information Science and the Centre for Academic Practice Post-Grad diploma in Information, Library Studies and Information Management
SUFFOLK COLLEGE
207. Research and Development Unit, Dip.HE. and Degree by Independent Study (Managed by the Integrated Programme Unit [IPU])
SUNDERLAND POLYTECHNIC
208. BTEC HND Visual Information Design Course (Interpretive Design)
209. Business School: MBA Programme, Skills development and self development programme
210. Sunderland Business School: BTEC HND Business and Finance; Community and Business Support Services Ltd(CABSS) - a course owned company
211. Sunderland Business School: Courses and Programmes in Quality Management, Polytechnic Diploma in Quality Assurance for the Pharmaceutical Industry
212. A Proposal for internationally validated qualifications for Common Certificate of European Studies, 1 yr Diploma in European Studies and 4 Yr degree in European Studies
213. BEd Business Education
TEESSIDE POLYTECHNIC
214. BSc (Hons) Psychology. BTEC HND/C Public Administration: Structured Personal Tutoring
215. Management Skills Course - Development of MGT Competences
216. BTEC HND/C Public Administration
217. BA (Hons) Humanities. (Modular). Syndicated Learning in a Contemporary Literature Course
THAMES POLYTECHNIC
218. BA (Hons) Humanities
UNIVERSITY COLLEGE, UNIVERSITY OF LONDON
219. Single Honours and Combined and MA in French.
POLYTECHNIC OF WALES
220. BSc (Hons) Technology and Business Studies
221. Postgraduate Certificate in Teaching and Learning
UNIVERSITY COLLEGE OF WALES, ABERYSTWYTH
222. Television Drama and Television Practical
223. Introduction of business related subjects to 1st year students through the medium of Welsh
224. MSc by Distance Learning, Information Systems and Services for Health Care
UNIVERSITY COLLEGE OF WALES, BANGOR
225. Applications Software, lecture/laboratory based course introducing students to the basic uses of computers
226. School of Education Pilot Scheme for self- development diaries
227. Information about survey of Innovation in Mathematics Courses in UK Universities and Polytechnics conducted by London Mathematical Society
WALLIS (Fashions)
228. Industrial placement scheme
UNIVERSITY OF WARWICK
229. Programme run jointly by History Department and History of Art Programme
230. BA (QTS) Lifelong Learning and the School Curriculum
WESTMINSTER COLLEGE
231. PGCE Primary and Secondary
WOLVERHAMPTON POLYTECHNIC
232. BA(Hons) Visual Communication.
233. The Enterprise Design Studio, part of the Visual Communication course.
234. HND Design Communications
235. 3D Design in Wood Metals and Plastics; BA(Hons)
236. Wolverhampton Business School:BA (Hons) Business Studies, BA (Hons) European Business Administration
237. BSc (Hons) Business Information Systems; BSc (Hons) Business and Manufacturing systems. Law Option module: 1st semester of four year BSc/BSc (Hons) courses
238. BSc (Hons) Computer Science
239. BSc (Hons) Computer Science, Business Information Processing 4 (BIP4)
240. MSc course in Construction Management, Construction Simulation Game
241. BSc (Hons) Computer Science, Year 4, module: Business Information Processing 4 (Eng31 )
242. Disabled into Construction, one year course to provide vocational training for disabled people
243. BSc (Hons) Computer Science, BSc (Hons) Business Information Systems, MSc Information Technology, part time and full time modes, any year
244. BSc (Hons) Computer Science Year 4, Business Information Processing 4 modules
245. PG Dip/MA Communications Planning, postgraduate programme oriented to professional development
246. BA Humanities, BA/BSc Combined Studies, BEd compulsory module for students majoring in Geography
247. Medical and Veterinary Parasitology, 2nd and 3rd year students, BSc/BSc (Hons) BEd
248. The Modular Degree Scheme leading to BA (Hons) in the various relevant subjects
249. 'A Capability Approach to Language Teaching' Workshop
250. Certificate in Health Education, validated by the Health Education Authority and CNAA
251. Applied Biology Group: Module Medical and Veterinary Parasitology
252. BTEC HND courses in Chemistry and Biology
253. BSc (Hons), BEd Applied Pharmacology and Toxicology
254. Modular INSET Programme
255. B Ed. (Hons) Primary: Religious Studies option
256. BEd (Hons) Primary: Modular Degree and Diploma Scheme
257. The Further, Adult and Higher Education Professional Development Programme (FAHE) Cert Ed (FE) and PGCE (FE) BSc Nursing Education
258. BEd(Hons) Secondary: Design and Technology, Business Studies, Maths, Modern Languages
WORCESTER COLLEGE OF HIGHER EDUCATION
259. BA (Hons) Combined Studies: Social Science