By Peter T. Knight
ISBN-10: 0304339830
ISBN-13: 9780304339839
ISBN-10: 0304339849
ISBN-13: 9780304339846
ISBN-10: 082644461X
ISBN-13: 9780826444615
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Extra resources for Masterclass: Learning, Teaching
Sample text
Although the AAC recognized that this research was limited both in scale and by its concentration on advertised entry requirements, it believed that it was sufficient to confirm that entry requirements by themselves would not provide an adequate benchmark by which to define the character of postgraduate level awards. There were clear differences in entry requirements across subjects and between institutions. AAC considered that it might be more fruitful to specify clearly defined and measurable outcomes for master's level work.
As the CNAA account had not proved useful, the AAC looked at other attempts, both in the UK and overseas, to provide generic descriptors of level. This included two projects funded by the Department for Education and Employment, based in the Welsh Access Unit and the South East England Consortium (SEEC), which between them covered 50 institutions. They were working on providing generic descriptors of level. The SEEC consultation document actually came out too late for full consideration but early indications suggested that the approach being adopted would not resolve the critical issues attaching to the practice of people following master's courses on subjects or areas that they had never previously studied, nor would it resolve the differences between master's courses that were at 21 Masterclass postgraduate level as compared to those that might better be characterized as post-experience.
By looking at a complete programme (where Davis described components of a programme) he shows how far curriculum and course design, assessment and teaching arrangements have diverged from those of the traditional undergraduate programme. In doing so, he not only presages a theme of subsequent chapters, but also recalls earlier discussions of the need for flexible programmes that meet learners' needs and of the problem of defining appropriate standards for what tends to be non-traditional work. An implication of this, and of other chapters, is that such programmes make substantial demands on academics, both at the design and at the implementation stages.
Masterclass: Learning, Teaching by Peter T. Knight
by Brian
4.5