Index
Wayne Turnbull
(Liverpool John Moores University, UK)
A Brief History of Credit in UK Higher Education: Laying Siege to the Ivory Tower
ISBN: 978-1-83982-171-4, eISBN: 978-1-83982-168-4
Publication date: 12 March 2020
This content is currently only available as a PDF
Citation
Turnbull, W. (2020), "Index", A Brief History of Credit in UK Higher Education: Laying Siege to the Ivory Tower (Great Debates in Higher Education), Emerald Publishing Limited, Leeds, pp. 147-152. https://doi.org/10.1108/978-1-83982-168-420201010
Publisher
:Emerald Publishing Limited
Copyright © 2020 Wayne Turnbull
INDEX
Note: Page numbers followed by “n” indicate note.
Academic(s)
, 79
credit
, 24, 30
judgement
, 58
Access
courses
, 26
culture of
, 9–10
mode
, 6, 8, 15
movement
, 15
Access Courses Accreditation Committee
, 26
Achievements
, 10, 15, 30, 33, 44, 70, 97, 110–117, 128, 134, 136
Bridges (Paul)
, 12–14
British Council
, 31
Burgess Scoping Report (2004)
, 110–117
Business Education Council (BEC)
, 25, 31
Business Technician Education Council (BTEC)
, 25
Carnegie Foundation
, 4–5
Change
, 5, 20, 72, 74, 84, 97–98, 116, 122
Choosing to Change
, 11, 13–15, 53, 70–72, 95–97, 104, 130–131, 134
categories of staff
, 76–77
credit problem
, 79
ethos of
, 76
HEQC
, 72–75, 77
City of London Polytechnic
, 89
CNAA CAT scheme
, 13–14, 49–54, 59, 67, 88–89, 96
Common Framework for Learning
, 94–98, 97–98
Conceptual model
, 2–3, 6–7
of credit development
, 8
Consolidation phase (1996–2010)
, 12, 14–15, 103–104
Credit
, 3, 112–113, 120–121, 128, 134
comparing and contrasting credit overviews
, 15
culture of
, 9, 133
developments in
, 5–8
enabled individual students
, 22
historiography
, 8–14
history of
, 1–3
as managerialist tool
, 78
origins of
, 3–5
pedagogic value of
, 76
pioneers
, 18–30
policy and practice
, 125–126, 136
problem
, 79
systems
, 109–110, 113
unit of currency
, 96
vouchers
, 70
Credit Access and Advisory Group
, 69
Credit Accumulation and Transfer (CAT)
, 10, 53, 107–108, 122, 126
Credit Accumulation and Transfer Agreement (CATA)
, 44–45
Credit and Qualifications Framework for Wales (CQFW)
, 2, 130
Credit Issues Development Group (CIDG)
, 117–122
Credit schemes in UK higher education
, 43–44
CATA
, 44–45
CNAA
, 48–49
CNAA CAT scheme
, 49–54
formal credit accumulation and transfer systems
, 46
Liverpool Polytechnic’s Integrated Credit Scheme
, 56–64
modular schemes in UK higher education
, 55–56
NAB
, 47–49
pan-European Credit Systems and Frameworks
, 45
Credit transfer
, 5, 30–31, 33
modular structures
, 35
Toyne Report
, 36–37
Credit Transfer Feasibility Study
, 34–36, 38
recommendations
, 39
Toyne Report
, 36–37, 39–41
Credit Working Group
, 115
Curriculum
, 2, 9, 11, 20, 35, 55, 59–60, 62–63, 65, 77, 82–83, 93, 100, 132
Dearing Report (1997)
, 90, 104–110
Degree
, 14, 21–22, 24, 26, 28–30, 50–51, 53, 55, 62, 98, 110
Educational Counselling and Credit Transfer Information Service (ECCTIS)
, 39–41, 43
Educational credit transfer (see Credit transfer)
Educational Credit Transfer Feasibility Study
, 32, 37–38, 67, 69
European Credit Transfer and Accumulation System
, 2
European Credit Transfer System (ECTS)
, 111–112
European Qualifications Framework (EQF)
, 45
Flexible study schemes
, 34
Foundation Degrees
, 130
Framework for Qualifications in European Higher Education Area (FQ-EHEA)
, 45
‘Free-choice’ model
, 132
‘Hard’ credit transfer
, 7
HEQC CAT Development project
, 70
Higher Education Act (1992)
, 87
Higher Education Credit Consortia
InCCA
, 94–98
NUCCAT
, 91–94
SEEC
, 88–91
UKCF
, 98–101
Higher Education Credit Framework for England (2008)
, 117–123
Higher Education Credit Initiative in Wales (HECIW)
, 95, 98
Higher Education Quality Council (HEQC)
, 11, 69, 72–75, 77
‘Humdrum’ history
, 1
‘Hybrid’ (FE/HE) credit model
, 46
Integrated Credit Scheme (ICS)
, 56–57, 63–64
Inter-Consortium Credit Agreement (InCCA)
, 94–98, 108
International credit developments
, 2
Lifelong Learning Networks
, 130
Linear progression
, 126
Liverpool John Moores University
, 56, 58–59, 62–63
CAT Scheme
, 62
Integrated Credit Scheme
, 56–64
Modular Framework
, 64
Liverpool Polytechnic (see Liverpool John Moores University)
Local choice
, 55
Manchester Open College Federation (OCF)
, 44
‘Maximalist’ credit strategies
, 6–7
McDonaldisation
, 78
Middlesex Polytechnic
, 89
‘Minimalist’ credit strategies
, 6–7
Mobility
, 5, 9, 11, 26, 29–30, 40, 45, 75, 80–81, 89–90, 112, 124, 126
Module
assessment
, 60
borrowing
, 89, 98
credit and
, 120
credit sizes
, 62, 64
sizes
, 61, 114, 120
Modularity
, 40, 55–56, 72, 91–92, 100
credit developments
, 11
drivers for
, 58
merging of
, 7
‘pick and mix’
, 132
Modularisation
, 92
of curriculum
, 11, 48, 55
NatSci’s modularisation project
, 58
‘units of knowledge’ through
, 78
National Advisory Board (NAB)
, 47–48
National Association for Credit Accumulation and Transfer (NATCAT)
, 89
National Committee of Enquiry into Higher Education (1996–1997)
, 11, 104–110
National Credit Framework
, 46, 123–137
National Qualifications Framework
, 118–119
Natural Sciences faculty (NatSci)
, 57–58, 60–61
modular scheme
, 58
North London Polytechnic
, 89
NVQs
, 90
Open College Federations (OCF)
, 13, 46
Open University (OU)
, 22, 25, 27–28, 31, 79–80
credits
, 28–30
model
, 48
Philanthropy
, 9
‘Pick and mix’ modularity
, 132
‘Pioneer’ phase (1963–1985)
, 12–13, 15
Policy
, 104
CAT
, 68
clarity and commonality
, 128
consistency
, 95
credit
, 1, 6, 9–12, 14–15, 45, 48, 61, 71, 85, 93, 97, 104, 114, 123, 125–127, 128, 130, 133–134, 136
curriculum
, 71
development
, 3, 18
diversity
, 127
in student mobility
, 5
priority
, 10
public
, 82, 125
social
, 27
university
, 13
Polytechnic-wide CAT scheme
, 61
Polytechnics
, 21, 67
City of London
, 89
Liverpool (see Liverpool John Moores University)
Middlesex
, 89
North London
, 89
Thames
, 89
Pragmatists
, 76–77
Progression
, 100, 135–136
credit and
, 35
Educational Guidance and
, 62
informed
, 60, 63
linear
, 126
pathways
, 14
regulations
, 134
routes
, 46
student
, 114, 133
through interim stages of qualifications
, 22
‘uninterrupted’
, 59
Qualifications and Credit Framework (QCF)
, 45
Quality
, 14, 64, 70, 96, 121, 129
Quality Assurance Agency for Higher Education (QAA)
, 107–108, 114–115, 118, 127
QAA Scotland
, 98
Recognition
, 12, 22, 28–30, 33, 44, 48–49, 61, 113, 136
Recognition agreements
, 28
Regulation
, 3, 58–64, 79, 100, 121, 126, 128, 136
Robbins principle
, 33
Robbins’ Report
, 18–19, 49
recommendations of expansion of university
, 19–21
Robertson, David
, 5–7, 20, 130
access mode
, 15
in ‘Choosing to Change’
, 13–14, 95, 97
conceptual framework of credit development
, 5–8
credit mode
, 15
credit transfer in UK
, 131
cultural modes
, 15
culture of negotiation
, 13, 15
learner enabled mode
, 15
learner-empowered’ mode of credit
, 132
Robertson’s historiography
, 9–12
30-hour credit unit
, 96
Robertson’s historiography
, 9–12
Russell Report (1973)
, 26–27
Scottish Credit and Qualifications Framework (SCQF)
, 2, 98, 130
South East England Consortium for Credit Accumulation and Transfer (SEEC)
, 88–91, 98, 100, 127
Thames Polytechnic
, 89
Toyne Report
, 36–37, 39–41, 43
Transcripts
, 5, 48, 109, 134
Transferable credit
, 26
Transparency
, 58
Trowler’s thesis
, 77
UCCA
, 39
UK Quality Code
, 127–129
United Kingdom Credit Forum (UKCF)
, 98–101
Universities
, 134
Venables Report
, 27
- Prelims
- 1. Credit, By Way of Introduction
- 2. The Robbins Report and the Credit Pioneers
- 3. Educational Credit Transfer: A Feasibility Study
- 4. The Introduction of Credit Schemes in UK Higher Education
- 5. Choosing to Change?
- 6. Autodidacts in Anoraks: The Emergence of the Higher Education Credit Consortia
- 7. Are We There Yet? Dearing, Burgess and the Credit Issues Development Group
- 8. The Chimera of a National Credit Framework and Related Observations
- Bibliography
- Index