Wayne Turnbull – författare

Credit is intertwined with higher education around the world and this book introduces and analyses the long-term effects that this connection brings. Structured in three parts, the book is grounded in experience, practitioner research and detailed policy analysis. The greater availability of credit in higher education is closely tied to policies of widening access and this book addresses current issues including the consequences of Brexit, standards in higher education and the management of mobile student learning.  The contributors to this book: -Explore the development and integration of credit within institutional policy -Outline the systems of student progression and achievement, including methods of assessment and measurement-Examine the official account of credit, widening access and curriculum in the UK -Analyse how credit can facilitate flexibility in curriculum design The book is relevant to anyone engaged in educational development, academic policy and learner support.  The breadth of contributions from across the UK ensures the variation in policies is mapped and charts the implications for learners. “Rarely does a text come along which tackles challenging, technical aspects of higher education and presents them in an accessible and creative way. “Maureen McLaughlin, Academic Registrar, Northumbria University, UK“This is a scholarly and timely analysis of the development of systems for recognising academic credit within the context of widening access to higher education.”Dr Marie Stowell, Director of Quality and Educational Development, University of Worcester, UK“This book is required reading for anyone interested in the future of higher education in a rapidly changing world.” Dr Andy W. Smith, Quality Assurance Agency for Higher Education"It is hard to find enough words of praise for this excellent collection of essays.”Herman de Leeuw, Executive Director and Founder, Groningen Declaration NetworkWayne Turnbull was Head of Academic Policy and is now a historian at Liverpool John Moores University, UK.Harvey Woolf was Head of Academic Standards at the University of Wolverhampton, UK.  He is a founder member of the Student Assessment and Classification Working Group.

Credit is intertwined with higher education around the world and this book introduces and analyses the long-term effects that this connection brings. Structured in three parts, the book is grounded in experience, practitioner research and detailed policy analysis. The greater availability of credit in higher education is closely tied to policies of widening access and this book addresses current issues including the consequences of Brexit, standards in higher education and the management of mobile student learning.  The contributors to this book: -Explore the development and integration of credit within institutional policy -Outline the systems of student progression and achievement, including methods of assessment and measurement-Examine the official account of credit, widening access and curriculum in the UK -Analyse how credit can facilitate flexibility in curriculum design The book is relevant to anyone engaged in educational development, academic policy and learner support.  The breadth of contributions from across the UK ensures the variation in policies is mapped and charts the implications for learners. “Rarely does a text come along which tackles challenging, technical aspects of higher education and presents them in an accessible and creative way. “Maureen McLaughlin, Academic Registrar, Northumbria University, UK“This is a scholarly and timely analysis of the development of systems for recognising academic credit within the context of widening access to higher education.”Dr Marie Stowell, Director of Quality and Educational Development, University of Worcester, UK“This book is required reading for anyone interested in the future of higher education in a rapidly changing world.” Dr Andy W. Smith, Quality Assurance Agency for Higher Education"It is hard to find enough words of praise for this excellent collection of essays.”Herman de Leeuw, Executive Director and Founder, Groningen Declaration NetworkWayne Turnbull was Head of Academic Policy and is now a historian at Liverpool John Moores University, UK.Harvey Woolf was Head of Academic Standards at the University of Wolverhampton, UK.  He is a founder member of the Student Assessment and Classification Working Group.

Although credit is a well-established feature of the higher education sector in the USA, it is a relatively recent and radical phenomenon in the UK. Credit is a vehicle for widening access and student choice, for curricular flexibility and mobility of learning. Credit provides a transparent, enabling framework within which students can be supported and sustained through their learning journey. Yet much of the conservative ''university establishment'' in the UK university sector has been hostile to the credit project, hence credit in the UK is both championed and condemned, celebrated and feared, embedded and rejected in different settings.This book provides an introductory overview of credit, chronological chapters which trace the narrative of the history of credit in the UK higher education (decade by decade) from the ground-breaking Robbins Report of 1963 to the present day and a commentary on the developments of the past half-century. Everyone involved, or with an interest, in Higher Education should read this book, including educators (curriculum developers, tutors, assessors) and administrators, institutional leaders and student advisors. Debates about the focus, funding and future of the UK university sector is at the forefront of political and educational discourse; this book could not be more timely. Furthermore, there are no comparable books in the market. This is the first history of credit in the UK HE sector.

Although credit is a well-established feature of the higher education sector in the USA, it is a relatively recent and radical phenomenon in the UK. Credit is a vehicle for widening access and student choice, for curricular flexibility and mobility of learning. Credit provides a transparent, enabling framework within which students can be supported and sustained through their learning journey. Yet much of the conservative ''university establishment'' in the UK university sector has been hostile to the credit project, hence credit in the UK is both championed and condemned, celebrated and feared, embedded and rejected in different settings.This book provides an introductory overview of credit, chronological chapters which trace the narrative of the history of credit in the UK higher education (decade by decade) from the ground-breaking Robbins Report of 1963 to the present day and a commentary on the developments of the past half-century. Everyone involved, or with an interest, in Higher Education should read this book, including educators (curriculum developers, tutors, assessors) and administrators, institutional leaders and student advisors. Debates about the focus, funding and future of the UK university sector is at the forefront of political and educational discourse; this book could not be more timely. Furthermore, there are no comparable books in the market. This is the first history of credit in the UK HE sector.