In this qualitative study the fundamental principles of credit-based modular
education are investigated from the perspective of international experience in
Britain and the United States (US). The evolution of a mass higher education
system, with multi-access and multi-exit pOints, in both Britain and the US, is
outlined. The main concepts and principles, approaches, strengths and
weaknesses, exemplars of good practice, and the potential problems of
modularisation are elucidated. The purpose of the study is to identify the
cardinal strategic issues to be considered in the process of implementing
modularisation by M L Sultan Technikon.
The data from three chief sources are triangulated: the literature; fieldwork at
five universities in Britain; and documentation provided by these five
universities. From these data, in particular that from interviews with academic
staff in Britain with personal experiences of the process of modularisation, a
plurality of interpretations, values, perceptions, opinions, and approaches is
revealed. The study does not attempt to propose a single model for
modularisation for universal application.
The common themes to emerge as findings in this study illuminate the many
complex and interrelated issues pertinent to modularisation that the
respondents across the five universities identified. From these themes a
series of critical questions to be posed by an institution in making decisions about modularisation is suggested. The implications of the themes and
questions are explored, and a possible model for their integration is
suggested. The model draws together the perspective of two contrasting
orientations to curriculum and the dialectic between a managerial and an
educational rationale for 'going modular'. This model forms the basis for an
exploration of the implications for developing a credit-based modular system
in the context of M L Sultan Technikon. The following important broader
issues to emerge related to modularisation are briefly discussed: assessment;
credit; awards; student counselling and guidance; management;
administration; semesterisation; and change. / Thesis (M.Ed.) - University of Natal, Durban, 2001.
| Identifer | oai:union.ndltd.org:netd.ac.za/oai:union.ndltd.org:ukzn/oai:http://researchspace.ukzn.ac.za:10413/5229 |
| Date | January 2001 |
| Creators | Cooke, Lesley Anne. |
| Contributors | Graham-Jolly, Michael. |
| Source Sets | South African National ETD Portal |
| Language | English |
| Detected Language | English |
| Type | Thesis |
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