A key responsibility of higher education providers is the accurate certification of the knowledge and skills attained by their students. However, despite an intense focus on developing relevant quality assurance regulations, academic standards in higher education have remained resistant to explication and consistent application. In this paper, we…

The purpose of this article is to explore why work-experienced students with up to 20 years of experience may not change their perception of professional practice when subsequently participating in practice-based learning programmes in higher education. We investigated the role of the degree of codification as operationalisation in how students…

Professional accountants regularly search the FASB'S Accounting Standards Codification to find answers to financial accounting questions. Accounting educators know this and frequently use research cases in an attempt to help students begin developing this ability. But many students struggle with these cases because they have not been taught how to…

Internationally, attempts at developing explicit descriptions of academic achievement standards have been steadily intensifying. The aim has been to capture the essence of the standards in words, symbols or diagrams (collectively referred to as codifications) so that standards can be: set and maintained at appropriate levels; made broadly…

This paper documents the evolution of attempts to codify and standardise teachers' work in England with particular attention to how this phenomenon has impacted the Initial Teacher Education (ITE) sector. In recent decades the teaching profession in England has undergone various iterations of competency criteria, culminating with the current…

Most professionals have the arduous task of managing their own dual loyalty: in one contextual relationship, they are members of a profession while simultaneously they are employed as members of a locally established organisation. This sense of a dual loyalty has to be taken into account when professional bureaucracies develop ethics programmes.…

This study examined the encoding specificity principle in relation to traditional and computer-based note taking and assessment formats in higher education. Students (N = 79) took lecture notes either by hand (n = 40) or by computer (n = 39) and then completed either a computer or a paper-based assessment. When note taking and assessment formats…