This paper explores how increases in modularisation, elements of professional practice and even our relationship to screens and social media are amongst the factors that have changed the way time is experienced in higher fine art education. I draw upon my experience as a student, educator and pedagogical researcher to propose that identity…

Purpose: This case study aims to provide a critical evaluation of the decision by the University of Wolverhampton's School of Legal Studies to develop a number of work-based learning modules, offered as part of the undergraduate programme. It seeks to examine why the School has taken the approach of embedding work-based learning into what has…

The University of Luton embeds within the curriculum such employability skills as information retrieval, communication, problem solving, and social interaction. A detailed modular credit system is used to outline expectations for skill development at each level. The processes of teaching, learning, and assessment have substantially changed. (SK)