ERIC Number: ED377404
Record Type: Non-Journal
Publication Date: 1994
Reference Count: N/A
A Flexible Approach to Learning: Articulating Courses. Mendip Papers MP 058.
McLachlan, J. E.; Wood, Vivienne
Students and the institution have benefited through the installation of a flexible approach to learning that focuses on a portfolio of articulating courses in the accounting area of the Business School at Napier University, Edinburgh, Scotland. A suite of courses offers students with different abilities and resources a number of options that lead them to a certificate, diploma, degree, or professional qualification. By providing instruction at different levels and by different modes of study, students can choose their route to suit their circumstances and are given opportunities not available through traditional degree or professional courses. The articulated courses were developed in response to the needs of increasingly diversified students, such as women returning to the work force, university graduates changing fields, and students who did not go on to further studies after high school but who were qualified to do so and returned later. They were also a response to the institution's need to attract students and to prepare them for professional careers. As a first step in developing the program, the business school developed a common first year across its degrees in accounting, business studies, and commerce. Professional courses were also made more accessible while continuing to meet accrediting requirements of the accounting profession. The articulation program has proved popular with students and most graduates of the program have been able to obtain related positions within 6 months of graduation. (KC)
Descriptors: Accounting, Articulation (Education), College Programs, Curriculum Development, Foreign Countries, Higher Education, Nontraditional Education, Nontraditional Students
Staff College, Coombe Lodge, Blagdon, Bristol BS18 6RG, England, United Kingdom (3.50 British pounds).
Publication Type: Reports - Descriptive
Education Level: N/A
Authoring Institution: Staff Coll., Bristol (England).