The policy drive in UK higher education for many years and across various administrations has been for diversity in delivery, and increased student choice. Accelerated degrees deliver the same number of credits as three-year degrees, but in a shorter time. They are structured differently to traditional degrees: they deliver the same number of credits (360) as a three-year degree; they offer the same number of teaching weeks as a three-year degree, but they are scheduled so they are (or can) be completed in a shorter period - they reduce the overall duration of the course by utilising the tradi
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The policy drive in UK higher education for many years and across various administrations has been for diversity in delivery, and increased student choice. Accelerated degrees deliver the same number of credits as three-year degrees, but in a shorter time. They are structured differently to traditional degrees: they deliver the same number of credits (360) as a three-year degree; they offer the same number of teaching weeks as a three-year degree, but they are scheduled so they are (or can) be completed in a shorter period - they reduce the overall duration of the course by utilising the traditional summer holiday for teaching and learning; and they effectively reduce full-time study time to two years and part-time study to four years.
The Institute for Employment Studies (IES) was commissioned by the Department for Business, Innovation and Skills (BIS) to undertake a literature review and a series of case studies. Between April and August 2016, six full case studies and one mini case study were undertaken with higher education institutions (HEIs) in England that offered either accelerated degrees or flexible study at undergraduate bachelor's level. The case study research aimed to add depth and examples of current practice relating to: (1) perceptions and experience of the current market for accelerated degrees; (2) design and delivery of accelerated degrees; (3) beneficial outcomes for institutions, students, staff and employers; (4) challenges and barriers for institutions, students, staff and employers; and (5) good practice in accelerated degrees.
Edited excerpts from publication.
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