SEEC Annual Conference
10th December 2010
15Hatfields
Credit: Changes and Challenges
Workshop abstracts for morning sessions, 11:15 – 12:15
1.a “Prospects for the future – QCF and the HE sector” Room: Earth
Peter Wilson, Consultant
The principle that credits awarded in the QCF should be transferable towards Higher
Education awards has long been an explicit intention of government. Indeed there are
examples of this principle of credit transfer operating in practice, but they are few and far
between and are subject to a wide variety of institutional processes and constraints. This
workshop will look at some concrete examples of credit transfer in practice, will suggest that
there remain systematic barriers to extending these examples more widely, and will offer
some proposals as to how credit transfer between the QCF and HE might be expanded over
time.
Peter Wilson retired from NIACE in early 2010, where he held the post of Programme Director (Credit
and Qualifications). From 2004 to 2010 he worked part-time for first QCA and latterly QCDA where he
was Principal Adviser on the development and implementation of the Qualifications and Credit
Framework. He is the author of numerous papers on the theme of credit, including Big Idea, Small
Steps: the making of credit-based qualifications which was published by NIACE in February 2010. He
now works as a consultant, and is currently engaged in the LSIS QCF support programme for adult
and community learning providers
1.b “The complexities of trans-institutional credit transfer: meeting the challenges”
Room: Water
Dr Lesley Moore, Helen Millican, University of the West of England
Last year we reported on the Shell Award Framework, an ambitious regional project which
aimed to build on AP(E)L principles to act as a ‘shell’ within which credit from different
awarding bodies could be located and accumulated to lead to defined higher education
awards. In the absence of regional agreement about implementing the Framework, UWE,
like other universities in the South West, is implementing ‘shell’ modules and awards in order
to enable ‘career driven curricula’ and to meet the continuing professional development
(CPD) needs of learners in work.
The workshop will explore how to ensure that the standards of awards are not compromised
when they are arranged in this way; the challenges of accepting marks and grades from
different awarding bodies and the key questions:
 What changes in nomenclature and practice need to be made to support ‘shell’
awards and modules?
 What challenges are evolving in the interface with employers?

In what ways can universities collaborate nationally and internationally for the benefit
of learners in the transfer of credit?
Dr Lesley Moore is Director of Work-Based Learning and Shell Framework at the University of the
West of England. Her teaching, which has been informed by her research, includes ethics,
governance and work-based learning facilitation. Since 2000 Lesley has been involved in working with
health partnerships to develop frameworks for the assessment and accreditation of work-based
learning.
Helen Millican is the Integrated Professional Development Programme Manager at UWE based in its
Research, Business and Innovation Unit with responsibility for operating the Framework. Formerly,
her role was in the Academic Registry specialising in programme approval and validation
1.c “Crediting doctorateness: policy and practice in professional doctorate
programmes” Room: Energy
Jane Creaton, University of Portsmouth
Professional doctorates are typically credit rated at 520 credits, at least 360 of which must
be at level 8 of the Framework for Higher Education Qualifications. However, higher
education institutions have adopted a number of very different frameworks for the delivery of
these courses. This session explores some of the different models and also looks at some
of the issues involved in defining and assessing “doctorateness” in professional doctorate
programmes.
Jane Creaton is Associate Dean (Academic) in the Faculty of Humanities and Social Sciences at the
University of Portsmouth. She has contributed to the development and delivery of the Professional
Doctorate in Criminal Justice (DCrimJ) at Portsmouth, and is also a member of the university wide
steering group which oversees professional doctorate programmes.
SEEC Annual Conference
10th December 2010
15Hatfields
Credit: Changes and Challenges
Workshop abstracts for afternoon sessions, 14:00 – 15:00
2.a “Be-Twin Leonardo project. From the loner to the internationalist: ECVET and
ECTS approaches to vocational education and training” Room:Earth
Phil Whitehead, University of Warwick, Tim Crossfield, Staffordshire, Shropshire, Telford &
Wrekin and Stoke-on-Trent Lifelong Learning Network, University of Staffordshire
This seminar will provide a case-study of this Leonardo-funded project which is focussed on
testing a joint European Credit System for Vocational Education and Training (ECVET) and
its relationship to the European Credit and Transfer and Accumulation System (ECTS). The
case-study will draw on the experiences gained from working in a multi-national project
involving eight countries and 14 partners and will identify achievements to date and issues
for debate and discussion.
2.b “Why would a university get involved in the QCF? A case study of the challenges
and benefits of getting involved in pre-university qualifications.” Room:Water
Nick Juba, University of the Arts London Awarding Body
Areas to be covered include: regulation, governance, qualifications, frameworks, credit,
influence and money
2.c “Professional and vocational qualifications: APL, credit mapping and student
learner progression in the context of Business and Management education – a
practitioner perspective.”
Stephen Grady, University of Wolverhampton
Based upon the outcomes of a two-stage project supported by the Birmingham, Black
Country and Solihull LLN (BBCS LLN), this workshop session presents a case study
outlining the development of APL-based student learner progression agreements in the area
of business, management and professional studies. The case study draws upon the
expertise of the University of Wolverhampton Business School, as the lead institution in a
consortium of training providers and educational organisations engaged in the delivery of
relevant business, management and professional courses.
The first stage of the project focused on the credit and admissions entitlements of students
seeking entry to higher education courses offered by the University of Wolverhampton
Business School, based upon Chartered Management Institute (CMI) and Institute of
Leadership and Management (ILM) qualifications gained from study in Further Education
Colleges. The initiative has been extended in the second stage to include (a) relationships
between training providers of ILM and CMI professional qualifications and UWBS, (b)
relationships between various providers of ILM and CMI professional qualifications and other
HEIs in the locality, (c) credit mapping of other vocational and/or professional qualifications
against Business School provision, and (d) ‘dual awarding’ possibilities.
Consideration will be given to the practical challenges and benefits associated with
developing APL credit-based progression agreements in the area of Business and
Management Education, IAG interventions, and embracing the QCF.
Stephen Grady is currently a Principal Lecturer in Marketing at the University of Wolverhampton
Business School, with a portfolio responsibility for the academic and operational management of
undergraduate courses. He has worked in higher education for over 20 years and taken a leading role
in the development of APL, credit mapping and progression agreements at the University of
Wolverhampton. His experience in higher education as an academic is varied, having previously
worked at Exeter University, University of East Anglia and Kingston Polytechnic. He has provided
consultancy for a variety of public and private sector organisations and is currently the project
manager for the Business, Management and Professional Studies Consortium initiative, sponsored by
the Birmingham, Black Country and Solihull LLN.