SEEC publishes articles and resources for members and the wider community, enabling good practice to be identified and disseminated. We share our expertise and influence policy development by contributing to reports and studies by other sector bodies, and we provide information for those wanting to find out about credit. Some of our work is described below.
New Edition of SEEC Credit Level Descriptors
SEEC's Credit Level Descriptors remain the most detailed descriptors for assessing levels of academic learning and are widely used by HE providers across the UK. A newly revised edition updates the context for their use to reflect changes in the sector since they last underwent review in 2016. The SEEC Credit Level Descriptors 2021 are available for download here
The impact of the SEEC Credit Level Descriptors: case studies
In 2019, SEEC published a set of case studies demonstrating the impact of the SEEC Credit Level Descriptors. Eight papers from five universities and two professional bodies showcase the application of SEEC guidance in course design, curriculum development, supporting learning outcomes, and developing new qualification pathways. SEEC is grateful to each author and contributor for sharing their experiences, and we are making this resource available free of charge for the benefit of all those involved in credit practice.
Download the 2019 case studies here: The-impact-of-the-seec-credit-level-descriptors-case-studies-2019
Further case studies are sought for a new online publication and possible event in 2021. Download a call for submissions here: impact of descriptors call for papers 2020
Content from our April 2018 Seminar ‘Credit transfer and social mobility‘ includes a video of two Middlesex University graduates talking about the role of credit and RPL in their respective learning journeys. Other outputs include summaries of speakers’ presentations and a comprehensive set of slides providing an overview of ‘Academic credit and its use at HE level’.
SEEC contributed to the development of a sector-wide survey on credit transfer and recognition, distributed through the networks of the Erasmus+ UK National Agency, UUKi, HEURO, SEEC, NUCCAT and QAA. Outcomes from the survey will underpin the Expectations and Practices of the new Quality Code, with the aim of creating additional guidance on this area for the HE sector. Download the survey report here: HE Outward Mobility Credit Transfer and Recognition – Report 2019
SEEC also responded to the 2018 Universities UK consultation on the economic case for flexible learning in HE, whose output was published with a number of recommendations made jointly with the CBI.
WPLL Special Edition
SEEC co-edited a Special Edition of the Journal on Widening Participation and Lifelong Learning on RPL (recognition of prior learning), published in November 2017. You can access the Journal Editorial here, although articles are only available to subscribers.
In his opinion piece for the Special Edition, Prof Tim Blackman used the theme of RPL to reflect on what he sees as wrong with higher education. He challenged us to think about the value of practice-based learning and in so doing highlighted the institutional resistance to recognising credit awarded elsewhere. Another of the Special Edition articles (‘RPL as pedagogical pragmatism’ by a team from Westminster and University Campus St Albans) was featured at the SEEC Seminar ‘Curriculum development and the role of credit’, providing an opportunity to discuss policies and procedures to support RPL and credit use.
Articles and Blogs
SEEC uses its collective expertise to publish articles and blogs which contribute to the development of policy and debate on credit transfer.
SEEC enabled publication of the 2018 UK Credit Forum Survey, which indicated that credit (including RPL and credit transfer) is a key building block for enabling flexible access to higher education that promotes social mobility, lifelong learning and career enhancement. In a subsequent Wonkhe blog post ‘Academic credit: unfinished business?’ the survey authors (from both NUCCAT and SEEC) highlighted that respondents saw the administrative burden of RPL as the major barrier to its increasing use, and articulated their hope that the OfS would explore new mechanisms to mitigate this.
Credit and the Teaching Excellence Framework (TEF)
In preparing future submissions for TEF3 or discipline level TEF, institutions may want to consider how their use of credit and credit transfer helps meet some of the stated criteria. Credit can play a role in any or all of the following which are cited as examples of practice:
- Initiatives aimed at supporting the transition into and through a higher education course (Learning Environment);
- Advance Standing for Alternate Providers’ Students wishing to progress into HE courses (Student Outcomes and Learning Gain);
- Learning gain and distance travelled by all students including those entering higher education part-way through their professional lives (Student Outcomes and Learning Gain);
- Career enhancement and progression for mature students (Student Outcomes and Learning Gain);
- Use and effectiveness of initiatives used to help measure and record student progress, such as Grade Point Average (GPA) (Student Outcomes and Learning Gain);
- Impact of initiatives aimed at closing gaps in development, attainment and progression for students from different backgrounds, in particular those from disadvantaged backgrounds or those who are at greater risk of not achieving positive outcomes (Student Outcomes and Learning Gain);
- Accreditation of Professional Development courses offered by non-UK HE institutions/organisations.
To find out more about how credit and credit transfer can help with TEF submissions, please contact us.