"Cheap" and "Expensive" Credit Points: A Case Study of Their Causes and Utility at a High Course-Load University

Autor/in	Davies, Alex
Titel	"Cheap" and "Expensive" Credit Points: A Case Study of Their Causes and Utility at a High Course-Load University
Quelle	In: Tertiary Education and Management, 25 (2019) 2, S.181-193 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1358-3883
DOI	10.1007/s11233-019-09023-2
Schlagwörter	Case Studies; Universities; College Faculty; Foreign Countries; College Credits; Transfer Policy; Institutional Characteristics; International Cooperation; Educational Cooperation; Preferences; Student Attitudes; Criticism; Student Mobility; Reputation; Academic Standards; Estonia + Suchen Sie Ihr Suchwort? Case study; Fallstudie; Case Study; University; Universität; Fakultät; Ausland; College; Colleges; Achievement; Performance; Anrechnung; Hochschule; Fachhochschule; Leistung; Internationale Kooperation; Internationale Zusammenarbeit; Education; cooperation; Kooperation; Schülerverhalten; Kritik; Student; Students; Mobility; Schüler; Schülerin; Studentin; Mobilität; Estland
Abstract	Failures to standardize the work required to receive equal credit points from different courses make credit points unfit for their official purposes. Moreover, increasingly, institutions are found where students are required to take a high number of courses simultaneously. This study aimed to identify plausible hypotheses about how high course-loads and standardization failure interact by examining credit point standardization failure at an Estonian university where students are required to take twice as many courses as their peers at better performing universities. The hypotheses supported by the study are: the high course-load both made standardization failure useful to students seeking to manage the high course-load and contributed toward standardization failure because it rendered students' assessments of workload untrustworthy to lecturers who regulate that workload. Existing advice on standardization of workloads within the European Credit Transfer and Accumulation System is criticized for its insensitivity to the constructive effects of course-load on student workload preferences. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01