Essay on The Differences in the Paradigms of Academic Course Delivery

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The Differences in the Paradigms of Course Delivery

As we discover the various processes and assumptions underlying the rationale behind various academic policies and required procedures, it is apparent that the fundamental difference between Achievement and Competency paradigms are not understood. Achievement is not Competency with a different marking system. Policies and procedures should reflect this or we lose the benefits and fail to deliver what the market demands. What follows is an attempt to capture the essence of the delivery and assessment issues in each paradigm, and remark on some of the policies where they are not recognised appropriately and this impacts our ability to capitalise on them.
If you follow the paradigms
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The Differences in the Paradigms of Course Delivery

As we discover the various processes and assumptions underlying the rationale behind various academic policies and required procedures, it is apparent that the fundamental difference between Achievement and Competency paradigms are not understood. Achievement is not Competency with a different marking system. Policies and procedures should reflect this or we lose the benefits and fail to deliver what the market demands. What follows is an attempt to capture the essence of the delivery and assessment issues in each paradigm, and remark on some of the policies where they are not recognised appropriately and this impacts our ability to capitalise on them.
If you follow the paradigms through to their natural, and optimal, conclusion then the focus forced by current academic policies are inappropriate on a number of levels. The current view of many policies – once size fits all – is clearly not appropriate, and will in turn drive inappropriate behaviours. Some revision is in order.
We still need course outlines, assessment strategies, learning material development, careful assessment design etc. The order, focus, and standard of each should be a little different for each paradigm. The issue of ‘students as customers’ challenging assessment decisions cannot be properly answered by micro-management and fine detailing in advance for delivery and assessment of achievement courses – it is paradigmatically inappropriate. At
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