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Few resources exist to incorporate principles of modular approach to course design. This research aimed to help instructors by presenting principles for practical and empirically informed modular course design in engineering education.

In the first phase, a systematic literature review was completed to identify categories addressing a modular course design. Search and screening procedures resulted in 33 qualifying articles describing the development of a modular course. In the second phase, 6 expert interviews were conducted to elaborate on the identified categories.

Guided by the interview results and the ADDIE (Analyze, Design, Develop, Implement, and Evaluate) course design model, the categories were compiled into six design principles. To present the design principles in relation to the guiding principles of modular approach, an overarching conceptual model was developed.

Here, we present our innovation; a foundation for an evidence-based systematic approach to modular course design. Implications have value for supporting flexibility and autonomy in learning.

The purpose of this article is to report some of the findings of an evaluation study of a Marketing Logistics and Physical Distribution Planning one week, post experience course held at the University of Bradford Management Centre in February 1971. Since 1966 Bradford Management Centre has been actively engaged in post experience education for marketing and up to the present time faculty have worked with over 3000 managers. For the entire period of its operation it has always been the policy to assess the value of courses and much advice and evaluative feedback has been incorporated in its market offerings. In this particular case however the course was one of a series studied in depth by the author during his doctoral studies to assess the effectiveness of and directions for improvement of a series of one week programmes.

Shows a course model for distance education and the profile of targeted learners for a course in classical mythology. In addition, it demonstrates how electronic delivery was developed to fit two paradigms: a successful course and the learners most likely to have success. Also analyzes the types of interaction necessary for a successful learning environment within the electronic delivery system. The goal of the article is to show the validity of the technological tool chosen for this distance learning situation and to suggest that a quality learning experience is possible within this environment.

The main purpose of this article is to provide a description of the current design of the problem‐solving and decision‐making course which I have been running for my department's training branch. However, I also want to give a brief outline of how the course developed over the period of a year and a half. This description of the past will make the present more comprehensible and it will provide the basis for some of the conclusions I shall be drawing at the end of the article.

Discusses the results of a telephone survey of course leaders in taught Masters‐level courses in the LIS sector in the UK, which sought to gather information about the role of the course leader and course leaders’ perceptions of that role. A response rate of 62.5 per cent was achieved. The interviews dealt with the duties of the course leader in relation to admissions, the subject content of the course, respondents’ major administrative duties, their role in managing the course and in course evaluation. Respondents were also asked what they saw as being their major successes and where they felt that improvements could be made in their funtioning. Results show that respondents were keen to participate in the survey and had strongly held views on many of the points raised. Concerns related chiefly to lack of resources and time to perform their role ably and effectively. For a number of respondents successes related primarily to interaction with students, while others were proud of achievements in management or administration of the course. There was evidence that respondents felt closely associated with the course. A significant number emphasised not the weight of this responsibility but that their responsibility was not supported by authority or executive power.

This article assesses the impact of a specially designed management development course on the lives and careers of women working in universities as academics and administrators. The programme was designed and run by the authors and emerged from a combination of their research interests and their experience and recognition of the problems faced by women in a university setting. The course extends over two days and provides an opportunity for women to consider a variety of work‐related and personal issues, including the barriers they face and the ways in which these barriers might be overcome. These issues are considered in terms of their own personal development and of the responsibility they must take for this development. The course was assessed by both an immediate evaluation and a follow‐up questionnaire.

Before the recent economic squeeze, no trainer could open his mail or a training journal without encountering advertisements for various kinds of training courses. It may be predicted that, as the squeeze lifts, we shall see more courses coming back on to the market, and the trainer will be in the difficult position of having to recommend courses for people in his organisation, with in many cases little information to go on. The purpose of this article is to give the trainer or manager hints about questions he can ask the course organisers in the attempt to make sure that the right person gets the right kind of external course.

The purpose of this paper is to investigate course instructor perceptions into personal and classroom use of computer‐generated bibliographic citations. The paper aims to provide guidance as librarians promote and teach automated citation services to the academic communities.

Course instructors at one university completed a quantitative survey about computer‐generated bibliographic citations. Questions focused on instructor use of automated citation services, if they generally reduce grades for bibliographic errors, if they would reduce grades for specific computer‐generated citation (CGC) errors, and would they advise students to use automated citation services at various course levels.

The results show a majority of course instructors do not use CGCs for their own research or promote the citation services in the classroom. A majority of respondents generally reduce student grades for bibliographic errors and would continue to do so for CGC errors. The data show specific types of automatically generated citation errors are more detrimental to student grades than others. Furthermore, results indicate course level impacts instructor promotion of CGCs.

The results provide librarians with helpful data, from the course instructor perspective, as they promote and teach computer‐generated bibliographic citations.

Literature on computer‐generated bibliographic citations tends to focus on technical and comparative aspects of citation services, or users' product opinions. This paper explores course instructor use, course promotion, and bibliographic grading of automatically generated citations to enhance advocacy and instruction of these services.

Presents a case study and a model for course design in enterprise education and training. The model features three main stages (context or environment appraisal, commitment to purpose, producing a blueprint) each of which is an umbrella for other considerations plus a fourth (programme development themes) which proved to be irresistible to the course designers. Presents the model as a rationalization of a course committee process. The outcome was a course design which is modular and flexible, designed to accommodate multiple perspectives, open to changing client needs, anticipating development themes, and which met with immediate acceptance.

With the rapid expansion of counselling skills courses, it is becoming increasingly difficult to make decisions regarding which course is most appropriate. Discusses the key elements which should be included in courses, and explores the criteria which can be used to evaluate the effectiveness of a course. There is a brief examination of some of the fundamental issues and dilemmas involved in counselling skills training.