In 2011 Southampton Solent University, a post-1992 university in southern England, introduced a new marking scheme with the aims of changing marking practice to achieve greater transparency and consistency in marking, and to ensure that the full range of marks was being awarded to students. This paper discusses the strategic background to the scheme’s development, analyses the role of the working group and stakeholder involvement in developing the initiative, and presents a critical commentary on its success within the frame of the university as a “learning organization” (Senge, 2006).
|Perspectives: Policy and Practice in Higher Education
|Published - 25 Jan 2016
Bibliographical noteThis is an Accepted Manuscript of an article published by Taylor & Francis in Perspectives: Policy and Practice in Higher Education on 25/01/2016, available online: http://www.tandfonline.com/10.1080/13603108.2015.1128490
- working groups
- staff development
- learning organization