ABSTRACT
SUMMARY The use of records of achievement and ‘personal development programmes’ is increasing in higher education. This paper challenges assumptions made about the reflective process central to these developments through in-depth interviews with students involved in the ‘Personal and academic development’, which operates as a programme of action research at the University of Central Lancashire. It is informed by interviews with key respondents at institutions operating similar programmes. It begins with a brief outline of the university’s ‘personal development programme’ followed by a discussion of the interim findings which examine the factors which affect the students’ perception of learning and their reaction to a programme of ‘flexible’ learning.
