ABSTRACT
Delivering student capability in higher education has major implications for the culture, structures, procedures, practices and management of higher education institutions and their programmes of study. In this chapter we present a capability model of a higher education curriculum which draws heavily on the advice and experience reported in earlier thematic chapters on learning contracts (Boud et al.,) peer support (Evatt and Boyle), careers and guidance (Butcher), supporting learner autonomy (Stephenson) and assessing capability (Yorke).
