ABSTRACT
A number of the approaches in benchmarking standards in different subjects attempt to divorce subject content from the benchmarking of standards and to concentrate on core intellectual attributes associated with particular subject areas. The debate also continues as to whether or not any kind of international benchmarks are feasible. It remains to be found if there are ways in which we can meaningfully articulate standards of achievement across nations when students' experiences are so profoundly different. Lessons from industry suggest that effective benchmarking is a lengthy, iterative process, relying on motivated and committed teams working collaboratively to define thresholds and modal standards, to assess what is actually being done and to improve areas of weak performance, remedy problems and fill gaps where these are identified. Benchmarking also throws up particular problems with regard to complicated and multi-element programmes of study, including cross- and multidisciplinary degrees.
