ABSTRACT
There appears to have been relatively little work done on course design and retention. Indeed designing a course for better retention rates is a complex concept since course design is intimately bound up with course assessment. It’s almost as if redesigning a hedge so that more horses can jump it makes it automatically easier to jump and therefore of a lower standard. In recent years in the UK the annual festival of punditry revolves around the question of whether more students passing the A level exams means that ‘standards’ have therefore fallen.
