ABSTRACT
Without visionary leadership, modular courses can become parochial and inward-looking, over-centralized and bureaucratic, bigger but not better, and centred on the course rather than the student. There is a danger that simply delivering a unitized programme becomes an end in itself. The opportunities offered by modular courses as Credit Accumulation and Transfer Schemes (CATS) to widen participation in higher education, encourage lifelong learning and develop European and international curriculum dimensions must be firmly grasped and actively promoted - to students and staff and to the community at large.
