ABSTRACT
The Birmingham Institute of Art and Design at the University of Central England has developed the use of informal contracts in access studies for adult students over a period of five years, and for similar students at undergraduate (Diploma in Higher Education [DipHE]) level for three years. However, the term ‘contract’ has been carefully avoided, since its legalistic overtones would be alien to the spirit of negotiation, the learning method employed for both levels of study. The Institute’s experience in this field is more than subject-specific and has general implications for the design of student-centred learning for adults.
