ABSTRACT
Academics often question whether university community provision is of an acceptable 'higher' level. The question is perhaps rather unfair if it places the burden of defining 'higher' on the learner. After all, universities are constantly redefining themselves and it is difficult to come up with a single definition of 'higher' as earlier chapters have shown. If we were to scrutinise university provision more closely, it would be singularly difficult to apply any consistent criteria for higher across the university sector. So in a sense the question is both unfair and unanswerable. Nevertheless, since we have staked our claim that both our students and their learning material are worthy of higher education status, we must seek to identify why and how we make this claim.
