ÌÇÐÄVlog

Most UK universities still view academic achievement as all or nothing. You enrol for a degree ¨C be it undergraduate or postgraduate ¨C and it is assumed by all that you will stay the course. If life, work, finances or self-doubt happen to intervene, that¡¯s too bad: you may get some sort of consolation prize, but it will be in the form of a qualification that few outside academia have heard of, much less value.

At the postgraduate level, for instance, most universities admit students directly into a full master¡¯s programme. If a student completes 60 or 120 credits, they can exit with a Postgraduate Certificate (PGCert) or Postgraduate Diploma (PGDip), respectively. These are academically rigorous and??in their own right, but they are rarely celebrated as such. At undergraduate level, too, anything less than a full degree is seen as a shortfall ¨C a narrative that does neither students nor universities any favours.

Yet, as universities face a barrage of headlines about??and?, it¡¯s time to ask: is this approach not only outdated but also self-defeating? And crucially, does it serve the diverse needs of today¡¯s learners?

The world has changed. In an era of high enrolment rates, rapidly evolving job roles and high living costs, not everyone either can or wants to commit to a full degree ¨C whether due to financial constraints, work, family or simply a desire to ¡°test the waters¡± before diving in. Many prospective students?are looking for flexibility and incremental progress, not a leap of faith.

A growing body of research affirms that modular and flexible pathways are highly valued by students.??reports that modular study is increasingly popular, especially among mature and part-time learners, as it allows them to build qualifications over time, move between providers, and adjust study intensity to fit their lives.

The??has also emphasised the importance of flexible learning pathways in supporting lifelong learning and widening participation, noting that modular and stackable qualifications help learners adapt to changing life and work situations.

Some universities, such as?, have embraced these insights, with flexible study options, multiple entry points and part-time routes. But for most UK universities, the reductive mindset endures.

But instead of treating certificates and diplomas as afterthoughts, most universities could offer and market them as stand-alone achievements ¨C valuable in their own right, and with a clear, supported path to ¡°continue¡± on to or ¡°upgrade¡± later to a full degree.

Imagine a prospective student, unsure about committing to a full master¡¯s or undergraduate degree, being able to enrol for a PGCert or CertHE before deciding whether to continue. Reaching that milestone would be an achievement and a source of pride, not a mark of failure or a source of shame. But it need not necessarily be an end point.

Decades of research in??and??has shown that breaking complex tasks into manageable sub-goals is highly motivating and increases the likelihood of ultimate success, besides reducing cognitive load. Learners given segmented tasks??on comprehension and transfer tests and report lower mental effort than those tackling a single, unbroken challenge. As the riddle goes, how do you move Mount Fuji? In pieces.

Meanwhile, research from the??demonstrates that modular and microcredential approaches can enhance access and progression, particularly for learners from non-traditional backgrounds or those seeking to upskill or reskill.

The conversation about microcredentials has rumbled on for years, but most universities have yet to truly integrate them into their core offerings. Every module within a programme could and should be offered as a microcredential ¨C allowing learners to build a portfolio of skills and knowledge, even across different institutions. Theoretically, a student should be able to assemble a bespoke degree, one module at a time, at their own pace and from multiple providers.

This vision for an additive, modular approach to academic achievement aligns directly with the government¡¯s?, effective from September 2026. The LLE will provide every eligible learner with a tuition fee loan entitlement equivalent to four years of post-18 education, which can be??across full degrees, short courses and individual modules throughout their lives.

By funding modular study and enabling credit accumulation, the LLE is designed to empower learners to upskill, retrain and adapt to changing circumstances ¨C precisely the kind of flexibility and recognition of incremental achievement that an additive approach in universities would support.?

For institutions, this is both a challenge and an opportunity: to reimagine their offerings in ways that truly meet the needs of a lifelong learning society and ensure every step on the educational journey is valued and supported. The alternative is untapped demand, missed opportunities, and a sector that risks being left behind.

is programme leader for MBA programmes in QMU Business School at Queen Margaret University, Edinburgh.