About this project
The ‘Modular Matters’ project will reimagine quality processes to underpin impactful and inclusive modular design and delivery within the context of the introduction of the Lifelong Learning Entitlement (LLE) and Industrial Strategy, through collaborating with key stakeholders from across the sector.
Building upon previous QAA Collaborative Enhancement Projects and the Micro-credentials Characteristics Statement, the project team will seek to explore how a high-quality experience of learning on a modular basis is defined and understood by key internal and external stakeholders and the associated expectations of how providers should monitor and oversee this provision.
The outputs of the project are designed to prove useful to all types of HE providers with interests in modular delivery, through providing clear guidance and examples of how the quality of such provision can be assured and the associated regulatory and access challenges effectively addressed.
The 'Modular Matters' project will run from April 2026 to July 2027. The project is collaborative in nature between the University of Cumbria, Birmingham Newman University, University of Chester, University of Chichester and St Marys University Twickenham. A series of 'Modular Matters' workshops will be offered across the sector in late 2026 to engage a range of voices in the project.
The project aims to:
- Engage diverse stakeholders (students, employers, PSRBs, quality practitioners, external examiners) to capture perspectives on modular quality assurance in the context of LLE and Industrial Strategy.
- Identify and analyse existing good practice in modular provision across partner institutions and the wider sector.
- Develop and test practical solutions to assure and enhance the quality of modular learning, including inclusive assessment, portability, and regulatory frameworks that include learners with a diverse range of backgrounds.
- Co-create clear guidance and toolkit/s with stakeholders to support providers in delivering high-quality inclusive modular provision.
- Disseminate findings widely through reports, workshops, blogs and online media to promote access.
Lead institution
- Dr Jonathan Eaton, University of Cumbria (PI)
Partner institutions
- Katie Akerman, University of Chichester
- Adam Gale, Birmingham Newman University
- Professor Amanda Harvey, St Mary's University Twickenham
- Paul Johnson, University of Chester
- Christopher Smedwick, University of Chichester
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Dr Jonathan Eaton
As Pro Vice Chancellor (Learning & Teaching), Jonathan provides strategic leadership in the development and implementation of evidence-based pedagogies of learning and practice which effectively utilise digital resources and approaches to create innovative student learning experiences and outcomes. Jonathan provides strategic leadership to the University through the design, development and effective embedding of the University’s Learning, Teaching and Assessment Plan, across a range of learning locations and modes, in line with the University’s Towards 2030 Strategy.
Previously Director of Student Learning & Academic Registry at Teesside University, Jonathan has a wealth of experience relating to learning and teaching enhancement, digital transformation and student engagement. Jonathan has previously conducted funded pedagogic research and enhancement projects for a number of sector bodies, and is frequently invited to speak at external conferences and seminars. He is a Principal Fellow of the Higher Education Academy (now Advance HE), a Fellow of the Royal Society of Arts, and a Fellow of the Society of Antiquaries of Scotland. Jonathan previously served as a member of the QAA Subject Benchmark Statement Review Group for Classics and Ancient History.