The model developed here is the outcome of a project funded by the Quality Assurance Agency Scotland to support implementation of flexible programme delivery (FPD) in post‐compulsory education. We highlight key features of FPD, including explicit and implicit assumptions about why flexibility is needed and the perceived barriers and solutions to implementing it. Our model addresses issues in implementing FPD at three levels within institutions: institutional, operational, and teaching and learning management, supporting strategic alignment at all three levels. It has been used to analyse four case studies at the University of Dundee and the UHI Millennium Institute.
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Normand et al. (2008) studied this question.
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