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Abstract
Post‐graduate modular courses are increasingly prevalent in higher education, and there is much controversy about the quality of student learning, and problems of coherence and progression. The article discusses some of these concerns and the solutions adopted by one modular postgraduate programme at the University of East London. It shows how experience of independent study has been utilised and concludes that recognition of the principle that intellectual development is individual to the student is vital, if Dealing's vision of a mass system of higher education for a learning society is to be achieved.