摘要：Recent years have witnessed the emergence of a growing literature
bemoaning the level of quantitative methods provision within
the U.K. Higher Education sector, noting its negative impact upon
the subsequent skills of graduates and their preparedness for the
workplace. The present paper documents and evaluates an
attempt to counter these issues via the introduction of an increasing
element of flexible learning on a business and financial forecasting
module. Using a mixture of empirical methods, it is shown
that flexible learning results in improvements in student performance
and ability across a range of metrics. It is argued that
‘broad’ forms of flexible learning can be employed to overcome
the concerns of an increasingly negative literature on quantitative
methods provision and the subsequent skills levels of students.
