Edinburgh Napier University

  Universities promote employability; employers expect graduates to meet deadlines; constructive alignment of assessment with learning outcomes (Biggs, 2007) is silent on extensions; policies and practices for extensions varies between universities, cohorts; opinions are deeply divided on whether deadline extensions are fair, appropriate and inclusive for students. This quantitative study encompasses more than five years of data on extensions and grades (UG, PG) at a Business School and aims to understand whether and how students are disadvantaged.
We investigate the issue through the lenses of paradox theories and constructive alignment. Based on findings, we aim to develop deadline extension guidelines that can help inform policy, practice and enhance alignment of teaching and learning with learning outcomes that are inclusive for all.