This paper examines specific features relating to the process of changing the method of assessment and grading in higher education within the European Union, namely:
• that strains on the academic staff are inevitable, given the growing pressures for European integration within a wider (25 nations plus) community;
• that irrespective as to whatever or wherever change takes place in higher education, (be it in curricula design and delivery, assessment and grading, etc.) it has to be undertaken by people who may be resistant to change, and who hence may find the process painful. Consequently, addressing the human dimension (through inclusive involvement) in securing successful change is paramount.
• that changes to the national higher educational systems, by their very nature, create large and complex problems, which hence necessitates very carefully considered policy responses, and sophisticated and sustained implementation strategies (brains).
• that the gains associated with a successful implementation may be greater than those initially sough
