Origins of modular courses and the module in British postcompulsory education are considered, along with characteristics of modules, credit transfer, five case studies, and marketing in further and higher education. A module is a measured part (or course) of an extended learning experience that leads to specified qualifications. A designated number, and possibly sequence of modules is required, and the group of designated/required modules is known as a program, a program of studies, or a modular-course structure. After identifying characteristics of modules (e.g., size, arrangement, assessment), consideration is given to further higher education public-sector modularization in the 1970s, and the modular debate and modular activity in the 1980s. Institutional and program transfer in Britain and the United States is also addressed. Five case studies that exhibit significant differences in terms of scale, purpose, and age are included: the University of London, the City of London Polytechnic, the Oxford Polytechnic, the Hatfield Polytechnic, and the Scottish Action Plan. The emerging relationship between education and marketing is examined as a context to making conclusions about the role of modularization in United Kingdom colleges and universities. A reference list and a list of acronyms are included. (SW)