I have not come across a single university that disagrees with this. Almost all teachers that I have had contact with also agree. The titles Mathematics, and particularly Further Mathematics and Applied Mathematics, have become so ambiguous as to be essentially meaningless. While modularity has made this possible, it must not be blamed for actually causing it.
Modular syllabuses can be, and indeed have been proved to be, successful.
Some mathematics departments substantially overshot their intake targets for their 1996 entry while others significantly undershot. This is mainly due to the fact that A-Level is failing to identify those with special mathematical ability. The issue of most concern is that the current Mathematics curriculum is failing to nurture those with special mathematical ability. It is important that students of mathematics are exposed to a broad range of topics. However, it is even more important to develop each topic to sufficient depth so that complex questions can be formulated and solved.