September 2018

1

Royal Holloway Academic Quality and Policy Manual2018-19

Chapter 2: Qualifications and Credits Framework

September 2018

2

1.Introduction

1.1. The College’s Qualifications and Credits Framework (henceforth the Framework) is designed to complement the Undergraduate Regulations, Postgraduate Taught Regulations and Research Degree Regulations, while assuring the College meets the expectations of the Quality Assurance Agency’s (QAA) Quality Code, Part A: Setting and Maintaining Academic Standards, including The Framework for Higher Education Qualifications in England, Wales and Northern Ireland (FHEQ) (2008).

1.2.In exercising its degree awarding powers, the College will seek to ensure that all academic awards align with the FHEQ and other relevant national standards. Where departments seek to validate academic awards, they should ensure consistency with the Framework in conjunction with the FHEQ.

1.3.The Framework is primarily intended as a reference point for safeguarding the consistency of academic standards when designing, validating and reviewing programmes and course units leading to Royal Holloway and University of London awards. The Framework is designed to support the College’s academic regulations, where differences arise the latter will always take precedence.

1.4.The Framework incorporates the College’s expectations and standards relating to academic awards at both undergraduate and postgraduate level. All programmes which lead to an award from the University of London, or Royal Holloway and Bedford New College should align with the Framework.

2.Programmes and Course Units

2.1.At the course unit level, the Framework should be used to ensure that learning outcomes, and the corresponding methods of assessment, are consistent with the characteristics set out in the award level descriptors detailed in Table 5. Similarly, at the programme level the Framework should be used to ensure that learning outcomes are appropriate across the course of the award and that the methods of assessment ensure that a student has sufficient opportunity to demonstrate that they have met the learning outcomes that lead to the award of summative credit.

2.2.The College signifies the level of the course unit, as part of the programme leading to an award the University of London, or Royal

September 2018

3

Holloway and Bedford New College, by assigning a unique code. The course unit code will follow a specific pattern which will indicate that the student is registered for the correct number of credits at the right level of study in accordance with their degree. Course units will carry the status of mandatory or optional,

September 2018

4

where mandatory courses may carry the additional criteria of non-condonable, wherein students must successfully pass the courses to progress or obtain the award.

2.3.A programme is comprised of course units, which, collectively, have a defined set of learning outcomes including intellectual (knowledge and understanding) and practical skills, and which registered students must complete to the satisfaction of the Sub-board of Examiners to be eligible for an award.

2.4.The programme learning outcomes will form a central part of the validation process. As part of the validation process, departments may wish to map their assessment strategy at course unit level with the programme learning outcomes to ensure continuity. Further guidance on learning outcomes is provided in Table 1. The learning outcomes for the programme should be consistent with the level descriptors applicable to the award in question, as detailed in Table 5.

September 2018

5

Table 1 – Designing Programme Learning Outcomes 1

As part of the validation of any new programme, the Framework should be used to ensure learning outcomes are consistent with the FHEQ level descriptor for the award, and that learning outcomes can be mapped clearly against the methods of assessment.

The following non-exhaustive list provides a set of guidelines which has proved to be helpful.

• The learning outcomes should adequately reflect the context, level, scope and content of the programme.

• The statements of learning outcomes have to be succinct and not too detailed.

• The learning outcomes have to be mutually consistent.• The learning outcomes should be easily understandable and verifiable

in terms of what the student has actually achieved at the end of the programme.

• The learning outcomes have to be achievable within the specified workload.

• The learning outcomes have to be linked with appropriate learning activities, assessment methods and assessment criteria.

• There are no rules on the ideal number of learning outcomes at programme level. Experience suggests that between 10 and 12 is appropriate.

A widely-accepted way of formulating learning outcomes is based on three essential elements.

a) Use an active verb to express what students are expected to know and be able to do (e.g. graduates can ‘describe’, ‘implement’, ‘draw conclusions’, ‘assess’, ‘plan’).

b) Specify what this outcome refers to (object or skill e.g. can explain the ‘function of hardware-components’, or can present the ‘design of a living-room by hand’).

c) Specify the way of demonstrating the achievement of learning outcomes (e.g. ‘to give an overview of the materials most often used in electro-engineering’; ‘to develop a research design by applying up-to-date scientific methods’, etc.).

2.5 Course units will carry an alphanumerical code, which will signify the home department for the course (e.g. History, HS) followed by a number which will designate the corresponding level of study as illustrated within Table 2. Tables 7 a/b and 8 a/b detail the required volume of credit at specific stages

September 2018

6

of both undergraduate and postgraduate awards.

1 Adapted from the ECTS Users’ Guide (2015)

2 ECTS Users’ Guide (2015). European Commission. ISBN 978-92-79-43559-September

2018

Table 2 – Course Unit Codes

Course Unit Code

Level of StudyAB1XXX, AB2xxx,AB3xxx

Year 1, 2 and 3 of a BA, BSc, BMus, LLB, equivalent to FHEQ levels 4, 5 and 6 respectively.

AB5XXX Normally reserved for course units at Master’s level, or FHEQ level 7 (e.g. MA, MSc).

3.Award Levels, Qualifications and Credit

3.1The College’s approach to awarding academic credit, and the references to academic credit within the Framework, are informed by the QAA’s Higher Education Credit Framework for England: Guidance on Academic Credit Arrangements in Higher Education in England (2008).

3.2Academic credit plays an integral part in both curriculum design and methods of learning and teaching at both the programme and course unit level. Beyond recording student achievement, credits also enable mobility in equivalency through the European Credit Transfer and Accumulation System (ECTS). For example, one stage of a Bachelor’s degree (120 credits) will typically equate to 60 ECTS credits. To ensure parity with ECTS, all College awards should be designed in accordance with the requirements of the Framework.

3.3ECTS is a learner-centered system for credit accumulation and transfer between programmes across institutions in the European Higher Education Area (EHEA), which was established in 2010. A key aim of ECTS is to establish transparency of credit equivalency during programme planning, to facilitate student mobility and recognition of learner achievement.

3.4ECTS credits specify the quantity of learning achieved via specified learning outcomes and the associated methods of learning and assessment. With regard to standard undergraduate study at a UK higher education institution, 60 ECTS credits would be allocated to the learning outcomes and associated workload of a full-time academic year or its equivalent (180 ECTS per undergraduate programme overall), which would ordinarily include educational components to which credits (on the basis of the learning outcomes and workload) are allocated. ECTS credits are generally expressed in whole numbers2.

September 2018

Table 3 - Examples of ECTS Credit Equivalency with Royal Holloway Course Units

Course Unit Level and Value ECTS Equivalency15 credit undergraduate course unit

7.530 credit undergraduate course unit

1520 credit postgraduate course unit 10

3.5The credits assigned to each course unit are based upon the approximate number of hours of study that a student would typically be required to undertake to achieve the modular learning outcomes. In line with the QAA’s Higher Education Credit Framework (2008), most higher education providers within England have established credit parity through the premise that one credit is equal to ten notional learning hours.

3.6The notional learning hours for a course unit will represent the time required, on average, for activities associated with all learning activities for the course. These should include, among others, attending lectures, seminars or tutorials, private study, preparing coursework, attending practical activities for the course unit (where required).

3.7All programmes which lead to an award from the University of London, or Royal Holloway and Bedford New College, except for certain research degrees, will be comprised of modules which align with credit acquired through notional learning hours as detailed within the Framework. Undergraduate programmes will typically be comprised of modules of either 30 credits, or 15 credits. At postgraduate taught level, modules will typically be equivalent to 20 credits, or multiples thereof.

3.8The Higher Education Funding Council for England (HEFCE) provide for various methods of learning, teaching and assessment, which will typically be divided between ‘contact hours’3 and guided independent study. The overall strategy for learning and teaching at the course unit level will naturally incorporate methods of assessing learning. As such, a typical 30 credit undergraduate module will entail 300 notional learning hours. An example of the composition of notional learning hours is provided in Table 4.

3.9In exceptional cases, with approval from the Associate Dean (Education) for the faculty, a course may be excluded from the Framework, or zero weighted. Examples of such courses are introductory courses and those concerned with professional practice or methods skills training courses.

September 2018

3 For further information, please refer to the QAA’s Explaining Contact Hours - Guidance for institutions providing public information about higher education in the UK (2011).

September 2018

Table 4 - Notional Learning Hours for a 30 Credit Undergraduate Module

Activity Frequency Duration Notional Learning HoursLecture Weekly (20

weeks)2 hours 40

Seminar Weekly (10 weeks)

1 hour 20Guided

Independent Study

- - 240

Total - - 300

September 2018

Table 5 – Award Level Descriptors 4

Award Level Awarded to students who have demonstrated

Students will typically be able to

Students will have

Level 4: Certificate of Higher Education (applicable to Year 1 of BA, BSc, BMus, LLB)

• knowledge of the underlying concepts and principles associated with their area(s) of study, and an ability to evaluate and interpret these within the context of that area of study.

• an ability to present, evaluate and interpret qualitative and quantitative data, in order to develop lines of argument and make sound judgements in accordance with basic theories and concepts of their subject(s) of study.

• evaluate the appropriateness of different approaches to solving problems related to their area(s) of study and/or work.

• communicate the results of their study/work accurately and reliably, and with structured and coherent arguments.

• undertake further training and develop new skills within a

• the qualities and transferable skills necessary for employment requiring the exercise of some personal responsibility.

Level 5: Foundation Degree (applicable to Year 2 of BA, BSc, BMus, LLB)

• knowledge and critical understanding of the well- established principles of their area(s) of study, and of the way in which those principles have developed.

• ability to apply underlying concepts and principles outside the context in which they were first studied, including, where appropriate, the application of those principles in an employment context.

• knowledge of the main methods of enquiry in the subject(s) relevant to the named award, and ability to evaluate critically the

• use a range of established techniques to initiate and undertake critical analysis of information, and to propose solutions to problems arising from that analysis

• effectively communicate information, arguments and analysis in a variety of forms to specialist and non-specialist audiences, and deploy key techniques of the discipline effectively

• the qualities and transferable skills necessary for employment requiring the exercise of personal responsibility and decision- making.

September 2018

4 Adapted from The Framework for Higher Education Qualifications in England, Wales and Northern Ireland (FHEQ) (2008).

September 2018

• an understanding of the limits of their knowledge, and how this influences analyses and interpretations based on that knowledge.

• undertake further training, develop existing skills and acquire new competences that will enable them to assume significant responsibility within organisations.

September 2018

Level 6: Bachelor's degree with honours (applicable to Year 3 of BA, BSc, BMus, LLB)

• a systematic understanding of key aspects of their field of study, including acquisition of coherent and detailed knowledge, at least some of which is at, or informed by, the forefront of defined aspects of a discipline.

• an ability to deploy accurately established techniques of analysis and enquiry within a discipline.

• conceptual understanding that enables the student:

o to devise and sustain arguments, and/or to solve problems, using ideas and techniques, some of which are at the forefront of a discipline.

o to describe and comment upon particular aspects of current research, or equivalent advanced scholarship, in the discipline.

• an appreciation of the uncertainty, ambiguity and limits of knowledge.

• the ability to manage their own learning, and to make use of scholarly reviews and primary sources (for example,

• apply the methods and techniques that they have learned to review, consolidate, extend and apply their knowledge and understanding, and to initiate and carry out projects.

• critically evaluate arguments, assumptions, abstract concepts and data (that may be incomplete), to make judgements, and to frame appropriate questions to achieve a solution - or identify a range of solutions - to a problem.

• communicate information, ideas, problems and solutions to both specialist and non-specialist audiences.

• the qualities and transferable skills necessary for employment requiring:

o the exercise of initiative and personal responsibility.

o decision-making in complex and unpredictable contexts.

o the learning ability needed to undertake appropriate further training of a professional or equivalent nature.

September 2018

Level 7: Master's degree (applicable to MA, MSc, MRes,MPhil)

• a systematic understanding of knowledge, and a critical awareness of current problems and/or new insights, much of which is at, or informed by, the forefront of their academic discipline, field of study or area of professional practice.

• a comprehensive understanding of techniques applicable to their own research or advancedscholarship.

• originality in the application of knowledge, together with a practical understanding of howestablished techniques of research and enquiry are used to create and interpret knowledge in the discipline. conceptual understanding that enablesthe student:

•o to evaluate critically current

research andadvanced scholarship in the discipline.o to evaluate methodologies and

develop critiques of them and,

• deal with complex issues both systematically and creatively, make sound judgements in the absence of complete data, and communicate their conclusions clearly to specialist and nonspecialist audiences

• demonstrate self-direction and originality in tackling and solvingproblems, and act autonomously in planning and implementing tasks at a professional or equivalent level.

• continue to advance their knowledge and understanding,and to develop new skills to a high level.

• the qualities and transferable skills necessary for employment requiring:

o the exercise of initiative and personal responsibility.

o decision-making in complex and unpredictable situations.

o the independentlearning ability required for continuing professional development.

September 2018

Level 8: Doctoral degree (applicable to PhD, DClinPsy)

•

•

the creation and interpretation of new knowledge, through original research or other advanced scholarship, of a quality to satisfy peer review, extend the forefront of the discipline, and merit publication a systematic acquisition and understanding of a substantial body of knowledge which is at the forefront of an academic discipline or area of professional practice

• make informed judgements on complex issues in specialist fields, often in the absence of complete data, and be able to communicate their ideas and conclusions clearly and effectively to specialist and nonspecialist audiences.

• the qualities and transferable skills necessary for employment requiring the exercise of personal responsibility and largely autonomous initiative in complex and unpredictable situations, in •

•

the general ability to conceptualise, design and implement a project for the generation of new knowledge, applications or understanding at the forefront of the discipline, and to adjust the project design in the light of unforeseen problems a detailed understanding of applicable techniques for research and advanced academic enquiry.

• continue to undertake pure and/or applied research and development at an advanced level, contributing substantially to the development of new techniques, ideas or approaches.

September 2018

Table 6 – Qualifications and Credits Table for College Awards

Qualification FHEQCredits

Notional Learning Hours

ECTSCredits

Interim Awards FHEQLevels

Minimum Credits

Minimum Credits at Level of AwardCollege Certificate 120 1,200 60 - 3

College Diploma - 3Certificate of Higher Education (CertHE)

120 1,200 60 - 4 120 90

Diploma of Higher Education (DipHE)

240 2,400 120 CertHE 4-5 240 90 (Level 5)Foundation Degree 240 2,400 120 Foundation

Certificate4-5

Graduate Certificate (GradCert) 40 400 20 - 6 40 40Graduate Diploma (GradDip) 120 1,200 60 GradCert 6 120 90Bachelor’s Degree (BA, BSc, BMus, LLB)

3605 3,600 180 DipHE, CertHE 4-6 See Table 6 a/b

See Table 6 a/b

Postgraduate Certificate (PGCert)

60 600 30 - 5-7

5 Programmes that include a compulsory year abroad or industrial placement, or those with the option of an international year abroad will include additional academic credit for the intervening year of study.

September 2018

Postgraduate Diploma (PGDip) 120 1,200 60 PGCert 5-7Integrated Master’s Degree (MEng, MSci)

480 4,800 240 Honours Degree,

Bachelor’s without honours,

4-7 See Table 7 a/b

See Table 7 a/b

Master’s Degrees (MA, MSc, MRes, MPhil)

180 1,800 90 PGDip, PGCert 5-7

Doctoral Degrees (PhD, DClinPsy)

5406 - - MPhil (for Doctor of Philosophy)

8

6 Awards at FHEQ level 8, or doctoral level, are not ordinarily associated with credits or credit equivalency. A value is provided herein for indicative purposes only. Professional Doctorate programmes will include some taught credit alongside the research component.

September 2018

Table 7a - (Bachelor’s Degree (BA, BSc, BMus, LLB))

Year of Programme Credits Minimum Credits at Level of

Minimum Credit LevelYear 1 120 - -

Year 2 120 90 FHEQ 5Year 3 120 90 FHEQ 6

Table 7b - (Bachelor’s Degree (BA, BSc, BMus, LLB)) with an Extramural Year

Year of Programme Credits Minimum Credits at Level of

Minimum Credit LevelYear 1 120 - -

Year 2 120 90 FHEQ 5Year 3 30 or

607- -

Year 4 120 90 FHEQ 6

Table 8a - Integrated Master’s Degree (MEng, MSci)

Year of Programme Credits Minimum Credits at Level of

Minimum Credit LevelYear 1 120 - -

Year 2 120 90 FHEQ 5Year 3 120 90 FHEQ 6Year 4 120 90 FHEQ 7

Table 8b - Integrated Master’s Degree (MEng, MSci) with an Extramural Year 8

Year of Programme Credits Minimum Credits at Level of

Minimum Credit LevelYear 1 120 - -

Year 2 120 90 FHEQ 5Year 3 30 - -

7 For the purposes of classification, the Bachelor’s extramural year allows for either 30 credits to be counted as part of the fourth stage, or 60 credits to be counted as part of the second stage (within the standard FHEQ level requirements as set out herein).8 For the purposes of classification, the extramural year may be taken in either the third or fourth

stage for the Integrated

September 2018

Master’s, wherein for the third stage this shall equate to 30 credits to be counted in the fourth stage, or 30 credits in the fourth stage to be counted in the fifth and final stage. For illustrative purposes, this is displayed in the third stage within Fig. 3a.

September 2018

Year 4 120 90 FHEQ 6Year 5 120 90 FHEQ7

3.10 The College offers various types of award at postgraduate taught level, as detailed in Table 9. All courses for postgraduate taught awards must be at level 7 of the FHEQ. Course units for postgraduate programmes shall be in multiples of 10 credits, up to a maximum of 60 credits. Courses with a credit value beyond this may be given exceptional approval by the Associate Dean (Education) for the faculty.

Table 9 - Master’s Degrees Award Titles

Award RequirementsMA/MSc At least 180 credits, or 1,800 notional learning hours, at FHEQ

level 7 with a significant piece of individual work (e.g. research project / dissertation) of up to 20,000 which is mandatory (non-condonable) and must be passed to qualify for the award.

MRes A combined degree of both taught and research focus, normally incorporating a dissertation or research-based project of around 90 credits. Marking and award criteria requirements will be in line with the Postgraduate Taught Regulations.

Master of Arts by Research, and Master of Science by Research

A research degree or 180 credits, or 1,800 notional learning hours, with a significant piece of individual research normally equivalent to 120 credits alongside additional research methods elements. Some programmes may include a taught component which must be passed. Students taking these programmes are required to satisfactorily pass the taught component to qualify for the award.

4.Fields of Study for Joint and Combined Honours4.1At undergraduate level, the College makes provision for a variety of fields

of study across its academic departments, which may be combined into single honours, joint honours or combined honours awards. The field of study will reflect the nature of the programme of study, representing the balance of modules studies, alongside the programme’s curriculum and learning outcomes. For example, a joint honours (e.g. BA French and History) reflects an equal balance of study across two individual fields of study.

4.2To qualify for the award, a student must satisfy the requirements of each field of study, including the essential supporting subject in a combined honours awards. In certain cases, students who fail to meet the

September 2018

requirements of a particular field of study may be eligible for an alternative award.

September 2018

4.3A typical undergraduate joint degree will be comprised of 60 credits from each of the two academic departments involved (120 credits in total), with a lead department (or home department) nominated as having overall responsibility for the award. In the cases of combined honours (also referred to as major/minor combinations), students will register for a minimum of 90 credits with the lead department, and 30 credits with the second department, during each stage of the degree.

Table 10 - Field of Study

Award Type

Requirements Credits between SubjectsSingle

Honours

An award with a single title which reflects the combination of

subjects, curriculum and learning outcomes as a combined whole.

-

Joint Honours

The two subjects studied will have equivalent emphasis and each subject constitutes at least one third of the credits passed overall.

A minimum of 30 credits in the final stage at FHEQ Level 6 for Bachelor’s or a minimum of 30 credits in the final stage at FHEQ Level 7 in the case of the MSci.

Combined Honours

The major subject will constitute at least 50% of the credits passed overall. The essential supporting

subject will constitute at least 25% and not more than one third

of the credits passed overall.

90 credits in major subject, with a minimum if 30 credits

in essential supporting subject. For the final stage of a Bachelor’s, at least 25% at FHEQ 6 in the final stage, or

25% at FHEQ 7 for MSci.