Quality Handbook Section 3 - Undergraduate Awards - Requirements

3.1 At any given level, a course may include a module(s) from a lower (or exceptionally a higher) level, provided this fits with the course’s aims, outcomes, and specification and is approved accordingly as follows:

1. Unless otherwise indicated in the Framework Tables, the module(s) from a lower level should not normally exceed a total of 20 credits for a full level of 120 credits.
2. The module should be drawn from the adjacent level, although a special case for an even lower level can be considered (e.g. where the University Language Programme (ULP) is incorporated). This flexibility applies at each level of a course. For example, an Honours Degree incorporating ‘lower’ level modules at each level may have the following composition: Level 3: 20 credits; Level 4: 120 credits; Level 5: 120 credits; Level 6: 100 credits.
3. This guideline enables courses to provide ancillary and broadening studies (or more flexibility in terms of option choice) without needing to design new modules or re-specify existing modules to a higher academic level.
4. A Professional Diploma / Certificate and a Graduate Diploma / Certificate may normally include 20 or more Level 7 credits because of the special nature of these courses.

3.2 Such dispensation cannot apply in the following specific cases:

1. Ordinary degree – it must contain at least 60 credits at Level 6.
2. Integrated Master’s degree – it must contain at least 120 credits at Level 7.

Exceeding the dispensation:

3.3 This level of dispensation may be exceptionally exceeded provided it is justified and approved through the University’s course design and approval process.

5.1 Holders of an Integrated Master’s will have developed the graduate attributes associated with an honours graduate (see para. 7.1), but will also have extended their knowledge, skills and understanding into outcomes associated with aspects of Level 7 learning. The specific learning outcomes of an Integrated Master’s will be approved through the University’s course design and approval process, applying the Level 6 and Level 7 descriptors in an appropriate manner.

5.2 Integrated Master’s are four year degree courses which combine 120 credits of Level 7 study with 360 credits of undergraduate study. They are designed to provide students with the opportunity to study their subject in greater depth than would ordinarily be achieved during a standard 3 year undergraduate course.

5.3 Level 7 study can take place over the third and fourth year. Where a student does not meet the required threshold for progression to a master’s award at the end of year 3, the student is transferred onto the appropriate bachelor’s degree and awarded a bachelor’s qualification.  Some courses stipulate progression requirements for Integrated Master’s at the end of year 2. Thresholds are clearly articulated in the definitive course information in CourseLoop.

5.4 Fall-back bachelor’s awards are available where students do not achieve the requirements for an integrated master’s degree.

6.1 Holders of an Exempting Degree will have developed an understanding of a complex body of knowledge, a significant amount of which will be at the current boundaries of an academic discipline. They will have a systematic, extensive and comparative knowledge and a critical understanding of the subject and its theories, principles and concepts, and will have the ability to understand, plan and apply appropriate research methodologies and techniques. Through this, graduates will have well developed analytical techniques and problem-solving skills – with evidence of originality in tackling and solving problems, and in applying knowledge. Holders will be able to evaluate evidence, arguments and assumptions, to reach sound judgements, and to communicate effectively.

6.2 The Exempting Degree in Law combines an academic stage of professional training with a post-academic stage of professional qualifying requirements (i.e. combining the LLB and Legal Practice Course (LPC)). The MArch is designed to lead to exemption from the Royal Institute of British Architects (RIBA) Part 2 professional examination and to conform to the Criteria for the Prescription of Qualifications set by the Architects’ Registration Board (ARB). It is a graduate-Level course open to applicants who already have a first degree in Architecture with exemption from RIBA/ARB Part 1 qualifications and who normally have had a minimum of a year’s professional experience in architecture or related areas of design practice.

7.1 Honours graduates will have developed an understanding of a complex body of knowledge, some of it at the current boundaries of an academic discipline. They will have a systematic, extensive and comparative knowledge and a critical understanding of the subject and its theories, principles and concepts, and will have the ability to understand, plan and apply appropriate research methodologies and techniques. Through this, graduates will have well developed analytical techniques and problem-solving skills that can be applied in many types of employment. Graduates will be able to evaluate evidence, arguments and assumptions, to reach sound judgements, and to communicate them effectively.

7.2 The Graduate Honours Degree is reserved for courses that have a graduate intake but have outcomes at undergraduate level – typically known as graduate conversion courses. Holders of a Graduate Honours Degree will have achieved the award descriptors mentioned above but because of their graduate skills on entry will be able to achieve the honours degree outcomes at a faster pace; the notional study hours may therefore be less than the 3600 set for an honours degree that has an undergraduate intake.

8.1 Ordinary degree graduates will have developed an understanding of the scope of a subject, its different areas and applications. They will have a detailed and comparative knowledge of aspects of the subject and an understanding of the essential theories, principles and concepts of the subject as a whole. Through this, graduates will have developed analytical techniques and problem-solving skills. In defined situations, graduates will be able to evaluate evidence, arguments and assumptions, to reach sound judgements, and to communicate effectively.

9.1 Holders of a Professional Graduate Certificate in Education (ProfGCE) will have developed knowledge, understanding and skills in the field of teaching and will have met the requirements for entry to, or for endorsement for entry to, the teaching profession in relation to those requirements for which the University has assessment responsibility.

9.2 The definitive course information in CourseLoop will determine the precise level of academic and professional achievement.

9.3 Candidates will be able to use diagnostic and analytical skills within the teaching context to review and consolidate specialist knowledge about learning and teaching. They will exercise judgement about the use of subject and professional knowledge within the context for which they have been trained. In professional situations, holders will be able to critically evaluate evidence, arguments and assumptions, to reach sound judgements, and to communicate effectively.

10.1 Holders of a Graduate Diploma will have developed an understanding of those aspects of a subject required for entry into a professional field. In the required subject aspects, they will have a systematic and a critical understanding of the subject. Through this, holders will have well developed analytical techniques and problem-solving skills, as well as specific professional skills. In professional situations, holders will be able to evaluate evidence, arguments and assumptions, to reach sound judgements, and to communicate effectively.

10.2 Graduate Diploma awards are associated with ‘graduate conversion courses’. They enable graduates whose first degree is not in the recognised subject to ‘convert’ to the subject. Through these courses, students gain similar subject knowledge/skills to a graduate in the subject, not in all aspects but typically in those needed for professional recognition or for entry into a professional or employment field e.g. teaching, law or psychology. The course will normally cover the same ground as modules available on the first degree, but may incorporate Level 7 modules where appropriate. It is likely that a limited number of graduate diploma courses will be approved.

11.1 Holders of a Graduate Certificate will have developed an understanding of certain aspects of a subject required for entry into a professional field. In these aspects, they will have a systematic and a critical understanding of the subject, well developed analytical techniques and problem-solving skills, as well as professional skills. In defined professional situations, holders will be able to evaluate evidence, arguments and assumptions, to reach sound judgements, and to communicate effectively.

Further information

• Graduate Certificates are interim awards within graduate diploma courses.

12.1 Holders of an Advanced Diploma will be able to demonstrate the learning outcomes set out in the definitive course information in CourseLoop that will have been approved with reference to the FHEQ level descriptors at Level 6.

12.2 Advanced diploma courses may range in volume from 40 to 120 credits and serve a number of academic and/or professional purposes. For example, it might be an ‘exchange’ course for overseas students, a 'niche' course designed to meet a funding initiative, a Continuing Professional Development (CPD) short course, etc. Courses that involve less than the full 120 credits will not be expected to meet the FHEQ Level 6 descriptors in full.

13.1 Holders of a Professional Diploma will have developed knowledge, understanding and skills in a field of study that is related to professional and work-based practice. The definitive course information in CourseLoop will determine the precise level of academic and professional achievement. As a minimum, candidates will have gained a systematic and a critical understanding of the subject. Through this, holders will have well developed analytical techniques and problem-solving skills, as well as specific professional and work-based skills. In professional situations, holders will be able to evaluate evidence, arguments and assumptions, to reach sound judgements, and to communicate effectively.

13.2 The Professional Diploma is an important award in the context of CPD. Courses leading to the award will involve the development of practice-orientated knowledge and skills, typically including work-based learning within professional and employment contexts. Such courses may prepare candidates for entry into the professional and employment field or may serve CPD purposes.

13.3 Given the above, the award is not allocated to a specific level. It may comprise outcomes entirely at Level 5 or Level 6, or a mixture of the two levels - there may also be a contribution of up to 20 credits from Level 7. The level(s) will need to be justified during the approval process, demonstrating that the level(s) selected fit with professional and employer needs. (See QHS 3B: Guidance on Professional Certificates and Professional Diplomas.)

14.1 Holders of a Professional Certificate will have developed knowledge, understanding and skills in aspects of a field of study that is related to professional and work-based practice. The definitive course information in CourseLoop will determine the precise level of academic and professional achievement. As a minimum, candidates will have gained a systematic and a critical understanding of aspects of the subject. Through this, holders will have well developed analytical techniques and problem-solving skills, as well as specific professional and work-based skills. In defined professional situations, holders will be able to evaluate evidence, arguments and assumptions, to reach sound judgements, and to communicate effectively.

14.2 The Professional Certificate is an important award in the context of Continuing Professional Development (CPD). Courses leading to the award will involve the development of practice-orientated knowledge and skills, typically including work-based learning within professional and employment contexts. Such courses may prepare candidates for entry into the field or may serve CPD purposes. Given this, the award is not allocated to a specific level. It may comprise outcomes entirely at Level 5 or Level 6, or a mixture of the two - there may also be a contribution from Level 7. The level(s) will need to be justified during the approval process, demonstrating that the level(s) selected fit with professional and employer needs.

14.3 A professional certificate may be designed as a distinct course or as an interim award within a professional diploma. In either case, the certificate involves less learning than a diploma (i.e. between 40 and 60 credits) and the aims and learning outcomes should reflect this. (See QHS 3B: Guidance on Professional Certificates and Professional Diplomas.)

15.1 Holders of a Foundation Degree will have developed and demonstrated knowledge, understanding and skills in a vocational area and undertaken a substantial element of work related and competency development. Successful students will demonstrate the acquisition of knowledge, competence and understanding of a broad range of complex technical/professional activities in a wide variety of contexts and with a substantial degree of personal responsibility, decision making and autonomy, and the ability to be responsible for the work of others. Successful students will also have academic knowledge and skills such as critical enquiry, analysis and evaluation, and will be able to apply these in the workplace.

Further information

• Please see section 23 below for Foundation Degree policy.

16.1 Holders of a Diploma of Higher Education will have developed a sound understanding of the principles in their field of study, and will have learned to apply those principles more widely. Through this, they will be able to communicate effectively and will have learned to evaluate the appropriateness of different approaches to problem solving.

17.1 Holders of a Higher National Certificate or Diploma will have developed and demonstrated knowledge, skills, and behaviours in a vocational area at level 4 or 5 respectively.

17.2 These awards are widely recognised by employers and education authorities around the world as technical focused qualifications, that provide the flexibility to go straight into employment or further study.

17.3 Successful students will demonstrate the acquisition of knowledge, practical skills, competence and understanding of a broad range of complex technical/professional activities in a wide variety of contexts. They will demonstrate a substantial degree of personal responsibility, decision making and autonomy, and the ability to be responsible for the work of others. Successful students will also have academic knowledge and skills such as critical enquiry, analysis, and evaluation, and will be able to apply these in the workplace.

Further information

• Please see Section 25 for information about the Higher National Awards policy.

18.1 Holders of a Certificate in Education will have developed knowledge, understanding and skills in the field of teaching and will have met the requirements of entry, or for endorsement for entry to, the teaching profession in relation to those requirements for which the University has assessment responsibility.

18.2 The definitive course information in CourseLoop will determine the precise level of academic and professional achievement. As a minimum, candidates will have gained a systematic understanding of teaching and be familiar with analytical techniques and problem solving skills as well as specific professional teaching skills relevant to the context in which they have trained. In professional situations, the holder will be able to differentiate between different forms of evidence, arguments and assumptions, to reach sound judgements, and communicate effectively.

Further information

• This award is currently available in the field of Post Compulsory Education and Training.

19.1 Holders of a Diploma will be able to demonstrate the learning outcomes set out in the definitive course information in CourseLoop that has been approved with reference to the FHEQ level descriptors at Level 5.

19.2 A course leading to a Diploma may range in volume from 40 to 120 credits and serve a number of academic and/or professional purposes, for example, an 'exchange' course for overseas students, a 'niche' course designed to meet a funding initiative, a CPD short course. As such, course teams will have significant flexibility in course design, provided it can be demonstrated that the outcomes are at Level 5. Courses involving less than the full 120 credits will not be expected to meet the FHEQ level descriptors in full.

20.1 Holders of a Certificate of Higher Education will have a sound knowledge of the basic concepts and principles of a subject. Through this, they will have learned how to communicate effectively and will have learned to take different approaches to problem solving. They will have the qualities needed for employment requiring the exercise of some personal responsibility. The Certificate of Higher Education may be a first step towards obtaining higher-level qualifications.

21.1 Holders of a Higher Certificate will have developed and demonstrated knowledge, understanding and skills in aspects of a vocational area and undertaken a significant element of work related and competency development.

21.2 A successful student will demonstrate the acquisition of knowledge, competence and understanding of a range of complex technical/professional activities in a variety of contexts and with a degree of personal responsibility and autonomy and the ability to be responsible for the work of others.

Further information

• A Higher Certificate is an interim award on a foundation degree course. Please see QHS 3A: Requirements for Foundation Degrees.

22.1 Holders of a Certificate will be able to demonstrate the learning outcomes set out in the definitive course information in CourseLoop that has been approved with reference to the FHEQ Level descriptors at Level 4.

22.2 A course leading to a Certificate may range in volume from 40 to 120 credits and serve a number of academic and/or professional purposes. For example, it might be an ‘exchange’ course for overseas students, a ‘niche’ course designed to meet a funding initiative, a CPD short course, etc. As such, course teams will have a significant amount of flexibility in course design provided it can be demonstrated that the outcomes are at Level 4. Courses that involve less than the full 120 credits will not be expected to meet the FHEQ level descriptors in full.

23.1 Holders of a Foundation Certificate will understand the basic theories and concepts of a subject field necessary for embarking upon a study of that subject at a higher education level. Through this, they will have demonstrated competency in a range of basic communication and learning skills.

23.2 Due to the Professional, Statutory and Regulatory Body (PSRB) compliance or because of local custom and practice within which overseas partners operate, it is possible to offer a foundation or a diploma award rather than a foundation certificate award (subject to academic approval).

24.1 Foundations degrees (FDs) should equip students with the skills and knowledge relevant to their employment, careers aspirations and the needs of employers. Course teams must engage with employers at all stages of the development, delivery and review of a FD course so it is relevant to employment, work and professional needs.

24.2 Work-based learning must be integral to a FD and flexibility of mode and delivery should underpin the development of all FD courses. Opportunities for a range of work-based and work-related learning must be explored by the course team when designing the new FD. Assessment must include elements of work-based learning and work-based and work-related learning must be reflected in the outcomes for the course.

24.3 A FD is a stand-alone award; however, they are designed to provide opportunities for students to progress to further academic study.

24.4 All FDs must have an articulated progression route to an Honours degree, typically into the final year with the time required to complete the qualification being comparable to that involved in a traditional bachelor’s programme.

24.5 Progression routes should be identified at the outline stage of the business evaluation process.

24.6 Unless progression is from an NTU-delivered FD, all agreed progression routes should be documented formally in an Advanced Standing Agreement (ASA) signed by the Deputy Vice-Chancellor and Provost  and associated college Principal.

24.7 The progression arrangement should align the courses as closely as possible to achieve a single framework of progression. Entry onto an honours degree should not be conditional upon either a bridging course or module result.

24.8 Prior to starting their honours studies, progressing FD student may attend classes designed to improve skills such as:

1. Critical and analytical approaches;
2. Independent study skills;
3. Statistical analysis;
4. Dissertation preparation and writing.

24.9 The improvement of the future alignment of the two courses should be considered during the lifetime of the progression arrangement. The following points of good practice should be considered:

1. Alignment between learning outcomes from the FD to those of Levels 4 and 5 of the honours degree, allowing direct progression to Level 6;
2. Consideration of the differences in learning experiences and study approaches;
3. Consideration of the differences in access to resources.

Further information

• Please see QH Supplement 3A for more information about the requirements for foundation degrees;

25.1 Higher National (HN) awards should equip students with the skills and knowledge relevant to their employment, careers aspirations and the needs of employers. Course teams must engage with employers at all stages of the development, delivery, and review of a HN course, so it remains relevant to employment, work, and professional needs.

25.2 Higher National (HN) awards are developed by Pearson PLC and are available at the University through an Intelligential Property and Trademark agreement. Consequentially, course teams must refer to Pearson subject specifications when developing course materials and assessments to ensure alignment with HN and where applicable Higher Technical Qualifications (HTQ) pathways.

Further information

• Please see QH 16E: CAR for Higher National Awards.

26.1 An honours degree is awarded with one of the following classifications

1. First Class
2. Upper Second Class
3. Lower Second Class
4. Third Class.

26.2 The University’s grading descriptors set out the characteristics expected for each classification (see QHS 15B on Grade Based Assessment).