Consultation on Accreditation Rule 4.2: Degree awarding powers

Overview

In October 2023, ARB introduced a new approach to the accreditation of qualifications as part of our wider reforms to initial education and training. This new approach was formalised in a set of procedures, known as ‘Accreditation Rules’ which the Board approved on 18 October 2023. 

Accreditation Rule 4.2 requires that any learning provider who is applying to ARB for accreditation of a Level 7 master’s qualification (or equivalent) must either have degree awarding powers or have a formal agreement with a body with such powers. 

“Applicants seeking accreditation of master’s-level qualifications that do not hold degree awarding powers must have a continuing formal agreement with an awarding body in order for relevant qualifications to be accredited.” 

This means that as an institution delivering an academic qualification, it is subject to additional oversight from the relevant academic regulator: in England this is the Office for Students, in Wales the Higher Education Funding Wales, for Scotland the Scottish Funding Council, and the Northern Ireland Department for the Economy in Northern Ireland. ARB’s intention in setting this explicit requirement is to formalise long standing custom and practice and provide assurance to students and other interested stakeholders that the learning provider is well placed to deliver qualifications, without duplicating the work of other regulators which would add bureaucracy and administrative and financial burdens to learning providers or students. 

The Accreditation Rules were published in draft as part of a public consultation on the full suite of ARB’s education reforms, and the feedback received through this consultation informed the Board’s decision to introduce the Rules. The draft Rules included the term ‘qualification awarding powers’. ARB changed the language of this rule to ‘degree awarding powers’ after the close of the consultation to improve the clarity of the wording in the Rules. There were no consultation responses in relation to the introduction or wording of this rule. We do not know of any learning providers that wish to have master’s level qualifications accredited by ARB that don’t hold degree awarding powers or currently have a formal agreement with one that does but we have received objections to the current wording. 

We are now consulting on this rule for completeness, to ensure all stakeholders are aware of the Rule as drafted and the policy intent behind it, and to ensure we have not misunderstood the impacts of the requirement. 

Rationale for the proposal

ARB accredits academic qualifications delivered at master’s level. Those organisations which deliver these qualifications that have degree awarding powers are subject to additional regulation from a relevant academic regulator. This is also the case for those organisations who have a formal agreement with another academic organisation that has degree awarding powers.

An organisation which registers with the relevant higher education regulator so it can hold degree awarding powers must satisfy a wide range of ongoing conditions. It must ensure that its relevant qualifications align with the Framework for Higher Education Qualifications in the UK, a necessary component of comparability with international qualification frameworks, which, in turn, underpin Mutual Recognition Agreements. 

It must also provide the relevant regulator with assurance in relation to key areas of the delivery of its academic qualifications:

• Contingency planning: the institution must demonstrate that in the event of the failure of the organisation, there is a plan to ensure any enrolled students are provided with an alternate means to continue and complete their study.  
• Finances: the institution must demonstrate that it is financially viable, and has the resources necessary to comply with all conditions of registration 
• Resources, support and student engagement: the institution must demonstrate that each cohort receives resources and support, including physical resources such as career advice, study advice and other pastoral measures. 
• Academic culture: the institution must be part of a self-critical, cohesive academic community with a proven commitment to the assurance of standards supported by effective quality systems.