POLICY: Academic Regulations - Credit Accumulation Regulations
POLICY URL: https://lsi-ac.uk/policy/554b07ce-4514-426b-9c01-76170653c143

POLICY STATEMENT:
The School is committed to utilising the Credit Accumulation and Transfer System (CATS) to offer flexible, modular learning. CATS enables students to accumulate and transfer credits across modules and institutions, supporting personalised educational pathways and lifelong learning. This system ensures consistent workload measurement, transparency, and facilitates academic progress, rewarding students for their achievements and efforts.


POLICY PRINCIPLES:
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- Equity: Guaranteeing fair and non-discriminatory practices in the assignment of credits to all students;
- Clarity: Providing clear definitions and guidelines surrounding the credit accumulation to avoid ambiguity and misunderstandings;
- Recognition: Acknowledging the value of academic achievement and learning outcomes through appropriate credit allocation;
- Flexibility: Allowing for varied pathways and learning experiences within the constraints of academic rigour;
- Consistency: Maintaining uniform credit allocation policies across all programmes to ensure fairness;
- Integrity: Upholding the honesty and accuracy of credit representation on student transcripts;
- Transferability: Facilitating the movement within and between institutions through recognisable and standardised credit systems;
- Progression: Supporting structured academic advancement that aligns with defined educational benchmarks;
- Accountability: Ensuring that all involved parties are responsible for upholding the credit accumulation regulations;
- Adaptability: Being responsive to the evolving educational landscape and adjusting credit policies as necessary;
- Transparency: Making all regulations accessible for comprehension and adherence by the School community;
- Quality Assurance: Committing to regular reviews of the credit accumulation procedures to uphold academic standards.


REGULATORY CONTEXT:
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This Policy has been developed in line with the applicable laws, regulations, regulatory advice, and sector best practices, including the following:

R1. Office for Students (OfS): Regulatory framework for higher education in England - This framework outlines OfS' primary aim to ensure positive outcomes for students, including access, success, and progress in higher education. It covers quality academic experience, progress into employment, and value for money.
R2. Quality Assurance Agency (QAA): Higher Education Credit Framework for England: Advice on Academic Credit Arrangements - This framework for credits assesses course value, evaluates student workload, impacts degree outcomes, supports institutional transfer, and determines graduation eligibility.
R3. UK Government: Higher Education and Research Act 2017 (HERA) - A UK legislation that reformed the higher education and research sector, particularly by establishing the Office for Students and UK Research and Innovation.
R4. Quality Assurance Agency (QAA): Making Use of Credit: A Companion to the Higher Education Credit Framework for England - This framework determines the use of credits for courses, measures student workload, facilitates transferability, and ensures eligibility for graduation by reflecting both contact hours and independent study requirements.
R5. Quality Assurance Agency (QAA): Subject Benchmark Statement - Computing - It describes the nature and characteristics of awards in computing and what graduates are expected to know, understand and be able to do.
R6. Office for Students (OfS): Sector-recognised standards - The standards set with regards to B5 and B8 of the OfS' conditions of registration for higher education institutions.
R7. Quality Assurance Agency (QAA): The Quality Code - This code represents a shared understanding of quality practice across the UK higher education sector, protecting public and student interests and championing the UK's reputation for quality.


METRICS AND KPIS:
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The following metrics will be measured and regularly reviewed as key performance indicators for the School to ensure the effectiveness of this policy and associated operations:

M1. Credit Accumulation Rate: Measure the average number of credits accumulated by students per academic year. Target: Ensure that the average number of credits accumulated by students is at least 120 credits per year. This KPI tracks whether students are accumulating the expected number of credits, which reflects the effectiveness of the credit system in facilitating student progression and ensuring that students are on track to meet their programme requirements.
M2. Module Completion Rate: Track the percentage of students who successfully complete modules with the awarded credits as per their registration. Target: 85% of students to complete their registered modules with full credit each academic year. Monitoring completion rates ensures that the CATS system effectively supports student progression. A high completion rate indicates that the system is functioning well and students are meeting their academic goals.
M3. Success Rate in Meeting Credit Requirements for Graduation: Track the percentage of students who meet the credit requirements for graduation within the standard timeframe. Target: Ensure that 90% of students meet the credit requirements for graduation within the expected programme duration. This KPI measures the effectiveness of the credit system in supporting students to meet graduation requirements. A high success rate indicates that the system is well-designed to facilitate timely completion of academic programmes.


SECTION 1: Credit Accumulation and Transfer System (CATS) 
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1.1. CATS Credits (by Academic Board): The School uses the Credit Accumulation and Transfer System (CATS) to award credits for successfully completed modules and to determine progression between levels; The School follows the OfS principle that higher education qualifications are awarded based on demonstrated achievements rather than years of study. CATS supports this by using a credit and descriptor-based system to track academic progress and facilitate progression.
1.2. 10 Hours per Credit (by Academic Board): All modules are assigned a CATS credit value, with each credit representing 10 notional learning hours. For example, a 10-credit module requires 100 hours of notional learning; This system ensures that module workloads are standardised, guiding the allocation of teaching methods, activities, and assessments based on the module's credit value.
1.3. European Credit Transfer System (ECTS): Two CATS credits are equivalent to one ECTS credit; This equivalence aligns the School’s credit system with the European Credit Transfer and Accumulation System (ECTS), facilitating credit transfer and recognition across European institutions.


SECTION 2: Programme Credit Requirements
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2.1. Programmes Credits based on OfS Sector-Recognised Standards (by Academic Board): Programmes at the School adhere to the credit values set by the OfS sector-recognised standards, as integrated into the School's Programme Approval Rules within the Automated Governance System (AGS):; Award; Level; Required number of credits; Taught masters’ degrees e.g. MSc; 7; 180 (150 at Level 7); Postgraduate diplomas; 120 (90 at Level 7); Postgraduate certificates; 60 (40 at Level 7); Bachelors’ degrees with honours e.g. BSc Hons; 6; 360 (90 at Level 6); Bachelors’ degrees; 300 (60 at Level 6); Graduate diplomas; 80 (80 at Level 6); Graduate certificates; 40 (40 at Level 6); Diplomas of Higher Education (DipHE); 5; 240 (90 at Level 5); Certificates of Higher Education (CertHE); 4; 120 (90 at Level 4); This ensures that all programmes meet the required credit values and standards, maintaining consistency and compliance with sector guidelines.


SECTION 3: School Module Offerings
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3.1. Unit of Delivery: The School provides a balanced range of modules across levels, each with a specific CATS credit value, learning outcomes, and summative assessments, to help students achieve the necessary credits for their awards; Modules are standalone units of learning that contribute to the credits required for awards. Programmes utilise these modules to ensure students can earn the credits needed for their qualifications.
3.2. Module Approval (by Academic Board): Modules delivered in the School’s programmes must be at Level 4, 5, 6, or 7 according to OfS sector-recognised standards and must adhere to module approval rules before approval. These rules include:;  Appropriate Description;  Correct FHEQ Level;  Defined Learning Outcomes;  Accurate Credit Value and Workload;  Relevant IKG Concepts;  Alignment of IKG Concepts with Learning Outcomes;  Current Material;  Well-Designed Components;  Suitable School Teaching System;  Effective Summative Assessment Formats;  Proper Formative Assessment;  Relevant References;  Independent Expert Academic Approval; These criteria ensure that modules are well-defined, academically rigorous, and aligned with sector standards, thus supporting effective learning and assessment.
3.3. Module Dependencies (by Academic Board): Modules may be linked, requiring a prerequisite module to be passed before enrolling and/or taking an assessment in the subsequent module; This ensures proper progression and understanding, as prerequisite modules provide essential knowledge and skills needed for the linked modules.
3.4. Module Assessments (by Academic Board): Modules are generally assessed within the same semester they are delivered, with the exception of Final Project Modules. To progress and earn credits, students must demonstrate the required level of achievement in summative assessments, based on the module’s learning outcomes and the School’s assessment criteria. All marks are provisional until ratified by the Module Examination Board. Summative assessments remain consistent across all programmes. Partial credits for a module are not awarded; This approach ensures timely assessment and consistency in evaluating student performance, while maintaining rigorous standards for module completion. The ratification process by the Module Examination Board guarantees accuracy and fairness in grading.


SECTION 4: Credit Distribution for Modules
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4.1. Credits Allocated Based on Teaching System (by Academic Board): The School allocates credits and designs learning and teaching activities for each module based on its subject matter, guided by its learning and teaching strategy:;   Research (30 and 60 Credits): Research-based modules with one-to-one supervision, suitable for final projects;   Professional (15-30 Credits): Focuses on key professional concepts, ethics, and skills such as leadership and organisational abilities;   Technical (15-30 Credits): Hands-on technical skills training;   Foundational (15-30 Credits): Emphasises understanding concepts with minimal technical skills;   Seminars (15-30 Credits): Covers topical issues and includes research presentations and analytical reviews, enhancing problem-solving, time-management, and communication skills; This approach ensures that the teaching methods and credit allocation are tailored to the specific content and requirements of each module, enhancing the quality of the academic experience for students.
4.2. Multiples of 15 Credits (by Academic Board): The number of credits allocated for each teaching system and module must be 15-30 credits; The only exceptions to this are:; Award; Module; Postgraduate; Final Project Module (60 credits at Level 7); Undergraduate; Final Project Module (30 credits at Level 6)


SECTION 5: Final Project Modules
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5.1. Core Final Project Modules (by Academic Board): The School requires Final Project Modules for some undergraduate and postgraduate programmes; Final Project Modules are mandatory for the following qualifications:; Award; Level; Module; Taught masters’ degrees e.g. MSc; 7; Final Project Module (60 credits at Level 7); Bachelors’ degrees with honours e.g. BSc Hons; 6; Final Project Module (30 credits at Level 6); These core modules allow students to demonstrate autonomy by defining and addressing research questions using appropriate techniques and methods, thereby showcasing their skills and knowledge.
5.2. Timelines (by Academic Board): The applicable timelines are as follows:; Award; Level; Module; Postgraduate; 7; Students can register for the Masters Final Project module after having completed at least 60 credits in other modules on their programme; Undergraduate; 6; The Final Project Module is available at Level 6; This ensures that students have achieved a sufficient level of learning and are prepared for the comprehensive work required in their final projects.


SECTION 6: Modules in Programmes
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6.1. Common Modules (by Academic Board): Modules may be delivered across multiple undergraduate and postgraduate programmes. The learning, teaching, summative assessments, and credits for the module will be consistent across all programmes; This ensures uniformity in module delivery and assessment, maintaining consistent academic standards regardless of the programme in which the module is taught.
6.2. Optional and Core Modules (by Academic Board): The classification of modules as core or optional depends on the programme's title and discipline, and this is detailed in the programme specification; This ensures clarity in programme documentation, outlining which modules are essential or elective based on the programme's focus and requirements.
6.3. Optional Modules: Students may choose optional modules to expand their understanding of their programme discipline; Optional modules allow students to explore additional topics and deepen their knowledge within their field of study.
6.4. Must Pass a Core Module (by Programme Examination Board): Students must pass core modules to receive the award on their programme. if they do not, the Programme Examination Board may grant an exit award if the student meets the relevant credit and descriptor requirements and the programme specification allows it; This ensures that essential modules are completed to qualify for the main award while allowing flexibility for students who meet credit and descriptor criteria but do not complete core modules.
6.5. Qualification Descriptors (by Programme Examination Board): The regulations define the number of credits needed for each award at specific levels, including exit awards; These regulations ensure that students meet the required credit thresholds for achieving awards at different levels.


SECTION 7: Credit Awarding Procedures
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7.1. Credits Based on Achievement as Opposed to Time (by Academic Board): The School follows the OfS principle that higher education qualifications are awarded based on demonstrated achievement of outcomes, not years of study. This is assessed through the School's assessment boards and is also crucial for progression. The Credit Accumulation and Transfer System (CATS) and notional hours are used for this purpose; This approach ensures qualifications reflect actual learning outcomes, supports fair progression, and uses standardised measures like CATS and notional hours to assess achievement.
7.2. Successful Summative Assessment (by Module Examination Board): CATS credits for a module are awarded only when the learning outcomes are met through successful summative assessments, with marks approved by the School's examination boards according to its Academic Regulations; This ensures that credits accurately reflect students' achievement of learning outcomes and adhere to the School's academic standards.
7.3. No Partial Credit (by Module Examination Board): A student either receives the full CATS credit for a module or none at all. Partial credits are not awarded; This approach ensures clarity and consistency in credit allocation, maintaining rigorous academic standards.
7.4. Recognition of Prior Learning (RPL) and Experience (RPE) (by Admissions Team): Applicants can seek Recognition of Prior Learning (RPL) and Experience (RPE) for the following purposes, including credits:;  Entry Criteria: to meet programme entry requirements through prior learning or experience;  Module Exemption: to avoid a core module based on prior learning or experience;  Credit Award: to gain CATS credits towards a module based on prior learning; This ensures that applicants can leverage their previous knowledge and experience to fulfil entry conditions, avoid redundant modules, or earn credits, streamlining their academic journey.


SECTION 8: Academic Year Schedule
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8.1. Academic Year: The School’s academic year is divided into three semesters, each lasting four months:;  1 February to 31 May;  1 June to 30 September;  1 October to 31 January; For full-time, part-time, and accelerated blended programmes, the registration and maximum period of registration (MPR) start on:;  1 February;  1 June;  1 October; Students on a flexible-online programme may start at any time during the year. The Admissions Team will advise them on their registration date for determining the maximum registration period (MRP); This structure ensures clear scheduling and registration timelines for different programme types, supporting effective academic planning and registration management.
8.2. Modes of Study and Credits (by Academic Board): The number of credits that students can do on each mode of study in each academic year are:; Full-time Blended Learning; Part-time Blended Learning; Accelerated Blended Learning; Flexible Online Learning; Undergraduate; Up to 60 credits per semester across 2-semesters; Up to 30 credits per semester across 2 semesters; Up to 60 credits per semester across 3 semesters; Up to 60 credits per semester across 2 semesters; Postgraduate; Up to 60 credits per semester across 3-semesters; Up to 30 credits per semester across 3 semesters; X; Up to 60 credits per semester across 3 semesters; This is subject to the Module, Progression, and Award Regulations on multi-level programmes, which allow up to 20 extra credits to be taken from one level to another if a student is required to retake a module; This ensures that credit loads are appropriate and manageable according to the study mode, facilitating a balanced academic workload.
8.3. Excess Credits (by Admissions Team): Students may be allowed to enrol in more credits than normally specified for a semester, in accordance with the Assessment Regulations; This provision accommodates exceptional circumstances where additional credits can be undertaken, as guided by the Assessment Regulations.
8.4. Module Delivery (by Academic Board): All modules at the School are delivered within a single semester, except Final Project Modules, which may extend over more than one semester depending on the mode of study; This ensures standardisation for most modules while allowing flexibility for extensive projects that require additional time.
8.5. Maximum Periods of Registration (by Students): Students must adhere to the maximum periods of registration as specified in the Student Admission and Registration Regulations; This ensures that students complete their studies within the prescribed timeframes, maintaining programme integrity