Company number: 12497951
6 Sutton Park Road, Sutton, SM1 2GD

Short Courses (Non-Credit and Credit-Bearing) Regulations

Policy Statement

The School is committed to offering flexible educational pathways through short courses. Credit-bearing courses are validated, structured, and assessed to meet Framework for Higher Education Qualifications (FHEQ) standards. Credits may contribute towards FHEQ awards upon approval under the Recognition of Prior Learning (RPL) and Experience (RPE) Regulations, supporting lifelong learning and adaptability.

Principles

Alignment with FHEQ Standards: Courses must adhere to Office of Students (OfS) Sector-recognised standards and the Framework for Higher Education Qualifications (FHEQ) standards, ensuring they meet defined levels of complexity and learning outcomes.
Rigor and Quality: Short courses must maintain the same academic rigor and quality as traditional modules, ensuring that credits earned are comparable and credible.
Relevance and Applicability: Content should be directly aligned with the programme’s curriculum, ensuring that knowledge and skills gained are pertinent and immediately applicable to the student's overall educational goals.
Flexible Learning: Courses should be designed to accommodate various learning styles and schedules, offering flexibility through online, hybrid, or in-person formats to meet diverse needs.
Assessment and Evaluation: Robust assessment methods should be employed to evaluate student performance, ensuring that learning outcomes are effectively measured and achieved.
Transferability of Credits: Credits earned from short courses should be clearly transferable within the institution and potentially recognised by other academic institutions, enhancing their value and utility.
Student Support: Adequate support services, including academic advising and technical assistance, should be provided to help students succeed in these short courses.
Accessibility and Inclusivity: Courses must be designed to be accessible to all students, including those with disabilities, ensuring an inclusive learning environment.
Continuous Improvement: Regular review and feedback mechanisms should be in place to continuously enhance the course content, delivery, and assessment methods based on student and faculty input.
Professional and Personal Development: Courses should aim to contribute not only to academic advancement but also to the professional and personal growth of students, preparing them for real-world applications and career development.

Regulatory Context

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

Authority	Name	Url
UK Government	Consumer Rights Act 2015 A UK law that consolidates consumer rights, covering contracts for goods, services, digital content, and providing remedies for faulty goods and services.
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.
Quality Assurance Agency (QAA)	Advice - Course Design and Development
Competition and Markets Authority (CMA)	Higher education: consumer law advice for providers Advice to help higher education providers understand their responsibilities under consumer protection law, especially regarding undergraduate students.
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.

Authority

Name

Url

UK Government

Consumer Rights Act 2015
A UK law that consolidates consumer rights, covering contracts for goods, services, digital content, and providing remedies for faulty goods and services.

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.

Quality Assurance Agency (QAA)

Advice - Course Design and Development

Competition and Markets Authority (CMA)

Higher education: consumer law advice for providers
Advice to help higher education providers understand their responsibilities under consumer protection law, especially regarding undergraduate students.

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.

Types of Short Courses Offered by the School

Title

Definition
Short Course Classification

The School offers short courses that complement its academic programmes under the Framework for Higher Education Qualifications (FHEQ).

These short courses are categorised as follows:

Dimension 1. Entry Level:

Executive	For senior leaders and managers with relevant experience or qualifications.
Professional (CPD)	For professionals in specific sectors.
Open Interest/Essential Skills	Open entry criteria

Dimension 2. Mode of Delivery

Flexible Online	Entirely online with no live component.
In-Person	Delivered with live elements, either on-site and/or remotely.
Blended	Combines online content with in-person sessions.

Dimension 3. Credit Status:

Credit-Bearing	Validated under the New Programme and Module Approval and Modification Regulations, leading to CATS credits at Levels 4-7 of the FHEQ.
Non-Credit bearing	Does not lead to credits.

These categories ensure clarity in course offerings and enable students to select courses that meet their needs and academic goals. Detailed specifications on type, mode, and credit status are provided on the School’s website.

Credit-Bearing Short Courses

Title
Definition Module Definition and Purpose The School provides modules as part of its accredited programmes, aligned with FHEQ and OfS Sector-recognised standards. A module is a distinct learning unit at a specific level, defined by its subject matter, credit value, learning outcomes, and summative assessments. Modules help students earn the necessary credits for qualifications and progression. Modules ensure that learning is structured and measurable, allowing students to accumulate credits required for their qualifications and advancement within their programmes.
Rule Validation Criteria for CATS Credit-Bearing Modules To be validated for CATS credits, a module must be approved under the New Programme and Module Approval and Modification Regulations. It must be part of a programme (Programme Approval Rules) or stand alone (Module Approval Rules) and meet the following criteria: Accurate Description Correct FHEQ Level Clear Learning Outcomes Proper Credit Value and Workload Relevant Integrated Knowledge Graph (IKG) Concepts Alignment of IKG Concepts with Learning Outcomes Updated Material Well-designed Components Suitable School Teaching System Appropriate Summative Assessment Formats Effective Formative Assessment Proper References Independent Expert Academic Approval The approved module specification must be uploaded to the School’s Automated Governance System (AGS) as validated. These criteria ensure that modules are rigorously assessed for quality and alignment with educational standards, guaranteeing that they provide meaningful and relevant learning experiences while contributing to the attainment of CATS credits.
Rule Approval and Delivery of Credit-Bearing Short Courses Validated modules, previously recognised by the Academic Board, may also be offered as stand-alone, credit-bearing short courses. To do so, faculty must submit the necessary documentation for strategic, operational, and academic approval, following the same process as for programme approval. However, this process will be less extensive since academic approval for the modules will already have been granted. Furthermore, unlike full programmes, only the Academic Board is responsible for approving all three stages of this process. Once the Academic Board approves all three stages, these short courses can be marketed and delivered. This process ensures that credit-bearing short courses meet the same rigorous standards as full programmes, providing quality and consistency. Courses will: Be at a specific FHEQ Level Include defined learning outcomes Have a credit value and workload (typically 15-30 CATS credits) Use an appropriate teaching system and activities Include summative assessments Obtain independent expert academic approval Comply with School regulations, such as Assessment Regulations Short courses are revalidated every 3 years to maintain quality.

Title

Definition
Module Definition and Purpose

The School provides modules as part of its accredited programmes, aligned with FHEQ and OfS Sector-recognised standards. A module is a distinct learning unit at a specific level, defined by its subject matter, credit value, learning outcomes, and summative assessments. Modules help students earn the necessary credits for qualifications and progression.

Modules ensure that learning is structured and measurable, allowing students to accumulate credits required for their qualifications and advancement within their programmes.

Rule
Validation Criteria for CATS Credit-Bearing Modules

To be validated for CATS credits, a module must be approved under the New Programme and Module Approval and Modification Regulations. It must be part of a programme (Programme Approval Rules) or stand alone (Module Approval Rules) and meet the following criteria:

Accurate Description
Correct FHEQ Level
Clear Learning Outcomes
Proper Credit Value and Workload
Relevant Integrated Knowledge Graph (IKG) Concepts
Alignment of IKG Concepts with Learning Outcomes
Updated Material
Well-designed Components
Suitable School Teaching System
Appropriate Summative Assessment Formats
Effective Formative Assessment
Proper References
Independent Expert Academic Approval

The approved module specification must be uploaded to the School’s Automated Governance System (AGS) as validated.

These criteria ensure that modules are rigorously assessed for quality and alignment with educational standards, guaranteeing that they provide meaningful and relevant learning experiences while contributing to the attainment of CATS credits.

Rule
Approval and Delivery of Credit-Bearing Short Courses

Validated modules, previously recognised by the Academic Board, may also be offered as stand-alone, credit-bearing short courses. To do so, faculty must submit the necessary documentation for strategic, operational, and academic approval, following the same process as for programme approval. However, this process will be less extensive since academic approval for the modules will already have been granted. Furthermore, unlike full programmes, only the Academic Board is responsible for approving all three stages of this process. Once the Academic Board approves all three stages, these short courses can be marketed and delivered.

This process ensures that credit-bearing short courses meet the same rigorous standards as full programmes, providing quality and consistency. Courses will:

Be at a specific FHEQ Level
Include defined learning outcomes
Have a credit value and workload (typically 15-30 CATS credits)
Use an appropriate teaching system and activities
Include summative assessments
Obtain independent expert academic approval
Comply with School regulations, such as Assessment Regulations

Short courses are revalidated every 3 years to maintain quality.

Non-Credit Bearing Short Courses

Title
Rule Approval of Non-Credit Bearing Short Courses The School will also offer a variety of non-credit bearing short courses to support its mission to develop leaders in AI. These courses must follow the same approval rules as credit-bearing courses. This ensures that all short courses, whether credit-bearing or non-credit bearing, adhere to consistent standards of quality and relevance, maintaining the School's commitment to educational excellence.

Title

Rule
Approval of Non-Credit Bearing Short Courses

The School will also offer a variety of non-credit bearing short courses to support its mission to develop leaders in AI. These courses must follow the same approval rules as credit-bearing courses.

This ensures that all short courses, whether credit-bearing or non-credit bearing, adhere to consistent standards of quality and relevance, maintaining the School's commitment to educational excellence.

Entry Criteria

Title

Rule
Short Course Entry Criteria

The entry criteria for a short course will be based on its entry-level:

Executive	For senior leaders and managers with significant experience or qualifications.
Professional (CPD)	For individuals working in specific sectors.
Open Interest/Essential Skills	For those with no specific entry requirements.

Specifying entry criteria ensures that participants meet the necessary qualifications or experience for each course, aligning with its intended level and focus.

Rule
Additional Entry Criteria for Credit-Bearing Short Courses

Applicants to credit-bearing short courses must also meet the entry criteria for the associated programme. These criteria, including prerequisites, experience, and language proficiency, will be detailed on the short course specification.

This ensures that applicants have the necessary qualifications and background to succeed in the credit-bearing short course, maintaining the integrity and standards of the programme.

Credit-Bearing Short Courses and Academic Regulations

Title
Rule Compliance with Academic Regulations for Credit-Bearing Short Courses Students are required to complete the summative assessments associated with their credit-bearing short courses. During welcome week, students will receive an introduction to the Academic Regulations that govern these courses. It is important for students to familiarise themselves with these regulations, which are accessible on the School’s website and in the AGS, as they are part of the contractual agreement for undertaking credit-bearing short courses. These regulations cover essential areas such as: Assessment Regulations Extenuating Circumstances Regulations Marking, Grading, and External Scrutiny Regulations Examination Boards and Academic Appeal Regulations External Examiner Regulations Module, Progression, and Award Regulations This ensures that all credit-bearing short courses meet the School’s standards for assessment, fairness, and academic integrity, and that students are aware of and adhere to the relevant regulations throughout their studies.
Rule Access to Summative Assessment Information Students can find details on summative assessments for credit-bearing short courses in the online course specification. Additional information will be provided by the course leader, and formative feedback will be given throughout the course to aid preparation for summative assessments. Each summative assessment will include an assessment brief with: Module name Module description Credit value Level Learning outcomes Summative assessment details and weighting Assessment criteria Summary of applicable regulations Key dates Contact information for further help This information is available online and will be reviewed during welcome week. This ensures students have clear, accessible information about their assessments and academic requirements, supporting their preparation and understanding of course expectations.
Advice Access to Course Leader Support and Facilities Students may arrange meetings with course leaders during their office hours for additional assistance, including guidance on regulations. Additionally, support services available to students enrolled in short courses include academic support, wellbeing resources, and access to facilities. This provides students with the opportunity to seek further help and clarification on course content and assessments.

Title

Rule
Compliance with Academic Regulations for Credit-Bearing Short Courses

Students are required to complete the summative assessments associated with their credit-bearing short courses. During welcome week, students will receive an introduction to the Academic Regulations that govern these courses. It is important for students to familiarise themselves with these regulations, which are accessible on the School’s website and in the AGS, as they are part of the contractual agreement for undertaking credit-bearing short courses.

These regulations cover essential areas such as:

Assessment Regulations
Extenuating Circumstances Regulations
Marking, Grading, and External Scrutiny Regulations
Examination Boards and Academic Appeal Regulations
External Examiner Regulations
Module, Progression, and Award Regulations

This ensures that all credit-bearing short courses meet the School’s standards for assessment, fairness, and academic integrity, and that students are aware of and adhere to the relevant regulations throughout their studies.

Rule
Access to Summative Assessment Information

Students can find details on summative assessments for credit-bearing short courses in the online course specification.

Additional information will be provided by the course leader, and formative feedback will be given throughout the course to aid preparation for summative assessments. Each summative assessment will include an assessment brief with:

Module name
Module description
Credit value
Level
Learning outcomes
Summative assessment details and weighting
Assessment criteria
Summary of applicable regulations
Key dates
Contact information for further help

This information is available online and will be reviewed during welcome week.

This ensures students have clear, accessible information about their assessments and academic requirements, supporting their preparation and understanding of course expectations.

Advice
Access to Course Leader Support and Facilities

Students may arrange meetings with course leaders during their office hours for additional assistance, including guidance on regulations. Additionally, support services available to students enrolled in short courses include academic support, wellbeing resources, and access to facilities.

This provides students with the opportunity to seek further help and clarification on course content and assessments.

Student Engagement, Feedback, and Quality Assurance

Title
Advice Student Feedback and Continuous Improvement Students on credit-bearing short courses can provide feedback through the virtual learning environment (VLE) and by contacting their course leaders. The School values feedback for ongoing enhancement of its courses and uses these mechanisms to gather input for continuous improvement.
Rule Student Feedback through Course Surveys At the end of all short courses, students receive automatic surveys to provide feedback. This feedback helps the School to continually improve its courses.

Title

Advice
Student Feedback and Continuous Improvement

Students on credit-bearing short courses can provide feedback through the virtual learning environment (VLE) and by contacting their course leaders.

The School values feedback for ongoing enhancement of its courses and uses these mechanisms to gather input for continuous improvement.

Rule
Student Feedback through Course Surveys

At the end of all short courses, students receive automatic surveys to provide feedback.

This feedback helps the School to continually improve its courses.

Certificates and Accreditation

Title
Rule Certification for Short Courses All participants who successfully complete short courses will receive a certificate of participation. Those who complete credit-bearing short courses will receive transcripts and certificates in accordance with the Academic Regulations. Certificates provide recognition for participation, while transcripts and certificates for credit-bearing courses offer formal documentation of academic achievement, aligning with the School's commitment to educational standards and transparency.
Rule External Accreditation for Short Courses The short course specification on the website will indicate if a course is accredited by an external body. Clearly stating external accreditation ensures transparency and provides participants with relevant information about the course's credibility and recognition.

Title

Rule
Certification for Short Courses

All participants who successfully complete short courses will receive a certificate of participation.

Those who complete credit-bearing short courses will receive transcripts and certificates in accordance with the Academic Regulations.

Certificates provide recognition for participation, while transcripts and certificates for credit-bearing courses offer formal documentation of academic achievement, aligning with the School's commitment to educational standards and transparency.

Rule
External Accreditation for Short Courses

The short course specification on the website will indicate if a course is accredited by an external body.

Clearly stating external accreditation ensures transparency and provides participants with relevant information about the course's credibility and recognition.

Short Courses Contract

Title
Rule Short Course Contract Terms and Conditions The School’s Contract Terms and Conditions for Short Courses, which include payment procedures and the policy regarding refunds or compensation in the event of course cancellation or student withdrawal, are available on the website. By booking a short course, applicants agree to these terms. The contract outlines rules on cancellation rights, refunds, liability, obligations, and other key terms.

Title

Rule
Short Course Contract Terms and Conditions

The School’s Contract Terms and Conditions for Short Courses, which include payment procedures and the policy regarding refunds or compensation in the event of course cancellation or student withdrawal, are available on the website. By booking a short course, applicants agree to these terms.

The contract outlines rules on cancellation rights, refunds, liability, obligations, and other key terms.

Awards and Recognition of Prior Learning (RPL) and Experience (RPE)

Title

Rule
Application of Academic Regulations to Credit-Bearing Short Courses

All School academic regulations apply to credit-bearing short courses. Students may register for these courses and later enrol in an award programme using the Recognition of Prior Learning (RPL) and Experience (RPE) process. However, future availability of the award or its module requirements cannot be guaranteed.

Students need to be aware that enrolling in credit-bearing short courses does not ensure that the award will be available in the future or that its requirements will remain the same. The maximum number of credits allowed under RPL and RPE, along with the minimum credits required to be achieved at the School, are outlined for each award type. For further details, the School’s admission team can provide guidance.

Awards and Credit Requirements:

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)

Maximum Credits Permitted by RPL and RPE:

Award	Maximum Number of Credits Permitted by Way of RPL and RPE	Minimum Number of Credits that Must be Successfully Achieved at School
Taught masters’ degrees e.g. MSc	90	90 credits at Level 7
Postgraduate diplomas	60	60 credits at Level 7
Postgraduate certificates	30	30 credits at Level 7
Bachelors’ degrees with honours e.g. BSc Hons	240	120 credits (60 at Level 5 and 60 at Level 6)
Bachelors’ degrees	200	100 credits (40 at Level 5 and 60 at Level 6)
Graduate diplomas	40	40 credits (40 at Level 6)
Graduate certificates	20	20 credits (20 at Level 6)
Diplomas of Higher Education (DipHE)	160	80 credits (20 at level 4 and 60 at Level 5)
Certificates of Higher Education (CertHE)	60	60 credits (60 at Level 4)

Metrics and KPIs

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.

Title
Average Duration of Course Development and Approval Measure the average time taken from the initial development to the final approval of a credit-bearing short course, aiming for a maximum of 16 weeks. A shorter development and approval duration allows the School to quickly adapt to emerging trends and needs, ensuring that courses are available in a timely manner.
Completion Rate of Credit-Bearing Short Courses Measure the percentage of students who complete credit-bearing short courses within the expected timeframe, aiming for at least 85% completion rate each academic year. High completion rates indicate that students are successfully navigating and completing the courses, reflecting effective course design and support. It also suggests that the courses are engaging and meet students' needs.
Number of Credit-Bearing Short Courses Validated Track the number of credit-bearing short courses that have been formally validated each academic year, with a target of validating at least 10 new courses annually. This KPI measures the School's ability to expand its offerings and ensure that new courses meet FHEQ standards. It reflects the institution’s commitment to developing diverse, high-quality programmes.
Student Satisfaction with Course Content Collect and analyse student feedback on course content through surveys, targeting an average satisfaction score of at least 4.5 out of 5 each term. High satisfaction scores indicate that course content is relevant, engaging, and meets students' expectations, which is crucial for maintaining the quality of the short courses.

Title

Average Duration of Course Development and Approval
Measure the average time taken from the initial development to the final approval of a credit-bearing short course, aiming for a maximum of 16 weeks.
A shorter development and approval duration allows the School to quickly adapt to emerging trends and needs, ensuring that courses are available in a timely manner.

Completion Rate of Credit-Bearing Short Courses
Measure the percentage of students who complete credit-bearing short courses within the expected timeframe, aiming for at least 85% completion rate each academic year.
High completion rates indicate that students are successfully navigating and completing the courses, reflecting effective course design and support. It also suggests that the courses are engaging and meet students' needs.

Number of Credit-Bearing Short Courses Validated
Track the number of credit-bearing short courses that have been formally validated each academic year, with a target of validating at least 10 new courses annually.
This KPI measures the School's ability to expand its offerings and ensure that new courses meet FHEQ standards. It reflects the institution’s commitment to developing diverse, high-quality programmes.

Student Satisfaction with Course Content
Collect and analyse student feedback on course content through surveys, targeting an average satisfaction score of at least 4.5 out of 5 each term.
High satisfaction scores indicate that course content is relevant, engaging, and meets students' expectations, which is crucial for maintaining the quality of the short courses.