International Programme Accreditation: Guidance for Providers
Publication date: 21 Jul 2026
International Programme Accreditation (IPA) reviews programmes as a whole and the effectiveness of the quality assurance and enhancement processes that are used to ensure a high-quality student experience. The IPA process reviews your programmes against the criteria outlined below. The guidelines identify how the criteria might be implemented and describe areas of good practice. These have been mapped to the European Standards and Guidelines (ESG).
The programme has clearly defined, published, and relevant objectives and learning outcomes that align with the mission of the institution and the European Qualifications Framework (EQF) or equivalent national qualifications framework.
Guidelines:
- Learning outcomes reflect sector expectations, national qualifications frameworks and relevant QAA subject benchmark statement.
- Students and applicants are made aware of the programme learning outcomes through relevant channels which are regularly reviewed to ensure accuracy. They are expressed in clear language and as measurable outcomes.
- The learning outcomes of modules/courses are mapped to the programme learning outcomes to ensure that there are appropriate opportunities for all outcomes to be met.
The curriculum has been developed and approved using effective and approved institutional processes and structures. It is logically structured, up-to-date with current scholarship and professional practice, and effectively integrates theory and practice. It ensures all graduates meet the required international and professional standards.
Guidelines:
- Logical curriculum structure ensures that students’ knowledge and skills develop incrementally over the course of their studies, makes more complex demands at each level of study and prepares them for future careers.
- Student workload is clearly defined (using credits, hours or other appropriate quantifiers). Teaching and assessment are planned so as to ensure balance in workload for students across the academic year.
- Programmes are kept up to date by gaining regular feedback from internal and external stakeholders and making appropriate enhancements, and students have the opportunity to engage at the frontiers of their subject through research and/or other appropriate activities.
- Programme delivery teams create opportunities for students to participate as partners in their learning.
The teaching and learning methods are designed to help students to achieve the intended learning outcomes and encourage their active participation. Assessment procedures are fair, consistent, transparent and appropriate to the subject area.
Guidelines:
- Teaching and learning methods encourage student participation and support the development of independent learning, including the use of AI tools and pedagogies where appropriate. The approach (whether face-to-face, online or hybrid) includes sufficient variety and flexibility to cater for the needs of a diverse student population.
- Assessment is carefully planned to provide opportunities to demonstrate the extent to which learning outcomes have been met. They reflect the international standards expected for each level of study (as defined in qualifications frameworks, subject benchmarks, professional standards).
- Assessment criteria are clear and understood by students and assessors, they reflect professional and national standards and practices.
- Students receive support in developing the academic, digital and transferrable skills required to be successful in their learning and following completion of the programme.
- Students receive support in preparing for different types of assessment; including the the appropriate use of AI and awareness of academic misconduct, and feedback on assessment promotes improvement.
- Regulations for passing, progressing and calculation of final outcomes are clear and available to staff and students.
- There are coherent and easily understandable policies and procedures related to academic integrity and the use of artificial intelligence.
- Students understand the processes for mitigation, complaints and appeals.
Teaching staff are appropriately qualified, have relevant expertise and experience, and engage in continuous professional development to ensure they remain up to date. The institution provides a supportive environment for its staff.
Guidelines:
- Programme-related staff are recruited using a transparent process and supported during their induction period.
- Staff numbers, qualifications and areas of expertise are appropriate to deliver the programme.
- There is a process for the regular review of staff which identifies strengths and areas for development.
- Staff can access training and development to support their teaching, use of technology and wider roles.
- Staff research and/or scholarly activity clearly underpins programme delivery.
Students have access to sufficient learning resources, including library facilities, IT infrastructure, and appropriate teaching and learning spaces. Adequate student support services and career counselling are also provided.
Guidelines:
- Students can access adequate teaching and learning resources to support their studies. This includes online and/or physical resources.
- Reading lists, or their equivalent, are kept up to date and include a range of relevant sources.
- Students are able to access and use the IT hardware and software that they need to carry out their assessments and other programme-related tasks.
- Students are aware of the professional support services that are available to them and are provided with information and advice on how to access them.
- Professional services staff understand the needs of a diverse range of students and ensure that they have the necessary provision to meet their needs.
- Resources and support services gather feedback from users and use it to make further improvements.
Robust internal quality assurance systems are used to monitor, review, and enhance the quality of the programme. This includes the use of accessible data systems that enable the tracking of student success. Planned enhancements are tracked, communicated to stakeholders and their effectiveness is evaluated.
Guidelines:
- Effective processes are in place to collect and monitor programme related data. The data allows for comparisons to be made of student outcomes and performance. There is evidence of the analysis and use of data to inform decision-making and planning.
- Feedback from students and staff involved in the programme is analysed, reviewed and used to assure and enhance the quality of the programme.
- Data is accessible to programme level staff to monitor student success and identify aspects where students may need further support.
- Institutional quality processes and procedures for monitoring and review of programmes are fully implemented at programme level.
- There is a committee structure and meeting cycle that support the assurance and enhancement of the quality of the programme.
- Programme and course/module improvements and enhancements are planned, tracked and evaluated.
Information about the programme(s) including their accreditation status, entry requirements and learning outcomes is accurate, objective and publicly available. Programme certification clearly states the qualification achieved and its recognition by relevant authorities.
Guidelines:
- Programme information is sufficiently detailed to enable prospective students to understand its requirements and key features.
- Information about cost of study, bursaries and other financial aspects of the programme is clear and regularly updated.
- There is a process and designated responsibility for the checking and updating of information about the programmes in all its forms including website and social media.
- The application and admissions processes and criteria are implemented consistently and in a transparent manner.
- New entrants receive an induction to their programme that enables them to understand expectations and sources of information and support.
- Graduates receive certification that clearly states the qualification achieved which is mapped to published standards.
Employers, alumni, professional bodies, community partners, government agencies and other relevant stakeholders are involved, where appropriate, in the development, monitoring, enrichment and enhancement of the programmes of study.
Guidelines:
- Programme teams involve stakeholders and external members in reviewing and developing the curriculum.
- Feedback is sought from relevant external experts or bodies at appropriate stages of the programme’s implementation.
- External stakeholders are invited to contribute to the programme delivery or support.
- Students have opportunities to gain understanding of the workplace and the expectations of employers.
Method handbook
Full information about the IPA method is available in the handbook below, alongside a mapping of the IPA criteria and guidance to the ESG Standards Part 1.
Mapping of IPA Criteria and Guidance to ESG Standards Part 1
Publication date: 21 Jul 2026
| Author: | QAA |
|---|---|
| Format: | |
| Size: | 2.45 MB |