UK Quality Code for Higher Education: Advice and Guidance - Principle 7
Publication date: 21 Sep 2026
Principle 7 - Designing, developing, approving and modifying programmes
This Principle focuses on the design, development, approval and modification of programmes and modules. It explores how providers can ensure academic standards are maintained, programmes remain relevant and inclusive, and students are meaningfully involved in curriculum development. Effective programme processes help create high-quality learning opportunities that meet the needs of students, employers and wider society.
The guidance outlines approaches that providers may use when designing, developing, approving and modifying programmes and modules. It is intended to support reflection on current practice, help providers enhance their processes, and enable comparison with approaches used across the sector.
How this works in practice
Providers typically take a structured and evidence-informed approach to programme design, development, approval and modification. This includes the following elements.
- Designing programmes and modules with reference to relevant qualifications frameworks, subject benchmarks and professional requirements.
- Producing and maintaining definitive documentation as the authoritative source of information about provision.
- Recording and certifying outcomes of study and the award clearly for all students and staff.
- Publishing clear approval, modification and governance processes with appropriate oversight of academic standards.
- Using evaluation, feedback and external engagement to enhance programmes and keep them current and relevant.
- Ensuring programme design and approval processes support equality, diversity, inclusion and environmental sustainability objectives.
- Engaging students, employers, external specialists, PSRBs and other stakeholders throughout the programme lifecycle.
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Key Practices
All programmes and modules meet academic standards that are consistent with relevant national qualifications and credit frameworks. Where applicable, provision also meets professional body and accreditation requirements, and apprenticeship standards.
What this means
Providers use national qualifications and credit frameworks, subject benchmark statements and, where relevant, PSRB or apprenticeship requirements to design and approve programmes at the appropriate academic level. They ensure learning outcomes, curriculum content and assessment are aligned, while using governance and oversight arrangements to maintain academic standards and comparability across the UK.
In practice
Providers typically:
- use sector reference points to maintain academic standards
- align learning outcomes, curriculum and assessment
- reflect relevant PSRB, accreditation and apprenticeship requirements
- engage students, employers and other stakeholders in programme development
- apply robust approval, modification and governance processes
- review and update programmes to maintain relevance and quality.
Why this matters
Making sure programmes and modules meet academic standards consistent with relevant national qualifications and credit frameworks builds confidence in qualifications among key stakeholders, and keeps programmes current and relevant. It also:
- ensures awards meet UK-recognised academic standards
- brings external perspectives into curriculum design
- strengthens oversight of quality and standards
- supports fair and effective student achievement.
Resources
- QAA member resource, How Higher Education Providers Work With Professional Bodies
- Higher Education Better Regulation Group, Professional, statutory and regulatory bodies: an exploration of their engagement with higher education
- Competition and Markets Authority, UK higher education providers – advice on consumer protection law
- QAA, Qualifications Frameworks
- QAA, Characteristics Statements
- QAA, Subject Benchmark Statements
A definitive set of documents are produced from the design, development, approval and modification processes, which are held securely and act as the primary source of information about each programme. Similar but proportionate arrangements are in place for modules and smaller units of study.
What this means
This Key Practice focuses on maintaining a definitive, accurate and secure set of programme and module documents. These documents act as the authoritative source of information about provision, support consistency and transparency, and ensure that programme changes are properly recorded, communicated, version-controlled and aligned across related sources such as websites and prospectuses.
In practice
Providers typically
- maintain definitive programme and module documentation as a single source of truth
- define clear responsibilities for creating, approving and updating documents
- use version control and secure document management processes
- ensure related information remains consistent across websites, prospectuses and other materials
- communicate approved changes clearly to students, staff and stakeholders
- review documentation regularly to ensure accuracy, accessibility and compliance.
Why this matters
Clear, accurate and up-to-date programme documentation helps to make sure that everyone works from the same information, supporting consistency, transparency and confidence in academic provision. It also provides an authoritative record of approved programmes and changes over time.
You might evidence this through:
- definitive programme and module specifications
- documented version control and record management arrangements
- clearly defined responsibilities for maintaining programme documentation
- processes for updating websites, prospectuses and other published information following programme changes
- records of programme modifications, approvals and implementation decisions
- periodic reviews of documentation accuracy, accessibility and compliance.
Resources
- Office for Students, Consumer protection guidance for higher education
- Competition and Markets Authority, Consumer law advice for higher education providers
- Jisc,Information management, data governance and digital systems in higher education
- Inclusive curriculum design and accessible information
The award to be received and how outcomes of study are recorded and certificated are made clear to all students and staff involved in the teaching, learning and evaluation of the programme and module.
What this means
This Key Practice focuses on ensuring that students, staff and other stakeholders clearly understand the award being studied for, how achievement will be assessed and recorded, and how outcomes will be certificated. It supports accurate, consistent and transparent recording of student achievement, helping to maintain confidence in qualifications, transcripts, certificates and academic records.
In practice
Providers typically:
- clearly communicate award titles, outcomes and progression requirements to students and staff
- maintain accurate, secure and reliable student achievement records
- ensure awards, transcripts and certificates accurately reflect approved provision
- apply assessment regulations consistently across programmes and locations
- provide transparent information about credit, awards and study pathways
- review and improve recording and certification processes over time.
Why this matters
Clear and accurate records help protect academic standards, support student confidence and enable graduates to demonstrate their achievements throughout their careers. This also:
- supports transparency and informed student decision-making
- enables reliable verification of qualifications and achievements
- promotes consistency and fairness in awarding decisions
- strengthens trust in qualifications across the UK and internationally.
Resources
- QAA, Frameworks for Higher Education Qualifications of UK Degree-Awarding Bodies
- QAA, Framework of Qualifications for The European Higher Education area
- Characteristics Statements
- Competition and Markets Authority, UK Higher Education providers – advice on consumer protection law
- GOV.uk, UK data protection legislation
Policies and processes that support the design, development, approval and modification of programmes and modules are published on each provider’s website and are easily accessible to key stakeholders.
What this means
Providers publish clear and accessible information about how programmes and modules are designed, developed, approved, modified and, where relevant, closed. Information is tailored to different audiences, enabling staff, students, partners and external stakeholders to understand responsibilities, processes, decision-making and the implications of change.
In practice
Providers typically:
- publish policies, procedures and guidance on publicly accessible websites or digital systems
- provide clear explanations of roles, responsibilities, timelines and approval requirements across the programme lifecycle
- maintain accurate, up-to-date information supported by version control and clear ownership
- review and improve published guidance in response to stakeholder feedback, changing requirements and evolving sector practice.
Accessible and transparent information supports consistent decision-making, strengthens confidence in academic processes and enables effective engagement across the provider community. This:
Resources
- Competition and Markets Authority, Consumer law advice for higher education providers
- QAA, Approaches to monitoring, review and evaluation
- Information Commissioner's Office, Records management guidance
External engagement and evaluation form a component part of the design, development, approval and modification process.
What this means
Providers engage with a range of external stakeholders to inform curriculum development and evaluation. These may include employers, professional bodies, alumni, academic peers, service users and external examiners. External engagement helps ensure programmes remain relevant to students’ futures, aligned with academic and professional expectations, and responsive to changing societal and sector needs.
In practice
Providers typically:
- engage external stakeholders at appropriate stages of programme design, approval, review and modification
- draw on professional, disciplinary and employer expertise to inform curriculum content, delivery and assessment
- gather, evaluate and respond to external feedback in a timely and transparent way
- provide guidance, support and recognition for those contributing external perspectives and expertise.
Why this matters
External engagement helps programmes remain current, credible and responsive to the needs of students, professions and wider society, by:
- strengthening the relevance and value of educational provision
- supporting the maintenance of academic standards
- promoting innovation and continuous enhancement
- ensuring programmes are informed by diverse perspectives and expertise.
Resources
- QAA, External Examining Principles
- Inclusive Education Framework, Curriculum Design and Delivery
- University of Hull, Programme goals tool
- QAA Collaborative Enhancement Project, When Quality Assurance Meets Innovation in Higher Education
- Association of the British Pharmaceutical Industry (ABPI), Life Sciences 2035: Developing the Skills for Future Growth - Main report
The design, development, approval and modification processes align with providers’ policies and practices on equity, equality, diversity and inclusion, and environmental sustainability.
What this means
Providers consider equality, diversity and inclusion (EDI) and environmental sustainability throughout the design, development, approval and modification of programmes and modules. This includes creating inclusive curriculums and assessment approaches, addressing barriers to participation and success, and embedding sustainability in ways that are meaningful and relevant to the subject and student experience.
In practice
Providers typically:
- use institutional policies, data and stakeholder expertise to inform inclusive curriculum and assessment design
- consider the needs and experiences of diverse student groups when developing and reviewing programmes
- embed sustainability principles and sustainable development within curriculum frameworks and learning opportunities
- evaluate the impact of programme design on equality of opportunity, student outcomes and sustainability objectives.
Why this matters
Embedding EDI and sustainability helps create accessible, relevant and future-focused learning experiences for all students, by:
- supporting equity of opportunity and student success
- promoting inclusive and accessible learning environments
- preparing students for responsible professional and civic engagement
- helping providers respond to social, environmental and sector priorities.
Resources
- QAA Collaborative Enhancement Project, The inclusive education framework
- Competence standards and reasonable adjustments
- Advance HE, Embedding equality, diversity and inclusion in the curriculum. A programme standard
- QAA and Advance HE, Education for Sustainable Development Guidance
- Equality and Human Rights Commission (EHRC), Advice note for the higher education sector from the legal case of University of Bristol vs Abrahart
Students are involved meaningfully in the design, development, approval and modification of programmes and modules.
What this means
Providers create opportunities for students to contribute in ways that are purposeful, inclusive and influential. Student involvement extends beyond consultation and feedback, enabling students to help shape curriculums, learning experiences and enhancement activities through partnership, co-creation and shared decision-making.
In practice
Providers typically:
- involve students at different stages of programme design, development, approval and review
- use a range of approaches, including student panels, co-design activities, representative structures and feedback mechanism
- support students through training, guidance and recognition of their contributions
- demonstrate how student views have influenced decisions and communicate outcomes through clear feedback loops.
Why this matters
Meaningful student involvement strengthens the relevance, quality and effectiveness of educational provision while fostering a culture of partnership, by:
- helping programmes reflect students' experiences and aspirations
- promoting shared ownership of learning and educational enhancement
- supporting more inclusive and responsive curriculum design
- building student confidence, engagement and sense of belonging.
Resources
- Advance HE, Student engagement through partnership
- Open University, Arnstein’s ladder of participation
- QAA Quality Enhancement Project, When Quality Assurance Meets Innovation in Higher Education
At a time of significant change in higher education, the Quality Code remains a trusted source of guidance and support. Through the new Advice and Guidance Principle 7, I am confident that I have access to information that is current, comprehensive and presented in an accessible manner. Particularly useful are the scenarios, which help me to see how the guidance can apply to a variety of contexts.
Nina van Gessel, Quality Assurance Manager, King's College London